Children's Behaviour and Inclusion

This document is an assessment workbook for the unit "Children’s behaviour and inclusion" within the CHC50113 Diploma in Early Childhood Education and Care offered by Inspire Education Pty Ltd. It covers competency-based assessment principles, focusing on three units: CHCECE020 (Establish and implement plans for developing cooperative behaviour), CHCECE021 (Implement strategies for the inclusion of all children), and CHCECE026 (Work in partnership with families to provide appropriate education and care for children). The workbook includes written questions and case studies based on the National Quality Framework (NQF), National Quality Standards (NQS), and the Early Years Learning Framework (EYLF). It guides assessors on marking and provides instructions for students, emphasizing the importance of valid, sufficient, authentic, and current evidence. The assessment also incorporates reflection on personal values, cultural sensitivity, and the application of relevant theories and legislation. The workbook concludes with a feedback section and a coversheet for submission.

Diploma in Early Childhood
Education & Care
Subject 10
Children’s behaviour and inclusion
V1.1 Produced 18 August 2024
Copyright © 2014 Inspire Education Pty Ltd. All rights reserved. No part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than
pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Inspire Education Pty Ltd

Version control & document history
Date Summary of modifications made Versio
n
18 August 2024 Version 1 final produced following
assessment validation.
v1.0
18 August 2024 Revised question – Q7, 9 V1.1
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1. TABLE OF CONTENTS
1.TABLE OF CONTENTS.........................................................3
2.INTRODUCTION.................................................................4
3.WHAT IS COMPETENCY BASED ASSESSMENT.........................4
4.THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING ........................................................5
The principles of assessment...................................................................5
5.THE DIMENSIONS OF COMPETENCY.....................................6
6.THE UNIT OF COMPETENCY................................................7
CHCECE020 Establish and implement plans for developing cooperative
behaviour ................................................................................................8
CHCECE021 Implement strategies for the inclusion of all children ....11
CHCECE026 Work in partnership with families to provide appropriate
education and care for children ............................................................14
7.ASSESSMENT METHODS ..................................................16
8.INSTRUCTIONS TO ASSESSOR............................................17
9.INSTRUCTIONS TO STUDENT.............................................18
Written Questions..................................................................................18
10.ASSESSMENT WORKBOOK COVERSHEET..........................19
11.WRITTEN QUESTIONS....................................................20
12.FEEDBACK....................................................................54
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2. INTRODUCTION
Assessment is a difficult process – we understand this and have
developed a range of assessment kits, such as this, to facilitate a painless
process for both the assessor and the learner being assessed.
There are a number of characteristics of assessment, ranging from
subjective assessment (which is based on opinions and feelings), to
objective assessment (which is based clearly on defined processes and
specific standards). Nearly all assessment involves a mixture of both
types of assessment because it is almost impossible to eradicate the
subjectivity humans carry into the process of assessing. The goal in
developing and implementing these assessment kits is to work towards
the objective end as far as possible and to reduce the degree of opinions
and feelings present.
3. WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person to
perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes
are tied to the relevant industry competency standards where
these exist. Where such competencies do not exist, the
outcomes are based upon those identified in a training needs
analysis.
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other
learners.
4. THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge and
skills with their practical application.
o Assessment, where possible, must include judgements based
on evidence drawn from a number of occasions and across a
number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed
to ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards
for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-
the-job components of training within a course.
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o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been
acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the unit
of competency. This evidence should match or at least reflect
the type of performance that is to be assessed, whether it
covers knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects
of the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied
that evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
5. THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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6. THE UNIT OF COMPETENCY
For the purpose of delivering the Qualification CHC50113 Diploma
in Early Childhood Education and Care clustered assessment of
units of competency will occur.
When assessing each unit it is important to understand how they
are structured in order to meet assessment requirements.
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
a. specifying the required level of performance
2. the Assessment Requirements
a. Performance Evidence
b. Knowledge Evidence
c. Assessment Conditions
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CHCECE020 Establish and implement plans for developing
cooperative behaviour
Application
This unit describes the skills and knowledge required to support both
individual and group plans for developing cooperative behaviour.
This unit applies to educators working in a range of education and care
services.
Elements
Elements define the essential outcomes.
1. Establish and apply limits and guidelines for behaviour
2. Identify and review behaviour as required
3. Develop a plan to guide a particular child’s behaviour where
required
4. Implement and monitor behaviour plan
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
Oral Communication – in order to facilitate collaborative discussions
with children, families and other educators.
The remaining foundation skills essential to performance are explicit in
the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks:
observed and analysed children’s behaviour, on at least three occasions,
in a range of situations and contexts
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created, implemented and measured the effectiveness of at least one
plan, including:
o developing long-term and short-term goals and objectives
o establishing a baseline for the behaviour
o clearly outlining alternative behaviours
o communicating expectations with children
o supporting and communicating with colleagues to implement the
plan
o revisiting the plan and reflecting on its effectiveness
developed positive relationships with children, respected family
expectations and their cultural values, and acted within the service policy
interacted with children and involved them in decision-making and
planning
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge
required to effectively do the task outlined in elements and performance
criteria of this unit, manage the task and manage contingencies in the
context of the identified work role. These include knowledge of:
• how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
• how to interpret the relevance of framework and standards
documents in guiding work in this unit of competency
• stage of development/age-appropriate expectations of children’s
behaviour
• appropriate and inappropriate behaviours – review of own stance
and reflection on own values
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• different family styles of discipline and beliefs about behaviour in
different cultures and social groups
• relationship-based strategies to help children learn about
behaviour
• possible contributing factors to behaviours of concern, i.e. recent
events, child’s history, actions of others, or developmental or
emotional reasons
• code of ethics
• United Nations Conventions on the Rights of the Child
• organisation standards, policies and procedures
Assessment must ensure use of:
• National Quality Framework for Early Childhood Education
and Care
• the relevant approved learning framework under the National
Quality Framework for Early Childhood Education and Care.
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