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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CHCECE021 Implement strategies for the inclusion of all children
Application
This unit describes the skills and knowledge required to support the
inclusion of all children and to work with relevant others to plan and
implement support strategies where required.
This unit applies to educators working in a range of education and care
services.
Elements
Elements define the essential outcomes.
1. Promote inclusion
2. Respect diversity
3. Identify children with barriers to learning
4. Develop a plan for support and inclusion
5. Implement strategies to meet the child’s additional needs
6. Monitor and review strategies
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the
performance criteria of this unit of competency.
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:
developed and implemented a plan for support and inclusion for at least
one child, including:
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o contributing to individualised, child-centred planning and service
delivery
o collaborating and sharing information with family and other
educators to develop and implement an inclusion plan
o investigating and trialling strategies to address the needs of the
child
o reviewing and suggesting adaptations to service delivery to meet
the needs of children with special needs
o identifying and assessing the additional needs of individual
children
o gathering additional resources or sources of information to assist
in developing and adapting curriculum to meet additional needs.
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 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 navigate through framework and standards documents to
find areas relevant to this unit of competency
• relevant legislation, regulations and workplace practices
• range of additional needs that may be identified and the
implications for the role of the educator, including:
• behavioural or psychological disorders
• child at risk of harm or illness
• family circumstances and needs
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• health problems
• physical, sensory or developmental disability
• strategies that encourage participation
• understanding of different backgrounds, experiences and needs of
children and families in exceptional circumstances or with
additional needs
• 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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CHCECE026 Work in partnership with families to provide
appropriate education and care for children
Application
This unit describes the skills and knowledge required to work in
partnership with families to provide appropriate education and care for
the child.
This unit applies to educators working in a variety of education and care
services.
Elements
Elements define the essential outcomes.
1. Provide families with opportunities to be involved in the service
2. Provide information to families about their child
3. Provide information to families about the service
4. Provide information about community services and resources
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 parents and caregivers.
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:
worked collaboratively with at least three different families to
support education and care, including:
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o communicating information about children’s interests and
development
o developing care strategies together
o engaging in discussion relevant to the child and family
involved families in the service/program by:
o encouraging participation in children’s experiences
o providing opportunities for families to give feedback on
service/program
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 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 navigate through framework and standards documents to
find areas relevant to this unit of competency
• strategies for involving family members in the service
• organisation standards, policies and procedures
• relevant theories that underpin the value of family/educator
relationships
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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7. ASSESSMENT METHODS
Assessment for this unit will be assessed through completion of
Assessment Workbook Ten (10) and the relevant section of
Workbook Eleven (11)
Workbook Ten (10) will focus on two assessment methods:
a. Written Questions – based on the required knowledge component
as described in the Instructions for Assessment
b. Case Studies – utilising the inspirededucation.net.au Sparkling
Stars virtual Education and Care Service and activities set out in
this workbook.
Further Assessments:
c. Workbook Eleven (11) Skills Journal
a. participant must attend Vocational Placement for a minimum
period of 240 hours and maintain a log of tasks completed
and signed off by a supervisor in the workplace.
b. Participant must complete a series of tasks and activities
c. A series of 3rd Party reports also make up part of this
assessment.
Instructions on completing the Skills Journal:
This skills journal has been designed using an holistic approach of
assessing the CHC5012 Diploma of Early Childhood Education and Care
with many of your assessments clustered into activities, 3rd Party
Reports and projects that will cover the performance criteria and
evidence requirements of multiple units of competency.
1: As you are required to complete a
minimum of 240 hours the assessments have
been divided into 8 columns allowing you to
plan to complete one batch of assessments
before moving on to the next.
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2: This section designates which workbooks/units you need to read to
support the underpinning knowledge of this assessment.
3: These arrows show which assessments are linked. In this example
Assessment 1 is linked to Assessment 2 & Assessment 3.
8. INSTRUCTIONS TO ASSESSOR
This is a compulsory assessment to be completed by all students. This
assessment tests the student’s ability to understand apply the content
and concepts related to this unit of competency.
Reasonable adjustment applies here and while the majority of students
will complete this assessment as a written assessment, verbal assessment
may be an option for those who need it. Assessor must use the response
guide as the principal marking tool unless reasonable adjustment is
demonstrated.
The assessor guide provides model answers to all the questions, setting
out which key responses must be included as well as indicating where
flexibility is acceptable. For example if a question requires the student to
list three options, then their response must include three of the items
listed in the model answer. Where a response can be more flexible,
instructions to the assessor are included.
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9. INSTRUCTIONS TO STUDENT
The questions in this workbook are divided into two categories.
Written Questions
The questions in this workbook are divided into two categories.
Written Questions: These questions are all in a short answer format.
Case Studies: These are longer questions requiring creative thought
processes are covered in the case studies assessment. You must answer
all questions using your own words. However you may reference your
learner guide, and other online or hard copy resources to complete this
assessment.
You must attempt all assessments satisfactorily to achieve an overall
award of competent.
Re-read the section on Plagiarism and Copying in the front of your
Assessment Workbooks.
If you are currently working as part of an Early Childhood
Education/Child Care team, you may answer these questions based on
your own workplace. Otherwise consider what you should do if you were
working as part of an Early Childhood Education/Child Care team you
may refer to Sparkling Stars as an example.
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10. ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 10
TITLE:
Children’s
behaviour and
inclusion
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the
Candidate
Declaration below
and if you agree to
the terms of the
declaration sign and
date in the space
provided.
By submitting this
work, I declare that:
 I have been advised
of the assessment
requirements, have
been made aware of
my rights and
responsibilities as an
assessment
candidate, and
choose to be
assessed at this time.
 I am aware that
there is a limit to the
number of
submissions that I
can make for each
assessment and I am
submitting all
documents required
to complete this
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Assessment
Workbook.
 I have organised and
named the files I am
submitting
according to the
instructions provided
and I am aware that
Inspire Education
will not assess work
that cannot be
clearly identified and
may request the
work be resubmitted
according to the
correct process.
 This work is my own
and contains no
material written by
another person
except where due
reference is made. I
am aware that a false
declaration may lead
to the withdrawal of
a qualification or
statement of
attainment.
 I am aware that
Inspire Education
has a policy of
checking the validity
of qualifications that
I submit as evidence
as well as the
qualifications/eviden
ce of parties who
verify my
performance or
observable skills. I
give my consent for
Inspire Education to
contact these parties
for verification
purposes.
Name : Signature: Date:
IMPORTANT: Any
emailed
assessments will
not be processed
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Assessments will
only be accepted
as submitted when
you upload them
to the Student
Portal, Fax them
to 1800 008 128 or
post them to GPO
Box 1180,
Brisbane, QLD
4001
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11. WRITTEN QUESTIONS
1. Identify the relevant sections of
the NQF, NQS and the EYLF that
relate to:
 Developing cooperative
behaviour plans
 Strategies for the inclusion of
all children
 Work in partnership with
families to provide
appropriate education and
care for children
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Plans for developing
cooperative behaviour
Inclusion of all children Work in partnership with families
to provide appropriate education
and care for children
National Quality
Framework
NQF assists in developing effective
plans for improving cooperative
behaviour and thus improve
positive environment for improving
learning and development and thus
minimize challenging behaviour.
National quality framework aims to
carry out inclusive practice in terms of
providing better care and support to
children by involving all the children in
decision making. It is also considered as
right of children (Spodek and Saracho,
2014).
NQF assists in providing quality
education and care to children in order
to lead better health, education and
employment outcomes. Main benefits
for parents and children such as-
 Improved educator to ensure
children have greater individual
care
 Transparent information is
being provided to families
Plans for developing
cooperative behaviour
Inclusion of all children Work in partnership with families
to provide appropriate education
and care for children
National Quality Also, National Quality Standards Further, NQS involves aims to involve National quality standards aims to
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Standards helps in developing effective
behavior in terms of improving
cooperative behaviour and involves
all the individuals so that they can
attain desired results.
all the children in making decision and
planning regarding providing them care
and support so that appropriate
performance could be raised.
develop effective relationship and work
in partnership with families and
children so that their needs could be
identified in order to provide
appropriate education and care for
children (James and Prout, 2015).
Plans for developing
cooperative behaviour
Inclusion of all children Work in partnership with families
to provide appropriate education
and care for children
The EYLF It is another framework that
assesses that involving all the
childrens and improving their
positive cooperative behaviour
results into performing desired
actions and satisfy the needs of
children.
EYLF carries out inclusive practice
which results in performing desired
results and thus involve all the children
and carry out best practice so that
appropriate quality framework could be
developed in terms of attaining desired
results (Campbell and et. al., 2014).
EYLF involves both families and
children and carry out effective
partnership so that proper education
and care could be delivered to children.
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2. Describe in your own words how understanding
the stage of development of a child can allow
you to determine age-appropriate expectations
of children’s behaviour?
Age Group Expectations of
Behaviours Strategies to Support Behaviour
Infants
(0 - 12 months)
Physical
 Respiration rate vary
according to activity
 environment conditions
affects the health of
children
Motor development
 Aims to stand
 Exploring new objects
All such behavior are expected
for a 0-12 month child and thus
it helps them to grow (Gordon
and Browne, 2013).
Parents here play a crucial role and thus undertake effective
strategies in regard to support behavior and results into
performing desired actions so that infants behavior could be
supported efficiently (Lamb and et. al., 2014).
Babies Physical Here, also parents play a crucial role in supporting their children
in such age group in regard to provide them due care and
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(12 - 24 months)  Weights increases of
children
 Still respiration rate
varies
 change in body shapes
 Growth rate slows
Motor development
 Crawls skillfully and
quickly
 Enjoys in playing
Thus, such age group assesses
that children in such age group
aids in improving their
behaviour and growing steadily.
support which results them to grow (Nutbrown and Clough,
2014).
Age Group Expectations of
Behaviours Strategies to Support Behaviour
Toddlers
(2 - 3 years)
Physical
 Brain reaches to around
80% of its adult size.
 Growth is steady and
learns various things in
Children starting going to play group and learn different things
so that their behaviour could be supported to attain desired
results.
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such stage.
 Teeth stage is over
Motor development
 Starting walking on
own.
 Climbs on chair
 Needs minimum
assistance for eating
It is another stage of growth and
thus results into carrying out the
task on their own (Brownhill,
Warin and Wernersson, 2015).
Preschoolers
(4 - 5 years)
Physical
 Intake of 1700 calories
daily.
 Visual is well
developed.
 Body reaches to adult
stage
Motor development
Teachers and parents are required to develop effective strategy
and thus aims to support their behaviour so that best results can
be attained (Gertler and et. al., 2014).
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 Starting playing
 Running in a circle
 Can jump
 Starting imagination
Thus, all such behaviours are
expected from children of such
age group and thus need proper
support so that best results can
be attained.
“Educators avoid reinforcing inappropriate/undesirable behaviour. For example, they might ignore the behaviour if there are no direct or immediate
dangers associated with the behaviour. Alternatively, they might remove children who are behaving inappropriately from situations that have
triggered that behaviour.”
Source: Guide to the EYLF pg54.
3. Reflect upon and describe how your own values have created your viewpoint and attitude towards appropriate and inappropriate behaviours in Early
Childhood Education and care environments.
(Must be 200-250 words)
It is essential for educators to understand the bahaviour of each and every children and therefore, it helps them to reinforce inappropriate and
undesirable behaviour so that immediate changes are linked with the same. Thus, it is essential for business to undertake effective actions and
therefore, I need to assess my own values and thus evaluate the attitudes in terms of enhancing the situations so that best care and support to
children could be provided. All the children are involved in identifying their behaviour appropriately so that specific situations could be
triggered in respect of carrying out effective results (Staton, Smith and Thorpe, 2015).
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It can be assessed that my own values helps in creating diverse viewpoint and thus attitude towards appropriate and inappropriate behaviour
within Early Childhood Education and care environment so that specific results can be attained. Teachers provides specific training and
education to children in order to improve their performance within firm and thus provide appropriate care environment so that specific results
can be attained. Providing effective knowledge results into improving the education level of individuals and thus learn different skills and
capabilities so that it could be implemented and thus provide them better care environments so that growth and development can be attained.
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4. In 500-750 words describe how different family styles of discipline and beliefs about behaviour in different cultures and social groups affect you in your
role as an educator at an Early Childhood Education and Care centre and what approaches you can take to minimise the negative effects of cultural
difference.
It can be assessed that there are different family styles of discipline and beliefs regarding behaviour influences and thus it is essential for me to
provide effective education facilities to them as per their beliefs and values. Therefore, it is essential for being an educator at an Early
Childhood Education and Care centre aims to minimise the negative effects of cultural differences so that appropriate teaching could be
provided to children so that they can improve their learning facilities. Hence, it needs to be implemented in terms of providing better education
facilities and thus care needs to be rendered so that it aims to minimize the negative effects of cultural differences so that better relationship can
be developed. It is also essential for educator to identify the stage of Early Childhood Education and Care Centre which helps in influencing the
needs and requirements of children in terms of carrying out effective results so that better performance could be carried out. Therefore, it is
significant for care provider to minimize the negative effects of cultural differences and thus provide appropriate services to children as per their
needs in regard to assess the culture of children and then provide them appropriate services so that best results can be attained (Blackwell,
Lauricella and Wartella, 2014).
Role of education is very diverse and therefore, it is essential for them to improve the working conditions and then assess the needs of different
children and then provide them appropriate education so that best care services could be rendered as per their needs. Hence, appropriate
approaches results into minimising the negative effects of cultural differences and then it helps in raising their performance so that best results
could be attained. Working for promoting the Early Childhood Education results in identifying the cultural differences among different children
and overcoming their negative effects so that best results can be attained. Hence, it is essential for business to undergo effective differences in
cultural aspect and thus performs a desired actions so that needs and wants of every children could be satisfied.
Educator within care home needs to promote the work culture so that effectively that helps them to prepare effective approaches and thus results
in carrying out best performance so that success can be attained. Also, analysing different learning activities results into performing best cultural
differences so that culture of different students could be assessed in regard to improve their learning and thus bring positive outcomes so that
best approaches could be attained. Therefore, it is significant for firm to enhance the business operations and thus bring positive outcomes so
that children could be provided better environment and does not affect their health perspective. Each and every family is different from each
other and therefore educator need to assess the same so that their needs could be identified in terms of providing the same to them ( Harms,
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Clifford and Cryer, 2014). Through overcoming the cultural differences it results into performing the best actions and then improve business
performance which aims to fulfill the set targets.
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5. Explain how you would use relationship-based strategies to help children learn about behaviour?
(150 -200 word response)
Relationship based strategies are significant and thus it helps in improving children regarding learning behaviour and thus improve their
understand the needs of children so that best results can be attained. Implementing educational or recreational program and behaviour guidance
strategies that a children's service develops can help in ensuring children’s individual and developmental needs helps in building positive
behaviour. Therefore, it is essential to involve parents and improving children learning strategies regarding behaviour such as social and
physical environment. Both these methods are required to be involved so that it helps in improving the strategies and learn regarding different
behaviour so that best results can be attained.
Relationship based strategies helps in children learning regarding their behaviour and thus helps in improving their relationship so that best
results could be attained. Therefore, it is essential for me to undertake and implement effective strategies so that children strategies could be
enhanced in an effective and efficient way. Therefore, it is essential for care home to learn varied strategies and thus improve their behaviour so
that appropriate strategies could be build that results into performing desired actions and results into performing best options so that different
child behaviour could be assessed in terms of raising performance.
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6. Describe the background factors that can contribute to children’s behaviours of concern.
It is essential for children to improve their understanding regarding different behavioural factors and thus improve learning so that appropriate
results could be assessed. Hence, background factors aim to contribute to children’s behavior and then improve their learning capacity so that
success can be attained. Background factors results in contributing the best performance and thus improve children’s behavior in order to
contribute towards attaining desired success. Background factors that helps in contributing towards children behaviours need to improve their
relationship so that better understanding could be developed in terms of improving desired facilities and thus improve relationship so that
success could be attained. Children possess varied behaviour in respect of improving their performance and thus aim to focus upon carrying out
best performance so that appropriate results could be attained. However, it is also essential for firm to undertake effective children contribution
helps in assessing the best results so that satisfaction can be attained.
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7. When developing behaviour management plans for children you will need to consider the Early Childhood Australia (ECA) Code of Ethics and the
United Nations Convention on the Rights of the Child (CROC). Explain in your own words how each of these will affect your approach to developing
behaviour management plans.
Guidance: Identify specific parts of the Code of Ethics and CROC that will affect your approach, and explain how you will incorporate these into the
development of behaviour management plans.
It is essential for educator to develop behaviour management plans for children so that they can improve their behaviour and thus best results
can be attained. CROC helps in improving the ethical code of conduct so that development of behaviour results into performing best action plan
so that proper ethical code of conduct and practices could be carried out. Also, it is essential for educator to develop effective ethical code of
practices results into performing desired actions and thus perform appropriate management plans so that proper management decisions could be
done. CROC practices assists in improving better performance so that it does not affect the behaviour of individuals. Therefore, educator need
to assess the behaviour management plans for children and consider Early Childhood Australia code of Ethics which results into performing
desired actions and thus undertake effective approach so that success can be attained.
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8. Which regulations,
legislation and workplace
practices relate to
inclusion of all children in
an Early Childhood
Education and Care centre
and what programs are
available in your state to
provide assistance to
meeting the inclusion and
professional support needs
of child care and early
learning services?
Legislation Regulations Workplace Practices Support Programs
Inclusion of all
children in childcare
The Childcare Act 2006 Proper childcare need
to provided to children
so that they feel
satisfied.
 It is essential to carry
out effective
workplace practices so
that all the children are
given better care and
support and also
involved in learning to
enhance results.
 Involving all the
children in care and
sup[port facilities it
 Health care organization
needs to carry out
effective support
programs which aims to
support the needs of child
care and early learning
services which results
into focusing upon
improving the services so
that better results could
be attained. Through
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helps in supporting
them and improving
their performance.
providing appropriate
support program to
delivering better care and
support to children
results in attaining their
satisfaction and thus aims
to achieve organizational
results. Therefore, it is
essential for educator to
assess the needs of
children and then provide
better learning facilities
in relation to facilitate
students to enhance
learning programs.
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9. When implementing strategies for the inclusion
of all children, there are a range of additional
needs that may be identified and each will have
implications for the role of the educator.
Complete the table below in your own words.
Background factor Additional needs that
may be identified
Implications for the role of the educator and a
strategy to encourage participation
Behavioural or psychological disorders It is essential for educator to
assess the additional needs to be
identified in regard to improve
behavioural or psychological
disorders and thus manages the
work problems so that better care
and support could be provided to
children.
Being working at the role of educator and thus undertake
effective strategy so that encourage participation in relation
to involve all the children and thus improve their
performance so that best results can be attained.
Child at risk of harm or illness If any children is at risk of harm
or illness then it is essential for
teacher to provide proper
learning facilities so that
appropriate care and support
could be provided. It helps in
improving the relationship of
Educator needs to undertake effective strategies and thus
overcome the child harm or risk and provide them better
opportunities so that their participation enhances.
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workers and thus support them to
overcome the risk and harm.
Background factor Additional needs that
may be identified
Implications for the role of the educator
Family circumstances and needs Educator needs to identify such
factor and thus provide them
proper assistance.
Educator assesses the individual's family circumstances and
needs so that appropriate results can be attained.
Health problems Proper care and support needs to
be provided.
Educator needs to involve children in supporting them to
enhance their care and support.
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Physical, sensory or developmental
disability
Proper needs could be identified
in terms of development and thus
disability could be overcome.
Educator is required to improve the ability of children and
thus overcome their bad health problems.
Background factor Additional needs that
may be identified
Implications for the role of the educator
Different backgrounds of children There are various children with
different backgrounds.
Hence, educator need to identify the background of
children and provide them equal treatment.
Different experiences of children and
families in exceptional circumstances
There are different experiences
of children and their families so
that proper support need to be
provided.
Educator need to support the children and families in
exceptional circumstances and thus improve their health
conditions.
10. Describe in your own words the different strategies that are commonly used in a centre to
involve family members in the service to provide appropriate education and care for children.
It is essential to adopt effective strategies that helps in involving individuals within family
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members in the service so that proper education and care for children could be provided in
order to improve better care and support so that successful results can be attained. However,
it is also essential for care provider to undertake effective facilities so that all the children and
their family members need to be involved in planning and providing appropriate education
and thus deliver better care for children. Through providing appropriate strategies it results
into involving all the family members and thus render quality services to children and thus
appropriate education and care for children to be delivered to attain desired results.
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11. Describe in your own words relevant theories that underpin the value of family/educator
relationships.
It is essential for educator to identify the relevant theory and thus undepins the same so that
it helps in improving the value of family/educator and thus improve their performance.
Therefore, it is essential for children to undertake effective health care facilities and thus
results into performing best options so that desired results could be attained. However, it is
also significant for firm to enhance their performance and thus provide proper value to
family and educator relationship.
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REFERENCES
Books and Journals
Blackwell, C.K., Lauricella, A.R. and Wartella, E., 2014. Factors influencing digital technology use in early childhood education. Computers &
Education. 77. pp.82-90.
Brownhill, S., Warin, J. and Wernersson, I. eds., 2015. Men, masculinities and teaching in early childhood education: International perspectives
on gender and care. Routledge.
Campbell, F. and et. al., 2014. Early childhood investments substantially boost adult health. Science. 343(6178). pp.1478-1485.
Gertler, P. and et. al., 2014. Labor market returns to an early childhood stimulation intervention in Jamaica. Science. 344(6187). pp.998-1001.
Gordon, A.M. and Browne, K.W., 2013. Beginnings & beyond: Foundations in early childhood education. Cengage Learning.
Harms, T., Clifford, R.M. and Cryer, D., 2014. Early childhood environment rating scale. Teachers College Press.
James, A. and Prout, A. eds., 2015. Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood.
Routledge.
Lamb, M.E. and et. al., 2014. Child care in context: Cross-cultural perspectives. Psychology Press.
Nutbrown, C. and Clough, P., 2014. Early childhood education: History, philosophy and experience. Sage.
Spodek, B. and Saracho, O.N., 2014. Handbook of research on the education of young children. Routledge.
Staton, S.L., Smith, S.S. and Thorpe, K.J., 2015. “Do I really need a nap?”: The role of sleep science in informing sleep practices in early
childhood education and care settings. Translational Issues in Psychological Science. 1(1). pp.32.
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