CHC50113: Behavior Management and Inclusion in ECE Assignment

This assignment delves into the critical aspects of early childhood education (ECE), focusing on behavior management, inclusion strategies, and ethical considerations. The assignment requires an analysis of the National Quality Framework (NQF), National Quality Standards (NQS), and the Early Years Learning Framework (EYLF), identifying relevant sections related to cooperative behavior, inclusion, and family partnerships. It explores strategies for different age groups, reflecting on personal values and their impact on viewpoints regarding appropriate behavior in ECE settings. The assignment also examines the influence of cultural and family differences on educators' roles, including approaches to minimize negative effects. It further covers relationship-based strategies, factors contributing to behaviors of concern, and the importance of identifying these factors. Additionally, the assignment analyzes the Early Childhood Australia (ECA) Code of Ethics and the United Nations Convention on the Rights of the Child (CROC) and their effect on behavior management plans. It explores legislation, regulations, workplace practices, and support programs related to inclusion, including definitions and strategies for children with Autism Spectrum Disorder (ASD), Attention Deficit Disorder (ADD), and various illnesses/health conditions like epilepsy and Down syndrome, emphasizing the importance of creating inclusive environments. The assignment is based on the provided assessment workbook for the CHC50113 Diploma of Early Childhood Education and Care.

CHC50113S10A1KAA Question and Answers
1. Access a copy of the NQF (National Law & National Regulations), the NQS, and the
EYLF. Identify two (2) relevant
sections/standards/elements/principles/practices/outcomes 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
Plans for Developing
Cooperative
Behaviour
Inclusion of all Kids Work in Partnership
with families to
provide appropriate
education and care
for children
National Quality
Framework
Element 1.2.2
Element 1.3.2
Element 1.2.3
Element 1.1.2
Element 1.3.3
Element 1.3
National Quality
Standards
Standard 3.2
Standard 3.1
Standard 3.2.2
Standard 3.2.3
Educator-community
collaborations.
Building partnerships
between services and
families
The EYLF Principle of secure
and respectful
relationships
Learning and
reflective practice
Culture competence
practices
Holistic approach
practices
Principle of
partnership
Principle of respect
for diversity
2. For each age group shown below, list one (1) behaviour expectation and one (1) strategy
to support that behaviour.

Age group Behaviour expectation Strategy to support the
behaviour
Infants
(0 - 12 months)
Will cry to express the needs
since they cannot
communicate.
Use distraction when crying
for something that can cause
unwanted behaviour.
Babies
(12 - 24 months)
Begins to become interested to
other kids.
Provide positive
encouragement by allowing
them to play together.
Toddlers
(2 - 3 years)
Becomes easily frustrated
when things fail to turn out as
he or she expected.
Strategize on simple and clear
rules and be consisted in
managing behaviour (Chan,
2016).
Pre-schoolers
(4 - 5 years)
Asks questions constantly Provide simple and clear
answers
3. In no more than 200-250 words, reflect upon and describe how your own values
impact upon your viewpoint and attitude towards appropriate and inappropriate
behaviours in Early Childhood Education and care environments.
It is very important for all educators to understand the behavior of every child and as this helps
the kid to reinforce inappropriate behavior. This remains as one of the crucial aspect as this
provides room for immediate changes that are related to the undesirable behavior. By assessing
my own values and evaluating my attitudes in relationship to unwanted behaviors, best care and
support to kids can be provided. All kids are involved in defining their behavior in appropriate
manner as this could stimulate respect of carrying out effective results (Rogers, 2015).
My own values can help in creating diverse viewpoint towards behaviors of concern within early
childhood education as specific results can be attained. Educators have to provide specific
training and education to kids in order for them to improve on their performance within the
organization. This provides desired care environment for children which in turn help in attaining
the desired outcome. Providing effective knowledge leads into the improvement of education
levels of each child which in turn facilitates various skills and capabilities of children.

Implementation of effective knowledge is proven to provide children with better care
environment which in turn helps in attaining the desired growth and development of the child
(Chan, 2016).
4. Different family styles of discipline and beliefs about behaviour in different cultures
and social groups affect you in your role as an educator with an Early Childhood
Education and Care centre.
a) Explain how you may be affected within your role.
 Different cultural practices about parenting and behaviour can have negative impact on
how children are raised. These norms affect what beliefs and values I teach as an
educator. For instant, in some families, what I consider as inappropriate behaviour is
considered as appropriate which makes it difficult in teaching the appropriate beliefs and
values in children from such families.
b) Describe one (1) approach to minimising the negative effects of cultural difference.
 Use clear and polite communication- Using clear and polite communication will help in
reducing the chances of confrontation. I will meet the families and by taking cultural
differences into account, I will politely involve the parents into communication and
explain to them the values and beliefs that can make their children to have desirable
behaviour (Rogers, 2015).
c) Describe two (2) cultural/family differences in relation to styles of discipline and
beliefs about behaviour.
 Permissive parenting- In this case, the parents are not demanding and in most cases they
do not expect their children to comply with stringent rules. These families are warm and
responsive as they are usually sensitive to the requirements of their kids.
 Authoritarian parenting- Unlike permissive parenting, authoritative parenting coincides
with the expectation of compliance with organization rules however they discourage
dialogues with these standards thereby exhibiting inflexibility and rigidity. Furthermore,
these families are not responsive to the concerns of their kids.

5. Describe two (2) relationship-based strategies you can use to help children learn
about behaviour.
 Primary care-This involves the practice of assigning one educator the main
responsibility for the care of small group of children. The educator takes the lead role
in establishing relationships with the kids and families. The educator also interacts
with the kids and provides the kids with intentional learning experience (Rogers,
2015).
 Continuity care- This involves keeping the kids and their educator together for an
extended period of time.
6. Behaviours of concern.
a) List two (2) different factors that can contribute to a child’s behaviours of concern.
 Hormonal changes during puberty may cause aggression.
 Depression or anxiety where hand biting seems to help them cope with such feelings.
b) Why is it important to identify the factors that contribute to behaviours of concern?
 It is important to determine factors that cause behaviours of concern as this assists in
knowing the main causes of such behaviour and the informed decision and guidance
strategies made and addressed. For example if the environment is identified as one of the
factors causing behaviours of concern, it can be rectified which can help in reducing the
challenging behaviour of the child (Malow et al., 2012).
CHC50113S10A2KAB Question and Answers

1. 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 the following will affect your approach to
developing behaviour management plans:
a) Early Childhood Australia (ECA) Code of Ethics- It recognises that early childhood
educators are unique and should be entrusted in influencing their links with children and
their families. The code involves principles such as patient autonomy, non- maleficence
and justice thus when developing behaviour management plan for children, one should
consider all these principles.
b) United Nations Convention on the Rights of the Child (CROC)- It provides the
guiding principles of convention which include non-discrimination, the right to life,
survival and participate and thus one should consider all these convention rights when
developing behaviour management plan for children (Hadley,Waniganayake & Shepherd,
2015).
3. 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
kids in
Childcare
Disability
Discrimination
Act 1992
Children and
young person
care and
protection Act
1998(NSW)
Providing
parental leave
for pregnant
parents.
The Australian
Children's
Education and
Care Quality
Authority
(ACECQA)

4. Autism Spectrum Disorder.
In your role as an educator, you may identify children with a range of additional needs.
Each will affect the way you ensure all children are included in your care and planned
activities.
a) Briefly define Autism spectrum disorder.
 Autism spectrum disorder refers to developmental and neurological disorder that affects
how an individual acts and interacts with others. Besides, it is a disorder that impacts how
an individual learns and communicates.
b) Describe two (2) strategies that may help encourage a child with Autism to
participate in activities.
 Structuring supportive environment that can support social and physical milieu- For
instant, teaching the child in natural surroundings that has cues and prompt plays a
critical role in maintaining learned behaviours.
 Use of instructional strategies which can support successful outcome such as providing of
information visually as opposed to verbally as this can decrease distraction and make the
instruction to be friendlier.
5. Attention Deficit Disorder.
In your role as an educator, you may identify children with a range of additional needs.
Each will affect the way you ensure all children are included in your care and planned
activities.
a) Briefly define attention deficit disorder.
 Attention deficit disorder refers to a neurological illness that contributes to various
behaviours of concern like difficult in following instructions, completing tasks and
attending to instructions.
b) Describe two (2) strategies that may help encourage a child with attention deficit
disorder to participate in activities.
 Give immediate rewards and consequences for their behaviour. Praising by rewarding the
child for positive behaviour and completion of simple tasks will encourage the child to
participate in activities.

 Selecting appropriate instructional practices- This will help in determining which
instructional practices can meet their behaviour needs. Selecting practices that fits them
in consideration to their age are crucial in encouraging them to complete their tasks.
6. Illness and health conditions.
In your role as an educator, you may identify children with a range of additional needs.
Each will affect the way you ensure all children are included in your care and planned
activities.
a) Describe two (2) different illnesses/health conditions that may result in a child
having additional needs.
 Epilepsy- It is a health condition of the central nervous system in which the brain activity
becomes abnormal thereby making one to loss awareness. Children with epilepsy might
need extra needs such as medicine and other helps that can make them go about their
daily routine (Benn et al., 2012).
 Down syndrome-It refers to a congenital illness that is as a result of defect of the
chromosome thereby leading into physical abnormalities as well as intellectual
impairment. Down syndrome can make child have extra need when it comes to learning.
b) Describe two (2) strategies that may encourage participation of a child with an
illness/health condition and help you ensure he or she is included.
 Teaching the child coping skills. As an educator, I can strategize on teaching the child
on teaching new ways that can help the child cope with the challenges that are as a
result of the illness.
 Supporting their friendships and their activities with peers- Illness often interferes
with normal activities and in children this can be divesting as this can lead to loss of
friendship. As an educator, I will involve the child with their peers and try to make
extra efforts to maintain their relationships.
References

Benn, R., Akiva, T., Arel, S., & Roeser, R. W. (2012). Mindfulness training effects for parents
and educators of children with special needs. Developmental psychology, 48(5), 1476.
Chan, J. (2016). Challenges to realizing the Convention on the Rights of Persons with
Disabilities (CRPD) in Australia for people with intellectual disability and behaviours of
concern. Psychiatry, Psychology and Law, 23(2), 207-214.
Hadley, F., Waniganayake, M., & Shepherd, W. (2015). Contemporary practice in professional
learning and development of early childhood educators in Australia: reflections on what
works and why. Professional development in education, 41(2), 187-202.
Malow, B. A., Byars, K., Johnson, K., Weiss, S., Bernal, P., Goldman, S. E., ... & Glaze, D. G.
(2012). A practice pathway for the identification, evaluation, and management of
insomnia in children and adolescents with autism spectrum
disorders. Pediatrics, 130(Supplement 2), S106-S124.
Rogers, B. (2015). Classroom behaviour: A practical guide to effective teaching, behaviour
management and colleague support. Sage.