CHCECE007 Develop Positive Respectful Relationships children

CHCECE007 Develop Positive Respectful Relationships children

Student Name: XXXXXX   CHCECE007 Develop Positive Respectful Relationships children

Student Number: XXXXXX

Assessment Number: 31868/01

CHCECE007 Develop Positive Respectful Relationships childrenAll terms mentioned in this text that are known to be trademarks or service marks have been appropriately capitalised. Use of a term in this text should not be regarded as affecting the validity of any trademark or service mark.

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File naming

Once you feel confident that you have covered the learning materials for this unit, you are ready to attempt this assessment.

To help Open Colleges manage your assessment, please use the following file-naming convention: [student number]_[assessment]_[assessment number].doc for example 12345678_21850a_01.doc.

Assessment submission

When you are ready to submit your assessment, upload the file in OpenSpace using the Assessment Upload links in the relevant Moduleof your course. If you need further assistance, the Student Lounge provides a ‘Quick Guide to Uploading Assessments’. Uploading assessments in OpenSpace will enable Open Colleges to provide you with the fastest feedback and grading for your assessment.

It is important that you keep a copy of all electronic assessments submitted to Open Colleges.

Getting started

The assessment activities in this booklet have been designed to allow you to provide evidence that demonstrates your competence in the unit CHCECE007Develop positive and respectful relationships with children.

Your trainer will:

  • answer any questions that you might have about the assessment
  • assess your competence as required by the unit of competency, by making judgments about the evidence you have presented in line with the rules of evidence: validity, authenticity, currency and sufficiency
  • provide feedback on the outcomes of the assessment process

Introduction

You are required to complete one written assessment task, which has four components for CHCECE007 Develop positive and respectful relationships with children.

In completing the final assessments, you will show evidence of your ability to:

  • communicate with positively children
  • interact positively with children
  • support and respect children
  • maintain the dignity and rights of children.
Assessment numberAssessment deliverables
31868/01Written assessment

31868/01Written assessment 

Part A – Short answer questions

Student instructions

  • Answer each of the questions below.
  • To answer questions accurately you may refer to applicable legislation including the National Quality Standard and Education and Care Services National Regulations, along withBelonging, Being and Becoming – The Early Years Learning Framework, the Early Childhood Australia Code of Ethics, policies and procedures common to early childhood education and care services, position descriptions detailing an educator’s duty of care responsibilities, and/or other sources such as professional readings along with the course textbook and identified key resources.
  • Ensure you acknowledge and cite your sources accordingly. This is important whether you use your own words or quote the author’s words. For more information on referencing and plagiarism, refer to the ‘Academic reference guide’ in the Student Handbook.
  • When referring to early childhood education and care service policies and procedures or position descriptions, please submit with your assessment to support your answer. 

Short answer questions

  1. Briefly outline five strategies that can be used by an educator to further enhance the development of positive relationships with children in an early childhood setting.
  2. Identify three benefits of using positive communication with children in an early childhood setting.
  3. List three ways educators could gather information about children’s needs, interests and abilities. Once you have formed a list briefly explain how this information could be used to enhance relationships and inform program planning.
  4. Briefly outline the benefits of applying developmentally appropriate limits to children’s behaviour. In your answer explain why these limits to behaviour must be applied within service policies and procedures.
  5. How would you encourage children to respect similarities and differences between each other? In your answer, identify three techniques you could implement in your daily practice.
  6. Children are learning how to control their emotions and therefore require good role modelling and practice to learn how to express their emotions appropriately. Consider how you would respond to two children wanting the same toy who are starting to become upset and agitated. Identify one appropriate strategy you would use for each age group below to resolve the conflict:
    • 0-2 year olds
    • 2-3 year olds
    • 3-5 year olds.
  7. Give an example of how you might help a child make a decision.
  8. Give two examples of how you might draw a child’s attention to positive aspects of their behaviour.
  9. Identify two forms of behaviour management that you must not use and explain why these are unacceptable and to be avoided. Use the United Nations Convention Rights of the Child and the Education and Care Services National Regulations to guide your answer.
  10. Briefly describe why it is important for children to be able to express their ideas and stories in a variety of situations. Refer to the Belonging, Being, Becoming – Early Years Learning Framework to guide your answer. 

Part B – Case studies

Student instructions

  • Consider each of the below situations then answer the questions or complete the tasks that follow.
  • To answer questions accurately, you may refer to applicable legislation including the National Quality Standard and Education and Care Services National Regulations, along withthe Belonging, Being and Becoming – The Early Years Learning Framework, Early Childhood Australia Code of Ethics, policies and procedures common to early childhood education and care services, position descriptions detailing an educator’s duty of care responsibilities, and/or other sources such as professional readings along with the course textbook and identified key resources.
  • Ensure you acknowledge and cite your sources accordingly. This is important whether you use your own words or quote the author’s words. For more information on referencing and plagiarism, refer to the ‘Academic reference guide’ in the Student Handbook.
  • When referring to early childhood education and care service policies and procedures or position descriptions, please submit with your assessment to support your answer.

Case studies

Case study 1

Nasir (8 months) has just been left at an early childhood education and care service by his mother. He is crying and very upset. Emma, Nasir’s primary caregiver, sits with him on her lap. She cuddles him and gently rubs his back. ‘I know you are upset because mummy has gone. She’ll come back after lunch.’ She continues to gently cuddle him.

After a short while Emma points and asks, ‘Would you like to go and see the mobile?’  She moves over towards a mobile which reflects the light shining through a nearby window. ‘Look at the colours, Nasir’ she says touching the mobile with her hand. ‘Can you reach the mobile too?’ she says looking at Nasir. Soon Nasir has stopped crying and is ready to join the other children.

Complete the following:

  1. Outline the positive communication strategies Emma used to respond to Nasir’s anxiety and distress, and that ultimately helped him transition into care.
  1. Identify the nonverbal and verbal communication strategies Emma used.
 Verbal
 Nonverbal
  1. This question is in two parts. Please answer both a) and b) below.
  1. Identify where in the case study you notice Emma providing a choice to Nasir.
  2. Briefly explain why you think Emma attempted to involve Nasir in decision making from such a young age.
  1. In your own words, briefly explain why you think Emma may be “expecting” this kind of behaviour from Nasir? In your answer state whether you think Emma responded appropriately to Nasir’s anxiety and distress.

Case study 2

Chris, the educator, is organising the children in the 3-5 year old room to go outside to play. He says to a small group of children playing with clay, ‘Would you like to pack the clay away now, please?’  Cooper(aged 4 years 6 months) says, ‘No thanks!’

The service does not offer a simultaneous indoor and outdoor program, therefore all children are to transition to the outdoor area.

Complete the following:

  1. Why do you think Cooper said no to Chris?
  2. What could Chris say to Cooper to encourage his cooperation to pack away the clay before going outside?
  3. What might Chris say to the other children to acknowledge their choice to pack away the clay?
  4. What two choices might Chris offer Cooper so that he can make his own decision about his play?
  5. What natural consequence might occur if Chris allows the children outdoors without packing away the clay?
  6. Would you consider Cooper’s behaviour as concerning? Why or why not?
  7. Make a list of actions you would take to guide Cooper’s behaviour.

Case study 3

A small group of children were playing in the home corner when Corrine, the educator, began to sneeze and couldn’t stop. Harley (aged 2 years and 11 months) stopped his play and looked at Corrine. He paused for a moment then suggested that she go to the Doctor.

Corrine stated ‘Yes. That is a good idea – which way do I go to get to the Doctor?’ Harley pointed to a chair which she then sat on. Mason (aged 3) stood by and observed for a few seconds before grabbinga pretend medicine bottle (a salt shaker). He then placed it up to her mouth. Mason praised Corrine when she pretended to drink it. ‘Good boy’ Mason said and repeated this action a few more times before giving Corrine a great big smile.

‘I got a sore eye’ Harley said and sat down next to Corrine. Corrine showed concern on her face and responded by saying ‘so, you have a sore eye – how did that happen?’ He smiled and explained to her that a butterfly flew into his eye last week. Corrine responded ‘Oh dear – a butterfly flew into your eye and now it is sore. I am glad you have come to the Doctors then.’ Harley nodded. Barry (aged 2 years 5 months) came over rubbing his tummy and joined the patient area.

Doctor Hugo (aged 3 years) was busy assessing everyone; he informed Corrine that she was able to go home and advised her that he had called an ambulance for Barry. He then stated ‘I have been in an ambulance. It took me to hospital.’

Complete the following:

  1. Identify where in the case study you notice the following things. Identify at least one example for each point.
    1. When does Corrine use nonverbal (body) language to show Harley she is listening?
    2. When does Barry use nonverbal (body) language to show he is unwell as part of his play?
    3. When does Corrine use active listening?
    4. When does Corrine use an open-ended question?
    5. When does Corrine involve Harley in decision making and planning?
  2. Hugo shares a personal story with Corrine. Write a sentence that you could use to start a conversation with Hugo about this.
  3. Describe how you do, or would participate in children’s play. In your answer identify what should be considered before educators’ join in children’s games and play, and whilst they are a play partner. 

CHCECE007 Develop Positive Respectful Relationships children

Part C – Project 1

Develop a quality measurement tool that could be used to assess the quality of interactions between educators and young children in an early childhood education and care setting. The tool you develop may be presented in any format you choose, for example it may be a checklist, or other form that could be used in the workplace to assess educator interactions with children.

The tool is to cover the following areas:

  • respect for children
  • interactions and relationships with children
  • behaviour guidance
  • extending children’s play and learning
  • transitions and routines
  • maintaining the dignity and rights of children.

For each area identify at least four practices educators should demonstrate to show they can positively interact with children and consistently implement responsive care routines. These practices should be observable and measure the quality of educator interactions with children.

To help you develop your measures of quality consider what constitutes a quality interaction, for example what can educators do to show respect for children, what can educators do when talking with children, or guiding behaviour and at times of transitions to help them develop positive and respectful relationships with children.

You may wish to refer to the National Quality Framework for Early Childhood Education and Careto help you complete this task, and to seek clarification on appropriate communication techniques and practices.

Your tool can be either paper- based or in an online format using a free downloadable software product. If presenting the tool in an online format, make sure you provide a Web link and instructions so that your Assessor can easily access the tool.

Keep language casual; don’t use language that is stuffy or full of early childhood jargon. Use plain English and simple terms.

Part D – Project 2 

To complete this assessment task, you will needaccess to a regulated early childhood education and care service that provides care for children aged 0-5 years. This may be your own workplace or the host organisation where you are completing work placement.

Log three conversations you have with children of different ages.

Provide a written log of the conversations, and ensure that a log is submitted detailing the verbal exchange between yourself and a child for each of the following age groups:

  • 0-2 year olds
  • 2-3 year olds
  • 3-5 year olds.

At least one of your conversations must occur at a snack or mealtimeand at least one conversation must be initiated by a child or small group of children.

In your log also note the following points:

  • length of time the conversation continued for
  • whether the conversation was with an individual child or a group
  • who initiated the conversation
  • how the conversation was initiated
  • if you initiated the conversation, how you knew that your expectations were appropriate
  • how old the children were.

When completing this assessment task please ensure confidentiality is maintained by only using a child’s first name in your log, and seek any required parental permissions before engaging with the children in care.

Submissions must include contact details for the service, including the service’s name and full name of the Director or Coordinator, and telephone number. Please note that the Assessor may contact the Director or Coordinator to verify the completion of the task as outlined above.

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