ASSESSOR/TRAINER GUIDE CHCECE020 Establish and implement plans for developing cooperative behaviour To achieve a competent result for this unit you must satisfactorily complete all the assessments...

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ASSESSOR/TRAINER GUIDE CHCECE020 Establish and implement plans for developing cooperative behaviour To achieve a competent result for this unit you must satisfactorily complete all the assessments requirements listed below. Assessments for this unit are as follows: Assessment Number Type of Assessment Description and location Assessment 1 Short Questions/Multiple Choice Questions/True or False There are short questions found in this booklet. You will be given the opportunity to respond to each question in your own words in a written format. In special cases you may respond verbally. Assessment 2 Case studies/Scenarios There are Case studies/scenarios in this booklet. Read the case studies given and answer the questions that follow. Use your own words in answering these case studies. Assessment 3 Research Activity There are research activities found in this booklet. You are required to research the topic and respond to each question in your own words in a written format. In special cases you may respond verbally. Assessment 4 Personal/Reflective Journal Instructions for the journal are in the supervised work placement booklet Assessment 5 Third Party Observation Will be performed by the workplace supervisor while the student is on Work Placement. Assessment 6 Work Place Observation Your workplace supervisor observes you in the work place setting demonstrating the practical application of the skills and knowledge that you have gained in relation to these units. Your supervisor is required to observe you performing tasks in the workplace using the checklist provided in the third party report. During the observation your assessor will make a judgment as to whether you have met the required skill level for the qualification, or if further practice is required. Instructions and checklist for work placement are in the supervised work placement booklet. When an assessor is unable to visit the workplace they shall liaise with your workplace supervisor to confirm your ability to perform the tasks as part of the training package. Instructions to the Student Please read all the information given to you before you start any assessment task. If you do not understand some or all of the questions, please ask your trainer/assessor for assistance. Attempt to answer ALL questions in your own words on the assessment paper provided. The questions are designed to assess your understanding of the unit as well as your underpinning knowledge. To satisfactorily complete this assessment task you are required to complete the whole assessment. To do this you will need to answer all questions correctly and demonstrate you have achieved the required knowledge to industry standards. This assessment is intended to be fair and flexible. If you feel that we should change any aspect of this assessment to be fair, equitable or flexible, immediately contact your assessor who will attempt to make alternative arrangements. Assessment Tasks Outcome Unit: CHCECE020 Establish and implement plans for developing cooperative behaviour Student ID: Click here to enter text. Student Name: Click here to enter text. Assessors Feedback Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Tasks included in submission Assessment Tasks Title Satisfactory/ Not yet satisfactory Assessor Signature Date Re-submission Satisfactory/ Not yet satisfactory Short Questions Assessment 1 Case Study 1 Assessment 2 Research Activity 1 Assessment 3 SatisfactoryNot Yet Satisfactory Assessor Signed: Assessor Name: Date: Page left intentionally blank Assessment 1 Short Questions 1. It is important to establish guidelines for children’s behaviour so that all educators are consistent. These guidelines must also be compatible with the cultural and social context of the families and community within which the service operates. Complete the following table by providing the aim of the regulation or standard. Regulation or StandardSpecific section/ itemAim National RegulationsRegulation 155: National RegulationsRegulation 168: National Quality StandardsQA 6.1 National Quality StandardsQA 6.2 Code of EthicsIn relation to families, I will: Early Years Learning FrameworkOutcome 1 Early Years Learning FrameworkOutcome 2 United Nations Rights of the ChildArticle 2 (Non-discrimination) United Nations Rights of the ChildArticle 3 (Best interests of the Child) 2.Match the contributing factors to the example scenarios given in the following table Answer Contributing Factor Scenarios EChildcare environment/ program a.) Arianne is 2.3 years of age. She constantly takes toys from other children, saying “Mine!”. The other children get upset and cry when she comes near them. FHome and family situation b.) Maria is 3.6 years of age. She has spent considerable time in hospital because of extreme asthma. Her parents are very worried about her and tend to be ‘over-protective’. Maria cries if not being given one-on-one attention when in the Centre AAge and developmentally appropriate behaviour c.) Brian (3.4 years) commenced care four weeks ago. He finds it difficult to separate from his mother in the morning. When his mother leaves, an educator takes his comfort rug away from him and puts it up high ‘so he won’t lose it’. Brian gets very upset and cries for long periods of time. When he finally stops, he refuses to talk to any of the educators BHealth and wellness d.) Ellen (4.2 years) lives in poverty with her single mother and three siblings. Ellen finds it difficult to share, prefers to play alone and can be physically aggressive towards other children if they come into her play space. DCommunity and culture e.) Luke (4.6 years) is an only child and often described as active and curious. At childcare, Luke is disruptive, noisy, attention-seeking, and often says he’s ‘bored’. He will interrupt other children’s games, group times and routines CEducator practice f.) Tom (3.9 years) lives with his parents and four older brothers in an area of town where violence and abuse occur frequently. Tom becomes angry very quickly, displaying temper and aggression towards other children, educators and/ or equipment. His language includes several swear words and ‘put downs’. 3. Ruffin (2009) writes on the developmental stages of children’s social development, this knowledge should influence how educators establish and apply limits and guidelines for behaviour. Complete the following table. Stage of social development Educator best practice Newborn – 18 months Click here to enter text. One year – Mid 2’s Click here to enter text. Mid 2’s – Mid 4’s Click here to enter text. Mid 3’s – 5 years Click here to enter text. Mid 4’s – 6 years Click here to enter text. 4.Site behaviour code: ‘A site behaviour code supports positive outcomes for children, families, educators and the community in the management of children’s behaviour i. Define a site behaviour code? Site behaviour code is dynamic document and will be reviewed annually to ensure it meets the current needs of the children accessing the site. ii. List six ways the site behaviour code supports positive outcomes for children, families, educators and the community? Children feel secure and to learn and develop in a psychological and physically safe, environment Families get the valued and their individual perspectives respected Children have the supported by educators Educators get the respect and value Using positive verbal and non-verbal guidance Community get the well behaved children 5.Why is it important to involve the children in developing guidelines and rules for behaviour? Children know what they want and how they want to have their needs. In centre children are first. So its important as a educators we doing what they needs and things they can be happy. So its really important to involve the children. 6. It is essential that educators respond to emerging challenging behaviours in a timely and appropriate manner List the six (6) ways educators can fulfil this responsibility The response to emerging challenging behaviours is timely and appropriate and is evident when there is: 7. List the ten levels of the Guidance Continuum that educators can use to support children while managing behaviour. 1 = least intervention 10 = most intervention Click here to enter text. 8.Explain the concept of ‘Mistaken Behaviour’ developed by Gartrell (2004) Click here to enter text. 9. When challenging behaviour is identified, gathering information from all involved in caring for the child will assist in the design of the behaviour management plan. Define the information/influences that should be considered when behaviour of concern is identified. ContextInformation/Influences The Child’s Context Parents The Environment 10. Listed below are some basic principles for guiding behaviour. For each principle provide an explanation for its importance when devising strategies to guide the development of positive behaviour in young children. PrincipleExplanation Focus on the behaviour Children are learners when it comes to behaviour Children who display unacceptable behaviour need adult support and guidance Strategies for guiding behaviours should vary to suit the child and the situation A primary goal for behaviour management should be self-regulation 11. Time-out was a popular behaviour management strategy of the 1970’s. Its effectiveness and appropriateness for use in early childhood has been challenged. List 5 reasons why the use of time-out is considered to be an inappropriate behaviour management strategy for young children? Click here to enter text. 12. Explain the practice of ‘self time-out’ and how it can be used to assist a child to develop self-regulation and learn how to manage and control his/her emotions. Click here to enter text. 13.Educators can identify behaviours of concern through functional assessment. What is the purpose of functional assessment? Click here to enter text. 14. Information on behaviour is gathered from observations which must be reliable, valid and free from bias. Define reliable, valid and free from bias in the context of educator’s observations of children’s behaviour Reliable Valid Free from bias 15.Information gathered in relation to a child’s behaviour can be used when analysing the child’s behaviour and/or when communicating or liaising with those people who care for the child or when making referrals. List five stakeholders who could read the child’s documentation. Click here to enter text. 16.There are six steps in a functional assessment. Complete the table by explaining how each step is implemented – i.e. what actions do the educators need to apply? Steps in Functional AssessmentImplementation Identify challenging behaviour Select observation strategies Identify your present explanation for the behaviour. Describe present corrective attempts. What are you doing now in response to the behaviour? Generate a new explanation for the behaviour. Change how you respond. 17. Once a functional assessment has been completed, you would need to share your findings with all those involved with the child and gather information from them too. Who would you want to include in this process? Click here to enter text. 18.List eight key points that the educator must take into account when discussing behaviour concerns with parents. Click here to enter text. 19.Complete the following table by matching the five key steps in a behaviour plan and the explanation of how each