can you please adjust 1300 words for written assignment and project 550, please
CHC50113 Diploma of Early Childhood Education and Care CHCECE020 Establish and implement plans for developing cooperative behaviour Student Name: XXXXXX Student Number: XXXXXX Assessment Number: 31872/01 All 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. © Open Colleges Pty Ltd, 2015 All rights reserved. No part of the material protected by this copyright may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner. File naming Once you feel confident that you have covered the learning materials for this unit, you are ready to attempt this assessment. 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Open CollegesAssessment CHCECE020 Establish and implement plans for developing cooperative behaviour Page 1 of 8 Getting started The assessment tasks in this booklet have been designed to allow you to provide evidence that demonstrates your competence in the unit CHCECE020 Establish and implement plans for developing cooperative behaviour. 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 that includes five case studies and a project which has two parts for CHCECE020 Establish and implement plans for developing cooperative behaviour. In completing the final assessments, you will show evidence of your ability to: · establish and apply limits and guidelines for behaviour · identify and review behaviour as required · develop a plan to guide a particular child’s behaviour where required · implement and monitor a behaviour plan. Assessment number Assessment deliverables 31872/01 Written assessment 31872/02 Project 31872/01 Written assessment Case studies Student instructions · Read the following five case studies and then answer the questions. · Your responses may be recorded or presented in a written format. Written responses for each answer should be according to the approximate lengths suggested. The written responses may be presented in narrative or bullet point format. · To answer questions accurately you may refer to applicable legislation including the National Quality Standard and Education and Care Services National Regulations, along with the 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 policies and procedures or position descriptions please submit copies with your assessment to support your answer. Case studies Case study 1 Three-year-old Bai has recently arrived in Australia from China with his family and only knows a few words in English such as ‘yes’, ‘no’, ‘food’ and ‘wee wee’. You have observed that Bai is having some difficulties settling into your service. Bai has attended the service for a fortnight and has been observed by staff pushing other children and grabbing their toys. You observe Bai pushing into a group of children and grabbing a tambourine that another child was playing with. Bai begins to bang the tambourine, smiling. The other child is upset, and Bai appears not to notice. There is one staff member at your service who speaks Chinese, and they have been helpful with some basic translation during Bai’s and his family’s orientation process. Your service has recently reviewed its behaviour guidance policy and updated it so that it is consistent with the NQS requirements and the values of EYLF. Use the below template to develop a plan to guide Bai’s behaviour. In your plan, show how you would: · observe and analyse Bai’s behaviour to identify triggers or consequences that are maintaining his behaviour · explain how you might respond to this and other similar incidents in a timely and appropriate manner · develop goals and initiate strategies that support Bai to manage his own behaviour · consider practices that are relevant to Bai’s cultural background · implement the plan and review Bai’s behaviour against the plan. Although examples have been applied below each heading, you are expected to include your own responses. Behaviour Management Plan Child’s Name: Bai Start Date: Date of birth: March 4, 2016 Age: 3 End Date: Child’s Background and Considerations: Observation and Documentation: E.g. Recently arrived in Australia from China with his family E.g. Behaviours observed to be documented daily to track behaviour indicators and triggers Identified Behaviour Indicators Behaviour Triggers E.g. Pushing children and grabbing their toys E.g. New environment How to respond in a timely and appropriate manner E.g. Respond sensitively and promptly to Bai’s behaviour Goals Strategies/Techniques to Manage Behaviour E.g. For Bai to not exhibit aggressive behaviour. Seek adult support when wanting to play a toy. E.g. Research on Bai’s culture to gain understanding How family expectations and cultural values have been included/considered To Monitor effectiveness of the Plan E.g. Consult with Bai’s family in relation to cultural influences on his behaviour. Encourage them to share about their culture and behavioural expectations. E.g. Behaviour will be monitored daily through checklist and observations Office use only Assessor Feedback Trainers Name, Date Case study 2 Niall, a four-year-old boy, is watching three girls play with the ball and skittles in the outdoor play area. He walks up to the girls and says ‘It’s my turn now’. Marni turns to Niall and replies ‘No, it’s still our turn!’. Niall pushes Marni and shouts, ‘Girls are stupid. Boys are better at everything. My dad says so!’ Marni falls backwards but is not injured. Niall then turns red in the face and runs off to the sandpit. Describe how you would carry out the following to address Niall’s behaviour: a) determine whether this is an isolated incident or forms part of a wider pattern of behaviour (Enter Response Here) b) discuss this incident with Niall’s family (Enter Response Here) c) analyse this behaviour with everyone involved in caring for Niall (Enter Response Here) d) include Niall’s family and your colleagues in discussion about options for a response to Niall’s behaviour (Enter Response Here) e) identify more acceptable alternate behaviours and develop appropriate goals for Niall. (Enter Response Here) (Total word count: approximately 300 words). Office use only Assessor Feedback a. b. c. d. e. Trainers Name, Date Case study 3 You are the newly appointed director of a preschool that cares for 30, three- to five- year old children. You are currently going through a process of reviewing a number of policies including the service’s behaviour guidance policy. This policy appears not to have been reviewed properly for about two years. You would like to involve others at the service in the policy review and to use this as an opportunity to discuss some behaviour issues that you have observed since you commenced working at the service. Explain how you would address the following in your review of the behaviour guidance policy and discussions with stakeholders: a) explore the way the environment and curriculum currently influence children’s behaviour (Enter Response Here) b) establish guidelines in consultation with families that are relevant to the culture and background of the children and policies of the service (Enter Response Here) c) develop guidelines in collaboration with children according to their ability to do so (Enter Response Here) d) discuss needs and concerns of children who may be affected by the behaviour of others (Enter Response Here) e) use relationship-based strategies to help children learn about behaviour (Enter Response Here) f) develop behaviour guidance plans for individual children in accordance with the service philosophy and policies. (Enter Response Here) (Total word count: approximately 300 words). Office use only Assessor Feedback a. b. c. d. e. f. Trainers Name, Date Case study 4 At pick-up time one afternoon, two-and-a-half year old Rocco’s father Giovanni pulls you aside and quickly mentions that his son has just been diagnosed with autism. He does not provide much detail and appears very concerned with maintaining the family’s privacy in this matter. The next day, Rocco begins screaming when one of the other children accidentally knocks into him. This kind of behaviour has increased of late and you are unsure of how to manage it considering this new information. You would like to discuss Rocco’s needs further with the family but feel you also need to seek expert advice on how best to manage Rocco’s situation. Explain how you would address the following to appropriately manage Rocco’s situation: a) liaise with and seek advice from appropriate authorities/referral bodies to find out more about Rocco’s autism and appropriate behaviour guidance techniques (Enter Response Here) b) ensure you have the resources you need to develop a realistic plan for guiding Rocco’s behaviour. (Enter Response Here) (Total word count: approximately 200-300 words). Office use only Assessor Feedback a. b. Trainers Name, Date Case study 5 You are working in a 60-place long day care service in the suburbs of a major city. The children and families at your service come from a wide range of cultural backgrounds – there are at least nine different cultural groups represented at the service. You are part of a policy review sub-committee that is currently reviewing the service’s behaviour guidance policy. As part of the review process, the director has asked you to seek the feedback of families on their views about discipline and beliefs about behaviour. Complete