CHCECE007 Assessment 2 Introduction to Assessment 2 For this assessment learners must complete all tasks to demonstrate the specific performance requirements for this unit of competency. Learner...

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CHCECE007 Assessment 2 Introduction to Assessment 2 For this assessment learners must complete all tasks to demonstrate the specific performance requirements for this unit of competency.  Learner Instructions    For this project you will need to reflect on the process of building and expanding on positive and respectful relationships with children in a service with you in the role as an educator. You are able to create the information you will use as the basis for this project or, if you work in an ECEC service, either FDC or childcare centre, or you have been on work placement, you are able to use information about the service and children from the service. If you use information about real children or a service, always use a different name for the children and the service as well as a slightly different age for each child so they cannot be identified. This is extremely important. This project will develop like a series of evaluations or reflections about positive and respectful relationships with children, which would be worthwhile in the future when on work placement or working in a service. Please use each of the following numbered points as subheadings within your project and write your responses under each of these subheadings. Please complete your answers in the fields provided below and ensure you keep a copy of any assessment submissions. Please explain your project in detail  Question 1 A Question 1. What is the age span of the children in an early childhood education and care setting? 2. What strategies could you use to decide the expectations of children’s behaviour? 3. How can these expectations be communicated to the children? 4. How are the values of the NQF, NQS, and EYLF incorporated in these expectations? 5. In what way will you reflect the articles of the United Nations Convention on the Rights of the Child? 6. What verbal and non-verbal communication methods will you use? 7. Which techniques for children’s positive behaviour guidance will you use?   8. What strategies will you use for strengthening respectful relationships with children or families? CHCECE007 22 1. 2. 3. 4. 5. 6. 7. 33 44 I III II 55 66 1. 1. 2. 3. https://www.acecqa.gov.au/sites/default/files/acecqa/files/QualityInformationSheets/QualityArea5/QualityArea5OrangeRelationshipsWithChildren.pdf https://www.acecqa.gov.au/sites/default/files/acecqa/files/QualityInformationSheets/QualityArea5/QualityArea5OrangeRelationshipsWithChildren.pdf https://www.acecqa.gov.au/sites/default/files/acecqa/files/QualityInformationSheets/QualityArea5/QualityArea5OrangeRelationshipsWithChildren.pdf 77 2. 2.1 ● ● ● ● ● ● https://www.ohchr.org/en/professionalinterest/pages/crc.aspx https://www.ohchr.org/en/professionalinterest/pages/crc.aspx 88 2.2 ● ● ● ● ● ● ● ● https://www.acecqa.gov.au/qualification-requirements http://www.acecqa.gov.au/national-quality-framework http://www.acecqa.gov.au/national-quality-framework 99 2.3 ● ● ● ● ● ● ● ඗ ඗ ● ඗ ඗ https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-5-relationships-with-children https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-5-relationships-with-children http://www.acecqa.gov.au/national-quality-framework/the-national-quality-standard http://www.acecqa.gov.au/national-quality-framework/the-national-quality-standard 1010 2.4 ● ● ● ● ● ● https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf http://www.acecqa.gov.au/approved-early-learning-frameworks 1111 2.5 ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● 1212 3. 3.1 ● ● ● ● ● ● 1313 ● ● 3.2 ● ● ● ● ● ● ● https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf 1414 ● ● ● ● ● ● ● ● ● ● ● ● 1515 4. 4.1 ● ● ● ● ● ● 1616 ● ● ● ● https://www.ecrh.edu.au/docs/default-source/resources/nqs-plp-e-newsletters/nqs-plp-e-newsletter-no-43-2012-sustained-shared-thinking.pdf?sfvrsn=4 https://www.ecrh.edu.au/docs/default-source/resources/nqs-plp-e-newsletters/nqs-plp-e-newsletter-no-43-2012-sustained-shared-thinking.pdf?sfvrsn=4 http://raisingchildren.net.au/articles/active_listening_teenagers.html 1717 4.2 ● ● ● ● ● ● 1818 4.3 ● ● ● ● http://raisingchildren.net.au/articles/why_play_is_important.html https://www.ecrh.edu.au/docs/default-source/resources/nqs-plp-e-newsletters/nqs-plp-e-newsletter-no-34-2012-responding-to-childrens-play.pdf?sfvrsn=8 https://www.ecrh.edu.au/docs/default-source/resources/nqs-plp-e-newsletters/nqs-plp-e-newsletter-no-34-2012-responding-to-childrens-play.pdf?sfvrsn=8 1919 ● ● ● ● ● ● https://www.ecrh.edu.au/docs/default-source/resources/eylf-plp-e-newsletters/eylf-plp-e-newsletter-no-1-2010-talking-about-play.pdf?sfvrsn=8 https://www.ecrh.edu.au/docs/default-source/resources/eylf-plp-e-newsletters/eylf-plp-e-newsletter-no-1-2010-talking-about-play.pdf?sfvrsn=8 2020 4.4 2121 ● ● ● ● ● ● 2222 4.5 ● ● ● ● ● ● ● ● ● 2323 2424 ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● 2525 5. 5.1 ● ● ● ● ● ● ● ● ● ● ● ● 2626 5.2 ● ● ● 2727 5.3 ● ● ● ●