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CHC50113 Diploma of Early Childhood Education and Care CHCECE007 Develop positive and respectful relationships with children Student Name: XXXXXX Student Number: XXXXXX Assessment Number: 31868/01 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 CHCECE007 Develop positive and respectful relationships with children Page 3 of 12 Getting started The assessment activities in this booklet have been designed to allow you to provide evidence that demonstrates your competence in the unit CHCECE007 Develop 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 number Assessment deliverables 31868/01 Written assessment 31868/01 Written 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 with Belonging, 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. 1. (Enter Response Here) 2. (Enter Response Here) 3. (Enter Response Here) 4. (Enter Response Here) 5. (Enter Response Here) Office use only Assessor Feedback Trainers Name, Date 2. Identify three benefits of using positive communication with children in an early childhood setting. 1. (Enter Response Here) 2. (Enter Response Here) 3. (Enter Response Here) Office use only Assessor Feedback Trainers Name, Date 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. 1. (Enter Response Here) 2. (Enter Response Here) 3. (Enter Response Here) Office use only Assessor Feedback Trainers Name, Date 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. (Enter Response Here) Office use only Assessor Feedback Trainers Name, Date 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. 1. (Enter Response Here) 2. (Enter Response Here) 3. (Enter Response Here) Office use only Assessor Feedback Trainers Name, Date 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. 1. (Enter Response Here) 2. (Enter Response Here) 3. (Enter Response Here) Office use only Assessor Feedback Trainers Name, Date 7. Give an example of how you might help a child make a decision. (Enter Response Here) Office use only Assessor Feedback Trainers Name, Date 8. Give two examples of how you might draw a child’s attention to positive aspects of their behaviour. 1. (Enter Response Here) 2. (Enter Response Here) Office use only Assessor Feedback Trainers Name, Date 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. 1. (Enter Response Here) 2. (Enter Response Here) Office use only Assessor Feedback Trainers Name, Date 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. (Enter Response Here) Office use only Assessor Feedback Trainers Name, Date 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 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 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. (Enter Response Here) Office use only Assessor Feedback Trainers Name, Date 2. Identify the nonverbal and verbal communication strategies Emma used. Verbal Nonverbal Office use only Assessor Feedback Trainers Name, Date 3. This question is in two parts. Please answer both a) and b) below. a) Identify where in the case study you notice Emma providing a choice to Nasir. b) Briefly explain why you think Emma attempted to involve Nasir in decision making from such a young age. a) (Enter Response Here) b) (Enter Response Here) Office use only Assessor Feedback Trainers Name, Date 4. 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. (Enter Response Here) Office use only Assessor Feedback Trainers Name, Date 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. 1. (Enter Response Here) 2. (Enter Response Here) 3. (Enter Response Here) 4. (Enter Response Here) 5. (Enter Response Here) 6. (Enter Response Here) 7. (Enter Response Here) Office use only Assessor