CHCECE007 Learner Workbook V1.1

CHCECE007 Learner Workbook V1.1 Page 0 of 49 CHCECE007 Develop positive and respectful relationships with children Learner Workbook

Table of Contents Table of Contents ............................................................................................................................. 1 Instructions to students: ................................................................................................................... 3 Assessment instructions ............................................................................................................... 3 Assessment Task ........................................................................................................................... 3 Assessment requirements ............................................................................................................ 3 Competency outcome ................................................................................................................... 4 Assessment appeals process ......................................................................................................... 5 Special needs ................................................................................................................................. 5 Additional evidence ...................................................................................................................... 5 Confidentiality ............................................................................................................................... 5 Academic misconduct ................................................................................................................... 5 Activities ........................................................................................................................................... 9 Activity 1A ...................................................................................................................................... 9 Activity 1B ...................................................................................................................................... 9 Activity 1C .................................................................................................................................... 10 Activity 1D ................................................................................................................................... 11 Activity 2A .................................................................................................................................... 12 Activity 2B .................................................................................................................................... 14 Activity 2C .................................................................................................................................... 15 Activity 2D ................................................................................................................................... 16 Activity 3A .................................................................................................................................... 17 Activity 3B .................................................................................................................................... 18 Activity 3C .................................................................................................................................... 19 Activity 3D ................................................................................................................................... 20 Activity 3E .................................................................................................................................... 21 Activity 3F .................................................................................................................................... 22 Activity 4A .................................................................................................................................... 23 Activity 4B .................................................................................................................................... 24 Activity 4C .................................................................................................................................... 25 Activity 4D ................................................................................................................................... 26 Activity 4E .................................................................................................................................... 27 CHCECE007 Learner Workbook V1.1 Page 1 of 49

Instructions to students: Assessment instructions Overview The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided with information relating to your assessment, including how they are to be completed and submitted. Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid issues such as academic misconduct, submitting past the due date and providing incomplete assessments, which you will be required to resubmit. If you fail to understand or need more clarification on the assessments, you are required to contact your trainer/assessor for further information. Assessment Task The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being taught within a given course. This will be done by using an assessment criterion which shows what you need to do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you are required to:  Complete each question, including any sub-questions;  Provide in-depth research on the topic, using appropriate primary and secondary sources;  Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including references to the sources used. All assessments required to be completed are compulsory as it is a required condition of your enrolment. Assessment requirements The assessments within this document can be completed through several approaches such as:  Observation of real, indisputable actions as they occur;  Written or oral task such as reports, role play, work samples etc;  Portfolios;  Questions, or third-party evidence, in which the relevant document (observation document is to be completed by the agreed third party. CHCECE007 Learner Workbook V1.1 Page 3 of 49

All documents relating the third-party observation is to be provided to your trainer/assessor as this will be used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g., from the workplace), or clients/customers. Please be informed that all assessments are to be typed up. Any handwritten assessments will not be permitted unless approved by the trainer/assessor. You must also comply with assessment policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/ . Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated simulated environment. During the simulation session, the student is required to meet the following requirements:  Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)  Be aware of relevant procedures in case of accident, emergencies, evacuation  Follow the start and finish times, breaks, work routines, etc.  Follow the policies on personal phone calls and personal emails.  The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student Attendance and Academic Progression policy and procedure.’  Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct Rules’.  Students should come prepared for the planned activities for simulation. Observation/demonstration/simulation (if required): You may be required to perform tasks/works/assessments through observations, simulation, or demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation diary or any other related documents for tasks/works/assessments. The observation, simulation or demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs. During observation, demonstration or simulation, you will be provided with necessary information (e.g., timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task or assessment in accordance with the required instructions. Competency outcome Upon completing the following assessments, your trainer will either mark the assessment indicating S for satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for CHCECE007 Learner Workbook V1.1 Page 4 of 49

Academic misconduct Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below: Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This may include acts such as, but not limited to:  Copying the direct words of a sentence or paragraph presented in a source, without referencing it or giving it proper acknowledgement. This also extends to any structure used in completing the assignment; and  Submitting the same assignment as another learner who either is currently or has previously completed it and presenting it as their own work. Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of assessment. Examples of cheating include:  Failing to adhere to examination conditions, for example, speaking or communicating with other candidates in an examination, bringing unauthorised material into the examination room, reading or attempting to read other students' answers, leaving the examination or test answer papers exposed to another student’s view;  Impersonating another student or arranging for someone to impersonate a student in any assessment task;  Purchasing assessment items from a contract cheating or ghost-writing service and presenting them as the student’s own work;  Allowing others to complete any assessment task and/or submit an assessment task which is not the student’s own work;  Fraudulent representation of any required documentation, for example, prior qualifications, or medical certificates. Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to produce an assessment which is submitted as their own. This may involve two or more learners working together to produce the content of an assessment before submission. Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing your assessment it is advised that you refer to our Academic Misconduct policy and procedure at https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found committing any of these acts, you will be investigated in which the appropriate disciplinary action will be taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with your trainer before submitting the final assessment. CHCECE007 Learner Workbook V1.1 Page 6 of 49

Student Details Student ID: __12682___________________________________________________________ Name: __Tiantian Qi__________________________________________________________ Phone: __0403808526________________________________________________________ Email: __0000012682@aibtglobal.edu.au__________________________________ Declaration I declare that  The content in this document is my own work, based on my own study and research and no part of it has been copied from any other source, except where acknowledgement/reference has been made.  The content in this document is my own work and no part of the work has been copied from any other student who is currently studying or was graduated from the college.  I have read and understood all instructions and requirements for the work, task, or assessment that is assessed by my trainers and/or assessors. The understanding includes the submission date and time.  I will keep a copy of my submitted work (e.g., logbook, or assessment). I have read and understood the assessment policy and procedures, and academic misconduct policy and procedures:  I will perform my work to the best of my ability.  I will not commit academic misconduct stated in academic misconduct policy and procedures. Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.  I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent result for the unit of competency. This can result in work/assessment/task resubmission and re- enrolment of the unit of competency which can incur additional costs/fees to me.  I understand that any assessment/task/work deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted.  I give permission for my assessment/task/work to be reproduced, communicated, compared, and archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy and procedures  I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the result. I will follow the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/ . CHCECE007 Learner Workbook V1.1 Page 7 of 49

Student ID: ____________________________________________________________ Student Name: ____________________________________________________________ Student Signature: ____________________________________________________________ Activities Activity 1A Estimated Time 50 Minutes Objective To provide you with an opportunity to explain why it is important to respond sensitively and appropriately to all children’s efforts to communicate, discuss how to do so and summarise the meaning of child-centered communication A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion. 1. Explain why it is important to respond sensitively and appropriately to children’s efforts to communicate. Present your answer in 200 words. It is really important that children have positive experiences when it comes to communication, and the response which they receive will be a big contributor to how they will continue. For example, if a toddler is received with smiles and praise when they say a new word, they will continue to make efforts to communicate further. However, if you look critical in your facial expressions, or do not respond at all, the child may feel that what they have said is wrong Throughout all communication with children, you should ensure that you do not to discourage any attempts of communication. You should be aiming to support development and learning, so you want to provide a positive impression at all times and be sensitive to the efforts that children make. If children say something wrong, try to point them in the right direction rather than focusing on telling them that they are wrong. Constantly focusing on their shortfalls can discourage children from trying to communicate with you in the future. 2. Working in small groups, discuss techniques which you use within your role which aim to respond sensitively and appropriately to children’s efforts to communicate. Some ways to ensure that your reaction is positive and sensitive include: ➢ Positive facial expressions – when communicating with people, our faces are often a huge give away as to how we’re really feeling. Try to avoid critical facial expressions such as disappointment or anger and focus on smiling instead CHCECE007 Learner Workbook V1.1 Page 9 of 49

➢ Consider the words you use before you say them – sometimes words that we say can be loaded with meaning that we don’t even realise. If a child has said or done something wrong, consider the words that you use to tell them this. Provide positive, constructive criticism where ever you can ➢ Try to practice open and positive body language – avoiding things such as folded arms can affect the way a child interprets you and what you’re saying ➢ Allow the child time to communicate – some children will need more time than others to gather their thoughts or present their feelings in the right way. Be patient and allow children the time that they need ➢ Always respond – no matter what you’re doing or how busy you are, you should always provide a child with a form of response to their efforts to communicate. This may be something as simple as nodding to acknowledge them 3. In no more than 75 words, summarise the premises of ‘child-centred communication’. Children have very different interpretations of communication than adults do and they will consistently be learning new things as they develop their skills and transgress through their lives. Thus, we need adopting child-centered practices. It may require you to limiting your vocabulary to ensure that children understand what you are saying or spending time with them to find out how they are feeling. All communication should be based around the welfare of the child. Reference List: Diana School of Community Services, CHCECE007 Develop positive and respectful relationships with children, Australia Institute of Business and Technology Activity 1B Estimated Time 45 Minutes Objective To provide you with an opportunity to define sustained conversations, identify how to promote an environment which facilitates this and identify things that interest the child 1. What do we mean by ‘sustained’ conversations? Sustained conversation refers to maintaining engagement in a conversation. Many conversations that we have are short-lived; for example, you may often ask children are you ok? if they answer yes , the conversation is likely to be finished. Whilst passing conversations are a CHCECE007 Learner Workbook V1.1 Page 10 of 49

➢ Providing a rich and engaging environment that provokes ideas and encourages conversations in the first place – it’s hard to have an interesting conversation if there is nothing interesting to talk about! I could create a interesting environment for children. For example, I will managed to put the animals in farm set in groups (animals could swim; animals eat grass etc.). Then we may could conversations about which animal could swim, which is not. Reference List: Diana School of Community Services, CHCECE007 Develop positive and respectful relationships with children, Australia Institute of Business and Technology Activity 1C Estimated Time 30 Minutes Objective To provide you with an opportunity to discuss how to respond positively to all children who require attention and explain why it is important to remain consistent in responses to children A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion. 1. A child in your care is throwing toys around the play area. You have asked them to stop, but they continue. How can you provide a positive response to the child, aiming to stop this behaviour without promoting reoccurrence in the future? Discuss your answer in small groups. Sometimes when children require your attention, they will express themselves through negative behaviour. This can be different and changing depending on the child and the mood they are in. For example, some younger children may throw tantrums if they are tired, hungry or bored. Whilst it is our initial reaction to become angry with children when they are displaying negative behaviour, you need to try to ensure that your response to them is still positive. This doesn’t mean that you don’t tell them that what they’re doing is wrong, but rather you focus on this in a positive way. So, for me, I will firstly talked to children about the reason of their CHCECE007 Learner Workbook V1.1 Page 12 of 49

negative behaviour. Then I will tell this child why it is wrong and why we should not do such behaviour. 2. Explain in 100 words why it is important to remain consistent in your responses to children. It is important that you are consistent in your responses to all the children who you work with. If one child sees you responding in a different way to another as you did to them, they are bound to wonder what they have done wrong. Being consistent in your care will send a message that you can be trusted and also sets clear boundaries as to what children can expect from you. Reference List: Diana School of Community Services, CHCECE007 Develop positive and respectful relationships with children, Australia Institute of Business and Technology Activity 1D Estimated Time 40 Minutes Objective To provide you with an opportunity to identify the benefits of sitting and talking with children at mealtimes and how to create a relaxed and unhurried routine Answer the following questions in relation to the Learner Guide provided. 1. List three benefits of sitting and talking with children at mealtimes. 1. Whilst children’s mealtimes might seem like a good opportunity for you to get other jobs done or take a break 2. it can be a great opportunity to spend some time with the children in a more relaxed environment than usual. 3. A relaxed environment can provide a good opportunity for learning and development without the pressure which often comes with a set learning environment 2. How can you create a relaxed and unhurried mealtime routine? Don t limit the time -having a specific timeframe in which eating needs to be completed is a sure fire way to rush mealtimes and make children feel under pressure Be creative- try to remove the concept of the same routine day after day. CHCECE007 Learner Workbook V1.1 Page 13 of 49

3. How might children indicate that they want you to participate in their play? Discuss your answer in small groups. For example, if children want you to play with them, they may provide you with a role in a game or provide you with props. If they do not provide relevant cues, you should allow them to play alone or with other children without your involvement at all. Moreover, if children talks to you and require your help, it could also be a cue. Reference List: Diana School of Community Services, CHCECE007 Develop positive and respectful relationships with children, Australia Institute of Business and Technology Activity 2B Estimated Time 60 Minutes Objective To provide you with an opportunity to discuss how to respond positively and respectfully to children’s comments, questions, and requests for assistance A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion. Discuss the following questions in small groups. 1. How you can respond to:  An inappropriate comment from a child When children make inappropriate or incorrect comments, you should explain why this is the case and allow them a chance to ask any questions which they may have. This will allow the child to consider what they have said and acknowledge that it is not desirable behaviour. Getting angry or frustrated at a child without providing an explanation is not going to be helpful. Without an explanation from you, the child will not understand why what they have said is wrong and they won’t have the relevant information to make better decisions in the future  A question which you do not have an answer for? If you do not know an answer to a question – be honest. Children will often seek answers for questions that nobody really knows! A common example is CHCECE007 Learner Workbook V1.1 Page 15 of 49

“Why is the sky blue?”. It is almost impossible to provide a straight answer to this question and children should be made aware that adults do not know everything about the world. Being honest about the limitations of your knowledge is likely to make children trust you more and respect the answers that you do give 2. A child in your workplace often plays alone away from other children and they ask you to participate in their play on a regular basis. How can you respond positively to the child's request whilst also encouraging them to play with other children? Children will often need your help and assistance when they are in your care and this can be for a variety of reasons. They may need you to reach something from a shelf that they are unable to, want you to join in their game, or explain something which they do not understand. You may want to encourage the child to attempt their requests themselves. For example, they may be able to build a game themselves with minimal help as opposed to you doing it for them. Whilst you want to help where ever you can, you should also be aiming to promote their independence and help children to rely on adults less and less. So I will firstly response positively and join the game. Then after a while, I may ask the child if I could invite other children to join us. I could also help less and less to improve the independence of this child. Reference List: Diana School of Community Services, CHCECE007 Develop positive and respectful relationships with children, Australia Institute of Business and Technology Activity 2C Estimated Time 30 Minutes Objective To provide you with an opportunity to explain what it means to be a role- model and identify examples of positive interactions 1. What does it mean to be a role-model? Summarise in 75 words. Children learn from what they see. Whilst you are likely not to be the primary caregiver, when you are spending a lot of time with children, they will rely on you to provide them with an example of how to behave. They will be constantly watching the things that you do, learning from them, and will often imitate your actions. CHCECE007 Learner Workbook V1.1 Page 16 of 49

express their thoughts and ideas. If there is any discussion among children, educator will also praise this behaviour. Reference List: Diana School of Community Services, CHCECE007 Develop positive and respectful relationships with children, Australia Institute of Business and Technology Activity 3A Estimated Time 30 Minutes Objective To provide you with an opportunity to identify how to ensure that the environment reflects the lives of the children, their families and the local community Referring to the Learner Guide provided, identify three ways to ensure that your working environment is inclusive of all children, their families, and their local communities. There are numerous ways to incorporate the diverse backgrounds of children and families into your workplace environment. For example, you could incorporate learning materials with information relevant to the children s cultural background or provide children with the opportunity to listen and play culturally specific music. You could also decorate the area with displays that celebrate the many forms of cultural diversity. You may incorporate colourful greetings and special word boards specific to the different cultures and their practices. It might also be a good idea to take and collect images of culturally specific buildings and attractions in the local community. Such images may be shared with the children and put up around the room(s), encouraging them to reflect upon local cultural diversity. Children should also be given the chance to use and play with items that are common to different cultures. They may be encouraged to bring in items from home for sharing with other children. There may also be opportunities for helping children to learn about language. As previously mentioned, you can include word boards and use specific cultural phrases when communicating with the children. Ideally, there will be an adult present who is able to communicate fluently in the language that the children are learning. There is a considerable amount of children s literature which can be incorporated into learning programmes for the purpose of highlighting cultural diversity. You may have access to a library including traditional books from the Aboriginal and other cultures. Such books could be read aloud to the children CHCECE007 Learner Workbook V1.1 Page 18 of 49

and you may set aside time for quiet reflection. The children may be encouraged to come up with their own stories or poems including traditional cultural elements. You may also give them the chance to use the internet under guided supervision and learn more about particular cultures. Reference List: Diana School of Community Services, CHCECE007 Develop positive and respectful relationships with children, Australia Institute of Business and Technology Activity 3B Estimated Time 40 Minutes Objective To provide you with an opportunity to explain how to implement practices and routines that honour children, their family, and their communities and identify how communication can help to avoid stereotyping 1. Explain in 200 words how you can incorporate practices and routines which honour children, their families, and their communities into your work. Implementing practices and routines relevant to children and their background will help to ensure that they feel respected and supported. You are encouraged to implement strategies which will promote the inclusion of all children and their families. The implementation of such strategies should ensure that children and their families feel respected and represented within your organisation, and feel comfortable allowing the child to spend time with you and your colleagues. This is not to say that you should completely change your key practices and routines, but rather they should be adapted or alternatives put into place where necessary. For example, if you hold a monthly meeting where parents and families of the child are invited to discuss their progress and any problems that they may have. You should be aware that people different backgrounds may be less inclined to share their opinion with a large group of people who they do not know well. You might want to consider offering a one-to-one meeting with the family of a child to provide them with a more comfortable and accessible way to share their opinions 2. How can communication help to avoid stereotyping? Present your answer in 75 words. CHCECE007 Learner Workbook V1.1 Page 19 of 49