marked Siu Ling Mak_2nd submission_CHCECE033_AE_Pro2of4
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School
TAFE NSW - Sydney Institute *
*We aren’t endorsed by this school
Course
CHC30113
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
31
Uploaded by BailiffIronDinosaur29
Assessment outcome
Unsatisfactory
Assessor feedback
Has the assessment declaration for this assessment event been signed and dated by the student?
Are you assured that the evidence presented for assessment is the student’s own work? Siu
Ling needs to develop her skills in using her own words and in referencing her work.
Was reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments
: Hi Siu Ling, Thank for submitting this assessment and I can see that understanding the questions has been tricky for you. Not using the original format has also not helped. Please use the templates you are given in future as you had repeated one question and missed another. You have given appropriate responses to some of the questions however, there are many questions that require you to review, amend and resubmit. These are indicated as MER (More Evidence Needed); I have highlighted these
in yellow and I have provided feedback to assist you with your resubmission. It will be important to use your own words more – plagiarism results in un-satisfactory work. You might like to look at this link to develop your skills in this area. https://tafensw.libguides.com/research
For the resubmission, please leave your original answers
and my feedback in place and type your amended answers just underneath these using a different colour font
. Visiting your learning resources will assist with getting a better outcome for your resubmission as will
focussing on the important parts of the question. Your learning resources will provide you with knowledge and ideas to help you with your answers. I suggest using the question as part of your response to help focus your thoughts and have written some examples in your work.
I strongly suggest that you contact the TAFE Digital teaching team. Teachers are available to support you Monday to Friday 8:30am to 5:00pm and until 9:00pm on Wednesday evenings. You can give us a call on 02 9715 8817 or send an email to tafedigital.earlychildhood@tafensw.edu.au
and we will get back to you
. All the very best for your resubmission, Regards, Sharee
Assessor name, signature and date
Sharee Bloomfield (TAFE Digital off-site Teacher) 10/2/23
Project assessment
Criteria
Unit code and name CHCECE033 - Develop positive and respectful relationships with children
Qualification/Course code and name CHC30121 - Certificate III in Early Childhood Education and Care
Student details
Student number
808676508
Student name
Siu Ling Mak
Assessment declaration
Note: If you are an online student, you will be required to complete this declaration on the TAFE NSW online learning platform when you upload your assessment.
This assessment is my original work and has not been: •
plagiarised or copied from any source without providing due acknowledgement.
•
written for me by any other person except where such collaboration has been authorised by the Teacher/Assessor concerned.
Student signature and date
Version:
20220113
Date created:
2 August 2018
Date modified:
13/01/2022
For queries, please contact:
Health, Wellbeing and Community Services SkillsPoint Queanbeyan © 2021 TAFE NSW
RTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the: Learning Bank
TAFE NSW has reproduced and contextualized parts of this work, as per the terms and conditions of the perpetual license agreement held by TAFE NSW with RTO Advice Group Pty. Ltd. For further information, please contact the Health, Wellbeing and Community Services SkillsPoint, Queanbeyan.
The contents in this document is copyright © TAFE NSW 2021 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at the time of printing: 13 January 2022. For current information please refer to our website or your Teacher/Assessor as appropriate.
Assessment instructions
Table 1 Assessment instructions
Assessment details
Instructions
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Assessment overview
The aim of this assessment is to assess your knowledge and performance to the required skills required to communicate and
interact respectfully with children and guide their behaviours in ways that support their agency, positive sense of self and self-
regulation.
Assessment event number
2 of 4
Instructions for this assessment
This is a project-based assessment that assesses your knowledge
and performance of the unit.
This assessment is in two parts:
•
Case Study •
Short answer questions And is supported by:
•
Assessment checklist •
Assessment feedback Note
: This assessment may contain links to external resources. If
a link does not work, copy, and paste the URL directly into your browser.
Submission instructions On completion of this assessment, you are required to submit it to your Teacher/Assessor for marking. Where possible, submission and upload of all required assessment files should be
via the TAFE NSW online learning platform. It is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE and complete the assessment declaration when submitting the assessment. What do I need to do to achieve a satisfactory result?
To achieve a satisfactory result for this assessment, you must answer all the questions correctly.
If a resit is required to achieve a satisfactory result, it will be conducted at an agreed time after a suitable revision period.
What do I need to provide?
• TAFE NSW student account username and password. If you do not know your username and password, contact your campus or service centre on 131601.
• Computer or other device with word processing software and
internet access
•
Writing materials, if required
What the Teacher/Assessor will provide
Access to this assessment and learning resources, including the student workbook and any supporting documents or links. Access to the simulated organisation Little.l HYPERLINK "http://www.littlely.eduworks.com.au/" HYPERLINK "http://www.littlely.eduworks.com.au/" HYPERLINK "http://www.littlely.eduworks.com.au/"y
(Long url: www.littlely.eduworks.com.au
Due date Time allowed
Location Refer to training plan 4
hours (indicative only) Assessment is to be completed out of class.
Assessment feedback, review or appeals
In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days
of the formal notification of the result of the assessment. If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher/Assessor or Head Teacher. If they are unavailable, contact the Student Administration Officer.
Contact your Head Teacher/Assessor for the assessment appeals
procedures at your college/campus.
Specific task instructions
The instructions and the criteria in the tasks and activities will be used by your Teacher/Assessor to determine if you have satisfactorily completed this assessment event.
You should refer to the list of criteria in the Assessment Checklist to understand what you need to demonstrate in this section of the assessment. Important Self-awareness warning Please note there is specific content in this resource that relate to different aspects of diversity and identity. If you find any of the content upsetting or distressing, please talk to your teacher or contact the relevant support service: •
Aboriginal Student Support Services (Email -
aboriginalstudentsupport@tafensw.edu.au
) •
Accessibility and disability services (Long URL - https://www.tafensw.edu.au/student-services/disability-services
) •
Personal counselling (Long URL - https://www.tafensw.edu.au/counselling-career-
development-services/personal-counselling-wellbeing
) •
International students (Long URL - https://www.tafensw.edu.au/counselling-career-
development-services/personal-counselling-wellbeing
) •
Multicultural support (Long URL - https://www.tafensw.edu.au/student-services/multicultural-student-support
). Part 1: Case Study To complete this part of the assessment, you will be required to read two case studies based
on the simulated organisation Little.ly
(Long url: www.littlely.eduworks.com.au
)
. There are two case studies below – for Case Study 1 you are required to provide responses for six questions, and for Case Study 2 you are required to provide responses for nine questions.
As part of your responses, you will need to demonstrate your knowledge of:
•
partnerships with families and community development factors relevant to communication with children in early childhood
•
the reasons why it is important for children to have positive and respectful relationships
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•
the features of positive and respectful relationships and how educators support these through:
•
demonstrating sensitivity and initiating warm, trusting, and reciprocal relationships with children and their families
•
supporting families’ choices and decision making
•
helping children to establish secure attachments and develop self-regulation
•
supporting practices and routines that honour children, children’s family, and
the community context.
In answering each question, please ensure that you: •
address all parts of each question with examples, where required
•
use clear and concise language to ensure the intended meaning is understood
Table Case study 1
Case study 1: A 22-month-old child new to long day care
This scenario is based on the simulated organisation Little.ly
(long URL: www.littlely.eduworks.com.au
)
.
During enrolment at the Little.ly Early Learning Centre, a Parent told the Educator how nervous the parent was about leaving the 22 months old Child in long day care. The Educator told the Parent that it might be helpful if the Parent stayed with the Child for a couple of hours during the first few days at the centre, to help the Child become familiar with the educators, service’s routine, and environment.
Together the Educator and the Parent worked out a way to ease the Child into long day care, using some agreed strategies:
•
Gradually leaving the Child after the initial ‘orientation’ period for short periods until eventually the Child stays for the full day.
•
The Parent filled out the ‘about my child’ section of the enrolment form carefully describing the Child’s sleeping habits, comforters (teddy and pacifier), fears/phobias, likes, cultural connections, family traditions, interests, temperament, personality, stages of development and significant people in the Child’s life.
•
Emailing a photo book to the Parent that showed the room and activities that the Child would spend his time doing so that the Parent could explain to the child in the language spoken at home what the Child was doing while the Parent was at
work.
Eventually the Parent returned to full-time work, and the Child was in long day care Monday to Friday. The Parent told the Educator how hard it was to leave the Child because the child was clingy and cried after the drop-off. The Educator asked the Parent what the Child was interested in. The Parent said that since the family had visited the zoo the Child loved to talk about the animals. The Educator and the Parent agreed that when the Parent arrived at the service, the Educator together with the Parent would sit down and read a book about zoo animals to distract the Child from the Parent leaving. After the Parent left, the Educator continued to
encourage the Child to play with rubber zoo animals and has given the Child five finger puppets of zoo animals which the Child can wear during play time with the other children at the service. The Educator agreed to email photos of the Child playing happily to the Parent throughout the day and encouraged the Parent to ring the service to see how the Child had settled in as many times as the Parent needed to.
Although these things seemed to work, the Parent told the Educator that the Child had become very clingy at night-time, the Parent was still worried about the Child.
The Educator thought it was a good idea to tell the Child when the Parent would be back and leave the Child a small item from home (tiny donkey that the Child’s grand Parent had knitted) to look after: ‘Bye Educator, I will be back after afternoon tea, please look after donkey until I get back.’ The Parent and the Educator also decided to include photos of the Child’s family life on the family board in the Child’s room.
These strategies seemed to help the Child feel connected to the Parent after leaving to work, and the Child was soon able to say goodbye happily
.
Consider the scenario and read each question carefully. Each response should be a minimum of 30
words but no longer than 80
words. MER: (More evidence required). You need to add more detail to your response and link them to the scenario so that it is clear that you understood what was happening. •
Identify at least three
examples of how the Educator was able to build trust and reciprocal relationships with the Child and the parent by demonstrating sensitivity and warmth. 1.Greeting children and parent with warmth and use a calm voice to help them to develop a secure with educator.
2.Creating a safe and familiar environment within childcare centres, allows children to build on their confidence helping them grow and learn. Presenting children in this environment where they feel nurtured, safe and sheltered, helps them feel supported.
3.Listening actively with children and parents what they need and what they want to find the best suggestion or solution, so they can build trust and reciprocal relationships.
1)When Parent told the Educator how nervous to put 22 months old child in centre, the Educator and the Parent worked out some strategies together. And finally the Parent return to full-time work sucessfully.
2)When the Parent told the Educator how hard to leave the Child in drop-off,the educator make a suggestion about distracting the child by reading her favorite animals book. The Parent read first and then the Educator continue to read.They work together to make the child distract sucessfully.
3)When the Parent told the Educator the child become very clingy at night-time, the educator and the parent decided together to put Child’s family life on the family board in the Child’s room.It help the Child feel connected to the Parent after leaving to work.
great job Siu, these are specific and linked back to the scenario
•
Identify three
aspects of positive partnerships with families and explain how the Educator used each aspect to support successful separations for the Parent and the Child easing the transition into the service. MER: you need to relate to the scenario here
1. Communication
Effective communication can help build partnerships. Also honest, respectful communication can help to build trust. Educators should encourage parents to share what can help them feel more comfortable when leaving their child and what will help their child separate successfully. 2. Empathy
Empathy is the effort made to understand others by considering and respecting their thoughts and feelings. Educator should show respect for parent’s point of view, even when educator do not agree. And also educator should aware of the difficulties and challenges parents face.
3. Respect for diversity
Educator should respect for differences between individuals as it can be easier to work with parents and share their background, values and beliefs. This also helps to communicate parents and children needs, find common ground, share an understanding and work together to achieve the goals.
1)Communication
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The Parent and the Educator have good communication. Everytime the Parent have questions or worries, the Educator will make the suggestion for improvement. They work together to support successful separations. and the child will see these positive interactions and feel more comfortable
2)Empathy
The Educator always show to respect for the Parent's feeling. When Parent feels worries the Child, the Educator email photos of the Child playing happily to the Parent and encourage the Parent to ring the service to see how the Child had settled
in .
3)
Respect for diversity
When the Educator knows the Parent and the Child say different language at home, the Educator email a photo book about the Child to the Parent, so the Parent can explain to the child in the language spoken at home. and hearing the Educators using some keywords e.g. words for greeting, food, toilet and sleep will make the transition occur more smoothly.
•
Explain how the educator's practices to support the Child's transition into the service
reflect the educator's support of the carers' choices and decision-making. Provide three
examples from the case study. 1. When parent worry about leaving 22 months old Child in long day care,the educator suggests parent gradually leaving the Child after the initial ‘orientation’ period for short periods. After working together, finally the child stays for the full day.
2.When parent told the educator it hard to leave the child who was clingy and cried after
the drop-off, the educator suggests parent and educator together wsit down and read a book about zoo animals to distract the Child who like animals from the Parent leaving. Educator also agreed to email photo of child playing happily to the parent and encourage the parent to ring the service to check her child. That makes child feels safe even parent leave and build trust between parent and educator.
3.When parent worried about the child clingy at night-time, educator suggests parent leave the child a small item from home and let the child to look after when parent back. And also they both decided to include photos of the Child’s family life on the family board in the Child’s room. Finally this helps the Child feel connected to the Parent after leaving to work.
great job – these are all very specific Siu Ling
•
Explain how the Educator supported the Child to develop a secure attachment and to
settle into care. MER: you need to give examples from the scenario – what was in the
scenario that showed how this occurred.
Educator should make child feel safe and secure, so they can focus their time and energy on play, exploration and learning. And also the educator and the child build up the trust between them, this can support the child develop a secure attachment and to settle into care.
The Educator knows the Child like animal, so Educator read a animal book when the child come to centre. And also let the Child play with rubber zoo animals with the other children at the service. Moreover making Child’s family life on the family board
in the Child’s room, so the Child can feel connected to the other children and the Educators and the centre to deverlop a secure attachment.
•
Identify one
practice the service had adopted that honours the children’s families and explain why it is important to honour children, families, and the community. MER: what was in the scenario that showed this
Educators can practices that are familiar to children from diverse cultural backgrounds during routine. For example, provide chopsticks at lunchtime for children who use chopsticks.
Because it can show respect for all the children we work with and is to support practices and routines that honour the child, the families and the communities. When honour children’s families and communities, we can show the children that we care about the people. Honouring children’s family and community contexts helps build the foundation for positive partnerships.
The Educator make a Child's family life with the Child's family photo on the family board in the Child's room. These can support the Child settle down in centre and show we care about the Child's family. And also can build the positive partnerships between the Educator, the Child and the Child's family.
yes, and these are so valuable
•
The case mentions the Child’s family speaks a different language when they are at home. Outline two
considerations to demonstrate respect and understanding of the views of parents, carers and families when communicating and interacting across cultures. 1. Maybe the children can’t speak fluent English, educators can offer non-language activities, like picture-matching, and sensory activities, like sand play, so the child can participate, learn and interact with other children.
2.The children maybe not really understand English, educator can email a photo book to the Parent that showed the room and activities that the Child would spend his time doing
so that the Parent could explain to the child in the language spoken at home what the Child was doing while the Parent was at work.
both appropriate strategies. Educators could also learn keywords in the home langauge
Table 3 Case study 2
Case study 2: External factors influencing children’s behaviours
This scenario is based on the simulated organisation Little.ly
(long URL: www.littlely.eduworks.com.au
)
.
A four-year-old Child has been attending the service for three years. The Child has an easy
temperament and has a bubbly and friendly personality. The Child used to be looked after
by the grandparent who recently became very ill and died unexpectedly. The Child is very upset when the Parent leaves in the morning, but the Child settles quite quickly within ten minutes. The Child plays happily with most of the children in the room. Yesterday, the Child was playing shop with friends. The educator reminded the Child that it was time for the Child’s friends to have an afternoon sleep. The educator said that the Child could sit quietly and read a book to rest the body and mind. The Child got very upset. The Child threw things and pushed the educator away and screamed: ‘I am not finished’. The Child had not ever displayed this type of behaviour before. The Child’s educator said calmly, ‘I understand how tricky it is to stop a game when you are playing. Are you feeling okay? Come and sit with me and we can have a chat’. The Child started crying and the educator reached out and gave the Child a cuddle. The educator said, ‘It’s okay to feel upset, I’m sorry I didn’t realise it would upset you to ask your friends for their sleep. Is anything else bothering you?’ The Child cuddled tighter and said, ‘My Nana went away too, I can’t play with Nana and Mummy doesn’t play with me anymore either’. The educator listened to the Child and said, ‘I’m very sad that your Nana went away. I bet
that’s really sad and hard for you to understand. Do you think Mummy is a bit sad at the moment too? Maybe we can make mummy a card or a picture while your friends have a sleep’. The Child drew a picture for Mum and settled down. The educator sat with the Child during rest time and reminded the Child that the educator is here if the Child needs a cuddle at any time. The educator said to the Child while drawing, ‘How are you feeling now? How were you feeling before?’ The Child said, ‘I am feeling better, but I was sad’. The educator said, ‘Sometimes feeling sad can make us feel a bit angry too. Do you think you felt angry or were you feeling something else?’ The Child said, ‘I was angry, but I felt like my friends were going to leave too’. The educator said, ‘Maybe you were feeling a bit scared do you think?’ The Child said ‘Yes’. The educator said, ‘If you ever feel like that again, I’d like you to breathe in and out and then tell me how you are feeling, that way we can make sure you and our friends are happy and safe, is that okay?’
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The Child said, ‘Yes, I shouldn’t have done that’. The educator said, ‘That’s okay, and it’s understandable that you felt that way. You didn’t
know you could tell me how you were feeling, but now you do’. The educator asked the question, ‘What did you love to do with your Nana?’ The two chatted for the full rest time
about the Child’s Nana and the educator learned lots about what they liked to do together. The educator let the Child’s mum know that the Child was a bit upset today and that the Child found comfort in drawing Mum a picture.
Consider the scenario and read each question carefully. Each response should be a minimum of 30 words but no longer than 60 words.
•
Identify two
factors of the social and physical environments of the Child’s home and community which may be influencing one’s own behaviour. MER: you have not answered using the information in the scenario – this is important. 1) Children are influenced by the physical environment including housing, facilities for education, health care, employment, and open space for recreation as they spend the majority of their time and start to interact. Children learn from their environment by imitating the social behaviour of the people around, and what they see in their day to day environment influences their behaviour.
2) The social environment is from their parents live and where the child is sent for initial education. The children can develop and maintain positive social relationships characterized
by trust, mutual satisfaction, respect, love, and happiness by a good quality of life and behavioural development. Social skills can be actively taught, for example when a parent or teacher encourages good behaviours, the children good behaviours will be enhanced.
1) changes in family circumstances :
The Child has an easy temperament and has a bubbly and friendly personality after the Child's grandparent die, the Child become easily get mad and totally different from before. The grandparent used to look after the Child, suddenly change to the Child's mother look after him, the Child feels sad and also influencing his behaviour.
2)family relationship:
The Child normally play with grandparents, but now only the Child play by himselve,even the Child's Mummy doesn’t play with the Child , the family relationship become worst, that make the Child very sad, it may influence his behaviour.
and the other thing that might be happening is that there are a lot of visitors to the house
•
List three
techniques the educator used to demonstrate sensitivity and warmth while helping the Child calm down and develop self-regulation skills. MER: you have not answered using the information in the scenario
1)Reflect on what you think a child is feeling, for example, ask the child ‘Are you feeling frustrated?’, then cue the child to calm down and ask ‘I can help you’ and ‘Let’s take a deep breath and relax'. 2) When a child is finding a difficult to manage, teach the child through it and provide the right level of support to manage the situation independently in the future.
3) Educator can encourage all attempts by children to regulate emotions and help to regulate children’s attention , like picture in a book, this helps children focus. 1)Providing positive feedback on a child -
When the Educator know the Child sad about grandparent died, the Educator gave the Child a cuddle and using calmly said, ‘It’s okay to feel upset"
2)Distraction-
The educator encourage the Child draw a picture to the mum to distract the Child, after that the Child settle down to draw a picture when other children sleeping.
3)Giving children opportunities to make meaningful learning choices-
When the Child scare his friend going to leave like his grandparent, the Educator teach the Child to breathe in and out and sharing feeling with the Educator, let the Child know how to express the feeling to other people.
yes, to take a breath and then think about it
•
Explain why you think the educator’s choice to respond the way the educator did (with respect and sensitivity) when comforting the Child was successful. MER: you have not quite understood the question. Maybe start with “The educator was successful because they understood that the child was upset and that this was not normal behaviour for the child”
Because the child wants to talk the educator more what he think and what he want to do. After express his feeling to educator, he becomes calm down. It seems he builds trust to the educator and he feel safe in the centre.
The educator was successful because they understood that the child was upset and that this
was not normal behaviour for the child.
The educator actively listening to the Child and ask open question to let the Child to express his feeling to the Educator.
•
Explain how the Child’s individual stage of development, temperament and personality might help you to understand the Child’s behaviour. MER: you are almost on the right track but think more about the scenario
The Child’s individual stage of development is for monitoring each child's development is to determine whether a child's development is on track, so educators can understand and explain a child's behaviour. Every child has their own unique personality and temperament. These can help educator to better understand children's individual differences. By understanding personality and temperament, educator can learn how to help children express their preferences, desires, and feelings appropriately.
T
he Educator know the Child has an easy temperament and has a bubbly and friendly personality. When the Educator find the Child suddenly easily angrily which it is not normal behaviour for the child, the Educator know the Child maybe have some issue by the Educator understanding the Child personality, So the Educator can
learn how to help the Child express his feeling.
well done. MER: you are missing the following question: •
A Child’s ability to regulate one’s own emotions is linked to brain development. Please discuss how the Child’s age influences the Child’s behaviour.
The Child's age influences the Child's behavior by continuously learning .When the Child angry, the Educator use the calm tone to talk to the Child. And then the Child knows to calm
down to talk back to the Educator.
The Child is already four years old, he can learn from the Educator and the Educator is role model for the Child how to control his bahavior.
yes, at
this age their brain is mature enough to understand what is being said and to understand reasoning. •
The educator and the Child engaged in sustained conversation for the rest of the time. Explain what contributed to the Child’s willingness to participate in this shared conversation. Because the educator actively listen to the child and they build trust each others, the
child feel safe in the centre. And also the educator use open-question to ask the child questions, so the Child’s willing to participate in this shared conversation.
good, and the educator was supportive of the child
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•
Explain how children can be involved in developmentally appropriate ways when agreeing expectations of behaviour. MER: you have not answered the question here.
“Children can be involved in developmentally appropriate ways when agreeing expectations of behaviour by …”
The educators develop a positive relationship with children and promote positive, empathetic relationships between children assisting them to develop respectful relationships. And also encourage and assist children to make decisions for
Themselves and provide opportunities for independence and self regulation. Moreover educator should become a good model of appropriate behaviours to influence the children. Children can be involved in developmentally appropriate ways when agreeing expectations of behaviour by Distraction, the Educator ask the Child to draw a picture to mother, so the Child settle down and does not distrub other children sleeping.
Between the two responses you have some good points. The Educator can have conversations about being respectful and ways to control own behaviour. Together they can agree on appropriate behaviours which the Educator will model •
Identify the part of the case study where the educator communicated expectations for behaviour with the Child. Evaluate the Educator approach and provide one example of how you could improve this interaction or follow up with the Child. When the child threw things and pushed the educator away and screamed, the educator asks him to come and sit and chat with him. The educator try actively listening to understand what happen and how can we support the child.
The educator could improve this interaction or follow up with the Child by using a calm and gentle tone to explain to the child that when he pushed the educator away,
he could break something or hurt someone.
The educator could say: ‘When you feel angry or sad, you can’t push someone or throw things, it could break something or hurt someone and this is rules.’ You need to let the child know what they should do (rather that what they should not do). “When you feel angry or sad it is important to take a big breath first and this might help you think about what you could do that won’t hurt anyone.
•
Reflect on the relationship between the educator and the Child and provide at least three
ways the relationship was enhanced or built between the two. MER: this refers
to the scenario – what did the Educator do in the scenario to enhance or build the relationship.
1.Educator should get on the child’s level for face-to-face interactions for providing a warm, responsive physical contact.
2. Educator should use a pleasant, calm voice, simple language and actively listening to the children and encourage them to listen to others.
3. Educator needs to acknowledge children’s accomplishments and effort.
1)The Educator use a calm voice ask the Child some questions like "
Are you feeling okay?
Come and sit with me and we can have a chat". 2) The Educator provide a warm, responsive physical contact. When the Child started crying and the educator reached out and gave the Child a cuddle.
3)The Educator actively listent the Child and using open question to let him express his feeling. The Educator ask the Child ‘How are you feeling now? How were you feeling before?’ during drawing.
Part 2: Short answer questions Consider the scenario and read each question carefully. Each response should be a minimum of 80 words but no longer than 140 words.
•
Explain how self-regulation develops in children through each stage of development (from babies through to school-aged children). Self-regulation in Infants (Birth – 18 Months) Infants ‘ self-regulation is depend on parents to meet all of their needs. They use crying for expressing their needs. MER: this section does not answer the question. How does it develop?
Self-regulation starts when children are babies through warm and responsive relationships.
They also develop it by watching the parents around them. From the
beginning, babies will suck fingers for comfort.
Or babies get tired, they will look away from their parent.
yes
Parents can observe self-regulation in infants through the behaviours like sucking fingers.
this is what we will see as the beginning of self regulation.
Self-regulation in Toddlers (18 Months – 3 Years) Toddlers can focus their attention on receiving instructions or completing a task for short periods. They can express their feelings and asking adults for helping to dealing a problem. Although this is usually by way of a tantrum initially.
Self-regulation in Preschool Kids (3-5 Years) Preschool kids
children can recognize a broad range of feelings and empathy other people. And they can learn the emotional regulation from parents or educators. They will focus their attention for longer periods, increasing their ability to tackle complex and
difficult tasks.
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Explain why it is important for children to have positive and respectful relationships. Because the educator and children can communicate effectively with each other. And this helps to build a consistent and trust each others. Also educator can provide a role model for the type of communication they want children to develop.
Because positive and respectful relationships can contribute to growth, maturity and sense of self-confidence. And also promote healthy self-expression and awareness of others, so enable help us to feel accepted and positive.
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Explain how you can recognise situations where further support or intervention may be required and the action you would take. Detail what to observe in different stages
of development. 0-2 years old :
I will observe the children rountine performance have any different from routine. For example,the children suddenly become anxiety around the childcare centre.I will speak with
the child’s parents what I concerns, and then take the further support or seek the support of
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a professional if required.
yes, if there are sudden changes or the child is acting very differently to their peer group
3-5 years old :
When I see the children are engaging less with friends and group activities or sad, I will start a conversation with the child to ask them how they feel about different aspects of their friends or home and taking a caring approach. And then I will offer to support them or give them a positive feedback.
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Describe some of the ways you can ensure a learning program is responsive to each child’s unique strengths, knowledge, interests, and culture. •
Educator can gather and analyse information about each child’s progress to reflect and respond to children’s similarities and differences and build on children’s capabilities, strengths, interests and knowledge.
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Educator can provide activities for children to explore, solve problems, communicate, think, create and construct.
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Educators can promote and use practices to support children’s learning and development.
and there could be other ideas such as ensuring that there are stories and songs in the home language of each child, understand the needs of each child
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Explain how children can be educated about diverse cultures, beliefs, and values. MER: although correct, please use your own words and not copy from the internet.
Educators should expand children's awareness of difference through social events, books, songs or play materials.
And should research biographical stories of local people and people from around the world and introduce these stories to children. These can encourage children to recognise and appreciate people for the things that make them unique and special.
The educators can show children about soical events,books,songs or play materials to educate the children about diverse cultures, beliefs, and values.
The content can be a biographical stories of local people or people from around the world. So the children can
recognise and appreciate the unique and special of the different kind of people in the world.
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Explain how the educator’s cultural beliefs and practices the educator grew up with, could influence how the educator communicates with the children at the workplace?
MER: you need to add more detail to this question as your answer is brief and also does not answer the question
When Educator’s are culturally competent, they will respect multiple cultural ways of knowing, seeing and living. And they are able to understand and honour the differences and also promote children's cultural competence.
The Educator learn about their culture to create a stronger understanding of their beliefs
and can help to have an effective relationship
yes, when an Educator understands their own culture and how they were brought up, they can start to understand any biased feelings.
.Educators can also show an appreciation of diversity and inclusiveness buy creating a 'welcome' mural that incorporates the many different languages that communicates with the children at the workplace.
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Describe techniques to guide children’s behaviour using a strengths-based approach MER: you have not answered the question
Educators can promote self-regulation by modelling positive interactions, respectful behaviour and providing supportive language towards children. For example, listen actively, get down to your child's level and create an environment for good behaviour.
The educator can provide the positive feedback on a child’s strengths and encourage children to apply strengths in individual ways and give children opportunities to make meaningful learning choices.
and use their strengths e.g. if they know that a child has good language skills then they can use this to explain things to the child. If they know that a child enjoys books then they might read books together on positive behaviour
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Explain the principles of inclusiveness, diversity, equity and access in children’s education and care. MER: you need to address the 4 terms separately as each is different.
Inclusiveness- It is equal access to equal access to resources and opportunities for everyone.
and it is being included
Diversity-It is respectful for any different kind of people,including race,culture,language, religion,values ,abilities,social class and income. Equity -It is for treating people based on individual needs. When some people have difficult to get resources and opportunities, we need to provide additional resources and
opportunities for that people.
Access -It is having opportunity to get something.
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Identify and describe four
techniques that can help build resilience in children
1.Helping to build good relationships with others:
Educators can spend quality time with the children by doing things that enjoying together. It is important to use the time to talk to children about their emotions or concerns, and to show them warmth and affection, so the children can feel optimistic and hopeful.
2. Building independence:
Educators should encourage the children to take on responsibilities can help them to develop a sense of autonomy and independence. And also encourage them to come up with their own solutions rather than jumping in to provide them. Educators should be a positive role model is another way to encourage independence. 3. Learning to identify, express and manage emotions:
Children should learn to recognise and respond to emotions in a healthy way. Children will react in different ways to the same events, such as natural disasters or a family crisis. They may need different types of support to help them bounce back.
4. Building confidence by taking risks and accepting challenges:
If children can take a risk and move through an obstacle or setback each time, they will build confidence in their ability to do so, and this helps them overcome the fear of failure these are all great responses Siu Ling. (remember though, use your own words
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Identify how you can recognise and acknowledge when a child learns something significant and apply this knowledge to strengthen learning relationships. I will give the children a sticker
, a praise, compliment, a high five or even a smile will only do good. When they receive this positive feedback and encouragement, we will create a strong
bond and helping them in their overall development and success and also create a safe environment to learn, we can strengthen learning relationships.
you can then extend on their learning, maybe ask them if there is something else that they would like to know.
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Part 3: Assessment checklist
The following checklist will be used by your TAFE NSW Teacher/Assessor to mark your performance against the assessment criteria of your assessment tasks. Use this checklist to understand what skills and/or knowledge you need to demonstrate during this assessment event. All the criteria described in this assessment checklist must be met. Table 4 Assessment checklist
Task / Step #
Instructions
S
U/S
Assessor comments
Part 1: Case study 1
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Demonstrate and apply knowledge of how to demonstrate sensitivity and initiate warm, trusting, and reciprocal relationships with children and their families.
Assessment should include three
examples of how the educator was able to build trust and reciprocal relationships with the child and the parent by demonstrating sensitivity and warmth. •
Demonstrate and apply knowledge of key aspects of positive partnerships with families to communication with children in early childhood.
Assessment should include three
aspects of positive partnerships with families and explain how the Educator used
each aspect to support the family. Demonstrate and apply knowledge of supporting
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families’ choices and decision making.
Assessment should include three
examples of practices that the educator used to support the family’s choices and decision making. •
Demonstrate and apply knowledge of how to help children to establish secure attachments and develop self-
regulation.
Assessment should include an explanation as to how the educator supported the Child to develop a secure attachment with the educator and to settle into care.
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Demonstrate and apply knowledge of how to support practices and routines that honour children, their family, and the community context.
Assessment should include an explanation as to why it is important to honour children, families, and the community.
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Demonstrate and apply knowledge of how demonstrate respect and understanding of the views of families when communicating and interacting across cultures.
Assessment should outline two
considerations to demonstrate
respect and understanding of the view of families when communicating and interacting
across cultures.
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Part 1: Case study 2
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Demonstrate and apply knowledge of the factors that influence children’s behaviour.
Assessment should include examples of factors of the social and physical environments of the child’s home and community which may impact on the child’s behaviour.
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Demonstrate and apply knowledge of techniques to demonstrate sensitivity and warmth and guide self-
regulation.
Assessment should include three
examples of the techniques used in the case study to help the child calm down and develop self-
regulation by demonstrating sensitivity and warmth. •
Demonstrate and apply knowledge of techniques to provide reassurance when children express distress, frustration, or anger.
Provide and explanation to why the techniques used in the
case study by the educator were successful. •
Demonstrate knowledge of how to assess the child’s individual stage of development, temperament, and personality to facilitate understanding of the child’s
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behaviour.
Assessment should include examples from the case study that show how you use information collected to form a holistic understanding of the child’s behaviour. •
Demonstrate knowledge of brain development and its role
in emotional development of children.
Assessment should include a discussion about how the child’s age and brain development influences behaviour.
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Demonstrate knowledge of
how to engage in sustained conversations with individual children about things that interest the child and encourage the child to share their stories and ideas.
Assessment should include an explanation about what contributed to the child’s willingness to participate in this shared conversation.
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Demonstrate knowledge of how to support children to recognise and label a range of emotions.
Assessment should include an evaluation of how the educator supported the child to recognise different emotions and one example of how you might improve the
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approach.
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Demonstrate knowledge of how to involve children in developmentally appropriate ways when agreeing expectations of behaviour.
Assessment should include an evaluation of how the educator communicated expectations for behaviour with the child and one example of how the student would improve this interaction
or follow up with the child.
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Demonstrate knowledge of how to reflect on observations about the ways in which other educators nurture relationships with children.
Assessment should include three
examples of how educators can foster positive interactions with, and support and respect children.
Part 2: Short answer questions •
Explain how self-regulation develops in children. Assessment should also detail of how self-regulation develops in children from babies through to school-aged children.
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Assessment should provide an explanation of why it is important for children to have positive and respectful relationships.
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•
Assessment should demonstrate knowledge of how to recognise situations where further support or intervention may be required. Response should detail what to observe in different stages of development and what to do in case of concern. •
Assessment should include ways educators can ensure a learning program is responsive to each child’s unique strengths, knowledge, interests, and culture. •
Assessment should explain how children can be educated about diverse cultures, beliefs, and values.
•
Assessment should include an explanation of how the educator’s cultural beliefs and practices the educator grew up
with, could influence how the educator communicates with the children at the workplace. •
Assessment should include a description of techniques to guide children’s behaviour using a strengths-based approach. •
Assessment should include an explanation of the principles of
inclusiveness, diversity, equity and access in children’s
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education and care. •
Assessment should identify four
techniques that can help build resilience in children
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Response should include identifying and explaining how to recognise and acknowledge when a child learns something significant and how to apply this knowledge to strengthen learning relationships. Assessment feedback
NOTE: This section must
have the Teacher/Assessor and student signature to complete the feedback. If you are submitting through the TAFE NSW online learning platform, your Teacher/Assessor will give you feedback via the platform.
Assessment outcome submission 2
Satisfactory
Assessor feedback
Has the assessment declaration for this assessment event been signed and dated by the student?
Are you assured that the evidence presented for assessment is the student’s own work? Siu Ling is working well towards this – keep up the good work!
Was reasonable adjustment in place for this assessment event?
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If yes, ensure it is detailed on the assessment document.
Comments
: Hi Siu Ling, Thank you for having the patience to complete what was rather a large resubmission – you will find that the more assessments you hand in, the more familiar you will be about giving more detailed and targeted responses.
It was good to see that you have been able to make use of the resources to demonstrate your understanding more fully. Best wishes for your next assessment.
Tip: I always underline the most important words in the question, and use the question to start my
responses. I can see that you are working towards this which is great. Regards, Sharee
Assessor name, signature and date
Sharee Bloomfield (TAFE Digital off-site Teacher) 13/2/23
Assessment outcome submission 1
Unsatisfactory
Assessor feedback
Has the assessment declaration for this assessment event been signed and dated by the student?
Are you assured that the evidence presented for assessment is the student’s own work? Siu
Ling needs to develop her skills in using her own words and in referencing her work.
Was reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments
: Hi Siu Ling, Thank for submitting this assessment and I can see that understanding the questions has been tricky for you. Not using the original format has also not helped. Please use the templates you are given in
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future as you had repeated one question and missed another. You have given appropriate responses to some of the questions however, there are many questions that require you to review, amend and resubmit. These are indicated as MER (More Evidence Needed); I have highlighted these
in yellow and I have provided feedback to assist you with your resubmission. It will be important to use your own words more – plagiarism results in un-satisfactory work. You might like to look at this link to develop your skills in this area. https://tafensw.libguides.com/research
For the resubmission, please leave your original answers
and my feedback in place and type your amended answers just underneath these using a different colour font
. Visiting your learning resources will assist with getting a better outcome for your resubmission as will
focussing on the important parts of the question. Your learning resources will provide you with knowledge and ideas to help you with your answers. I suggest using the question as part of your response to help focus your thoughts and have written some examples in your work.
I strongly suggest that you contact the TAFE Digital teaching team. Teachers are available to support you Monday to Friday 8:30am to 5:00pm and until 9:00pm on Wednesday evenings. You can give us a call on 02 9715 8817 or send an email to tafedigital.earlychildhood@tafensw.edu.au
and we will get back to you
. All the very best for your resubmission. Regards, Sharee
Assessor name, signature and date
Sharee Bloomfield (TAFE Digital off-site Teacher) 10/2/23
Student acknowledgement of assessment outcome
Would you like to make any comments about this assessment?
Student name, signature and date
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Siu Ling Mak 9/2/2023
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