CHCECE033 - Knowledge Questions (ECEC) (1)
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CHCECE033 Develop positive and respectful relationships with children
Knowledge Questions v1.1 (2022/10/25)
CHCECE033 Develop positive and respectful relationships with children
Student name
Christine chikovore Email address
christinestchikovore@gmail.com
KNOWLEDGE QUESTIONS
Purpose of this Assessment This assessment task is designed to ensure that the student has the required knowledge to develop positive and respectful relationships with children:
Requirements of the National Quality Standard and related regulations and laws applicable
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
The features of positive and respectful relationships and how educators support these
Children’s emotional development
Basic aspects of positive communication models
Communication techniques and their specific application to communicate with children in early childhood
How individual educator cultural beliefs and practices may influence communication with children
Techniques to guide children’s behaviour using a strengths-based approach
The factors that influence children’s behaviour
Impact of group dynamics on children's behaviour
How to recognise situations where further support or intervention may be required
Principles of inclusiveness, diversity, equity and access in children’s education and care
Techniques for building children’s resilience
Student Instructions This assessment task contains Short Answer Questions where you need to provide a response in your own words to demonstrate your knowledge and understanding of the unit. Carefully read through each question
and reflect on your learning in this unit, including any additional research you have conducted.
Please note: Where your response does not sufficiently address all the question components, your submission will be returned to you for resubmission.
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CHCECE033 Develop positive and respectful relationships with children
Knowledge Questions v1.1 (2022/10/25)
Assessment Conditions
This assessment is untimed
You may refer to your learning materials during this assessment
You must read and respond to all questions
Answers must be typed and submitted through My eCampus for assessing
You must complete the task independently
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory
As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor
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CHCECE033 Develop positive and respectful relationships with children
Knowledge Questions v1.1 (2022/10/25)
Knowledge Questions
Question 1
Identify two (2) ways educators can interact positively and respectfully with children for each of the group interaction times in the table below.
Group interaction times
Two (
2) ways educators can interact positively and respectfully with
children during this time
Mealtimes
Sitting down with children and modelling positive eating habits Actively involving children in mealtimes (allowing them to use their utensils and touch their food)
During play
Listening and incorporating children’s ideas and thoughts Smiling and making eye contact with the children Physical care routines (such as nappy changing/toileting/changing
clothes/bottle feeding)
Communicating with the child about the care routine Give the child the opportunity to engage in their own care routines Individual interaction over a
sustained time
Being present in the moment and actively listening
Respond appropriately When a child is reluctant to participate
Listening to child’s needs Be patient and explain the task, they have to participate in During conflict with another
child
State the expected behaviour and encourage positive contact
Provide consequences
Transition from one activity to another
Use transitioning cues such as songs or music Explain to the child the activity that they will engage in Transition from one location to another
Use transitioning cues such as songs or music Explain why to the children why they are moving to a new location Transition into the service at the beginning of the day
Give the child a rundown of the activities they will get to do Comfort the child using positive language Question 2
Scenario
You are supervising in the Chestnut Oak Room at Little.ly Early Learning Centre, and you overhear children having a disagreement. You approach the situation and hear a four-year-old boy saying to three girls, ‘You can’t come in here because you are girls and it’s not allowed, this is boys club’. The girls respond by saying, ‘You have to let us in’. The boys say, ‘Nope, no pink allowed’.
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CHCECE033 Develop positive and respectful relationships with children
Knowledge Questions v1.1 (2022/10/25)
Explain how gender is influencing group dynamics and one (1) way you would manage this situation.
In this scenario, gender is influencing group dynamics as the boys have dictated a certain play area
as a boy’s club and are unwilling to let the girls join. This is because gender stereotypes influence how interact with the opposite sex. Thus they may be reluctant to play with toys, engage in activities that they may deem to be for either girls or boys. To manage this situation, I would provide the children with ideas of how they can all play together.
Question 3
List three (3) strategies educators can use to encourage positive relationship building between children.
Communicating expectations clearly Providing instruction in a positive and supportive way Prompting prosocial behaviour Question 4
The National Quality Framework and the United Nations Convention on the Rights of the Child guide educators to see children as capable people with rights. Describe why it is important for educators to do the
following:
a.
Implement practices that empower children to exercise their rights?
This allows children to build resilience through making their own decisions and knowing that adults respect, value and listen to them.
b. Encourage children to develop a sense of agency as active participants in the choices they make?
Recognizing that children have a right to make choices and decisions and are capable of initiating their own learning.
c. Demonstrate a genuine interest in children, showing them understanding and respect?
This will allow a child to begin to build trust and develop a positive rapport with each child.
d. Reflect on their practices and recognise links to children’s behaviour?
Reflective practices allow educators to develop critical understanding of their own practice and continually develop the necessary skills, knowledge and approaches to achieve the best outcomes for children.
e. Guide children’s behaviour with a focus on self-regulation, self-esteem and wellbeing?
This provides a foundation to guide educators to respond in a way that can help children develop the ability to regulate themselves.
Question 5
Scenario
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CHCECE033 Develop positive and respectful relationships with children
Knowledge Questions v1.1 (2022/10/25)
Hardeep
: Hardeep is a room leader of the toddlers room in a service in Victoria, she has worked in the service for two years. Her family background is Hindu, and every morning before she comes to the service, she has a meditation ritual. She celebrates the Diwali festival (festival of lights) yearly with her family. Chelsea:
Chelsea is an assistant educator with Hardeep. She has worked in the service for one year. Chelsea is indigenous and is from the Kaurna Adelaide region. She enjoys large family gatherings where her family tell stories and sing and dance. Linh:
Linh is a brand-new educator to the service. She has only just started working with children and is studying her Certificate III as a trainee. Linh is 19 years old and has migrated to Australia in the last four months with her uncle and aunt after her parents were unable to come to Australia. Linh is of Christian faith
and enjoys celebrations such as Christmas and Easter. She also sings in the choir at her church.
a. Based on the above scenario, identify at least one (1) way each of the educator’s cultural beliefs and practices could influence their communication approach with children.
Educator
How might this educator’s cultural beliefs and practices influence their
communication approach with children?
Hardeep
They may have cultural beliefs that may impact the way they communicate with children. Because Hardeep practices mediation every morning before coming to the Centre, she is mostly likely to be calm and quiet when engaging with the children. She is also most likely to respond to the children with joy, optimism and contentment. Her mediation ritual promotes the management of
stress and cultivates a peace of mind when working with children. Chelsea
They may have cultural beliefs that may impact the way they communicate with children. Since Chelsea is indigenous, she may share with the children her
indigenous culture through stories as well as including singing and dancing in their daily practice. She is more likely to use active listening skills when the children ask her questions about her culture.
Linh
They may have cultural beliefs that may impact the way they communicate with children. Since Linh is Christian, she may involve children in Christmas and easter as well as teaching them stories and Christmas carols. They may be a cultural barrier with the children especially if their families follow different religions thus she will have to mindful of the different religions and what they allow.
b.
Based on the scenario, provide a summary of how this group of educators could support children to recognise that the way they experience and see the world is based on their own values and beliefs.
They can help children understand how their own values and beliefs influence world view by asking them where their beliefs come from, sensitively challenging assumptions and stereotypes. They can also encourage empathy.
This particular group of educators can encourage children in learning about their world values and
beliefs by discussing their cultural and religious traditions.
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CHCECE033 Develop positive and respectful relationships with children
Knowledge Questions v1.1 (2022/10/25)
Hardeep can share her morning mediation ritual as well as her experience celebrating Diwali and the meaning of it. Chelsea can share about her indigenous culture with the children, which can allow them to learn and respect about Australian cultures. Linh being new to Australia may allow her to have to new point of view on Australian society. She can the significance of celebrating Christmas and easter with her church and family which will allow the children to learn from different cultures and learn how people celebrate different cultural events and that have different values. Furthermore, the educators may urge the children to discuss their own experiences and cultural traditions. Which can allow the children to learn from each other. educators can create opportunities for children to learn about different cultures through reading books about different , listening to music from different cultures as well incorporating different cultural practices into the daily practice such mediating in the morning c. Based on the scenario, identify at least three (3) ways the educators could develop children’s understanding of other people and cultures.
Teaching children about different cultural practices through playtime, books and stories. Such as reading books that incorporate aboriginal culture Incorporating different cultural foods at mealtimes- for example when children have lunchbox day
they can bring cultural foods to share with and show their peers
Incorporating different cultural festivals throughout the year- for example during Christmas children can color in Christmas trees and learn about the importance of Christmas.
Question 6
List three (3) strategies educators can use to demonstrate respect and understanding of the views and culture of families and other professionals.
1. Being conscious of the potential to make assumptions based on stereotypes.
2.Making a conscious effort to learn more about cultural differences through your own self-
directed learning and through professional development opportunities.
3.Observing families to get a sense of what they are comfortable with.
Question 7
Provide a definition in your own words and an example of how each of the following principles/concepts are
supported within the Early Childhood Sector.
Principle
Definition
Example
Inclusiveness
Inclusiveness involves giving people equal access to resources and opportunities especially those in marginalized groups
Use inclusive and respectful language when referring to children with disability or complex additional needs.
Diversity
This is respecting people of different cultures, values, social classes etc.
Show genuine interest in the cultural traditions of families, such as religious © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 6
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CHCECE033 Develop positive and respectful relationships with children
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and cultural festivals and holidays.
Equity
This is treating people differently based on need. That is by recognizing that some people have unequal access
to resources and opportunities.
Modify environments and activities to
ensure children with complex needs can participate Access for children
This is the right for children to have access to school. Ensuring quality care in aspects of education. This also includes the right to receive information about the child’s education, health and wellbeing Having the means to use or benefit from something Support children with additional needs to participate in activities. Access for children involves the government, employers, organizations
and families working together to reduce barriers in education such as Extensive waitlisting periods
Financial barriers
Complex needs of the child
Lack of trust in ECEC staff
Meeting parents needs
Question 8
Identify at least two (2) techniques for building a child’s resilience.
Build, strengthen and promote supportive relationships Focus on managing emotions Question 9
Consider the statement ‘Communication is the sending and receiving of messages to create shared meaning’
. Define or explain each technique in the table below and provide an example of a time when this would be the communication strategy you would use.
Communication
technique
Definition or Explanation
Example
Active listening
This involves paying attention, showing you are listening, providing feedback, respond appropriately and defer judgement.
This can be used during discussions, activities, and hygiene routines.
Questioning
There are 2 types of questioning which are open ended (answered fully) and closed-ended questions( answered with yes or no)
Open-ended questions can be asked during play or after reading a story.
Closed-ended are used to keep conversations going
Verbal Oral communication with words Throughout the day during play and © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 7
CHCECE033 Develop positive and respectful relationships with children
Knowledge Questions v1.1 (2022/10/25)
communication
learning activities Non-verbal communication
This involves gestures, facial expressions, and body language Use in conjunction with verbal communication, during play , learning activities, feeding and hygiene routines Question 10
Provide three (3) examples of positive communication techniques and summarise why it is important to use positive communication with children. It is important to use positive communication with children because it helps them feel safe and secure. It is also important because it is the foundation of a trusting and respectful relationship.
Three examples of positive communication techniques include active listening , open-ended questions and positive language.
Question 11
Identify five (5) strength-based guidance strategies educators can use to support children’s positive behaviour and support children’s individual needs.
5 strength-based guidance strategies educators can use to support children’s positive behaviour and support children’s individual needs include Providing positive feedback on a child’s strengths Encouraging children to apply their strengths in different ways Giving children opportunities to make meaningful choices Distraction (redirecting a child to another task when irritable or frustrated)
Involve children in developing limits or consequences for inappropriate behaviour.
Question 12
a. Identify at least eight (8) factors that can have an influence on children’s behaviour in an education and care setting.
Changes at home Abuse or neglect Illness
Age/stage of development (language and socio-emotional development)
Behaviour is not seen as problematic/challenging in their home environment
Child has limited time with family
Boredom Power struggles © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 8
CHCECE033 Develop positive and respectful relationships with children
Knowledge Questions v1.1 (2022/10/25)
b. Describe the impact that group dynamics can have on a child/children’s behaviour.
Group dynamics can have positive or negative impacts on a child’s behaviour and play a critical role in their development, especially their social and emotional development. Positive actions such as sharing, taking turns, and following rules within a group can encourage prosocial behaviour and have a positive impact on a child’s behaviour.
Negative group dynamics can also play a role and impact a child’s behaviour.
For example, when boys and girls begin to discriminate during play by having girls or boys only toys. This can promote social anxiety as children may not try to interact with their peers out fear of rejection. Furthermore, it can promote feelings of isolation. Other negative factors such as teasing, bullying and aggression can also promote a lack of confidence for learning as well as playing with others.
Question 13
Choose one (1) standard and associated element from Quality Area 5 of the National Quality Standard, provide an example of how this might be observed/evident in practice, and explain why it is important.
Standard
Element
How this might be
observed/evident in
practice
Why this is important
5.1 relationships between educators and children: Respectful and equitable relationships are maintained with each child
5.1.1 positive educator to child interactions:
Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure , confident and included .
There is trust in the relationship between a child and educator and responsive and meaningful interactions which support each child to feel secure, confident,
and included.
I observed this in the workplace when I saw a child who was reluctant to leave their mom, I observed the educator show them the painting project the other children where working on and the educator encouraged the reluctant child to participate and create something to give This is important as trust between educators and child can provide the child with emotional reassurance and a sense of security as they begin to explore and interact with the world.
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their mom when they get picked up later.
Question 14
a. Define pro-social behaviour.
Prosocial behaviour is doing something to benefit, help and care for someone else because you believe that their feelings and experiences are just as important.
b. List five (5) ways an educator can support children to enhance their emotional development and build their pro-social skills.
Communicating expectations early Provide instructions in a positive and supportive way
Using clear verbal statements to reinforce positive choices Using non-verbal communication techniques to reinforce behaviour and positive choices Prompting prosocial behaviour
Question 15
Explain how self-regulation develops in children from infancy to school age.
Self-regulation is the ability to understand and deal with your emotions and behaviour. The younger the child, the more inconsistent their ability to self-regulate, thus the more support they will need. As children get older, they become more able to self-regulate and the level of support they need is lowered. This allows them to be more independent and learn how to self-
regulate.
Children can develop self-regulation techniques through their relationships as well as watching the adults around them.
For example, babies may suck their fingers to comfort themselves or they may also look away if they want a break or are tired.
Toddlers may be more prone to tantrums and get overwhelmed by their emotions.
Preschoolers are at an age where they begin to become aware and understand what is expected from them. For example, them may be aware how to ask for something when they need to borrow it as well as using quiet voices when in the cinema.
School age children begin controlling their own needs and are able to view booth perspectives, this includes being able to disagree with a child without a dispute occurring.
Question 16
Name the process used to ensure children experience safe and stimulating learning environments and © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 10
CHCECE033 Develop positive and respectful relationships with children
Knowledge Questions v1.1 (2022/10/25)
provide two (2) examples of how this can be achieved.
Active supervision is the process used to ensure children experience safe and stimulating learning environments.
1)
Focused attention and intentional observation for children at all times. This includes paying attention to a child whilst they are playing outside to ensure they are playing and exploring their environment safely as well playing safely to prevent injury. This also involves alerting the children when they are not playing safely.
2)
Actively engaging with children to support their learning. This involves supervising children through observation and engagement ensuring they are using their resources safely and appropriately. This also involves responding the child’s needs in a way that creates and promotes learning opportunities.
Question 17
Explain two (2) ways you can develop learning programs that are responsive to each child’s unique strengths, knowledge, interests and culture.
To ensure a learning program is responsive to each child’s unique strengths, knowledge, interests and culture, having daily conversation with parents and families about the child’s strengths, knowledge and interests. Working in partnership with other professionals involved in the child’s care ( speech therapist, early childhood intervention specialists) to get a holistic picture of the child’s learning and development.
Question 18
Explain what you can do to strengthen learning relationships when you recognise that a child has learnt something significant?
To strengthen learning relationships when a child has learnt something significant it is important to provide them with opportunities to problem solve and extend their learning and thinking. This can include acknowledging their effort through body language, eye contact, paying attention and listening. This can also include praising the child by using positive reinforcement through words. Praising the child can be saying “well done”
Question 19
Provide four (4) examples of how you may recognise situations where a child may require further support or
intervention.
Having a lack of interest in other children
Displaying low confidence Not initiating play
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CHCECE033 Develop positive and respectful relationships with children
Knowledge Questions v1.1 (2022/10/25)
Engaging in onlooker play Being physically or verbally aggressive with others Submission Instructions Please proofread your work and save a copy of your assessment to keep in your own records.
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CHCECE033 – Knowledge Questions – Your Name
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