Developing Positive Relationships with Children: Assessment Guide

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 88141197 Student name Sarah Addis 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 16/02/2024 Document title: CHCECE033_AE_Pro2of4 Page 1 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

Version: 20230607 Date created: 29 February 2024 Date modified: 26/03/2024 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: 26 March 2024. For current information please refer to our website or your Teacher/Assessor as appropriate. Document title: CHCECE033_AE_Pro2of4 Page 2 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

Assessment instructions Table 1 Assessment instructions Assessment details Instructions 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 To achieve a satisfactory result for this assessment, you must answer all the questions correctly. Document title: CHCECE033_AE_Pro2of4 Page 3 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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Assessment details Instructions satisfactory result? 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.ly (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 Document title: CHCECE033_AE_Pro2of4 Page 4 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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 ). Document title: CHCECE033_AE_Pro2of4 Page 5 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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  the features of positive and respectful relationships and how educators support these through: o demonstrating sensitivity and initiating warm, trusting, and reciprocal relationships with children and their families o supporting families’ choices and decision making o helping children to establish secure attachments and develop self-regulation o 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 2 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. Document title: CHCECE033_AE_Pro2of4 Page 6 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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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 Document title: CHCECE033_AE_Pro2of4 Page 7 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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. 1. 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. The educator was able to build the trust of the parents and reciprocal relationships with the child by expressing interest and sensitivity to the interest of the child. When the parent communicated the child interest the Educator went to great length to incorporate this into daily drop off and pick up time. “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.” The educator showed sensitivity to the situation by trying to eliminate the element of upsetting the child to then make the parent feel more at ease with the situation. When the Educator and Parent first met and the parent expressed her concern in regard to her child transitioning into long day care. The educator showed warth and empathy in actively listening to the parents concerns and “ together the Educator and the Parent worked out a way to ease the child into care, using some agreed strategies.” The Educator then further listened and acted on the parents concerns with sensitivity and warmth when “ 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” Here the Educator further explored ideas and strategies to encourage the child to feel more welcome at the centre and better connect with the parent as they left and worked. Document title: CHCECE033_AE_Pro2of4 Page 8 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

2. 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. Communicate freely and respectfully with each other, Value each other’s roles in the child’s life 3. 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. 4. Explain how the Educator supported the Child to develop a secure attachment and to settle into care. 5. 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. Document title: CHCECE033_AE_Pro2of4 Page 9 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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6. 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. 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?’ Document title: CHCECE033_AE_Pro2of4 Page 10 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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?’ 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. 1. Identify two factors of the social and physical environments of the Child’s home and community which may be influencing one’s own behaviour. Document title: CHCECE033_AE_Pro2of4 Page 11 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

2. List three techniques the educator used to demonstrate sensitivity and warmth while helping the Child calm down and develop self-regulation skills. Document title: CHCECE033_AE_Pro2of4 Page 12 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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3. 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. 4. Explain how the Child’s individual stage of development, temperament and personality might help you to understand the Child’s behaviour. 5. 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. Document title: CHCECE033_AE_Pro2of4 Page 13 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

6. 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. 7. Explain how children can be involved in developmentally appropriate ways when agreeing expectations of behaviour. 8. 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. Document title: CHCECE033_AE_Pro2of4 Page 14 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

9. 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. Document title: CHCECE033_AE_Pro2of4 Page 15 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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Part 2: Short answer questions Read each of the following questions carefully. Each response should be a minimum of 80 words but no longer than 140 words. 1. Explain how self-regulation develops in children through each stage of development (from babies through to school-aged children). 1. Babies (0-12 months): During this stage, babies begin to learn basic self-regulation skills. They start to regulate their sleep and feeding patterns, gradually developing a sense of routine. They also learn to self-soothe by sucking their thumbs or using pacifiers. 2. Toddlers (1-3 years): Toddlers are learning to navigate their emotions and impulses. They start to understand simple rules and boundaries. They may engage in self- regulation techniques like taking deep breaths or using simple words to express their needs and emotions. 3. Pre-schoolers (3-5 years): Pre-schoolers continue to develop self-regulation skills. They become more aware of their emotions and begin to understand the consequences of their actions. They may use strategies like counting to ten or engaging in imaginative play to manage their emotions. 4. School-aged children (6-12 years): At this stage, children develop more advanced self- regulation skills. They can identify and label their emotions and understand the impact of their behaviour on themselves and others. They may use techniques like problem- solving, self-reflection, and seeking support from trusted adults to regulate their emotions and behaviour. Throughout each stage, it's important for caregivers and educators to provide guidance, modelling, and support in helping children develop self-regulation skills. By promoting a nurturing and consistent environment, we can help children build their self-regulation abilities, leading to better emotional well-being and success in various aspects of their lives. 2. Explain why it is important for children to have positive and respectful relationships. Positive and respectful relationships are important for children as they help them feel safe, supported and loved. These relationships promote healthy social and emotional development, build self-esteem and teach children important skills like communication, empathy and cooperation. When children have positive and respectful relationships, they are more likely to have better mental health, succeed academically and develop Document title: CHCECE033_AE_Pro2of4 Page 16 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

strong social skills that will benefit them throughout their lives. This is why creating a nurturing and caring environment for the children is so important. Document title: CHCECE033_AE_Pro2of4 Page 17 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

3. 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. How to recognise when further support is required: What to observe from birth to two years: What to observe for three to five year olds: 4. Describe some of the ways you can ensure a learning program is 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, educators can employ various strategies. They can incorporate diverse teaching materials and resources that reflect different cultures and backgrounds. They can also provide opportunities for children to share their interests and incorporate them into the learning activities. Additionally, educators can use individualized assessments to identify each child's strengths and tailor instruction accordingly. By recognizing and valuing each child's uniqueness, we create an inclusive and engaging learning environment. 5. Explain how children can be educated about diverse cultures, beliefs, and values. Children can be educated about diverse cultures, beliefs, and values through various means. One effective way is through multicultural education, which promotes understanding and respect for different cultures. Educators can incorporate diverse literature, music, art, and food into the curriculum to expose children to different cultural traditions. They can also invite guest speakers from various backgrounds to share their experiences and perspectives. Additionally, engaging in discussions and activities that promote empathy and open-mindedness can help children develop an appreciation for diversity. By fostering a culturally inclusive environment, we can help children become global citizens who respect and celebrate differences. Document title: CHCECE033_AE_Pro2of4 Page 18 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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6. 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? The educators' cultural beliefs and practices can indeed influence how they communicate with children at the workplace. Our cultural background shapes our values, communication styles, and perspectives. For example, an educator from a collectivist culture may prioritize group harmony and emphasize cooperation, while an educator from an individualistic culture may focus more on independence and individual achievement. These cultural beliefs can impact the way educators give instructions, provide feedback, and resolve conflicts with children. It's important for educators to be aware of their own cultural biases and strive for cultural sensitivity, fostering an inclusive and respectful environment for all children. 7. Describe techniques to guide children’s behaviour using a strengths-based approach When it comes to guide children's behaviour using a strengths-based approach, there are a few techniques you can try. Firstly, acknowledge and reinforce positive behaviours by providing specific praise and recognition. For example, if a child is being quiet and attentive during an activity, you can say, "Sarah, I noticed how well you're listening and following directions. Great job!" This helps reinforce their strengths and encourages them to continue behaving positively. Secondly, redirect their attention to a more appropriate activity or behaviour. For instance, if a child is being disruptive, you can suggest an alternative activity that aligns with their interests and strengths. Lastly, create a calm and supportive environment by setting clear expectations and providing consistent routines. By focusing on their strengths and creating a positive atmosphere, you can help guide children towards more desired behaviours. 8. Explain the principles of inclusiveness, diversity, equity and access in children’s education and care. Inclusive, diverse, equitable, and accessible education and care are crucial principles in children's learning environments. Inclusiveness means creating an environment where every child feels valued, respected, and supported, regardless of their background, abilities, or differences. Diversity recognizes and celebrates the uniqueness of each child, including their cultural, linguistic, and individual differences. Equity ensures that all children have equal opportunities to succeed, regardless of their socio-economic status or other factors that may create disadvantages. Access refers to removing barriers and providing equal opportunities for all children to participate and benefit from quality education and care. By embracing these principles, we can create inclusive and empowering spaces for all children to thrive. 9. Identify and describe four techniques that can help build resilience in children Document title: CHCECE033_AE_Pro2of4 Page 19 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

1. Foster a supportive and nurturing environment: Provide a safe and loving environment where children feel valued and supported. Encourage open communication, active listening, and empathy to help them express their feelings and concerns. 2. Encourage problem-solving and decision-making: Teach children problem-solving skills and empower them to make decisions. Encourage them to think critically, explore different solutions, and learn from their mistakes. This helps them develop resilience and confidence in their abilities. 3. Promote positive self-esteem and self-care: Help children develop a positive self-image by recognizing and celebrating their strengths and accomplishments. Encourage self-care practices such as healthy habits, relaxation techniques, and positive self-talk to build their resilience and self-confidence. 4. Teach coping strategies: Teach children healthy coping strategies to manage stress and adversity. This can include deep breathing exercises, mindfulness techniques, engaging in hobbies or activities they enjoy, and seeking support from trusted adults or friends. By implementing these techniques, we can help children develop resilience, adaptability, and the ability to bounce back from challenges. Document title: CHCECE033_AE_Pro2of4 Page 20 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

10. Identify how you can recognise and acknowledge when a child learns something significant and apply this knowledge to strengthen learning relationships. When a child learns something significant, you can recognize and acknowledge their achievement in several ways. Firstly, you can observe their behaviour or actions that demonstrate their new understanding or skills. For example, if a child successfully completes a challenging task or demonstrates improved problem-solving abilities, you can acknowledge their achievement by praising their effort and progress. Secondly, you can engage in open and supportive conversations with the child, asking them about their learning experience and what they have gained from it. This helps strengthen the learning relationship by showing genuine interest and valuing their perspective. Lastly, you can provide opportunities for the child to apply their newfound knowledge or skills in different contexts, reinforcing their learning and allowing them to further develop and grow. By recognizing and acknowledging a child's significant learning, you not only validate their efforts but also foster a positive and empowering learning environment. Document title: CHCECE033_AE_Pro2of4 Page 21 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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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 1. 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. ☐ ☐ 2. 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 ☐ ☐ Document title: CHCECE033_AE_Pro2of4 Page 22 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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how the Educator used each aspect to support the family. 3. Demonstrate and apply knowledge of supporting 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. ☐ ☐ 4. 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. ☐ ☐ 5. 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. ☐ ☐ 6. Demonstrate and apply knowledge of how demonstrate respect and understanding of the views of families when communicating and ☐ ☐ Document title: CHCECE033_AE_Pro2of4 Page 23 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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interacting across cultures. Assessment should outline two considerations to demonstrate respect and understanding of the view of families when communicating and interacting across cultures. Part 1: Case study 2 1. 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. ☐ ☐ 2. 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. ☐ ☐ 3. 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 ☐ ☐ Document title: CHCECE033_AE_Pro2of4 Page 24 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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successful. 4. Demonstrate knowledge of how to assess the child’s individual stage of development, temperament, and personality to facilitate understanding of the child’s 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. ☐ ☐ 5. 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. ☐ ☐ 6. 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. ☐ ☐ 7. Demonstrate knowledge of how to support ☐ ☐ Document title: CHCECE033_AE_Pro2of4 Page 25 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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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 approach. 8. 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. ☐ ☐ 9. 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 1. Explain how self-regulation develops in children. Assessment should also detail of how self- regulation develops in children from babies ☐ ☐ Document title: CHCECE033_AE_Pro2of4 Page 26 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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through to school-aged children. 2. Assessment should provide an explanation of why it is important for children to have positive and respectful relationships. ☐ ☐ 3. 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. ☐ ☐ 4. Assessment should include ways educators can ensure a learning program is responsive to each child’s unique strengths, knowledge, interests, and culture. ☐ ☐ 5. Assessment should explain how children can be educated about diverse cultures, beliefs, and values. ☐ ☐ 6. 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 ☐ ☐ Document title: CHCECE033_AE_Pro2of4 Page 27 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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workplace. 7. Assessment should include a description of techniques to guide children’s behaviour using a strengths-based approach. ☐ ☐ 8. Assessment should include an explanation of the principles of inclusiveness, diversity, equity and access in children’s education and care. ☐ ☐ 9. Assessment should identify four techniques that can help build resilience in children ☐ ☐ 10. 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. ☐ ☐ Document title: CHCECE033_AE_Pro2of4 Page 28 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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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 ☐ Satisfactory ☐ 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? ☐ Was reasonable adjustment in place for this assessment event? If yes, ensure it is detailed on the assessment document. Comments : Assessor name, signature and date Student acknowledgement of assessment outcome Would you like to make any comments about this assessment? Student name, signature and date Sarah addis , 25/2/2024 Document title: CHCECE033_AE_Pro2of4 Page 29 of 29 Resource ID : PRJ0062485_CHCECE033_AEPro2of4

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CHCECE033 13

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