UPDATED CHCECE033 ASSESSMENT 1 WRITTEN QUESTIONS by RACHAEL-LYN ANDERSON (3)
docx
keyboard_arrow_up
School
Central Queensland University *
*We aren’t endorsed by this school
Course
001
Subject
Communications
Date
Jan 9, 2024
Type
docx
Pages
12
Uploaded by HighnessBoulder462
CHCECE033- WRITTEN QUESTIONS by Rachael-Lyn Anderson
QUESTION 1 Identify two ways educators can interact positively and respectfully with children for each of the group interaction times in the table below. Group interaction times Two ways educators can interact positively and respectfully with children during this time
Mealtimes
Talking to the children about what they like to eat at
home, favourite foods, etc. Talk about activities of the day, and the food you are eating. Discuss colours, shapes, and sizes of foods.
During play
Talking to children, being involved in the play without taking over, respectfully stepping into and out of children’s play, to support children’s
decision-making.
using children’s cues to
guide their level and type of involvement
Physical care routines
(Such as nappy changing/toileting/changing clothes/bottle feeding)
Reading stories, singing songs, telling the children you’ll be changing their nappy (consent).
Individual interaction over a sustained time
Engaging with child over individual interest while providing provide opportunities for positive interactions and learning
When a child is reluctant to participate
Talking to the child about why they don’t want to participate, encourage, and prompt participation, using children’s cues to
guide their level and type of involvement,
During conflict with another child
encouraging ‘turn taking’ communication by responding and adding to
interactions initiated by children, prompting prosocial behaviour
Transition from one activity to another
talking with children about what is about to happen during routines and
transitions
Transition from one location to another
talking with children about what is about to happen during routines and
transitions
Transition into the service at the beginning of the day
talking with children about what is about to happen during routines and
transitions
Question 2
Scenario You are supervising in the Chestnut Oak Room, 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’.
Explain how gender is influencing group dynamics and one way you would manage this situation.
Gender can influence group dynamics from family, , friends, in early childhood education
and care, at school, and from television. These influences the way children develop and engage in the world, as well as their attitudes, values, skills and behaviours and shapes or express their identity and preferences accordingly so that they can ‘fit in’ and be part of a social network.
One way I would manage this situation by asking the boy where his beliefs stem from and sensitively challenge assumptions and stereotypes. “Why no pink? My dad loves the colour pink. Can girls come in if their favourite colours are blue?” I will also ask the boy to imagine how it might feel if they experience discrimination. “How would you feel if the girls wouldn’t let you in because you’re a boy?” (
RTO Advice Group, 2021).
Question 3:
List three strategies educators can use to encourage positive relationship building between children.
1. Modelling collaborative behaviour
2.Providing them with ideas for how they can play together. 3.
Supporting them to understand and communicate with each other
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?
The United Nations Conventions on the Rights of the Child, Alice Springs Mparntwe Education Declaration the National Quality Framework, and Belonging, Being & Becoming (UNICEF, 1989; Council of Australian Governments Education Council
, 2019; Australia Department of Education and Training, 2009; as citied in South Australia Department of Education and Child development, 2016) all affirm the rights of the child and the need for quality early childhood education. It is important for educators to implement practices for children to exercise their rights as it provides them with opportunities to be heard, be free from violence, to thrive and be engaged citizens. It also provides children with opportunities to have control of their lives, as well as helps them understand their rights, so they can act on them if need to and respect the rights of other children. When children exercise their rights, they feel more in control of themselves and develop an understanding of people and places around them (South Australia Department of Education and Child development, 2016). b)
Encourage children to develop a sense of agency as active participants in the choices they make?
As stated in Article 12 of the United Nations Conventions on the Rights of the Child (UNICEF,1989), children have the right to actively participate in all the things that affect their lives, including their education and care. It is important for educators to encourage children to develop and promote their agency as the children can feel in control of things that happen and feel like they can influence events (RTO Advice Group, 2021). It also provides children with opportunities to develop the confidence to explore their world, to ask questions, to express ideas, to get things right, to understand that you can be wrong and learn from mistakes. It also allows children to exercise their independence and make their own decisions about what they will do (ACECQA, 2013). c)
Demonstrate a genuine interest in children, showing them understanding and respect?
It is important for educators to show a genuine interest in child, show them understanding and respect as children can begin to develop the foundations of strong and lasting relationships Educators help children connect with others, build positive friendships and self-regulation, through modelling and showing genuine interest. Showing an interest in children, with understand and respect enables children to develop and maintain friendships
and feel a sense of belonging within the service. It also actively contributes to the development of a positive self-concept and healthy self-esteem. It also helps children to develop and learn how to understand and show respect to others (Community Child Care Victoria,2011).
d)
Reflect on their practices and recognise links to children’s behaviour?
Reflective practice is a very important part of an Educator’s role. Reflection on practices, values, beliefs and learning theories is important to identify need or rooms for improvements. According to Standard 1.2 element 1.2.3 of the National Quality standards, critical reflection on children’s learning and development is regularly used to implement the program (ACECQA, 2018). When it comes to reflecting and observing, educators gather information to learn more about the children, their learning, and a holistic understanding of the children’s behaviours (RTO Advice Group, 2021).). Through observations, educators identify behaviours of concern and factors or possible triggers that influence the behaviour. By then reflecting, educators can adapt their practices, their lessons, and the environment to help children grow and develop during this formative stage (APST 1.1 in ATSIL, n.d; Council of Australian Governments Education Council, 2019). e) Guide children’s behaviour with a focus on self-regulation, self-esteem, and wellbeing?
It is important for educators to guide children’s behaviours as it helps them understand and learn the skills, they need to manage their own behaviour without relying on the educators to tell them how to behave (RTO Advice Group, 2021). When children are guided in their behaviours, it provides them with appropriate and positive models of behaviour and helps them to develop respect, self-regulation, self-confidence, and sensitivity as they learn and grow. When children learn to control their feelings and behaviours, this allows them to become more skilled in their relationships with others, have stronger friendships and relationships, and be more capable to pay attention, learn new things and deal with the normal stresses and disappointments of daily life (British Columbia, 2017). Self-regulation also provides opportunities for children to develop a strong identity and sense of wellbeing (ACECQA, 2021). Question 5
Scenario Hardeep: Hardeep is a room leader of toddler’s 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 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
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
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 way each of the educator’s cultural beliefs and practices could influence their communication approach with children. 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.
This group of educators could support children by asking the children their beliefs and values, the cultures. c) Based on the scenario, identify at least three ways the educators could develop children’s
understanding of other people and cultures.
1. Provide storytelling sessions, notices, and information in the home languages of children attending the centre
2. Provide and display materials that are an accurate representation of children’s families. 3. Have a cultural day where children can talk about and learn about other cultures. QUESTION 6
List three strategies educators can use to demonstrate respect and understanding of the views and
culture of families and other professionals.
1.
Asking families and other professionals questions to find out more about what they value, believe, their cultures and views.
2.
Making a conscious effort to learn more about cultural differences through self-directed learning and through professional development opportunities
3.
Observing families to get a sense of what they are most comfortable with (RTO Advice Group, 2021).
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
Providing people with equal access to
resources and opportunities, especially to
those who might otherwise be excluded or
marginalised
Use decorations, pictures and materials that reflect the
identity and culture of children and families.
Use inclusive and respectful language when referring to
children with disability or complex
additional needs.
Support children with additional needs to participate in
activities.
Diversity
Respecting the differences that make people
unique and different from each other
These differences include but are not limited to:
• Race • Values
• Culture • Abilities
• Language • Social class
• Religion • Income
Show genuine interest in the cultural traditions of
families, such as religious and cultural festivals and
holidays.
Provide children with opportunities to hear and learn
from people from a range of different backgrounds.
Encourage children to value the things that make
another person special and unique.
Use decorations, pictures and materials that reflect the
identity and culture of children and families.
Equity
Treating people differently depending on need
The principle of equity recognises that some
people have unequal access to resources and
opportunities, and to address that, inequality
steps need to be taken to provide additional
resources and opportunities to those who
need them.
Modify environments and activities to ensure children
with complex needs can participate.
Use inclusive and respectful language when referring to
children with disability or complex
additional needs.
Support children with additional needs to participate in
activities.
Access for all children
Having the means or opportunity to use or
benefit from something
Modify environments and activities to ensure children
with complex needs can participate.
Use inclusive and respectful language when referring to
children with disability or complex
additional needs.
Support children with additional needs to participate in
activities.
QUESTION 8
Identify at least two techniques for building a child’s resilience.
1.
Creating opportunities for personal challenge as it gives children opportunities to build on their confidence and manage obstacles, achievements, and failure. This technique also gives children opportunities to fail and understand the feelings associated with failure.
2.
Focusing on autonomy and responsibility as it gives children opportunities for independence problem solving, meaningful choices, as well as expressing views, beliefs, and ideas. 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 Example
Active listening
making a deliberate effort to hear what another person is saying by paying attention, showing you are
listening, providing feedback, responding appropriately, and deferring judgment.
When children are telling a story or are playing, asks a question or request help
Questioning
clarifying issues by asking questions (who, what, where, Open-ended and closed ended questions can be asked when
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
when how), using open-ended questions when more information is needed and using closed-ended questions specific information is needed
children are playing or after they have told a story.
Verbal communication
Oral communication and written communication that uses language and words to convey meaning.
Talking to children, talking to parents and staff members, when asking children for responses , giving instructions, telling a story, and singing songs
Non-verbal communication
Communication that does not involve oral or vocal communication. This communication uses body language, physical expressions, mannerisms, appearance, and physiological body to transmit information and convey meaning.
Giving instructions, giving praise/acknowledgment, active listening when children are telling a story or are playing,
QUESTION 10
Research at least two communication models and summarise the basic aspects of positive communication models.
1.
Positive verbal communication is a vital component of meaningful interactions and relationships with children. Positive verbal communication can win the trust of children, strengthen the bond between children and educator, help the children feel comfortable in the educator’s presence. Positive verbal communication helps children to develop trust and social skills, and also helps them to develop their vocabulary and their speaking ability in the first place. Positive verbal communication can also help children develop their vocabulary and their confidence, helping them to develop the skills and the knowledge they need when to begin their schooling education (London Governess, 2022). 2.
It is worth remembering that children can understand language long before they can master speech. You can keep up with your child’s evolving language development by paying daily attention to them.
2. Positive nonverbal communication can improve an educator’s relationship with children as it tells the child that they care about them, it also helps child development and help children learn how to relate to and get along with others (Raising Children Network. 2020). QUESTION 11
Identify five strength-based guidance strategies educators can use to support children’s positive behaviour and support children’s individual needs.
1. Providing positive feedback on a child’s strengths 2. Giving children opportunities to make meaningful learning choices 3. Encouraging children to apply their strengths in different ways (RTO Advice Group, 2021).
4. Learning goals, related to children’s strengths, set, and monitored by children, parents, and educators
5. Learning choices specifically related to children’s individual needs (Galloway, Reynolds, & Williamson, 2016).
QUESTION 12
a) Identify at least eight factors that can have an influence on children’s behaviour in an education and care setting.
1. family relationship
2. Changes at home
3. Noise level
4. Socioeconomic status
5. Community incidents such as natural disasters
6. Temperament/ inborn traits
7. Number of people in household
8. Exposure to drugs and/or alcohol. b) Describe the impact that group dynamics can have on a child/children’s behaviour
Group dynamics can have a positive negative impact on a child/children’s behaviour. Positive impacts can include voluntary behaviour that benefits others, help children see how their actions affect others, increase self-esteem, helps with self-regulation, and makes the child feel part of the group.
Negative impacts of groups dynamics can include aggression, disturbing or disruptive behaviour, arguing with others. Gender can also have an impact on children’s behaviours in group dynamics. Girls are likely to be withdrawn from situations when conflict arises while boys are more likely to engage in disputes and deal with the conflict directly (RTO Advice Group, 2021).
QUESTION 13
Choose one standard and associated element from Quality Area 5 of the National Quality Standard and provide an example of how this might be observed/evident in practice and why it is important (ACECQA,2020)
Standard
Element
How this might be evident/observed in practice
Why this is important
5.2 Relationships between children Each child is supported to build and maintain sensitive and responsive relationships.
5.2.1 Collaborative learning:
Children are supported to collaborate, learn from, and help each other.
Children: participating in play and showing awareness and interest in others.
developing friendships as part of a small group
Collaborative learning will help children to extend their
knowledge, thinking and ability
to apply what they already know in new and unfamiliar contexts. It helps children
engaging in enjoyable interactions with
their peers, contributing to shared play experiences, and
responding positively to ideas and suggestions from
others
develop deeper learning, improve self-esteem, and build an understanding of others’ diverse perspectives.
It can also build confidence,
increase the attention, motivation, and oral communication skills.
This is important as it provides a base for children’s learning and social development. .
QUESTION 14
a)
Define pro-social behaviour.
Pro-social behaviour are behaviours children voluntarily undertakes to benefit another person, which are founded on warm relationships and secure attachments. Prosocial behaviours include sharing, helping others, compromising, comforting a child who is upset and including others to participate in play (RTO Advice Group, 2021).
b)List five ways an educator can support children to enhance their emotional development and build their pro-social skills.
1. Help children recognise why they might be feeling a specific emotion. 2. Read stories that feature emotions and similar feelings to the child, 3. Create posters with faces expressing different emotions and talk about each emotion.
4. Clearly communicating expectations
5. Providing instructions in a positive and supportive way (RTO Advice Group, 2021).
QUESTION 15
Explain how self-regulation develops in children.
Children develop self-regulation when they are babies, and it continues to develop into adulthood. They develop it through warm and responsive relationships with other people and by watching the adults around them. Babies, toddlers, and pre-schoolers are learning how to self-regulate. They might suck their fingers for comfort, and might snatch toys from others if its something they really want. Games such as matching games are especially helpful for developing self-regulation as they help children practise focusing their attention, following rules, and holding multiples things in their mind, while cooperative games help children develop
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
skills such as planning, taking turns and being a ‘good loser’. Using calming down strategies and books, songs and stories that feature emotions as it can help children understand and manage emotions (RTO Advice Group, 2021).
References:
Australian Children’s Education and Care Quality Authority [ACECQA] (2013). National Quality Standard Professional Learning program: Promoting independence and agency, https://www.bcci.edu.au/images/childcare/NQS_PLP_E-Newsletter_No64.pdf
Australian Children’s Education & Care Quality Authority. (2018). Quality area 1: Developing a culture of learning through reflective practice [Information Sheet]. https://www.acecqa.gov.au/sites/default/files/2019-
09/QA1_DevelopingaCultureofLearningThroughReflectivePractice.pdf
Australian Children’s Education & Care Quality Authority. (2020). Guide to the National Quality Framework. https://www.acecqa.gov.au/sites/default/files/2020-09/Guideto-the-NQF-September-2020.pdf
Australian Children’s Education and Care Quality Authority [ACECQA] (2021
). Self-regulation: A foundation for wellbeing and involved learning. https://www.acecqa.gov.au/sites/default/files/2021-01/SelfRegulationAFoundationForWellbeing.PDF
Australian Institute for Teaching and School Leadership [AITSL]. (2018) Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards
British Columbia (2017). Guiding Children’s Behaviours. https://www2.gov.bc.ca/assets/gov/health/about-bc-
s-health-care-system/child-day-care/guiding_childrens_behaviour_april_2017.pdf
Community Childcare Victoria. (2011). Educator Interactions and Relationships with Children in Children’s Services:
[Self-Guided Learning Package]. https://www.centresupport.com.au/wp-content/uploads/2020/07/Relationships-Guide-Educator-
Interactions-and-Relationships-with-Children.pdf
Council of Australian Governments Education Council. (2019). Alice Spring (Mparntwe) Education Declaration.
http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/Reports%20and
%20publications/Publications/Alice%20Springs%20Declaration/Alice%20Springs%20(Mparntwe)%20Education
%20Declaration%20(accessible).pdf
Galloway, R., Bronwyn., & Williamson, "Strengths-based Teaching and Learning Approaches for Children: Perceptions and Practices." Journal of Pedagogical Research 4.1 (2020): 31-45. Web. https://www.ijopr.com/download/strengths-based-teaching-and-learning-approaches-for-children-
perceptions-and-practices-7593.pdf
London Governess, (2022). Why is Verbal communication important in childcare? https://londongoverness.com/why-is-verbal-communication-important-in-childcare/
Raising Children Network. (2020, October 22). Nonverbal communication: Body Language and tone of voice
.
https://raisingchildren.net.au/toddlers/connectingcommunicating/communicating/
nonverbalcommunication#using-nonverbal-communication-toguide-your-childs-behaviour-nav-title
RTO Advice Group. (2021).CHCECE033 Learner Guide: CHCECE033 Develop Positive and Respectful relationships with Children Version 1 (1
st
ed.). Edu works Resources.
South Australia Department of Education and Child development (2016, February). Early Years Learning Framework: Perspectives on Pedagogy [Fact sheet].
https://www.education.sa.gov.au/sites/default/files/perspectives_on_pedagogy_early_years_learning_frame
work.pdf?v=1456704111
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help