CHCECE033_AE_Pro2of4
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School
Los Angeles City College *
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Course
14649
Subject
Communications
Date
Jan 9, 2024
Type
docx
Pages
26
Uploaded by AgentArt12083
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
881237897
Student name
Bethany Robinson
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
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: PRJ0062485_CHCECE033_AEPro2of4
Version:
20230607
Date created:
7 June 2023
Date modified:
15/12/2023
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: 15 December 2023. For current information please refer to our website or your Teacher/Assessor as appropriate.
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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 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 Document title: CHCECE033_AE_Pro2of4 Page 3 of 26
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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.
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
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. Document title: CHCECE033_AE_Pro2of4 Page 4 of 26
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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 26
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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.
Together the Educator and the Parent worked out a way to ease the Child into long day care, using some agreed strategies:
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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.
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. Document title: CHCECE033_AE_Pro2of4 Page 7 of 26
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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. 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.
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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?’ 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 Document title: CHCECE033_AE_Pro2of4 Page 9 of 26
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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. 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 10 of 26
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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 12 of 26
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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 13 of 26
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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.
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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). 2.
Explain why it is important for children to have positive and respectful relationships. Document title: CHCECE033_AE_Pro2of4 Page 15 of 26
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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. 5.
Explain how children can be educated about diverse cultures, beliefs, and values. Document title: CHCECE033_AE_Pro2of4 Page 16 of 26
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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? 7.
Describe techniques to guide children’s behaviour using a strengths-based approach
8.
Explain the principles of inclusiveness, diversity, equity and access in children’s education and care. 9.
Identify and describe four
techniques that can help build resilience in children
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10. Identify how you can recognise and acknowledge when a child learns something significant and apply this knowledge to strengthen learning relationships. Document title: CHCECE033_AE_Pro2of4 Page 18 of 26
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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 how the Educator used each aspect to support ☐
☐
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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 interacting across cultures.
☐
☐
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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 ☐
☐
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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 children to recognise and label a range of emotions.
☐
☐
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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 through to school-aged children.
☐
☐
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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 workplace. ☐
☐
7.
Assessment should include a description of techniques to guide children’s behaviour using a strengths-based approach. ☐
☐
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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. ☐
☐
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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
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