CHCECE033_AEWB_Prt3of4MArked ready for strategic questions fromworkplace visit - Rachel
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TAFE NSW - Sydney Institute *
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Course
CHC30113
Subject
Health Science
Date
Feb 20, 2024
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62
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Page 1 of 62 Document title: CHCECE033_AEWB_Prt3of4 Resource ID
: PRJ0062485_CHCECE033_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations. OFFICIAL
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Workplace portfolio Criteria Unit code and name CHCECE033 - Develop positive and respectful relationships with children Qualification/Course code and name CHC30121 - Certificate III in Early Childhood Education and Care Student details Student number 808676508
Student name Siu Ling Mak Assessment declaration Note: If you are an online student, you will be required to complete this declaration on the TAFE NSW online learning platform when you upload your assessment. This assessment is my original work and has not been: ●
plagiarised or copied from any source without providing due acknowledgement. ●
written for me by any other person except where such collaboration has been authorised by the Teacher/Assessor concerned. Student signature and date
Siu Ling Mak
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Version: 20220114
Date created: 24/10/2021
Date modified: 14/01/2022
For queries, please contact: Health, Wellbeing and Community Services SkillsPoint Queanbeyan © 2021 TAFE NSW RTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the: Learning Bank TAFE NSW has reproduced and contextualized parts of this work, as per the terms and conditions of the perpetual license agreement held by TAFE NSW with RTO Advice Group Pty. Ltd. For further information, please contact the Health, Wellbeing and Community Services SkillsPoint, Queanbeyan. The contents in this document is copyright © TAFE NSW 2021 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at the time of printing: 14 January 2022. For current information please refer to our website or your Teacher/Assessor as appropriate.
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Contents Workplace portfolio 1
Assessment instructions ...................................................................................................
4
Specific task instructions ..................................................................................................
7
Part 1: Reflective practice journal ....................................................................................
8
Part 2: Assessment checklist ...........................................................................................
15
Part 3: Practical demonstrations (0 to 6 years) ..............................................................
22
Part 4: Observation checklist ..........................................................................................
26
Assessment feedback
......................................................................................................
36
Appendices 37
Appendix 1 - Workplace details ......................................................................................
37
Appendix 2 –
Permission to observe, record, document ...............................................
39
Appendix 4 - Workplace supervisor report
.....................................................................
43
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Assessment instructions Table 1 Assessment instructions Assessment details Instructions Assessment overview The aim of this assessment is to assess your 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 3 of 4 Instructions for this assessment This is a skills-based assessment that assesses the student on their ability to demonstrate skills required in the unit. This assessment is in two parts: 1.
Reflective practice journal 2.
Practical demonstrations And is supported by the following assessment and marking tools: ●
Assessment checklist/s ●
Observation checklist/s ●
Assessment feedback ●
Workplace supervisor report Assessment conditions Skills must be demonstrated in regulated children’s education and care services in Australia. Skills related to reflection and documentation may be demonstrated outside of the service and must include experiences from work in non-
regulated children’s education and care environments. You must read the entire document before commencing your assessment, so you are aware of all requirements
.
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Assessment details Instructions 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. Confidentiality Instructions Where an assessment task requires the recording of child observation and/or development of a plan for a child, the child must only be identified by their: ●
First name ●
Age in years and months –
for example, 5 years 3 months You are required to collect and provide evidence of documentation from a service; each document must be de-
identified to protect the child’s right to privacy and confidentiality. This means, before undertaking any observation: ●
Parental/guardian consent must be obtained, and a copy included in the submitted assessment ●
Students must also request the child’s permission prior to commencing an observation. Where an assessment requires video recording of adults, each participant must provide written consent
and this consent must be included in your assessment submission.
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Assessment details Instructions What do I need to do to achieve a satisfactory result? To achieve a satisfactory result for this assessment, you must be available at the arranged time to complete all the assessment criteria as outlined in the assessment instructions. All parts of the observable task must be performed to a satisfactory level as indicated in the criteria section of the Observation Checklist. All oral questions must be answered correctly to be deemed satisfactory in this assessment task; however, Teachers/Assessors may ask you additional questions to confirm your understanding of the task. 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 The equipment/resources required: ●
Access to a regulated children’s education and care service and/or simulated environment that reflects workplace conditions ●
Educators and supervisor for guidance and collaboration. ●
Service policies and procedures for relationships with children. ●
Access to the National Quality Standard and the relevant approved learning frameworks. Due date Time allowed Location Refer to training plan 9 hours (indicative only) Workplace
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Assessment details Instructions 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.
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
) 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 and Observation Checklists to understand what you need to demonstrate in this section of the assessment.
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Part 1: Reflective practice journal To complete this part of the assessment, you are required to document and reflect on observations about the ways in which relationships are developed in your work placement service. You must complete the following reflective practice journal, which has three
areas: 1-
Reflection about the relationships you develop with children 2-
Reflection about the relationship other educators develop with children 3-
Reflection about the relationship children develop with other children. When reflecting on each area, follow the model: -
What? (Detail what you experienced or observed.) -
So what? (Explain what this tells you about the relationship or about how children develop relationships. Analyse the relationship or interaction.) -
What next? (Consider how this reflection will change your approach in the future with a focus on improvement.) There is no word limit for each entry, however you need to provide a sufficient enough response to meet the criteria. Remember to respect the confidentiality of those you refer to (
only provide first name and age of the child
). The workplace supervisor must observe each practical skill demonstration and complete the relevant section of the workplace supervisor report (appendix 3). The student must complete the associated reflective journals, provide an example of how they meet each of the criteria in the workplace supervisor report in the student comments section, and have it authenticated by the workplace supervisor. The student will ask their workplace supervisor to confirm that they have met the requirements of this assessment at the nominated work placement service. Skills must be demonstrated in a regulated children’s education and care service in Australia.
Skills related to reflection and documentation may be demonstrated outside of the service and may include experiences from work in non-
regulated children’s education and care environments. Submission requirements: ●
Completed reflective practice journal (table 2) ●
Completed workplace supervisor report (appendix 3)
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How you will be assessed:
You should refer to the list of criteria in the Assessment Checklist (Part 3) and the Workplace supervisor report to understand what you need to demonstrate in this section of the assessment. Table 2 Reflective practice journal Reflective Practice Journal 1.
Reflecting on your relationships with children
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1.1
Reflect on the relationships you have built with the children at your service. Describe how you have established and created positive relationships with the children. Link the experience to the relevant National Quality Standard from Quality Area 5
. State how you have: a)
Responded sensitively and respectfully to all children’s efforts to communicate
b)
Engaged in sustained conversations with individual children about things that interest the child and encourage them to share their stories and ideas c)
Showed genuine interest in, understanding of, and respect for all children d)
Demonstrated sensitivity and initiated warm, trusting, and reciprocal relationships with children and families.
a)When I responded to the children,I was fully attention and active listening when I communicated with the children. And using open questions for communicating with children, encouraging children to talk about their thoughts and feelings. I responded to the children sensitively and respectfully in any situation. ✓
b)I was actively listening and used my body language to show that I was interested in what they wanted to share with me. I would not make any judgement and I was open minded to talk about their joy,anger or frustration. And I responded to the children respectfully and positively. ✓
c)I repeated what the children said from time to time and tried not to interrupt them, so the children knew I was actively listening to them in a respectful way. And I tried involving the children into the conversations as much as possible by using language and ideas that were understood by them. ✓
d)Every time in the centre, when I saw the children, I always gave them smiles and greetings with warmth and happiness. And sharing the strengths of each child with their families to build up good relationships. ✓
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Reflective Practice Journal
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1.2
Building on your previous answer: a)
Provide two
examples of the basic features of positive and effective communication and reflect on how it helped strengthen your relationship with children and positively impacted children’s behaviour.
b)
Extend your thinking and explain how forming a strong relationship with children will support your own pedagogical practices and, in turn, reinforce the impact of your own pedagogical practices on children’s behaviour. c)
Provide two
examples of how you supported the children’s learning and development by establishing strong relationships with children. a)First,I was polite and respectful when talking to people as role models for the children. By strengthening my relationship with the children,I didn't judge or criticize them, I tried to fully understand what they wanted to express and then guide them in a positive and correct way. I was respectful of their ideas or opinions for building better relationships with them. ✓
Second, I actively listen to the children with positive and effective communication. It helped me to more understand their thoughts and ideas to support them and strengthen the relationship with children. And the body language and non-verbal communication, like maintaining eye contact is a positively impacted children’s behaviour.
✓
b)When forming a strong relationship with children, the children can feel safe and secure to express their ideas. In the meantime, it can help me to get more information about their interests and development. When I understand the development stage of the children,I can use individually and developmentally appropriate strategies according to their different needs, interests, and abilities. I can incorporate all this into my lesson plans and curriculum. ✓
c)First, I found out the child’s favorite book, like ‘Bear Hunt’ .I read it to the whole class and sang the songs together. Through this activity let the children know I am interested in Commented [RD1]: Good Linking to Development
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Reflective Practice Journal their activities, so I can support the children’s learning and development.Second,I encourage children to express their feelings,teaching children acceptable ways to vent anger, like drawing an angry picture, running in the yard,and also label my own feelings, for example,“I am happy because you helped me clean up.”.It can form a positive, healthy relationships when children can show feelings appropriately and to recognize the feelings of others. ✓
1.3
Based on your two
previous answers, consider the skills and knowledge you have developed from your experience in establishing and creating positive relationships with children at the service. Provide an example of how in the future you will enhance how you establish positive relationships with children. Discuss with your work supervisor your strategies and incorporate the supervisor’s guidance. I developed the knowledge that supports the children for their learning and development in positive relationships. And how to express their feelings in a positive and respective way. Also I developed the skills for collaborating with the families and my other colleagues for describing the children's accomplishments. ✓
In the future, I will put more effort into taking care about the children's feelings. For example,when a child was upset,I gave them a hug and knee down to their level to comfort them. And I would make appropriate eye contact and use non judgment language to make child’s to be more positive.
✓
After I discussed my strategies with my supervisor, she told me that having a positive attitude is a very essential characteristic of an educator and is aware of the attitude and words. ✓
Commented [RD2]: Well done Commented [RD3]: Good goal
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1.4
Reflect on a time you observed a conflict within a group of children. Describe the situation, the behaviour and how you handled the situation. Your answer should include: a)
Description of the situation and children’s behaviour within the group
b)
Two strategies you used to resolve the conflict c)
Two communications techniques you used to ensure you responded appropriately to the child’s age and stage of development
d)
An example of how you supported the child to recognise and label emotions e)
An example of how you communicated and agreed on expectations for behaviour based on service policies in ways that children will understand. Detail how you ensured children’s understanding and agreement. a)The children were playing soccer in the yard. All of sudden, the girl was crying. I approached the children and asked what the problem was. One of the children, Georgie said that the ball was her and she didn’t want to share. I realized that the football
s were not enough for everyone. ✓
b )First, I told the girl to take a deep breath to relax. And then I used polite words to encourage them to share the toys and told everyone they should have a turn to play. Second, I set up the soccer goal set for the children and asked them to line up to kick the ball to the goal. So that everyone can have a turn to kick the ball. ✓
c ) First,I try to recognise their feelings. For example, I told the girl that I knew you were sad but you needed to use the words to tell me what happened,if you were still crying, I didn’t know how to help you. . I empathized with the children 's exper
ience . I asked them questions and communicated choices. Second, I used active listening and used my body language to show that I was listening. And also I faced every child while I was talking to them and made eye contact. ✓
Commented [RD4]: well done
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d)For supporting the children to recognize and label emotions, I told the girl that I knew you were sad and gave her a cuddle. ✓
e) I used an active and positive approach to the behavior guidance to the children for ensuring the children’s understanding and agreement. I encouraged the children to develop positive self-esteem. I made them feel valued and respected for reducing the challenging behaviors. ✓
Commented [RD5]: Excellent strategies
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1.5
Based on your previous answer, explain how you have formed a holistic understanding of the child’s behaviour.
Your answer should also detail: a)
How you have formed a holistic understanding of the child’s behaviour
b)
The type of information you gathered from the child’s social and physical education and care environment c)
How you assessed the child’s individual stage of development, temperament, and personality. a) I recognized the childrens’ interests though reading a book or playing with them and also I made them feel comfortable andI worked with them for creating drawings, reading a book, doing puzzles and making some crafts so I can observe what they like or what they are passionate about. This information can help me to have formed a holistic understanding of the ch
ild’s behaviour.
✓
b)I gathered information about the child’s interests, ideas,abilities,knowledge, skills and understanding. Moreover,how they react in the play environment. ✓
c)Through the observation in Learning stories, take a snapshot of a child in action to record and identify the child’s individual stage of development , temperament, and personality. And also I asked children open-
ended questions for assessing the child’s
temperament, and personality.The children can explore their thoughts and express themselves in an easy manner. I supported them and provided guidance to them. ✓
Commented [RD6]: Good linking in with planning cycle
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Reflective Practice Journal
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1.6
Based on your two previous answers: a)
Explain how the strategies and communication techniques used to resolve the conflict promoted self-regulation, self-esteem, and wellbeing. b)
Reflect on what you have learned and what you could do to improve your relationship with children based on the holistic understanding of children’s behaviours. c)
Discuss with your work supervisor your strategies and incorporate the supervisor’s guidance. a)I used to be active listening. This made the children feel comfortable with educators and made them feel valued and
✓
b)I learned that for helping the children to develop self-regulation, we must have warm,responsive and respectful relationships with the children. We are also a role model for the children to learn and develop self-regulation and self- esteem. ✓
c)Our strategy is applying calming down strategies, like taking a depth breath. I could plan ahead for the challenging situations and involve them in problem-
solving. I also praise the children when they demonstrate self-regulation for managing a tricky situation. ✓
Commented [RD7]: Great strategies
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Reflective Practice Journal 2.
Reflecting on your observations of other educators’ relationships with children 2.1
Reflect on a time when you observed an educator interacting with a child or children. Describe what the educator did to support the child’s sense of belonging in the service and link the experience to the relevant approved learning framework. Jane was 3 years old and came from China. She mainly spoke Mandarin at home. At the beginning, she didn’t talk much and cried a lot, even refusing to eat anything in the centre. The educators try to assist her in any way they can. The educator tried using her language Mandarin to communicate, letting her feel more familiar. And also discussing with her parents about what kind of books she likes to read, what kind of food she likes to eat.The educators at the service read her favourite books and made her favorite cheese sandwiches. This helped a lot and she started feeling a sense of belonging in the serviceThe relevant approved learning framework is the sense of belonging of children at the service. ✓
Commented [RD8]: Yes - it helps so much using home language for sense of belonging
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2.2
Base on your previous example, reflect on what you can learn from this observation, and what approaches you could implement in the future to support other children to feel a sense of belonging within the service. I learnt that the important thing is that if we can understand children’s interests , likes and dislikes, the children will feel more sense of belonging in the service and it is also the learning principles of the EYLF framework. ✓
I would implement to encouraging the parents to spend some time in the service during their transition period until the children became familiar , understanding the interests of the child and involving in what they like in the service to make them feel involved and cared for , encouraging the children to use the language they prefer so that they feel belonged , encouraging children to interact with others. ✓
Commented [RD9]: great strategies
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Reflective Practice Journal 3
Reflecting on your observation of children’s relationships with one another
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3.1
Gender has been shown to influence how children interact and play with each other. Reflect on a time when you observed two or more children showing gender influence on the way children were interacting: a)
Describe what you observed during interaction, including a description of the types of behaviours and communication observed and the impact that one child’s behaviour had on the other child/ren. b)
Explain on your own words why children show gendered behaviours. c)
Explain what you can do as an Early Childhood Educator to guide and teach young children about gendered behaviours
. a) Once I was observing two children, one boy and a girl playing. The boy was playing with tools like using a hammer and screwdriver while the girl was pretending to cook in the children's kitchen. While the girl reached to play with the hammer that the boy child was playing with, the boy did not let her play and said, " you will get hurt! Only for boys!Boys can fix everything! " This made the girl child continue playing in the children's kitchen. ✓
b) It may be due to parental sex. For example, Mother always cooks in the kitchen, Father always provides car toys and sports materials to sons and provides Barbie toys, home toys to daughters expecting them to be calmer and nurturing. It may also be due to their social environment. ✓
c) As an Early Childhood Educator, I can do the following to guide and teach young children about gendered behaviours. First, I told the child about gender identity and read books on different genders. And also let the children be involved in the same activities and help them to understand how all are the same. ✓
Commented [RD10]: great strategies
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3.2
Reflect on social interactions you observed between groups of children that were positive in nature and successful for all children involved. a)
Describe the types of behaviours and communication observed and the impact that one child’s behaviour had on the other child/ren. b)
Identify at least three
factors that influence group dynamics and explain how relationships between children are formed. c)
Link the experience to the relevant National Quality Standard from Quality Area 5. a) When the children were engaged in watering the garden. All children were very happy and interested in this activity. They tried to understand about the growth of the plant and nature, and how we protect our environment. A child was observed and said, “I
will now daily water these plants and take care of them. You should also do the same” Another child nodded, and they agreed to water the plants together daily.
✓
b) The factors that influence group dynamics are: 1) Group members: When children of the similar age and understanding level are in the group,they understand things at the same time, share their ideas and views with each other forming relationships between them. ✓
2)Group interactions: The interaction in a group is also affecting the dynamics. ✓
3)Children’s views: If the children’s ideas and views are similar, it makes a group more cohesive. On the other hand, if the children have conflicting views,it may affect the group in negative ways. Children generally share similar views and hence help in relationship formation.
✓
c) The experience is linked to the national Quality Standard from Quality area 5-respectful interactions with children while also encouraging a feeling of security and belonging in children. This kind of interaction helps children to discover their environment while the children are engaging in learning and playing.
✓
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Reflective Practice Journal 3.3
Based on your previous example, reflect on what you can learn from your observations, and explain why it is important to support and strengthen relationships between children. What you could change to improve your practice and keep supporting and strengthen relationships between children? Discuss with your work supervisor your strategies and incorporate the supervisor’s guidance. I learned the importance of forming relationships between children and how we can promote it. First, I could allow for uninterrupted time for children and make them feel that I am interested in their activity. Second, I would encourage children to express their feelings in an age-appropriate way. Third, I would also play games and explore their feelings.
✓
Commented [RD11]: Great strategies
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OFFICIAL OFFICIAL Part 2: Assessment checklist
You will use the observation checklist to mark the student’s written work in the previous event type/s (Part 1 and 2). Use th
is checklist to understand what skills the student is required to demonstrate in this section of the assessment. This checklist outlines the assessment criteria you will be marking the student on. All the criteria must be met. When reflecting on each question, follow the model: ●
What? (Detail what you experienced or observed.) ●
So what? (Explain what this tells you about the relationship or about how children develop relationships. Analyse the relationship or interaction.) ●
What next? (Consider how this reflection will change your approach in the future with a focus on improvement.) Table 3: Assessment checklist Task/Activity Instructions S U/S Assessor comments PART 1 1- Reflecting on your relationships with children
1.1 Assessment should refer to a reflection of the student’s own experience in the workplace with building relationships and interacting positively with children
.
Response should include all four
examples requested to describe how the student has established and created positive relationships with the children. The student also must link own experience to the relevant National Quality Standard. ☐
x
☐
Well answered
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OFFICIAL OFFICIAL Task/Activity Instructions S U/S Assessor comments 1.2 Assessment should demonstrate reflection of the student’s own pedagogical practices and relationships with children. The student should be able to identify the impact of own pedagogical practices in children’s behaviour. Response should identify two
basic features of positive and effective communication, and two
examples of how the student supported the children’s learning and development by establishing strong relationships with children. ☐
x
☐
Well answered 1.3 Assessment should demonstrate the student’s reflection on what the student learnt from own experience in establishing and creating positive relationships with children. Response should include how the student plans to enhance own practice in building positive relationships with children, the corresponding discussion with the supervisor and how the student has incorporated the supervisor’s guidance.
☐
x
☐
Well answered
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OFFICIAL OFFICIAL Task/Activity Instructions S U/S Assessor comments 1.4 Assessment should refer to a reflection of the student’s own experience in the workplace resolving a conflict and communicating and agreeing on expected behaviour with children
.
Response should include a description of what was experienced or observed, how the student resolved the conflict, what communications techniques the student used to ensure an appropriate response. The student should also detail how the student ensured children’s understanding and agreement. ☐
x
☐
Well answered 1.5 Assessment should demonstrate reflection and a review of the student’s own practice to form a holistic view of the child’s behaviour.
Response should identify how the student gathered and assessed information to form a holistic understanding of the child behaviour. An explanation of how the student assessed the child’s individual stage of development, temperament, and personality should also be included. ☐
x
☐
Well answered
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OFFICIAL OFFICIAL Task/Activity Instructions S U/S Assessor comments 1.6 Assessment should demonstrate the student’s reflection on how the strategies and communication techniques used to resolve the conflict promoted self-
regulation, self-esteem, and wellbeing and what the student learnt from own practice in forming a holistic view of the child’s behaviour. Response should include what skills and knowledge the student has developed, and how to improve, including what the student may change to improve own practice based on the holistic understanding of the child’s behaviours. Response should include the corresponding discussion with the supervisor and how the student has incorporated the supervisor’s guidance. ☐
x
☐
Well answered PART 1 2- Reflecting on your observations of other educators’ relationships with children
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OFFICIAL OFFICIAL Task/Activity Instructions S U/S Assessor comments 2.1 Assessment should refer to one or more observations of another educator in the workplace and how the educator has gone about building positive relationships with children and a sense of belonging. Response should include a description of what the student observed the educator do and how the children responded. The student should identify the link of the experience to the relevant approved learning framework. ☐
x
☐
Well answered 2.2 Assessment should demonstrate the student’s reflection on what the student learnt from own observations regarding other educator’s relationships with children. Suggestions of how the student could enhance own practice to support a strong sense of belonging in children should also be included. ☐
x ☐
Well answered PART 1 3- Reflecting on your observation of children’s relationships with one another
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OFFICIAL OFFICIAL Task/Activity Instructions S U/S Assessor comments 3.1 Assessment should outline an observation of children interacting and showing gendered behaviour, including a description of the types of behaviours, communication observed and how that influenced group dynamics. Response should also include a reflection about why gendered behaviours occur and what the student can do to guide and teach young children about gendered behaviours. ☐
x
☐
Well answered 3.2 Assessment should include a reflection on positive social interactions between groups of children. Detail of the types of behaviours, communication observed and how that influenced group dynamics should be given. Response should identify three
factors that influence group dynamics and a reflection of how relationships between children are formed. The student also must link own experience to the relevant National Quality Standard. x ☐
Well answered
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OFFICIAL OFFICIAL Task/Activity Instructions S U/S Assessor comments 3.3 Assessment should include a reflection of what the student has learnt from the observed interactions between children. Including a reflection about why it is important to keep promoting positive relationships between children. Response should include what the student can do to improve own practice about promoting positive relationships between children, the corresponding discussion with the supervisor and how the student has incorporated the supervisor’s guidance.
☐
x
☐
Well answered Workplace supervisor report The student has submitted completed workplace supervisor report. The report has been verified by the assessor. x
☐
☐
See seperate document and verified in workplace visit to service
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Part 3: Practical demonstrations (0 to 6 years) To complete this part of the assessment, you must participate in practical activities that demonstrate your ability to complete skills-based tasks to sector standards. For this task, your assessor will be observing you in the workplace as you communicate positively and respectfully during interactions with children between the ages of birth and 6 years that collectively include the following situations, either individually or collectively: ●
during group interactions, including mealtimes and play opportunities ●
throughout children’s play opportunities, including indoor and outdoor activities
●
during children’s physical care routines, including nappy changes and toileting ●
during one-on-
one interactions with children, including acknowledging a child’s efforts or involving children in planning routines and experiences ●
during times of transition, including children transitioning from one activity to another or arriving at the service. These tasks will be observed while you are undertaking the requirements of this task with multiple children on more than one occasion as it is unlikely that you will be able to demonstrate the items below with just one child or during one visit. Skills must be demonstrated in a regulated children’s education and care service in Australia, and they must directly be observed by the assessor on at least one occasion each. You must also document the demonstrations completed in your workplace attendance log (refer to your Workplace training logbook
). How you will be assessed:
You should refer to the list of criteria in the Observation Checklist to understand what you need to demonstrate. This checklist outlines the assessment criteria used to assess your performance.
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Demonstration 1: Group interaction at hand washing then transition to mealtime For this task, you must demonstrate your ability to interact positively with a small group of children during hand washing prior to a mealtime and positively guide children through this process. You will then transition into mealtime, where you will also be observed. This task will be conducted in a regulated children’s education and care service in Australia, with children from 0 to 6 years old. While you are performing the task, you must demonstrate the following: 1.1
Communicate positively and respectfully with children during the group interactions 1.2
Respond sensitively to children’s efforts to communicate and use a range of techniques for effective communication with children 1.3
Acknowledge children’s positive choices and use clear verbal and non
-verbal communication when children make positive choices 1.4
Organising the routine to reduce children’s stress and frustration, including at least one of the following: ●
giving children choices during routines and transition times ●
adjusting routines to meet children’s needs
Demonstration 2: Play experience For this task, you will need to demonstrate that you can communicate positively and respectfully with children during play experiences, during the free flow of the curriculum. Your assessor will ask you some competency questions before or after your experience. This task will be conducted in a regulated children’s education and care service in Australia, with children from 0 to 6 years old. While you are performing the task, you must demonstrate the following: Participate in children's play, including: 2.1
providing instructions and guidance in a positive and supportive manner 2.2
acknowledging a child’s efforts and achievements such as talking about what the children are doing 2.3
showing genuine interest in what children are making or doing 2.4
helping children to make choices and experience natural consequences, and complete tasks without taking over or dominating the way it is done 2.5
following children’s cues to establish the type and level of involvement
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2.6
organising the space, resources, and routines to reduce the potential for children’s stress or frustration, and increase one’s own ability to have agency and be decision makers 2.7
responding positively to varying abilities and confidence levels 2.8
encouraging positive relationship building between children 2.9
encouraging children that are reluctant to participate 2.10
asking open and closed questions and actively listen to seek information and confirm understanding. Demonstration 3: Physical care routines For this task, you must demonstrate on at least one occasion that you can communicate positively and respectfully during physical care routines, such as toileting, nappy changing, bottle feeding or dressing. This task will be conducted in a regulated children’s education and care service in Australia, with children from 0 to 6 years old. While you are performing the task, you must demonstrate the following: 3.1 Show respect, care and focus attention on how the child is feeling when engaged in routines and transitions and respond appropriately 3.2 Use conversations and interactions to make personal-care routines an enjoyable experience for babies or toddlers. Demonstration 4: Sustained individual interaction For this task, you must demonstrate that you can communicate positively and respectfully during interactions with children. This task will be conducted in a regulated children’s education and care service in Australia, with children from 0 to 6 years old. While you are performing the task, you must demonstrate the following: 4.1 Engage in sustained conversations with individual children about things that interest the child and encourage the child to share one’s own stories and ideas
4.2 Show a genuine interest in the child. 4.3 Build rapport with the child 4.4 Asking open ended questions to encourage the child to reflect and extend on one’s own thinking.
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Demonstration 5: Helping children during arrival at the service For this task, you must demonstrate that you can communicate positively and respectfully with families and children during arrival at the service. This task will be conducted in a regulated children’s education and care service in Australia, with children from 0 to 6 years old. While you are performing the task, you must demonstrate the following: 5.1 Determine appropriate strategies to support children’s individual needs
5.2 Model positive interactions with others 5.3 Model self-regulation through gentle and calm behaviour and provide reassurance when children express distress, frustration, or anger 5.4 Use positive language, gestures, facial expressions, and tone of voice when redirecting or discussing children’s behaviour with children
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OFFICIAL OFFICIAL Part 4: Observation checklist Your Teacher/Assessor will use this checklist to mark your performance in the demonstrations outlined above. Use this checklist to understand what skills and/or knowledge you need to demonstrate. All the criteria described in this checklist must be met. Your demonstration will be used as part of the overall evidence requirements of the unit. Your Teacher/Assessor will observe at least one occasion of your demonstration and may ask questions while the demonstration is taking place or, if appropriate, directly after the task/activity has been completed. All demonstrations not observed by your Teacher/Assessor will be verified through a professional conversation with your workplace supervisor. Table 4: Declaration Workplace supervisor name AAdrianne Macleod Signature See separate document on TDC –
verified with workplace supervisor Assessor / teacher name Roslyn Dillon Signature R Dillon
Demonstration 1 Table 5: Demonstration 1 Demonstration 1: Group interaction at hand washing then transition to mealtime Room/age group: Environment/setting: Hobart Place ECE Date: 18/10/23
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OFFICIAL OFFICIAL Table 6: Observation checklist –
Demonstration 1 Assessment criteria S US Assessor comments 1.1
Did the student demonstrate own ability to communicate positively and respectfully with children during the group interactions (washing hands and mealtime)? ☒
☐
Invited children to experience and settled them in well assisted movement from outside to inside –
settling them in after their hands were washed –
younger chdilren so assisted into low chairs for age appropriate safety 1.2
Did the student demonstrate own ability to communicate positively and respectfully with children during times of transition (from one activity/location to another)? ☐
x
☐
From free play to lunch supported with appropriate strategies 1.3
Did the student demonstrate own ability to respond sensitively to children’s efforts to communicate and use techniques for effective communication with children? Including: ☒
☐
Consistently ●
Respond to questions and requests for assistance? ☒
☐
Consistently ●
Acknowledge and respond to children’s verbal requests and questions promptly? ☒
☐
Responds to both verbal and non-verbals positively ●
Acknowledge and respond promptly to children’s non
-
verbal attempts to communicate? ☒
☐
At age appropriate level
●
Ask open and closed questions? ☐
x
☐
At age appropriate level
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OFFICIAL OFFICIAL Assessment criteria S US Assessor comments ●
Actively listen to all children during the observations. ☒
☐
Down at children’s s level and shows positive non
-
verbals to show interested and listening ●
Respond to children using a calm tone of voice? ☒
☐
Good voice tone and changes according to what is appropriate ●
Reassure or comfort children who are distressed or crying? ☒
☐
When child showed concern and was distressed comforted them and reassured them and talked about it and child responded positively 1.4
Did the student demonstrate one’s own ability to acknowledge children’s positive choices and use clear verbal and non-verbal communication when children make positive choices? ☒
☐
Provided positive responses eg to what they were creating with the natural experience and choices eg when a child asked if they could draw a heart as well acknowledged and said yes and then when finished reminded child/ren to wash their hands and when chil
d said they didn’t have glue onto their hands said remember to do before eating
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OFFICIAL OFFICIAL Assessment criteria S US Assessor comments 1.5
Did the student demonstrate own ability to organise the routine to reduce children’s stress and frustration, including at least one of the following? ●
giving children choices during routines and transition times ●
adjusting routines to meet children’s needs
☒
☐
See above –
appropriate choice made and adjusting to age and child’s response
Supported individual children to wash hands and dry them –
physical support with verbal support for younger age group
Verbal questions Q1 How do you know when the children are listening to you? x ☐
We have eye contact and the children nod
their head, also ask the questions.
Q2 How would you address simultaneous questions from different children promptly? ☐
x ☐
I will ask the children hands up and answer
them one at a time.
Only for older children –
with younger children ask them to pause have eye contact and follow up each one
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OFFICIAL OFFICIAL Assessment criteria S US Assessor comments Q3 How did you determine appropriate strategies to support children’s individual needs?
☐
x ☐
I actively listen to the children's needs and
make sure the children feel secure and
comfortable
Q4 How did you adjust the routine to reduce children’s stress and frustration? ☐
x ☐
If I find the routine is hard for the children,
I will help and support them until the
children feel comfortable when they know
there are things they can do for themselves
to reduce children’s stress and frustration.
Demonstration 2 Table 7: Demonstration 2 Demonstration 2: Play opportunities Room/age group: Environment/setting: Hobart Place ECE Date: 18/10/23
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OFFICIAL OFFICIAL Table 8: Observation checklist –
Demonstration 2 Assessment criteria S US Assessor comments Did the student participate in children's play? Including: x
☐
☐
Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. 2.1
Provided instructions and guidance in a positive and supportive manner ☒
☐
Talked about experience set up and during the experience took time and talked with each child 2.2
Acknowledged a child’s efforts and achievements
☒
☐
Acknowledged each child as they arrive and throughout and at the end of the experience when they took their creation to drying rack 2.3
Showed genuine interest in what children are making or doing ☒
☐
Consistently 2.4
Helped children to make choices and experience natural consequences, and complete tasks without taking over or dominating the way it is done ☒
☐
Different ages from 2-5 - provided sand for younger child which is sensory and age appropriate and with younger child prompted gentle hands and also to wash hands when finished
2.5
Followed children’s cues to establish the type and level of involvement ☒
☐
Consistently
2.6
Organised the space, resources, and routines to reduce the potential for children’s stress or frustration, and increase their ability to have agency and be decision makers ☒
☐
Well set up with multiple resources and options for choices and children could participate with choices and Open-ended possibilities
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OFFICIAL OFFICIAL Assessment criteria S US Assessor comments 2.7
Responded positively to varying abilities and confidence levels ☒
☐
Responded to children 2-6 and was aware of each child and supported them age appropriately 2.8
Encouraged positive relationship building between children ☒
☐
There were groups conversations about their creations and engaged with the group conversations. With younger child who went over and started tore-arrange another child’s creation you guided the situation well and redirected the younger child and re=assure the older child
2.9
Encouraged children reluctant to participate ☒
☐
Invited them, found a seat for them and sat near them –
talked about the trees within vision of children to support their creations –
linked in
2.10
Asked open and closed questions and actively listen to seek information and confirm understanding ☒
☐
Able to balance with some open ended questionseg what would you like to draw for……
Verbal questions Q1 How would you assist a child that is showing shyness to engage with and participate in play? ☐
x
☐
Give a child some time and remind them that I am there for the child. After I will offer a child a special role in play,like to be my little helper to encourage a child engaging in play.
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OFFICIAL OFFICIAL Assessment criteria S US Assessor comments Q2 What type of children cues should you be looking for, and how would you respond to them? ☐
x
☐
The child was too quiet, sad and sat on the
corner. I would give a child a cuddle if he is
ok and then sit down to ask them what can
I help .
Demonstration 3 Table 9: Demonstration 3 Demonstration 3: Physical care routines Room/age group: Environment/setting: Hobart Place ECE Date: 18/10/23 Table 10: Observation checklist –
Demonstration 3 Assessment criteria S US Assessor comments Did the student communicate with children during physical care routines? Including: ☒
☐
d)
Assessor to record their observations in enough detail to
e)
demonstrate their judgement of the student’s performance against the criteria required.
2.1
Talked to the child through the process in a relaxed and unhurried manner ☒
☐
Discussed transition and hand wash and preparing for lunch individually
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OFFICIAL OFFICIAL Assessment criteria S US Assessor comments 2.2
Paid attention to how the child is feeling and what the child is thinking when engaged in routines and transitions –
considered how the environment might be contributing to the child’s stress and anxiety
☒
☐
The transition worked smoothly 2.3
Used conversations and interactions to make personal-care routines an enjoyable experience for babies or toddlers ☒
☐
Talked and sang throughout
Verbal questions Q1 What would you do to make the routine more enjoyable? ☐
x
☐
. Sometimes I would sing a
song when washing hands with children, to
make it more enjoyable to do that.
Q2 How could you assess and respond to the child needs? ☐
x
☐
Though the observation of children and to
respond by saying yes or negotiate the
child and come up a solution we both
accept
Demonstration 4
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OFFICIAL OFFICIAL Table 11: Demonstration 4 Demonstration 4: Sustained individual interaction Room/age group: Environment/setting: Hobart Place ECE Date: 18/10/23 Table 12: Observation checklist –
Demonstration 4 Assessment criteria S US Assessor comments 4.1 Did the student engaged in sustained conversations with children about the things that interest the child and encouraged the child to share their stories and ideas? ☒
☐
f)
Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required.
4.2 Did the student showed a genuine interest in the child? ☒
☐
Aware of individual likes and interests and able to engage with children well
4.3 Did the student build rapport with the child? ☒
☐
Many children approached Rachel for conversation or assistance demonstrating the establishment of rapport 4 Did the student ask open questions to encourage the child to reflect and extend on the child’s own thinking?
☒
☐
With older children during play experience
Verbal questions Q1 What open-ended question could you ask to extend on the child ideas? ☐
x
☐
-How did you do that? -Why did you do that ? -what is your plan?
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OFFICIAL OFFICIAL Assessment criteria S US Assessor comments Q2 What approach would you take to build rapport with the child? ☐
x
☐
Letting them have a choice instead of
telling them what to do,listening to them.
If doing good and giving encouragement.
Demonstration 5 Table 13: Demonstration 5 Demonstration 5: Helping children during arrival at the service Room/age group: Environment/setting: Hobart Place ECE Date: 18/10/23 Table 14: Observation checklist –
Demonstration 5 Assessment criteria S US Assessor comments 5.1 Did the student determine appropriate strategies to support children’s individual needs?
☒
☐
Workplace supervisor indicates this is occurring –
aware of each child and their routine and service approach as part of the team 5.2 Did the student model positive interactions with others? ☒
☐
As a child arrived late assisted the child to separate and come into the room and joint peers
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OFFICIAL OFFICIAL Assessment criteria S US Assessor comments 5.3 Did the student model self-regulation through gentle and calm behaviour and provide reassurance when children express distress, frustration, or anger? ☒
☐
Reassured child as they segregated at the door for parent 4 Did the student use positive language, gestures, facial expressions, and tone of voice when redirecting or discussing children’s behaviour with children?
☒
☐
Positive greeting and non-verbal interactions
Verbal questions Q1 How did you recognise the individual needs of children? ☐
x
☐
Observing children in daily play or
interactions and collecting information
from family and colleagues.
Q2 Why is it important to model positive interactions with others? ☐
x
☐
Because children will learn about how to
react in similar situations, after that they
know to repeat to deal with problems.
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OFFICIAL OFFICIAL Assessment criteria S US Assessor comments Q2 Why is it important to model self-regulation? ☐
x
☐
Because children can build social skills,
making friends and making good decisions
and managing stress,emotions by
controlling their behavior.
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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 ☐
x
Satisfactory ☐
Unsatisfactory Assessor feedback ☐
xx
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
: Rachel you have developed meaningful relationships with the children in each room and support positive interactions well. Assessor name, signature and date
Roslyn Dillon 7/11/23 R Dillon
Student acknowledgement of assessment outcome
Would you like to make any comments about this assessment?
Student name, signature and date
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Appendices Appendix 1 - Workplace details Workplace 1 Table 17 Workplace 1 details Name of service Hobart Place Early Education Centre Contact person Adrianne Macleod Address 52 Hobart Pl,Illawong NSW 2234 Phone 0295435533 Email ccchobartpl@ssc.nsw.gov.au Workplace supervisor details
Table 18 Workplace supervisor details Workplace supervisor name Adrianne Macleod Qualification/s held Diploma Workplace supervisor name Qualification/s held Workplace supervisor name Qualification/s held Workplace supervisor name Qualification/s held Workplace supervisor name Qualification/s held
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Workplace 2 Table 19 Workplace 2 details Name of service Contact person Address Phone Email Workplace supervisor details
Table 20 Workplace supervisor details Workplace supervisor name Qualification/s held Workplace supervisor name Qualification/s held Workplace supervisor name Qualification/s held Workplace supervisor name Qualification/s held Workplace supervisor name Qualification/s held
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Appendix 2 –
Permission to observe, record, document Permission to observe, record, document –
Workplace supervisor and colleagues Table 16 Observation to observe, record, document –
Workplace supervisor and colleagues Student name Service name Address Email Workplace supervisor: I endorse the student use of recording (at the above-named workplace) and submission of video evidence for the purpose of TAFE NSW assessment.
Table 17 Workplace supervisor name and signature Workplace supervisor name Position Workplace supervisor signature The student will be required to video a range experiences and interactions involving themselves with children and/or colleagues. Students will be required to be under the supervision of educators within the service during these times. During the assessment: •
The focus of the videos will be on the student’s interactions and experiences not specifically the children or other educators. The tablet or video camera may be propped on a shelf focussing on the student, or a colleague may assist with taking the video, however children and colleagues may still be viewed, thus permission is sought •
The student can submit the video without storing it on one’s own device. There is no need for video evidence to be stored on a personal device –
instructions are available in the Video Evidence handout •
You have a right to view to the video recording before it is submitted –
please request this from the student I, (name below) hereby give permission for the TAFE NSW student indicated above to record ‘
video file(s)’
that may include video of myself. I understand that the video will be used for assessment purposes only.
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Table 18 Colleague names, signature, and date Colleague name Signature Date
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Permission to observe, record, document –
Children Table 19 Permission to observe, record, document –
children Student name Workplace Address Email Workplace supervisor name Position The student will be required to undertake a range of tasks in order to be assessed. The assessment evidence may include written observations and documentation, photographs, and video evidence of a range of experiences and interactions involving themselves with children and/or colleagues. Students will be required to be under the supervision of educators within the service during these times. Written documentation: ●
Will involve only the child’s first name and age (e.g., 2.3 years)
●
Will only be used by TAFE NSW for assessment purposes Video evidence: ●
The focus of the videos will be on the Student’s interactions and experiences not specifically the children or other educators. The tablet or video camera may be propped on a shelf focussing on the student, or a colleague may assist with taking the video, however children and colleagues may still be viewed, thus permission is sought ●
The student can submit the video without storing it on the student own device. There is no need for video evidence to be stored on a personal device –
see further instructions available about video evidence ●
You have a right to view to the video recording before it is submitted –
please request this from the student ●
The video file will be uploaded directly to a secure, private platform within Microsoft Teams where it will be provided to a TAFE NSW Assessor, to mark the assessments ●
The video file will be deleted by TAFE NSW after an assessment decision has been made ●
TAFE NSW Assessors are required to hold a valid Working with Children Check and are bound by the Privacy and Personal Information Protection Act 1998 (NSW).
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I, (named below), hereby give permission for the TAFE NSW student indicated above to observe, record, and document my child (named below) at the service indicated above for the purposes of TAFE NSW Assessment only. This assessment may involve written observations and documents,
photographs and video evidence of activities and interactions under the supervision of a centre educator.
Table 20 Child name, parent/guardian name, signature, date Child name Parent/guardian name Signature Date
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OFFICIAL OFFICIAL Appendix 4 - Workplace supervisor report Instructions to employer/workplace supervisor As part of the assessment for the unit listed below, the student requires evidence of their performance from you. This evidence will be used to validate the student’s skills and experience in your organisation. Please ensure that your details are completed in the stude
nt Workplace Logbook and that you read the information provided. Table 25 Unit details Unit code and title CHCECE033 –
Develop positive and respectful relationships with children Table 26 Student details Student name See separate document in TDC The student identified has completed the following activities to an acceptable workplace/sector standard within this organisation. The student is required to provide an example of how they have met each of the criteria below.
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OFFICIAL OFFICIAL Table 27 Workplace Supervisor Demonstration Verification Skills demonstrations Performed at acceptable workplace standard? Criteria Student comments Supervisor (initials) Part 1- Reflective practice journal 1.
Did the student build positive and genuine relationships with children? For example, talking children through activities, demonstrating sensitivity, and initiating warm, trusting, and reciprocal relationships with children and one’s own families
(Please provide an example of how you met this criteria). See separate document in TDC 2.
Did the student reflect on own practice and improve one’s own practice in terms of building positive and genuine relationships with children in the future? For example, reflection on own pedagogical practices and identification how the student may influence behaviours, and ways of developing more positive relationships (Please provide an example of how you met this criteria).
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OFFICIAL OFFICIAL Skills demonstrations Performed at acceptable workplace standard? Criteria Student comments Supervisor (initials) 3.
Did the student handle a conflict, resolving it appropriately to the children’s age and stage of development, communicating and agreeing on expected behaviour with the child/ren? For example, a conflict between two children and the student demonstrated the ability to defuse the situation in a developmentally appropriate way.
(Please provide an example of how you met this criteria).
4.
Did the student support and promote positive self-regulation, self-esteem, and wellbeing? For example, when children are experiencing feelings of distress, frustration or anger, and children see a calm response, children will calm down faster, and it will also help children learn how to behave and communicate, building the children’s confidence, therefore strengthening self-esteem and ability to self-regulate, which in turn will support children’s wellbeing.
(Please provide an example of how you met this criteria).
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OFFICIAL OFFICIAL Skills demonstrations Performed at acceptable workplace standard? Criteria Student comments Supervisor (initials) 5.
Did the student observe how other educators built positive relationships with children and strengthened children’s sense of belonging?
For example, how individual educator cultural beliefs and practices may influence communication with children
(Please provide an example of how you met this criteria). 6.
Did the student share own strategies to improve pedagogical practices with the workplace supervisor and incorporate the supervisor’s feedback into the student’s reflection? For example, the student discussed on several occasions with the supervisor and effectively showed the agreed improvements to the strategies into the reflection.
(Please provide an example of how you met this criteria). Additional comments:
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OFFICIAL OFFICIAL Table 28 Workplace supervisor referee verification Declaration Details Workplace supervisor name Adrianne Macleod Workplace supervisor signature Date Table 29 Teacher/assessor verification Declaration Details Assessor verification/validation ☐
Via professional conversation with the workplace supervisor Teacher/assessor name Teacher/assessor signature Date
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