CHCECE033 Student Assessment Booklet.v1.0

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 3 Table of Contents Assessment Overview .......................................................................................................................................... 4 Assessment Task Summary ............................................................................................................................ 4 Assessment Documents ....................................................................................................................................... 4 Assessment Task Cover Sheet ........................................................................................................................ 4 The Assessment Process and Your Rights ........................................................................................................... 5 Submitting your Assessment Tasks ................................................................................................................. 5 Assessment Attempts and Resubmissions ...................................................................................................... 5 Assessment Outcomes .................................................................................................................................... 5 Plagiarism, Cheating and Collusion ................................................................................................................. 5 Assessment Appeals ....................................................................................................................................... 6 Reasonable Adjustment ................................................................................................................................... 6 Information about Assessment ............................................................................................................................. 6 Dimensions of Competency ............................................................................................................................. 6 Principles of Assessment and Rules of Evidence ............................................................................................ 7 Principles of Assessment ................................................................................................................................. 7 Rules of Evidence ............................................................................................................................................ 7 Glossary of Instructional Task Words .............................................................................................................. 8 Assessment Plan .................................................................................................................................................. 9 Assessment Task Cover Sheet – Assessment Task 1 ........................................................................................ 10 Assessment Task 1: Written Questions .............................................................................................................. 12 Assessment Task Cover Sheet – Assessment Task 4 ........................................................................................ 25 Assessment Task 2: Kazim and Alana ................................................................................................................ 27 Assessment Task Cover Sheet – Assessment Task 3 ........................................................................................ 35 Assessment Task 3: Communicating Positively and Respectfully With Children ................................................ 37 Assessment Task Cover Sheet – Assessment Task 4 ........................................................................................ 40 Assessment Task 4: Relationships With Children ............................................................................................... 42 Assessment Task Cover Sheet – Assessment Task 5 ........................................................................................ 52 Assessment Task 5: Supervisor Report .............................................................................................................. 54

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 6 includes material from any sources such as staff, students, texts, resources and the internet, whether published or unpublished.  Collusion – unauthorised collaboration between students. Where your assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, this will be addressed in line with the RTO’s policies and procedures which may ultimately lead to your withdrawal or you needing to complete the whole unit again. Assessment Appeals If you don’t agree with an assessment decision made, you have the right to appeal it. You may need to lodge your request for an appeal within a certain amount of time from the original decision being made. You will need to make your appeal in writing and follow your RTO’s process for appeals. Refer to your Student Handbook for more information about our appeals process. Reasonable Adjustment A legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that students with recognised disabilities have the same learning opportunities and same opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can accommodate the student’s particular needs while also taking into account factors such as:  The views of the student  The potential effect of the adjustment on the student and others  The costs and benefits of making the adjustment RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation of students with a disability. Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it is not likely to be reasonable. [1] Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or process needs to be made on the basis of disability. Information about Assessment Dimensions of Competency To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, you must demonstrate the following:  Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical skills, and these are usually described in the performance criteria.  Task Management Skills: These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities within a job.  Contingency Skills : The skills needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently. [1][1] Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide . Retrieved from https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf .

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 9 Assessment Plan The following outlines the assessment requirements for this unit. You are required to complete all assessment requirements outlined below to achieve competency for this unit. Your assessor will provide you with the due dates for each assessment task. Write them in the table below. Assessment Tasks Due Date 1. Assessment Task 1: Written Questions 2. Assessment Task 2: Kazim and Alana 3. Assessment Task 3: Communicating Positively and Respectfully With Children 4. Assessment Task 4: Relationships With Children 5. Assessment Task 5: Supervisor Report 6. 160 hours of work logged in your Hours Log A GREEMENT BY THE STUDENT Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments. Have you read and understood what is required of you in terms of assessment?  Yes  No Have you read and understood the RTO’s policies and procedures related to reassessment?  Yes  No Do you understand the requirements of this assessment?  Yes  No Do you agree to the way in which you are being assessed?  Yes  No Do you have any special needs or considerations that must be made in preparation for this assessment? If yes, what are they? __________________________________________________________________  Yes  No Do you understand your rights to appeal the decisions regarding assessment?  Yes  No Student Name: __________________________________________________ Student Signature: _______________________________________________ Date: _______________ Assessor Name: _________________________________________________ Assessor Signature: ______________________________________________ Date: _______________

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E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 15 Group interaction times Two ways educators can interact positively and respectfully with children during this time When a child is reluctant to participate educators can try to engage the child in a one-on-one conversation to understand why they are feeling hesitant or shy educators can provide encouragement and support to the child in a respectful and positive manner. During conflict with another child When two children are in conflict, educators can help by mediating the situation. Educators can also encourage children to use positive words and actions to resolve conflicts. Transition from one activity to another One way educators can interact positively and respectfully with children during transition times is to provide a brief warning before the transition occurs Another way educators can interact positively and respectfully with children during transitions is by offering choices. Transition from one location to another Educators can interact positively with children by providing clear and concise instructions on what is expected of them during the transition Educators can respect children by allowing them to take their time during the transition and not rushing them. Transition into the service at the beginning of the day State the expected behaviour Offer positive contact

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 18 d) Reflect on their practices and recognise links to children’s behaviour? Educators may better meet the needs of their students by reflecting on their own methods and making connections to students' actions. In this way, they may assist provide a secure and loving setting for children by ensuring their rights are protected. Educators can better meet each child's unique requirements if they can identify connections between the child's behavior and other factors. This might be accomplished by tailoring the classroom experience to the individual student's preferred method of instruction, area of interest, or special need. Teachers should also keep in mind the National Quality Framework and the United Nations Convention on the Rights of the Child, which both provide ideal practices for helping children. Educators may better fulfill the needs of their students and respect their rights if they take the time to reflect on their methods and identify connections to student behavior. References. National Quality Framework. (n.d). Retrieved from https://acecqa.gov.au/nqf United Nations Convention on the Rights of the Child. (1989). Retrieved from http://www.ohchr.org/en/professionalinterest/pages/crc.aspx e) Guide children’s behaviour with a focus on self-regulation, self-esteem and wellbeing? Self-regulation skills are a critical component of emotional intelligence, which refers to the ability to recognize, understand and manage our own emotions and the emotions of others. For children, self- regulation skills are particularly important because they are still learning how to control their impulses and manage their emotions. By guiding children's behavior in a positive way, educators can help them develop self-regulation skills that will serve them well throughout their lives.  Self-esteem is another important factor in children's development, and it is closely linked to their overall well-being. When children feel good about themselves and their abilities, they are more likely to be resilient, take risks, and pursue their goals. On the other hand, when children have low self- esteem, they may be more prone to anxiety, depression, and other mental health issues. Educators can help build children's self-esteem in a variety of ways. For example, they might offer praise and positive feedback when children accomplish something or help children recognize and appreciate their unique strengths and abilities. By focusing on the positive, educators can help children develop a growth mindset and a more positive outlook on life. References https://www.acecqa.gov.au/national-quality-framework https://www.unicef.org/child-rights-convention https://en.wikipedia.org/wiki/Child_development https://en.wikipedia.org/wiki/Self-regulation https://en.wikipedia.org/wiki/Self-esteem https://en.wikipedia.org/wiki/Well-being Q UESTION 5 Scenario Hardeep: Hardeep is a room leader of toddlers room in a service in Victoria, she has worked in the service for two years. Her family background is Hindu and every morning before she comes to the service, she has a meditation ritual. She celebrates Diwali festival (festival of lights) yearly with her family. Chelsea: Chelsea is an assistant educator with Hardeep. She has worked in the service for one year. Chelsea is indigenous and is from the Kaurna Adelaide region. She enjoys large family gatherings where her family tell stories and sing and dance.

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 21 Diversity Diversity in the Early Childhood Sector is about recognizing, valuing, and celebrating the unique identities, backgrounds, and experiences of all children. An example of this is having a classroom that is welcoming and inclusive of all children, where each child is respected, valued, and supported in their individual learning and development. Equity Equity in the Early Childhood Sector is about ensuring that all children have the same access to resources, opportunities, and experiences, regardless of their social, cultural, religious, and educational backgrounds. An example of this is having a classroom where all children have access to the same materials, activities, and opportunities, and are supported in their learning and development. Access for children Access for children in the Early Childhood Sector is about ensuring that all children have the resources, opportunities, and experiences they need to reach their full potential. An example of this is having a classroom that is accessible for all children, with materials, activities, and conversations that are appropriate for the children's age and stage of development. Q UESTION 8 Identify at least two techniques for building a child’s resilience. Encouraging a growth mindset Teaching problem-solving skills Q UESTION 9 Consider the statement ‘Communication is the sending and receiving of messages to create shared meaning’. Define or explain each technique in the table below and provide an example of a time when this would be the communication strategy you would use. Communication technique Definition or Explanation Example

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 22 Active listening Active listening is a communication technique where the listener fully concentrates, understands, responds, and then remembers what is being said. An example of when you would use active listening is during a lecture or presentation. Questioning Questioning is a communication technique that involves asking questions to gain more information and clarify understanding. An example of when you would use questioning is during a job interview. Verbal communication Verbal communication refers to the use of sounds and language to relay a message. Verbal communication can be used in various situations, such as during a meeting to present ideas, in a conversation to express feelings, or in a speech to convey information. Non-verbal communication Non-verbal communication refers to the use of body language, facial expressions, gestures, and other physical behaviors to convey information. We all use these cues in daily conversation, even involuntarily. Nonverbal communication also involves the way we present ourselves to others.

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 23 Q UESTION 10 Research at least two communication models and summarise the basic aspects of positive communication models. The Johari Window Transaction model of communication Q UESTION 11 Identify five strength-based guidance strategies educators can use to support children’s positive behaviour and support children’s individual needs. Modelling Positive reinforcement Choice-making Problem-solving Relationship-building Q UESTION 12 a) Identify at least eight factors that can have an influence on children’s behaviour in an education and care setting. cultural expectations, experiences and child rearing practices  interactions with peers the child's emotional development

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 24 temperament Health and well being (Nutrition) Age and developmentally appropriate behaviour early childhood environment/program or age appropriate behaviour Genetic makeup b) Describe the impact that group dynamics can have on a child/children’s behaviour. Group dynamics can be used to establish rules for the classroom and make it possible to accomplish a goal. Good group dynamics facilitate children's socialization, behavior imitation, interpersonal education, and team building.Group dynamics provide them a feeling of guidance and inspiration, making it easier for them to participate, speak up, offer ideas, and make independent decisions. Sharing, taking shifts, playing together and helpfully, doing voluntarily to benefit others, and abiding by the rules. Some children may feel social anxiety or feel shy and feelings of isolation may occur. - aggression -teasing -bullying -disturbing or disrupting activites -arguing with others

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 25 Q UESTION 13 Choose one standard and associated element from Quality Area 5 of the National Quality Standard and provide an example of how this might be observed/evident in practice and why it is important. Standard Element How this might be evident/observed in practice Why this is important Standard 5.1Relationships between educators and children: Respectful and equitable relationships are maintained with each child. Element 5.1.1 Positive educator to child interactions: Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included. By an educational interaction with a child being warm, caring and responsive. This may be observed when a child is showing you a toy or reading to you When a child is given attention it builds connections and making sure to maintain them over time, children are more likely to feel a sense of security, wellbeing and belonging Q UESTION 14 a) Define pro-social behaviour. A child engaging in prosocial behavior does so willingly in an effort to help someone else. It's safe attachments and cozy connections. Teachers who build safe, trustworthy connections with students by attentively paying attention to them as well as showing sensitivity to their needs might encourage prosocial behavior in them. The antithesis of antisocial behavior is prosocial behavior, which includes sharing, lending a hand to others, making concessions, tending to an unhappy child, and which includes other kids in play. b) List five ways an educator can support children to enhance their emotional development and build their pro-social skills. Communicating expectations clearly Providing instructions in a positive and supportive way Using verbal statement to reinforce positive choices Using non-verbal communication techniques Prompting prosocial behaviour

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 26 Q UESTION 15 Explain how self-regulation develops in children. The capacity to recognize and manage one's own feelings and behaviors is known as self regulation. Friendly and accommodating interactions help children learn self control. and by observing the grownups in their immediate vicinity. For instance, a baby may suck its thumbs to soothe itself or turn away if they're restless or need a break. Toddlers might be particularly prone to emotional outbursts and tantrums. Kids in preschool start to become conscious of and comprehend expectations placed on them. For instance, requesting if you can borrow stuff or speaking quietly while watching a movie. Children in classrooms begin to take charge of what they need and see things from both angles. For example, being able to argue with a kid without causing a fight.

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 27 Assessment Task Cover Sheet – Assessment Task 4 Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work. Name: Date of submission: Unit: CHCECE033 Develop positive and respectful relationships with children No. of Pages in Submission: Assessor to complete Assessment Task Number & Title Satisfactory/ Not satisfactory Date Is this a reassessment? Y/N Assessment Task 2: Kazim and Alana STUDENT DECLARATION I __________________________________________________ declare that these tasks are my own work. þ None of this work has been completed by any other person. þ I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work. þ I have correctly referenced all resources and reference texts throughout these assessment tasks. þ I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me. Student Signature: _______________________________________________ Date: _______________

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 28 ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Assessor Signature: _____________________________________________________________________ Assessor Name: ________________________________________________________________________ Date: _______________

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E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 30 Assessment Task 2: Kazim and Alana The following assessment tasks use a simulated organisation called Little.ly Early Learning Centre. In order to complete the assessment tasks, students will need to access information, templates, policies and procedures associated with Little.ly. These documents can be accessed on Little.ly’s Educator Hub accessible via the website. To access; head to www. littlely.eduworks.com.au , navigate to the educator hub and enter your RTO’s username and password prior to completing your assessment tasks.You should familiarise yourself with what Little.ly does, the services it provides, the employees and organisational structure of the centre. T ASK S UMMARY For this task you are required to answer the case study questions to demonstrate your knowledge of:  requirements of the National Quality Standard(s) and related regulations and laws applicable to relationships with children  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: – demonstrating sensitivity and initiating warm, trusting and reciprocal relationships with children and their families – supporting families’ choices and decision making – helping children to establish secure attachments and develop self-regulation – supporting practices and routines that honour children, their family and the community context. This task is divided into two sections.  Case Study 1: Kazim  Case Study 2: Alana. Further instructions for each part are provided below. R ESOURCES AND E QUIPMENT R EQUIRED  Access to your learning materials.  Access to a computer and the internet.  Access to National Quality Framework for Early Childhood Education and Care:  National Quality Standard  the relevant approved national learning framework.  Access to your service’s policies and procedures for relationships with children. W HERE AND W HEN THIS TASK  You will complete this task in your own time, or you may be provided with time in class to complete it (where applicable).  You will be advised of the due date for this task.

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E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 32 W HAT H APPENS IF YOU GET S OMETHING W RONG If your assessor marks any of your answers as incorrect or insufficient, they will make arrangements with you for resubmission. Your assessor may ask you some questions verbally to check your understanding, or you may need to provide new written responses to the questions that were answered incorrectly. Your assessor will give you a due date by which this must be provided. S UBMISSION R EQUIREMENTS  Answers to all questions for Case Study 1.  Answers to all questions for Case Study 2. T ASK I NSTRUCTIONS Read each of the case studies below and answer all questions. Case Study 1: Kazim During enrolment at the Little.ly Early Learning Centre, Talia told Yindi (educator) that she was nervous about leaving Kazim (22 months) in long day care. Yindi told Kazim’s mum that it might be helpful if she stayed with Kazim for a couple of days in the beginning. To help Kazim become familiar with the educators, service’s routine and environment. Together Yindi and Talia worked out a way to ease Kazim into long day care. They used the following strategies. Gradually leaving Kazim after the initial ‘orientation’ period for short periods until eventually he was there for the full day. Talia filled out the ‘about my child’ section of the enrolment form carefully describing Kazim’s sleeping habits, comforters (teddy and pacifier), fears/phobias, likes, cultural connections, family traditions, interests, temperament, personality, stages of development and significant people in his life. Emailing a photo book to Talia that showed the room and activities that Kazim would spend his time doing so that Talia could explain to him in the language spoken at home what he would be doing while she was at work Eventually Talia returned to full-time work, and Kazim was in long-day care Monday to Friday. Talia told Yindi that she was finding it very hard to leave Kazim because he was clingy and cried after she left. Yindi asked Talia what Kazim was interested in. Yindi said that since they had visited the zoo he loved to talk about the wild animals. They agreed that when Talia arrived at the service, Yindi together with Talia would sit down and read the book about zoo animals to distract him from Talia leaving. After Talia left, Yindi continued to encourage Kazim to play with rubber zoo animals and has given him five finger puppets of zoo animals which he can wear during play time with the other children at the service. Yindi agreed to email photos of Kazim playing happily to Talia throughout the day and encouraged her to ring the service to see how Kazim had settled in as many times as she needed to. Although these things seemed to work, Talia told Yindi that Kazim had become very clingy at night-time

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 33 and she was still worried about him. Talia thought it was a good idea to tell Kazim when she would be back and leave him a small item from home (tiny donkey that Kazim’s grandmother had knitted) to look after: ‘Bye Yindi, I will be back after afternoon tea, please look after Jadda’s donkey until I get back.’ They also decided to include photos of Kazim’s family life on the family board in Kazim’s room. These strategies seemed to help Kazim feel connected to his mum when she was gone, and he was able to say goodbye happily. Q UESTION 1.1 Identify at least three respectful behaviours the educator Yindi did to show Talia and Kazim that she was genuinely interested in them and in understanding their needs. Q UESTION 1.2 Identify three routines and/or practices the educator Yindi used to support successful separations for the child and their family and reduce stress.

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 34 Q UESTION 1.3 Identify the practices the educator Yindi used to support a family’s choice and decision making. Q UESTION 1.4 Explain how educator Yindi supported Kazim to develop a secure attachment with her and to settle into care. Case Study 2: Alana Alana (four years old) is a child who has been attending Little.ly for three years. She has an easy temperament and has a bubbly and friendly personality. Alana used to be looked after by her grandmother who recently became very ill and died unexpectedly. Alana is very upset when her mother leaves her in the morning, but she settles quite quickly within ten minutes. She plays happily with most of the children in the room. Yesterday she was playing shop with friends. The educator reminded her that it was time for her friends to have an afternoon sleep. The educator said that Alana could sit quietly and read a book to rest her body and mind. Alana got very upset. She threw things and pushed the educator away and screamed that she had not finished. She had not ever displayed this type of behaviour before. Alana’s educator said calmly, ‘Alana, 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’. Alana started crying and the educator reached out and gave her a cuddle. She 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?’ Alana cuddled tighter and said, ‘My Nana went away too, I can’t play with her and Mummy doesn’t play with me anymore either’.

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 35 The educator listened to her and said, ‘I’m very sad that your Nana went away. I bet that’s really sad and hard for you to understand. Do you think Mummy is a bit sad at the moment too? Maybe we can make her a card or a picture while your friends have a sleep’. Alana drew a picture for her Mum and settled down. The educator sat with her during rest time and reminded Alana that she is here if she needs a cuddle at any time. The educator said to Alana as she was drawing, ‘How are you feeling now? How were you feeling before?’ Alana said she is feeling better but she 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?’ Alana 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?’ Alana 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?’ Alana 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 Alana’s Nana and the educator learned lots about what they liked to do together. The educator let Alana’s mum know that she was a bit upset today and that Alana found comfort in drawing her mum a picture. Q UESTION 2.1 Identify two factors that might be influencing Alana’s behaviour. Q UESTION 2.2 List the techniques the educator used to let Alana know she genuinely cared and to support Alana self- regulate her emotions.

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 36 Q UESTION 2.3 Explain why you think the educator’s choice to respond the way they did (with respect and sensitivity) when comforting Alana was successful. Q UESTION 2.4 a) Explain how Alana’s individual stage of development, temperament and personality might help you to understand her behaviour. b) A child’s ability to regulate their own emotions is linked to brain development. Please discuss how Alana’s age influences her behaviour.

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 37 Q UESTION 2.5 List the people who the educator could talk with to get a full picture (holistic understanding) of Alana’s behaviour. Q UESTION 2.6 The educator and Alana engaged in sustained conversation for the rest time, explain what contributed to Alana’s willingness to participate in this shared conversation. Q UESTION 2.7 It’s important to support children to label their emotions and recognise the different emotions they are feeling, evaluate how the educator supported Alana to do this and provide one example of how you might also improve the approach.

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 38 Q UESTION 2.8 Identify the part of the case study where the educator communicated expectations for behaviour with Alana. Evaluate her approach and provide one example of how you could improve this interaction or follow up with Alana. Q UESTION 2.9 Reflect on the relationship between the educator and Alana and provide at least three ways the relationship was enhanced or built between the two.

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 39 Assessment Task Cover Sheet – Assessment Task 3 Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work. Name: Date of observation: Unit: CHCECE033 Develop positive and respectful relationships with children No. of Pages in Submission: Assessor to complete Assessment Task Number & Title Satisfactory/ Not satisfactory Date Is this a reassessment? Y/N Assessment Task 3: Communicating Positively and Respectfully With Children STUDENT DECLARATION I __________________________________________________ declare that these tasks are my own work. þ None of this work has been completed by any other person. þ I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work. þ I have correctly referenced all resources and reference texts throughout these assessment tasks. þ I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me. Student Signature: _______________________________________________ Date: _______________

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 40 ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Assessor Signature: _____________________________________________________________________ Assessor Name: ________________________________________________________________________ Date: _______________

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E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 42 Assessment Task 3: Communicating Positively and Respectfully With Children T ASK S UMMARY For this task, your assessor will be observing you in the workplace as you communicate positively and respectfully with children in 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. Your assessor will discuss arrangements with you about the number of visits. R ESOURCES AND E QUIPMENT R EQUIRED  Access to a workplace environment (an Australian regulated education and care service) with children of varying ages, between the ages of birth to six years.  Access to learning materials.  Access to your service’s policies and procedures for relationships with children.  Access to National Quality Framework for Early Childhood Education and Care:  National Quality Standard  the relevant approved national learning framework. W HERE AND W HEN THIS TASK W ILL BE C OMPLETED  You will complete this task at work or on your placement.  Your assessor will advise when the visits will be conducted. W HAT H APPENS IF YOU GET S OMETHING W RONG If your workplace performance is deemed Not Satisfactory (N/S) or your assessor is unable to see all required observable items, your assessor will make arrangements to observe your performance again on another day. Your assessor will only need to see the items that were not able to be observed or that were not satisfactory. For items that were not satisfactory, your assessor will provide you with feedback. You have up to three attempts to achieve Satisfactory performance. As this is a workplace observation there are no submission requirements.

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 43 S UBMISSION R EQUIREMENTS T ASK I NSTRUCTIONS It’s important to discuss the requirements of this task with your workplace supervisor to ensure that the time and location of the observation/s is appropriate for everyone involved. Seek guidance from your workplace supervisor to ensure you can complete this task with minimal disruption to the work environment, staff and children. Note that you will be observed 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. Your assessor will discuss arrangements with you if additional visits are required. It is recommended that during the observation times, you demonstrate your ability to plan programs that are engaging for children by implementing transition games, learning environment set-ups or planned experiences to showcase the below skills. During the observation, your assessor will be looking to see that you can:  respond sensitively to children’s efforts to communicate, including responding to questions and requests for assistance including:  acknowledge and responding to children’s verbal requests and questions promptly  acknowledge and responding promptly to children’s non-verbal attempts to communicate  actively listening to, hearing and considering the views of each child  asking open and closed questions  respond to children using a calm tone of voice  reassure or comfort children who are distressed or crying.  engage in sustained conversations with children about the things that interest them  showing genuine interest in children  build a rapport with children  encouraging children to share their own stories and ideas  communicate with children during practical tasks  participate in children's play including: – acknowledging a child’s efforts and achievements such as talking about what they are doing, putting their work on display or sharing it with parents – showing genuine interest in what children are making or doing – helping children to make choices and complete tasks without taking over or dominating the way it is done – using children’s cues to guide the level and type of involvement.  role model how to positively interact with others including: – putting into words the feelings of children who are crying, arguing or being difficult – acknowledging the feelings of children and providing appropriate comfort or guidance.  support children to behave positively including: – telling children about expectations and acceptable behaviour and consistently following the service’s behaviour policy – reminding children about rules and limits in a calm and respectful manner

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 44 – helping children to develop limits and consequences for inappropriate behaviours – acknowledging children's positive behaviour such as when a child uses language to communicate their emotions – acknowledging a child's behaviour and defusing conflict or stressful situations – support children with an individual approach based on their knowledge of the child – developing learning programs to support children to engage – ensure the space is safe and stimulating.  create a relaxed and unhurried routine during play and mealtimes.

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 45 Assessment Task Cover Sheet – Assessment Task 4 Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work. Name: Date of submission: Unit: CHCECE033 Develop positive and respectful relationships with children No. of Pages in Submission: Assessor to complete Assessment Task Number & Title Satisfactory/ Not satisfactory Date Is this a reassessment? Y/N Assessment Task 4: Relationships With Children STUDENT DECLARATION I __________________________________________________ declare that these tasks are my own work. þ None of this work has been completed by any other person. þ I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work. þ I have correctly referenced all resources and reference texts throughout these assessment tasks. þ I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me. Student Signature: _______________________________________________ Date: _______________

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 46 ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Assessor Signature: _____________________________________________________________________ Assessor Name: ________________________________________________________________________ Date: _______________

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E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 48 Assessment Task 4: Relationships With Children T ASK S UMMARY You are required to complete the Reflective Journal to demonstrate your ability to document and critically reflect on observations about the ways in which relationships are developed with and between children. The following topics are covered.  your relationships with children  educator relationships with children  relationships between children. R ESOURCES AND E QUIPMENT R EQUIRED  Access to your learning materials.  Access to a computer and the internet (optional)  Access to National Quality Framework for Early Childhood Education and Care: – National Quality Standard – the relevant approved national learning framework.  Access to a workplace environment (an Australian regulated education and care service) with children of varying ages, between the ages of birth to six years.  Access to equipment, materials, documentation, etc. required in the workplace.  Access to the workplace environment’s policies and procedures for relationships with children. W HERE AND W HEN THIS TASK W ILL BE C OMPLETED  You will complete this task in your own time, or you may be provided with time in class to complete it (where applicable).  You will be advised of the due date for this task. W HAT H APPENS IF YOU GET S OMETHING W RONG If this task is marked as Not Satisfactory (N/S), your assessor will provide you with feedback about which parts of the task were deemed unsatisfactory or insufficient. You may need to submit the whole task again or only the parts of the task that were deemed unsatisfactory – your assessor will advise you. Your assessor will provide you with a due date by which you must resubmit. You have up to three attempts to achieve a Satisfactory outcome. S UBMISSION R EQUIREMENTS  Completed Reflective Journal  Signed Supervisor Declaration – Reflective Journal

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 49 T ASK I NSTRUCTIONS For this assessment task you are required to document critical reflections about the relationships children develop with you, other educators and with other children. 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.) A template has been provided for you to fill out, which includes questions and prompts to guide you in the responses that are required. The template has been broken into sections based on the topics to be covered. You can write on the hard copy template provided or you can type out your responses if you feel you may not have enough space or want to write more. There is no word limit for each entry. Ensure that you provide as much detail as possible so that your assessor is able to determine that you have met the requirements of the task. Remember to respect the confidentiality of those you refer to (do not provide names or other personally identifiable information of people discussed in your Reflective Journal). You must obtain your supervisor’s signature at the end of your journal, to confirm that the documented evidence is a true reflection of workplace activities.

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E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 51 R EFLECTIVE J OURNAL D ATE : ________________ This unit requires you to show evidence of your ability to document and reflect on observations related to relationships in an education and care setting over a period of time. Children, their families and staff must always be de-identified. Where you feel it necessary to assign a particular identity to a child/staff member or family, you should give them a number (for example: Child 1, Child 2 or Child A, Child B). Your Relationships with Children 1. Reflect on a time when you asked children for their opinion or encouraged them to share their stories and ideas. Describe what happened (What?), what you learned about the child or about your practice (So what?), and what you will do or change based on this reflection? (What next?) 2. Reflect on a time when you responded to a child who asked for help (assistance). Describe what happened (What?), what you learned about the child or about your practice (So what?), and what you will do or change based on this reflection? (What next?)

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 52 3. Reflect on a time when you role-modelled for children how to interact positively with other people. Describe what happened (What?), what you learned about the child or about your practice (So what?), and what you will do or change based on this reflection? (What next?) 4. Reflect on a time when you helped a child who was distressed during transitions such as arriving at the service. Describe what happened (What?), what you learned about the child or about your practice (So what?), and what you will do or change based on this reflection? (What next?) 5. Reflect on a time when you used conversations and interactions with children to make personal-care routines an enjoyable experience for babies or toddlers. Describe what happened (What?), what you learned about the child or about your practice (So what?), and what you will do or change based on this reflection? (What next?)

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 53 6. Reflect on how you built rapport with children and their families. Describe what happened (What?), what you learned about the child or about your practice (So what?), and what you will do or change based on this reflection? (What next?) 7. Reflect on a time you applied your knowledge about an individual child to celebrate their success. Describe what happened (What?), what you learned about the child or about your practice (So what?), and what you will do or change based on this reflection? (What next?) 8. Reflect on a time when you supported a child’s behaviour, self-regulation and wellbeing. Describe what happened (What?), what you learned about the child or about your practice (So what?), and what you will do or change based on this reflection? (What next?)

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 54 9. Reflect on a time when you engaged in play with children and supported them to be confident participants in play and make choices. Describe what happened (What?), what you learned about the child or about your practice (So what?), and what you will do or change based on this reflection? (What next?) 10. Reflect on a time when you supported an individual child based on their own needs. Describe what happened (What?), what you learned about the child or about your practice (So what?), and what you will do or change based on this reflection? (What next?) Educator Relationships with Children 11. Reflect on a time when you observed an educator support a child’s sense of belonging and their settling into care by engaging with their family. Describe what happened (What?), what you learned about the relationship between yourself and child or your practice (So what?), and what you will do or change based on this reflection? (What next?)

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 55 12. Reflect on a time when you observed an educator responding to a child’s interests and supporting further learning. Describe what happened (What?), what you learned about the relationship between yourself and child or your practice (So what?), and what you will do or change based on this reflection? (What next?) 13. Reflect on a time when you observed an educator supporting children’s behaviour and setting limits and resolving conflict. Describe what happened (What?), what you learned about the relationship between yourself and child or your practice (So what?), and what you will do or change based on this reflection? (What next?) 14. Reflect on a time when you observed an educator design learning spaces, routines and the curriculum to engage children in learning. Describe what happened (What?), what you learned about the relationship between yourself and child or your practice (So what?), and what you will do or change based on this reflection? (What next?)

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 56 Relationships between children 15. Reflect on a time when you helped a child to think about the effect their behaviour was having on another child/children. Describe what happened (What?), what you learned about the relationship between yourself and child or your practice (So what?), and what you will do or change based on this reflection? (What next?) 16. Reflect on social interactions you observed between groups of children that were positive in nature and successful for all children involved. Describe what happened (What?), what you learned about the relationship between yourself and child or your practice (So what?), and what you will do or change based on this reflection? (What next?) 17. Reflect on a time when you helped a child to think about the effect their behaviour was having on another child/children. Describe what happened (What?), what you learned about the relationship between yourself and child or your practice (So what?), and what you will do or change based on this reflection? (What next?)

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 57 18. Reflect on a time when you think a child’s behaviour has been influenced by the behaviour of other children or others in the group? Describe what happened (What?), what you learned about the relationship between yourself and child or your practice (So what?), and what you will do or change based on this reflection? (What next?) SUPERVISOR DECLARATION – REFLECTIVE JOURNAL For this unit, the student is required to complete a Reflective Journal about various experiences and children they work with in the workplace to demonstrate their ability to document and critically reflect on the ways in which relationships are developed with and between children. The following topics are covered:  your relationships with children  educator relationships with children  relationships between children. This additionally supports the unit requirement for the student to work at least 160 hours performing activities related to this unit. Please review the journals completed by the student and confirm that the information provided accurately reflects workplace activities and the student’s involvement at the workplace. Please provide any additional comments below. Student Name: Workplace:  I confirm the Reflective Journals completed by the student named below accurately reflect activities completed in the workplace.

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 58 Additional Comments Supervisor Name: Supervisor Signature: Date:

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 59 Assessment Task Cover Sheet – Assessment Task 5 Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work. Name: Date of submission: Unit: CHCECE033 Develop positive and respectful relationships with children No. of Pages in Submission: Assessor to complete Assessment Task Number & Title Satisfactory/ Not satisfactory Date Is this a reassessment? Y/N Assessment Task 5: Supervisor Report STUDENT DECLARATION I __________________________________________________ declare that these tasks are my own work. þ None of this work has been completed by any other person. þ I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work. þ I have correctly referenced all resources and reference texts throughout these assessment tasks. þ I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me. Student Signature: _______________________________________________ Date: _______________

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 60 ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Assessor Signature: _____________________________________________________________________ Assessor Name: ________________________________________________________________________ Date: _______________

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E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 62 Assessment Task 5: Supervisor Report T ASK S UMMARY A Third-Party Person from the workplace or your workplace supervisor is required to complete a report that confirms your application of workplace skills. R ESOURCES AND E QUIPMENT R EQUIRED  The Supervisor Report attached.  Access to an Australian children’s education and care service  Access to children in an education and care service.  Your supervisor from the workplace who should have worked with you regularly for at least three months. W HERE AND W HEN THIS TASK W ILL BE C OMPLETED  Your supervisor will fill out the report based on your work performance so far.  You will complete this task at work or on your placement.  You will be advised of the due date for this task. W HAT H APPENS IF YOU GET S OMETHING W RONG If this task is marked as Not Satisfactory (N/S), your assessor will provide you with feedback about which parts of the task were deemed unsatisfactory or insufficient. You may need to submit the whole task again or only the parts of the task that were deemed unsatisfactory – your assessor will advise you. Your assessor will provide you with a due date by which you must resubmit. You have up to three attempts to achieve a Satisfactory outcome. S UBMISSION R EQUIREMENTS  The completed Supervisor Report. T ASK I NSTRUCTIONS  Give your workplace supervisor a copy of the attached Supervisor Report. They will need to fill it out based on their observations of your work performance over time. They may like to do this using the Word file or they may fill it out in hard copy.  Have a look at the items on the Supervisor Report – do you think you have shown that you can do all of these things to workplace standards? Discuss this with your workplace supervisor before asking them to complete the report.  Your assessor will use the information provided by your supervisor to contribute to the overall picture of Competence. It will be used alongside the other evidence you have submitted for the unit of competency to make a decision

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E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 64 I NSTRUCTIONS TO THE S UPERVISOR As part of the evidence of competency for this student, we are seeking reports from the student’s workplace supervisor. This forms part of the evidence for CHCECE033 Develop positive and respectful relationships with children. What is the purpose of this Third-Party Report? The purpose of this process is to gain confirmation from someone who has worked regularly with the student, in a supervisory capacity, who can verify that the student performs their skills satisfactorily to workplace requirements on a regular and consistent basis. How will this information be used? The assessor will use the information you provide in this report, combined with other assessment evidence provided by the student to make a final decision about competency. Who should fill in this report as a Third-Party Person? The report needs to be filled in by someone who is either currently working in a supervisory capacity or has worked in a supervisory capacity to the student in the last year. If you are not able to confirm the student’s skills in all of the following areas, please confirm the areas you can, and another Third-Party Person may be able to confirm skills in the other areas. When should I fill in this report? You do not need to observe the student over a particular period of time or completing certain tasks. However, we are asking that you fill in the report once you have been working with the student for a period of time and feel comfortable providing feedback on their skills. We estimate this to be approximately two-three months of regular work. We also ask that you fill in the report as close to the student’s assessment date as possible, once you are happy with their performance, or, if you are unable to confirm their satisfactory performance, please indicate this on their report, and discuss this with their assessor. How do I fill in the report? Once you have worked with the student for some time, please consider each of the requirements in the report and provide feedback. If you initial in the ‘Yes’ column, you are confirming that you are comfortable with the student’s workplace skills in this area and that you have seen them work satisfactorily to workplace expectations. If you do not believe that the student demonstrates appropriate skills in the area listed, please place your initials in the ‘No’ column and provide reasons and comments about why you have said ‘No’. Please also include comments and examples in the space provided wherever possible. If you are unsure or not able to comment on the student’s skills in a particular area, please place a tick in the ‘Not able to confirm’ column and provide comments on why you have stated this. This provides feedback to the assessor. What should I do if I am unsure of the expectations? Please contact the student’s assessor if you are unsure of any of the requirements of filling in this Third-Party Report. The student will have their direct contact details. Who should fill in this report if I am unable to do so? If you are not able to confirm the student’s skills in all of the following areas, please confirm the areas you can and ask another person from the workplace to confirm skills in the other areas. They will also need to sign the report.

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E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 66 SUPERVISOR REPORT Student’s name: Supervisor name: Your role: Workplace name: Contact number/s and/or email address: Dates during which you have worked in a supervisory capacity to the student: Do you understand the expectations and requirements of your role based on the above information? YES NO Area/ Skills to be confirmed Please initial Provide examples or comments on the student’s skills and performance in each area Yes No Not able to confirm Does the student respond sensitively to children? This includes:  acknowledging and responding to children’s verbal requests and questions promptly  acknowledging and responding promptly to children’s non-verbal attempts to communicate  actively listening to all children  responding to children using a calm tone of voice  reassuring or comforting children who are distressed or crying. Does the student engage in conversations with children about things that interest them? This includes:

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 67 Area/ Skills to be confirmed Please initial Provide examples or comments on the student’s skills and performance in each area Yes No Not able to confirm  Asking children about their interests at an age-appropriate level  Picking up on cues from children about their interests to start conversations Does the student encourage children to share their own stories and ideas? This includes:  Asking children for ideas about games and activities  Helping children to make children about choices about activities based on their interests Does the student communicate effectively with children during routine tasks such as nappy changing and mealtimes? Does the student demonstrate an understanding of age-appropriate communication and instructions for children? Does the student participate in children's play? This includes:  acknowledging a child’s efforts and achievements such as talking about what they are doing, putting their work on display and sharing it with parents  helping children to make choices and complete tasks without taking over or dominating the way it is done  talking with children about what they are doing.

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 68 Area/ Skills to be confirmed Please initial Provide examples or comments on the student’s skills and performance in each area Yes No Not able to confirm Does the student develop a rapport with children? This includes  Introducing themselves to new children in an age-appropriate way  Uses mirroring of subtle behaviours  Using appropriate language Does the student respond positively to varying abilities and confidence levels? Does the student support children to learn and understand their emotions? Does the student acknowledge children who make positive choices in a respectful and clear manner? Did the student provide opportunities for children to make their own choices and experience natural consequences? This includes:  Encouraging children to adjust own behaviour through natural consequences – for example, if a child won’t come to the table when its time for snack, they miss out.

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 69 Area/ Skills to be confirmed Please initial Provide examples or comments on the student’s skills and performance in each area Yes No Not able to confirm Did the student respect the children as individuals and respect their cultures, family history and beliefs? Does the student support the curriculum and routines in an unhurried way? This includes:  Providing enough time to complete activities and routine  Providing information to children about timeframes Does the student set up environments and re-set the environment to support play and reduce frustration or risk? Does the student recognise when they need support and reach out to you or another colleague when necessary?

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 70 Area/ Skills to be confirmed Please initial Provide examples or comments on the student’s skills and performance in each area Yes No Not able to confirm Please provide any further comments or observations you have made about the student’s performance in relation to the skills required as above. Supervisor’s signature: Supervisor’s name: Date: ASSESSOR AUTHENTICATION  I have confirmed that this Supervisor Report has been filled in with sufficient detail from a suitable third-party person from the workplace. OR  This Supervisor Report has not been filled in with sufficient detail and/or the third-party person is not suitable. Further information or an additional Supervisor Report is required. Assessor’s signature: Assessor’s name: Date: