CHCECE033 - Workplace Observation Assessment (ECEC) (1)

CHCECE033 Develop positive and respectful relationships with children Workplace Observation Assesssment v1.0 (2022/04/21) Observing workplace tasks For Task 1 the student must be recorded while interacting positively with a group of children. You will need to video record the student complete each of the following at least once with up to three (3) different children:  Mealtimes  Group play  Play opportunities  Physical care routines  Sustained individual interaction  Situation where the child is reluctant to participate  Situation of conflict  Times of transition – including at least one of the following:  From one activity to another  From one location to another  During arrival at the service.  Use effective communication techniques  Support children to contribute positively in groups (group dynamics)  Support children to develop pro-social behaviours and resilience  Engage in shared thinking and play experiences with children Note: the student must only perform each task with one child, it does not have to be the same child for each task. Parental Consent Forms must be completed prior to recording for children involved in the recordings. Please note: A qualified trainer and assessor will review and assess all the submitted comments and assessment evidence to determine the students' competence and abilities against the unit of competency requirements. A trainer and assessor will ensure each assessment has been sufficiently completed and determine the final assessment outcome. Instructions for Video Observations When there are practical tasks and scenarios that must be performed and recorded in the workplace involving interaction with children, families, and colleagues, please ensure you read the “Submitting Video Assessments” attachment for instructions on where to upload and submit the video. © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 3

CHCECE033 Develop positive and respectful relationships with children Workplace Observation Assesssment v1.0 (2022/04/21) Task 1 Video Details Task 1 Video Details Please complete this table with background information about the student’s interactions with children. How many children did the student interact with? There must be at least three different children involved. 15 What were the ages of the children involved? These must be between 0 and 6 years old. 0 to 5 years old The following interactions must be recorded. These do not have to be recorded separately, and where they can be combined, it is encouraged to do so. Before recording can commence, the student must have the consent of the parents of the chidlren involved:  Group interactions  Play opportunities  Physical care routines  Sustained individual interaction  Times of transition – at least one of the following:  From one activity to another  From one location to another  During arrival at the service Criteria/skills to be demonstrated in the video The student is required to demonstrate the following in the videos. This is for reference only. 1.1 Communicate positively and respectfully with children during interaction, including: 1.1.1 Communicate positively and respectfully with children during the following group interactions: Mealtimes a. Provide guidance to children about using their cutlery. b. Physically demonstrate the handwashing procedure to children while giving verbal step-by-step verbal instructions. c. Provide opportunities for children to engage in mealtime experiences and routines that promote relaxed and enjoyable mealtimes, healthy lifestyles and good nutrition. d. Verbally request and support children’s participation when preparing tables for mealtimes. e. Provide opportunities for children to engage in mealtime conversations and discussions that promote healthy foods and eating. © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 6

CHCECE033 Develop positive and respectful relationships with children Workplace Observation Assesssment v1.0 (2022/04/21) with non-verbal cues and eye-contact. f. Respond to children using a calm tone of voice. For example, being mindful of toe and volume of voice in the learning space and approaching children in a calm manner with positivity rather than calling out, supporting a calm resolution of issues/conflicts. g. Reassure or comfort children who are distressed or crying. For example, respond immediately to children who are upset or crying and support them to enter play, settle or seek support from another educator. 1.3 Engage in sustained conversations with children about the things that interest them, including: a. Show a genuine interest in them. For example, ask children open-ended questions, encourage children to elaborate on stories and talk about their interests, families and hobbies, speak to children in an enthusiastic tone of voice. b. Build a rapport with children. For example, through conversation and meeting children's needs, children will seek out the student for a response and support. 1.4 Encourage children to share their own stories and ideas. For example: asked children questions about their lives and interests, asked children to contribute their ideas during activities and routine tasks, encouraged children to express their thoughts to their peers, encouraged children to participate in the show and tell time. 1.5 Communicate with children during practical tasks, including: a. Talk with children about everyday activities such as preparing meals, nappy changing or setting up play areas in a relaxed and unhurried manner. b. Provide age-appropriate instructions that were easy to understand and follow. For example: spoke in a positive and supportive manner which involved the child. 1.6 Participate in children's play, including: a. Acknowledge a child's efforts and achievements. For example, talking about what they are doing, putting their work on display or sharing it with parents. b. Show genuine interest in what children are making or doing. For example, asking questions about it, providing feedback and suggesting children take it home. c. Help children to make choices. For example, supporting children to complete tasks without taking over or dominating the way it is done. d. Follow children's cues to establish the type and level of involvement. For example, if a child is shy, they might have to take time to approach, or if a child wants extra attention, they might sit with the child and check in with them. 1.7 Role model how to positively interact with others, including: a. Label with words the feelings of children who are crying, arguing or frustrated. For example, saying to a child, 'I can see you are frustrated, or I think Sarah is a bit sad'. © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 9

CHCECE033 Develop positive and respectful relationships with children Workplace Observation Assesssment v1.0 (2022/04/21) TASK 2: RELATIONSHIPS WITH CHILDREN Task overview You are required to complete the Reflective Journal template provided to demonstrate your 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. Task 2 Instructions 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.) The template below 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. Ensure all answers are typed. 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 Workplace Supervisor's signature at the end of your Journal to confirm that the documented evidence is a true reflection of workplace activities. Task resource requirements  Access to your learning materials.  Access to a computer and the internet  Access to the National Quality Framework, including:  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. © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 12

CHCECE033 Develop positive and respectful relationships with children Workplace Observation Assesssment v1.0 (2022/04/21) Reflective Journal Date: During free flow play, the children were struggling to share toys with each other. This led to a lot of crying and the children were hitting each other. As a result of this with the help of another teacher we role played how to behave positively. During this role play we identified the good behaviour (saying please and thank you when you want a toy from a friend) and the behaviour that is not nice (hitting and pushing and taking toys from a friend without asking). Throughout the rest of the day some of the children applied the modelled good behaviour. Through this I learnt that children retain or apply good behaviour when taught about it in a group environment rather than one-on-one. In the future I will apply this method of teaching when correcting children on their behaviour. 2.4 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?) Whilst working in the toddler room, child A struggled with transitioning from playing to lunchtime or going for nap time. Child A would often cry and runaway when asked to go for lunch or go for nap time. Therefore, I found that talking with him about the activity he was currently engaged in and then bring up the topic of what he was going to have for lunch and what he would be able to do after lunch calmed him down and he was willing to go for lunch willingly. From this I learnt that child A doesn’t like being rushed from an activity into another. Therefore, in the future if I encounter children like him, I will slowly transition them into another activity through conversation by letting them know what we will be doing and why. 2.5 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?) Whilst working in the baby room I noticed that some of the babies did not enjoy getting their nappy changed and would be fussy when placed on the change table. When I would sing to the babies their favorite songs, they often calmed down and stayed still during their nappy change time. Through this I learnt that talking and singing to the children was very effective at calming them down therefore I will be applying this practice during personal care routines to make it an enjoyable experience. 2.6 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? © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 15

CHCECE033 Develop positive and respectful relationships with children Workplace Observation Assesssment v1.0 (2022/04/21) Reflective Journal Date: 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?) child c in the preschool room enjoys writing and spelling and always wants to practice therefore when the children are engaged in free flow play, one of the educators will take him inside so he can practice his writing with out disturbance. Doing this has allowed child c to build confidence in his writing and spelling and he is now able to spell and write long words. As child c does not always playing outside, this one-on-one learning helps him calm down and more willing to engage in play outside with his friends. In the future I will apply one-on-one teaching to the children who benefit most it to ensure I can support their learning in their special interests. 2.13 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?) during sandpit play when a child is not behaving positively, I observed the educator talking to the child and modelling how they can behave positively with their friends so that there is no conflict. For example, the educator would model to the children how to share the sandpit toys. When the children would continue not behaving positively the educator would set limits on how long they were allowed in the sandpit or how long they had to stay out of the sandpit. Doing this encouraged the child to behave positively as they wanted to have more time to play in the sandpit. Through this I learnt that setting limits for children encourages to behave positively and I will be applying this practice in future activities. 2.14 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?) before any activities I observed the lead educator create a learning map of what they need to ensure they taught the children. They created the learning map by referring to the curriculum and learning framework. Doing this allowed the educator to design learning spaces that would ensure the children learnt what was required by the curriculum and the framework for example when the educator engaged the children in a soccer activity the educator placed the children in pairs and encouraged them to assist each with the techniques. This satisfied outcome 2 by helping Children develop a sense of connectedness to groups an understanding of their reciprocal rights and responsibilities as active and informed citizens. When creating activities for children I will apply the practice of © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 18

CHCECE033 Develop positive and respectful relationships with children Workplace Observation Assesssment v1.0 (2022/04/21) Workplace 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: Christine chikovore Workplace: Ashfield Early learning Centre ☐ I confirm the Reflective Journals completed by the student named below accurately reflect activities completed in the workplace. Additional Comments Workplace Supervisor Name: Bina Paudel © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 21

CHCECE033 Develop positive and respectful relationships with children Workplace Observation Assesssment v1.0 (2022/04/21) Workplace Supervisor Signature: Date: 14/07/2023 © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 22

CHCECE033 Develop positive and respectful relationships with children Workplace Observation Assesssment v1.0 (2022/04/21) TASK 3: WORKPLACE SUPERVISOR REPORT Task overview Your Workplace Supervisor is required to complete a report that confirms your application of workplace skills. Task 3 Instructions To complete this task, you will need to have your Workplace Supervisor complete the following:  Give your Workplace Supervisor a copy of the below Workplace Supervisor Report. They will need to fill it out based on their observations of your work performance over time.  Have a look at the items on the Workplace 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 Workplace 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 about competence. Task resource requirements  The Workplace Supervisor Report is below.  Your Workplace Supervisor from the workplace Instructions to the Workplace Supervisor As part of the evidence of competency for this student, we are seeking reports from you, as the student's Workplace Supervisor. This forms part of the evidence for the unit CHCECE033 Develop positive and respectful relationships with children. What is the purpose of this report? The purpose of this process is to gain confirmation from someone who has worked regularly with the student (at least three months) who can verify that the student performs their skills satisfactorily to workplace standards on a regular basis. How will the information I provide 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. How and when do I fill in the report? You do not need to observe the student over a particular period of time or completing certain tasks. If you place a tick in the 'Yes' column in the report, you are confirming that you are comfortable with the student's skills in the relevant area and that you have seen them work satisfactorily to workplace expectations. Please also include comments and examples in the space provided wherever possible. If you do not believe that the student demonstrates appropriate skills in the area listed, please place a tick in the 'No' column and provide reasons and comments about why you have said 'No'. 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; or if the student is still undertaking a placement, then you may still be able to watch their work in these areas, so you are then able to comment on the suitability of their skills. © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 23

CHCECE033 Develop positive and respectful relationships with children Workplace Observation Assesssment v1.0 (2022/04/21) Workplace Supervisor Report Workplace Supervisor Report Student Name Christine chikovore Workplace Supervisor's Name Bina Paudel Workplace Supervisor's Role Centre mannager Workplace Name Ashfield Early learning centre Workplace Supervisor’s Contact Number 0297996226 Workplace Supervisor’s Contact Email info@ashfiledelc.com Dates during which you have worked in a supervisory capacity to the student 12/06/2023 to 21/07/2023 Do you understand the expectations and requirements of your role based on the above information? Yes No ☒ ☐ (Please tick either ‘Unable to Confirm’, ‘Yes’ or ‘No’ for each item in the list below.) Unable to Confirm Yes No 3.1 Does the student respond sensitively to children? ☐ ☒ ☐  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 ☐ ☒ ☐ Provide examples or comments on the student's skills and performance in each area The student uses sctive listeninng skilss when engaging with the children which makes her able to respond to them quickly 3.2 Does the student engage in conversations with children about things that interest them? ☐ ☒ ☐ © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 24

CHCECE033 Develop positive and respectful relationships with children Workplace Observation Assesssment v1.0 (2022/04/21) (Please tick either ‘Unable to Confirm’, ‘Yes’ or ‘No’ for each item in the list below.) Unable to Confirm Yes No  Asking children about their interests at an age- appropriate level ☐ ☒ ☐  Picking up on cues from children about their interests to start conversations ☐ ☒ ☐ Provide examples or comments on the student's skills and performance in each area During the free flow play the student helpsthe children to learn their interests and plans activities with their interests in mind. 3.3 Does the student encourage children to share their own stories and ideas? ☐ ☒ ☐  Asking children for ideas about games and activities ☐ ☒ ☐  Helping children to make children about choices about activities based on their interests ☐ ☒ ☐ Provide examples or comments on the student's skills and performance in each area During free flow play the student helps children make choices about what activities they want to engage in. 3.4 Does the student communicate effectively with children during routine tasks, such as nappy changing and mealtimes? ☐ ☒ ☐ Provide examples or comments on the student's skills and performance in each area The student talks to the children and sings to them to calm them down during personal care routines 3.5 Does the student demonstrate an understanding of age- appropriate communication and instructions for children? ☐ ☒ ☐ Provide examples or comments on the student's skills and performance in each area The student uses age appropriate language when communicating and instructing children 3.6 Does the student participate in children's play? ☐ ☒ ☐  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 ☐ ☒ ☐ Provide examples or comments on the student's skills and performance in each area The student often engages with the children in their play and promotes self learning by allowing the © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 25

CHCECE033 Develop positive and respectful relationships with children Workplace Observation Assesssment v1.0 (2022/04/21) (Please tick either ‘Unable to Confirm’, ‘Yes’ or ‘No’ for each item in the list below.) Unable to Confirm Yes No children to try and figure out a task before helping them. 3.7 Does the student develop a rapport with children? ☐ ☒ ☐ Provide examples or comments on the student's skills and performance in each area The student has developed a rapport which multiple children by enganging with them in their interests such as lego play 3.8 Does the student respond positively to varying abilities and confidence levels? ☐ ☒ ☐  Asking children for ideas about games and activities ☐ ☒ ☐  Helping children to make children about choices about activities based on their interests ☐ ☒ ☐ Provide examples or comments on the student's skills and performance in each area The student plans acitivites that are appropriate and can accommodate for aall the children’s skill level. 3.9 Does the student support children to learn and understand their emotions? ☐ ☒ ☐ Provide examples or comments on the student's skills and performance in each area The student conversates with the children and uses emotion cards to help children identify their emotions and how to resolve them 3.10 Does the student acknowledge the efforts of children that made positive choices in a respectful and clear manner? ☐ ☒ ☐ Provide examples or comments on the student's skills and performance in each area The student always praises the children when they make positive choices such as sharing and using please and thank you. 3.11 Did the student provide opportunities for children to make their own choices and experience natural consequences? ☐ ☒ ☐ Provide examples or comments on the student's skills and performance in each area During free flow pay the student encourages the children to make their own choices by creating different work stations for them to choose what to do this includes lego play , drawing and playing in the sandpit. 3.12 Did the student respect the children as individuals and respect their cultures, family history and beliefs? ☐ ☒ ☐ Provide examples or comments on the student's skills and performance in each area © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 26

CHCECE033 Develop positive and respectful relationships with children Workplace Observation Assesssment v1.0 (2022/04/21) (Please tick either ‘Unable to Confirm’, ‘Yes’ or ‘No’ for each item in the list below.) Unable to Confirm Yes No The student actively listens when children share stories about their family and cultural traditions. 3.13 Does the student support the curriculum and routines in an unhurried way? ☐ ☒ ☐  Providing enough time to complete activities and routine ☐ ☒ ☐  Providing information to children about timeframes ☐ ☒ ☐ Provide examples or comments on the student's skills and performance in each area The student refers to the curriculum when planning activites and gives each child enough time to participate. 3.14 Does the student set up environments and re-set the environment to support play and reduce frustration or risk? ☐ ☒ ☐ Provide examples or comments on the student's skills and performance in each area The student is continuously supervising the play area removing any potential risk 3.15 Does the student recognise when they need support and reach out to you or another colleague when necessary? ☐ ☒ ☐ Provide examples or comments on the student's skills and performance in each area When planning activites the student consults with the room leaders before engaging the children to enusre it is appropriate. 3.16 Please provide any further comments or observations you have made about the student's performance in relation to the skills required as above. The student has made strong efforts to build rapport with the children to ensure they can trust her and rely on the student as they rely on the other educators. Workplace Supervisor's Name Bina Paudel Workplace Supervisor's Signature Date 14/07/2023 Assessor Overall Feedback Satisfactory ☐ Not Satisfactory ☐ Date: Date: © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 27

CHCECE033 Develop positive and respectful relationships with children Workplace Observation Assesssment v1.0 (2022/04/21) Comments: © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 28

CHCECE033 Develop positive and respectful relationships with children Workplace Observation Assesssment v1.0 (2022/04/21) SUBMISSION CHECKLIST EVIDENCE SUBMISSION CHECKLIST General instructions for the student:  Ensure that all signatures/initials in your submissions are dated.  Complete the assessment sub-tasks in the order given.  You must ensure that you read all instructions carefully before the task begins.  You MUST submit all the evidence as specified below.  Should you have any concerns, please contact the Assessor at Foundation Education. The student has completed the Workplace Assessment Tasks and submitted the evidence for each Part and/or Task as specified below: Please tick mark against each evidence submitted by the student. Tick mark against each evidence submitted by the student. Task 1:  Completed Critical Reflection Template ☐ Task 2:  Completed Workplace Supervisor Report Template ☐ Task 3:  Completed Workplace Supervisor Report Template ☐ © 2020 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 | 29