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CHCECE033 Develop positive and respectful relationships with children Short Questions Apex Training Institute Physical address: 1374 Logan Road, Mt Gravatt, QLD 4122

Mailing address: PO Box 6803, Upper Mount Gravatt, QLD 4122 Tel: 07-3420 5861 Email: supportteam@apex.edu.au Page 2 of 37

Cover Page Student Name: XX Student ID: XX Phone Number: XX Organisation Name: Apex Training Institute Supervisor Name: ___________________ Supervisor Contact: ___________________ Assessor Name: ___________________ Assessor Contact Details: ___________________ For Office Use Only Reference No. Version 000 Effective Date January 2022

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Page left intentionally blank CHC30121 Certificate III in Early Childhood Education and Care Page 4 of 37

I NTRODUCTION This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence. CHCECE033 Develop positive and respectful relationships with children Elements 1. Interact positively with children 2. Support and respect children 3. Identify factors that influence behaviour of individuals 4. Identify factors that influence group dynamics 5. Support the development of pro-social behaviours 6. Reflect on relationships with children How students participate in assessment You are required to read and follow the instructions below. Additional instructions may be provided via Apex Learning Management System (LMS), the Student Handbook or other supporting documentation. Assessment conditions Assessment responses must demonstrate a capable understanding and consistent application of knowledge. 1. You MUST provide responses to all questions at a Satisfactory level 2. You MUST use the referenced learning materials to guide responses 3. You can complete the assessment in a classroom setting or self-study environment Authenticity requirements You must genuinely attempt to answer each question appropriately to demonstrate your acquired knowledge. Intentionally or unintentionally presenting answers to assessment questions that are another individuals’ work, or the work of a team as your own is considered plagiarism and may result in exclusion from the unit. You should refer to the Student Handbook for the Assessment Escalation and Plagiarism policies and procedures. CHC30121 Certificate III in Early Childhood Education and Care Page 5 of 37

Assessment instructions You are required to read the instructions, the question and the referenced learning materials to appropriately answer each question. Attempting assessment tasks You are required to answer the questions below via the Apex LMS. You are required to select the correct answers to every question. Your assessment will typically be reviewed and assessed by a qualified assessor within 7-14 days. Assessment outcomes The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. If you are assessed as ‘Not Yet Satisfactory’ the assessor will provide you with feedback regarding what needs to be re-attempted, and the resubmission process. Reasonable adjustment You can apply for reasonable adjustment to this assessment activity. Please contact supportteam@apex.edu.au to request any reasonable adjustment. Accessing, saving and/ or printing required readings You are required to access learning materials throughout the assessment process. These resources provide key information to help you provide appropriate responses to each question. You are directed to these learning materials via the list below and at the start of each question. You may choose to save these files electronically or print them. Student appeals You have the right to appeal an unfavourable decision or finding during assessment. Refer to the Student Handbook for the Appeals Against Assessment Grades Policy and Procedure . CHC30121 Certificate III in Early Childhood Education and Care Page 6 of 37

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U NDERSTANDING AND RESPONDING TO CHILDREN ’ S BEHAVIOUR These questions require you to demonstrate your knowledge of: ● techniques to guide children’s behaviour using a strengths-based approach ● how to recognise situations where further support or intervention may be required Question 14 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 6 (pp. 194-196) a. Explain why it is useful for educators to consider the concept of ‘mistaken behaviour’ rather than ‘misbehaviour’. Children who misbehave are given labels by teachers, but those who make mistakes are not. While wrong behaviour suggests that kids are still learning, inappropriate behaviour suggests that the youngster already possesses the emotional and social skills necessary to handle complicated situations. b. In relation to Porter’s concept of ‘inconsiderate behaviour’, briefly explain the difference between primary behaviours and secondary behaviours. Primary behaviours emerge from the child's emotional state and can be explained by common enthusiasm, common exploration, loss of self-control, and Children's secondary behaviours, or "the three Rs": rebellion, resistance, and revenge, are their responses to attempts to address their basic habits. CHC30121 Certificate III in Early Childhood Education and Care Page 7 of 37

CHC30121 Certificate III in Early Childhood Education and Care Page 8 of 37

Question 15 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 6 (pp. 217-225) Read the scenario and use the B.E.T.L.S tool to explain the child’s behaviour. Kasih Kasih (4.4 years) is playing in the dramatic play area. Her voice can be heard above all others. ‘I’m the mother and you have to do what I say!’ An argument erupts as the other children tell Kasih she’s ‘ not the boss’; ‘go away Kasih we don’t like you anymore!’ Kasih begins to take the dolls from the other children . ‘You can’t have a doll if you don’t do what I say!’ Educator Ellen intervenes . ‘Kasih, we share the dolls at child-care. Please give them back.’ ‘No, they don’t know how to play,’ protests Kasih. ‘I’m the mother and they have to do what I say!’ Ellen offers Kasih a choice: return the dolls or leave the area. Kasih, with hands on hips, stares defiantly at Ellen. Ellen returns the dolls to the other children and tells Kasih to leave the dramatic play area. Kasih crosses her arms and stomps over to the library area and throws herself face down on the lounge. Ellen focuses her attention on the other children and then after a few moments goes and sits with Kasih. They read a few books together and then Ellen talks to Kasih about how she can play cooperatively with others. Ellen: Kasih, when you yelled at the other children because they wouldn’t do what you wanted, they got really upset with you. Kasih: I know but they don’t know how to play mothers and fathers. Ellen: Well, maybe they just want to play a different way and that’s okay. CHC30121 Certificate III in Early Childhood Education and Care Page 9 of 37

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Kasih: But I know the best way so they should listen to me. Ellen: When you yell at your friends, they don’t want to play with you. Maybe you need to listen to your friends. Kasih: They’re not my friends anymore! Ellen realises that Kasih does not yet have the skills to consider her actions from the perspective of others. For Kasih, there are no shades of grey! B.E.T.L.S Explanation Behaviour What is the child doing? The child is playing Emotions What is/might the child be feeling? Interested in what the guys are doing. Offended that Dillan dug his hole Thoughts What is/might the child be thinking? How do I join in Learning What learning areas are affected? I've discovered that with this instructor, I don't have to assist with packing up. Social relationships What social areas are being affected? The capacity for friendship the capacity for cooperative play. Question 16 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 1 (page 45) CHC30121 Certificate III in Early Childhood Education and Care Page 10 of 37

Referring to the Kasih scenario, what are the natural and logical consequences of Kasih’s behaviour? Ellen talks to Kasih about how she can play cooperatively with others and Kasih when you yelled at the other children because they wouldn’t do what you wanted and when you yell with your friends, they don’t want to play with you. Question 17 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 6 (pp. 217-225) Read the scenario and use the B.E.T.L.S tool to explain the child’s behaviour. Harry Harry (4 years) has difficulty entering play situations with others. He is standing and watching as three children build roads and rivers in the digging patch. When the children go off to get some more water for their rivers, Harry deliberately stomps on and destroys their river bed. When the children return, Harry chants, ‘ Ha, ha, I wrecked your dumb rivers !’ One of the children, Nate, yells at Harry and attempts to push him: We hate you Harry ! CHC30121 Certificate III in Early Childhood Education and Care Page 11 of 37

Educator Trish intervenes: What’s going on here? Harry: He pushed me! Nate: Well look what he did. He stomped on our rivers when we went to get some water! Trish: Harry, why did you destroy the rivers? Harry: Because they were dumb and stupid! Harry laughs and runs off. B.E.T.L.S Explanation Behaviour What is the child doing? ● The child is standing and watching three children build roads and rivers. Emotions What is/might the child be feeling? ● Angry that the educator is speaking to him about what has happened Thoughts What is/might the child be thinking? ● Why did you destroy rivers Learning What learning areas are affected? ● Communication skills Social relationships What social areas are being affected? Playing cooperatively with a group of children with a shared outcome in mind Question 18 CHC30121 Certificate III in Early Childhood Education and Care Page 12 of 37

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Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 6 (pp. 201-205) Read the scenario and answer the questions below. Rory Rory (2 years 11 months) has just moved up from the 2-3’s room to the 3-4’s room. Rory is an only child and he is still developing his self-regulation skills. He finds it difficult to share play materials and play spaces and has limited social skills. If he wants something, he simply takes it and then become upset if another child objects. The educator observes Rory take a train and some carriages from the track that Evan and Zavier (3.6 years) are building. Evan jumps up and takes the train and carriages off Rory. ‘Give them back. We had them first!’ Rory attempts to snatch them back and when this fails he throws himself on the floor, crying and screaming. a. List three factors that the educator should consider when responding to Rory. (e.g. consider Rory’s stage of development, personality and the social/physical environment). 1. developing self-regulation skills 2. limited social skills 3.difficult to share play materials and play spaces CHC30121 Certificate III in Early Childhood Education and Care Page 13 of 37

b. How can the educator respond to Rory’s distress in a way that demonstrates respect, reassurance and kindness? Showing to kids that you are familiar with them by, for instance, assisting them in identifying their feelings and providing them with the necessary support and assistance to deal with those feelings. Question 19 Read the scenario and answer the questions. Joseph Joseph (3 years 4 months) is the youngest of three boys. Joseph’s family are active, sporty and outgoing. His parents describe Joseph as ‘the odd one out’. They worry about him and wonder how he can be ‘so different to the rest of the family’. His parents report that he doesn’t like engaging in rough and tumble play like his brothers and doesn’t like outdoor games. At home he prefers to play in his room with his Lego or trainset, draw or read books. Joseph has a number of sensory issues: ● He can’t tolerate loud noises. He squats and places his hands over his ears. ● He will only wear soft, loose fitting clothing. He refuses to wear socks and will only wear his felt slippers. Educator Mitch has observed the following: ● Joseph has a ‘slow to warm up’ temperament - when arrives each day he likes to sit on the lounge and observe for around 15 minutes before talking to anyone or deciding on an activity. ● Joseph likes to position himself in quieter areas such as the library, the science area or the CHC30121 Certificate III in Early Childhood Education and Care Page 14 of 37

literacy corner. ● Although Joseph is a friendly child, he finds it difficult to play with groups of children (e.g. block or dramatic play) and instead prefers to play alone or with one other child. ● With the exception of social interactions, Joseph is progressing well in all domains of development. ● Joseph likes to read, draw, do challenging puzzles play with construction sets where he often creates elaborate structures. What Mitch plans to do ‘Joseph’s auditory (sound) and tactile (touch) sensitivity restrict his ability to interact and play with other children. I think an occupational therapist could help him to manage these sensory issues. I also think it would help Joseph if I rearranged the playroom to create private nooks and quiet spaces for him and a friend to play.’ a. Suggest why Joseph’s parents are worried about his behaviour. Joseph’s parents are are concerned about him and perplexed by how he might be unique from the rest of the family and he doesn't enjoy rough play as his brothers does, nor does he enjoy outdoor gâmes. b. How does Joseph react to the physical environment at home and at the service? CHC30121 Certificate III in Early Childhood Education and Care Page 15 of 37

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Joseph thinks loud noises intolerable. He crouchs down and covers his ears with his hands. Only soft, loose-fitting garments shall be worn by him. He exclusively wears his felt slippers and won't wear socks . c. How is Joseph’s temperament described? When he first arrives each day, Joseph likes to relax on the lounge and prefers to place himself in quieter locations like the library, the science area, or the reading corner. Joseph has a temperament that is "slow to warm up." Although Joseph is a pleasant child, he has trouble playing with other kids in groups. d. How is Joseph’s personality described? Joseph enjoys reading, drawing, solving complex puzzles, and playing with construction toys, where he frequently builds complex constructions. Only soft, loose-fitting garments shall be worn by him. He exclusively wears his felt slippers and won't wear socks. e. What should Mitch share with the occupational therapist about Joseph’s sensory issues? Joseph's capacity to engage and play with other kids is limited by his auditory (sound) and tactile (touch) sensitivity. Mitch believe he could manage these sensory challenges with the aid of an occupational therapist. CHC30121 Certificate III in Early Childhood Education and Care Page 16 of 37

. f. Why does Mitch believe that creating private nooks and quiet spaces might assist Joseph? Joseph's capacity to engage and play with other kids is limited by his auditory (sound) and tactile (touch) sensitivity. He could manage these sensory challenges with the aid of an occupational therapist. Additionally, Mitch believe it would be beneficial for Joseph if I reorganised the playroom to include quiet corners and areas for Joseph and a friend to play. g. Based on Josephs interests, strengths and knowledge, list two items Mitch could add to the private nook and quiet spaces?  Rearrange the playroom  Occupational therapist Question 20 CHC30121 Certificate III in Early Childhood Education and Care Page 17 of 37

Read the scenario and answer the questions below. Story time Every day before lunch the educator gathers the children together in the 3’s room to read stories and sing songs/rhymes. The educator knows that this has a calming effect on the children and helps them to settle down for the afternoon period. Before she begins her story the educator reviews the morning program. ‘We’ve had a very busy morning. I saw Jonty, Ellam and Cooper, building roads in the sandpit. I saw Nell and Maisy climbing to the top of the climbing frame.’ (The educator continues until each child has been mentioned). Today the educator reads a favourite story, ‘Where is the green sheep?’. The children happily join in the story. Next the educator uses a range of picture props for the monkey rhyme which the children also love – they shout out the repetitious section of the rhyme on cue. As the educator is working with the children she uses a range of tones in her voice and a number of different facial expressions. The educator also makes eye contact with the children as she scans the group. When Milly stands and moves closer to the lounge the educator simply continues with the story. Milly has just moved up to the 3’s room from the 2’s group. When children make comments or talk to others, the educator continues as she knows the children will return their attention to her. To conclude the session the educator asks Callum to nominate a song to sing. ‘Callum, it’s your turn today to pick a song for us to sing. Can you think of what song you would like?’ Callum does not respond immediately so other children begin to make suggestions. Educator: Thank you for all your good ideas. That might help Callum as he’s thinking. Callum then says, ‘Let’s sing the cowboy song!’ Educator: Great choice Callum! a. What does the educator do to make every child feel ‘special’ and included? While working with the kids, the teacher makes a variety of facial expressions and utilises a variety of speech tones. As she searches the gathering, the instructor also makes eye contact with the kids. CHC30121 Certificate III in Early Childhood Education and Care Page 18 of 37

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b. How does the educator engage the children in the story time session? Where Is the Green Sheep? is one of the educator's favourite stories to read. The kids eagerly participate in the narrative.The youngsters enjoy the monkey rhyme, which is used next by the teacher, and they shout out the repetitive part of it when the teacher cues it. c. Explain why the educator does not ask Milly to sit down but allows her to stand nearby? The teacher is aware that this calms the kids and encourages them to relax before the afternoon lesson. d. The educator has a strategy in place which allows each child in turn to suggest a song/rhyme for the group to sing. How does this support the children’s sense of belonging? This article will assist teachers in managing group time, including knowing what to do and using group time management techniques. CHC30121 Certificate III in Early Childhood Education and Care Page 19 of 37

L ISTENING TO CHILDREN AND TALKING ABOUT FEELINGS This question requires you to demonstrate your knowledge of listening to, hearing and respecting the views and feelings of each child. Question 21 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 6 (pp.201-205) Read each scenario and suggest what the educator could say to demonstrate that he/she is listening to, hearing and respecting the views and feelings of each child. An example has been provided to help you answer this question. Scenario Suggested educator response Two-year-old Ellie throws herself on the floor and begins to cry. She is frustrated because she can’t put on her shorts. ‘Ellie, you’re upset because you can’t put your shorts on – can I help you?’ Two-year-old Vito begins to cry because he has splashed water on his t-shirt while pouring a drink. ‘ All wet’ , says Vito, looking very anxious. Vito, you are looking anxious because splashed water on your shirt don’t worry it will still dry Three-year-old Giselle begins to cry as her mother waves goodbye. She puts her hands over her face and bows her head. Giselle starts crying as her mother says goodbye Giselle be quiet your mother will come in a while till then let's play Four-year-old Yasir is yelling at his friend Arthur, who accidentally knocked over Yasir’s block construction. ‘ Look what you did! Now I have to make it all over again! ’ Yasir cries as he starts to rebuild his structure. Yasir, you’re crying because Arthur accidently knocked over your block construction- can I help you? Bella (4 years) : ‘ Gina ripped my picture! ’ Gina (4 years) yells: ‘ Because she bumped me Bela accidentally tears Jeena's picture. It was an accident. Bela apologizes to her or is CHC30121 Certificate III in Early Childhood Education and Care Page 20 of 37

and ruined my picture. Now it’s no good! I hate you Bella!’ Bella: ‘It was an accident and I said sorry! ’ Note: provide a response for Gina and a response for Bella) it a good habit. Gina don’t yelling it was an accident it happened by mistake we will do it again. Four-year-old Finn has been very interested in dinosaurs for months but has had difficulty in the pronunciation of some of the dinosaur names. He was excited to share with the educators that he could pronounce ‘Parasaurolophus’ Finn has had difficulty in the pronunciation of some of the dinosaur names – can I help you Finn to pronunciation Ellie (5 years) had been working on a castle and moat with the educator. They had been discussing ideas for how they would best create the moat but the sides kept collapsing in. Ellie suggested they needed cement and asked the educator what they need to make the sand tougher. Good thinking, Ellie we can work with cement and sand Educator Sam was showing the children photos of children playing from different countries around the world to deepen their understanding of other people and cultures. She was encouraging the children to look at similarities and differences between their play by asking open ended questions. The teacher shows the picture to the children because he wants the children to have knowledge about players R ELATIONSHIPS WITH FAMILIES CHC30121 Certificate III in Early Childhood Education and Care Page 21 of 37

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These questions require you to demonstrate your knowledge of 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 ● demonstrating respect and understanding of the views of other professionals and families when communicating and interacting across cultures Question 22 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 6 (pp. 199-200) Reading National Quality Standard (A4 Poster) (2018). Australian Children’s Education & Care Quality Authority (ACECQA) https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf [Or visit the ACECQA website > National Quality Framework > National Quality Standard, scroll down to download the 2018 National Quality Standard A4 Poster] Read the scenario and answer the questions. The Family Kasih (4.4 years) is an only child – she attends childcare three days per week and is also cared for at home by her grandmother when her parents are working. Kasih will commence school next year. Kasih’s parents and maternal grandmother are Javanese-Australians. Mr & Mrs Guret and Kasih speak both Javanese and English while her grandmother speaks mostly in Javanese. CHC30121 Certificate III in Early Childhood Education and Care Page 22 of 37

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Kasih is described by her father as his ‘little princess’. Her mother says ‘Kasih is spirited’. About Kasih Kasih presents as a confident child. She spends a great deal of her time at the service engaged in dramatic and small world play where she uses her imagination to create elaborate stories. Kasih is often reluctant to help pack away play equipment and has difficulty sharing play spaces and play equipment. Kasih likes to take the lead in play and finds it difficult to collaborate/cooperate with others. When her peers disagree with her, she often becomes angry. She uses a stern, loud voice and demands that others comply with her wishes. This has led to many arguments and often other children refuse Kasih lacks age-appropriate self-regulation - she responds with verbal aggression when her peers refuse to follow her directions; she finds it difficult to share; she is unwilling to cooperate with house-keeping tasks such as putting things away or helping to tidy up. When educator Tia approached Mr & Mrs Guret about her concerns, they were dismissive. ‘She is just a determined, spirited child. She is a natural leader. Of course, other children will find her challenging but that does not mean that Kasih should be made to change. She is strong and in our culture that is a good thing. As a child of colour Kasih will face challenges as she gets older. If she is to overcome these challenges she must be confident and strong.’ The Director’s perspective Tia shared the Mr & Mrs Guret’s comments with her supervisor who responded: ‘ They responded to your concerns from their own cultural perspective and we have to respect their beliefs. Our challenge is to find a way to help Kasih modify her behaviour while she’s at the service. It’s important to help her develop the skills she needs to get along with other children and participate as part of the group. It’s not unreasonable to expect Kasih to meet our behaviour standards while she is at the service. I suggest we develop goals for Kasih around cooperation and collaboration to develop her self-regulation skills .’ The comments made by Tia’s supervisor reflect: 6.1.2 Parent views are respected. The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing. a. How is Kasih’s behaviour regarded by her parents? Kasih looks to be a confident youngster. She spends a lot of time playing dramatic and small CHC30121 Certificate III in Early Childhood Education and Care Page 23 of 37

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world games at the church, using her imagination to come up with complex storylines. She is unwilling to cooperate with house-keeping tasks such as putting things away or helping to tidy up. b. How is Kasih’s behaviour regarded by the educators? The educators said about Kasih is simply a vibrant, determined kid. She naturally takes the lead. Of course, she will be difficult for other kids, but that does not mean Kasih needs to change. She is strong, which is positive in our culture. c. Using two-three dot points explain why both the beliefs of the family and the beliefs of the educators are valid. 1. It's crucial to assist her in acquiring the abilities required to get along with other kids and take part in group activities. 2. Expecting Kasih to behave appropriately while she is at the service is acceptable. d. Explain why it is important for the educators to support Kasih to develop her social skills. It's crucial to assist her in acquiring the abilities required to get along with other kids and take part in group activities. We create objectives for Kasih centred on teamwork and cooperation to CHC30121 Certificate III in Early Childhood Education and Care Page 24 of 37

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help her improve her self-control. e. To answer this question you will need to refer to your Reading : National Quality Standard Handout. The goals for Kasih focus on assisting her to build responsive relationships with her peers and the development of age-appropriate self-regulation skills. With reference to the NQS Handout, identify the element from ‘QA5: Relationship with children’ that most closely reflect the goals for Kasih. National Quality Standard supports connections with kids that are responsive, polite, and help kids feel secure and like they belong. These kinds of connections provide kids more time to play, learn, and explore their surroundings. CHC30121 Certificate III in Early Childhood Education and Care Page 25 of 37

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Question 23 Read the scenario and answer the questions below. Well, it’s not me! It is mid-October and the preschool group (4.9 – 5.4 years) at Blue Bay Early Learning Centre are all moving on to ‘big school’ next year. Recently, the educators have struggled with an increase in challenging behaviours. Educator Lisa talks to the children about their behaviour. ‘Lately I’ve noticed that some children are hurting each other and making other children upset.’ Several of the children call out things like, ‘Yeah. Well it’s not me!’ or, ‘Max is always naughty!’ Lisa replies, ‘Well, Sophie (the other educator in the room) and I have decided that we are going to ask for your help to fix the problem. Do you think you can do that?’ The children agree so Lisa moves on . ‘Good. The first thing we need to decide is what behaviour we don’t want to see. You tell me what you think and Sophie will write it on this big piece of paper.’ The children make suggestions which Sophie records. ‘Now let’s talk about the behaviours we do want to see.’ As the discussion proceeds Lisa and Sophie ensure that each child is given the opportunity to make a contribution. ‘Thank you Leah. Now it’s Caleb’s turn. What would you like to say Caleb?’ ‘Wow! Thank you everyone. You’ve come up with some really good ideas ! Let’s think about how we can help each other with these ideas. Explain why the decision to involve the children in a discussion about their behaviour reflects ‘NQS Quality Area 5 Relationships with children’ – Elements 5.1.1 and 5.2.1. QA 5.1.1 Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included. QA 5.2.1 Children are supported to collaborate, learn from and help each other. Student tip ● Your explanation should include a minimum of two key points. ● Do not simply cut and paste – you must use your own words CHC30121 Certificate III in Early Childhood Education and Care Page 26 of 37

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 The decision to involve the children in discussion the educator talks to the children about their behavior and help the children to solve the problems.  We need to decide is what the behavior we don’t want see children make suggestions and each child to give opportunity to make contribution. Question 24 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 8 (pp.271) Children benefit when educators actively seek to form genuine, respectful relationships with families. List the five ways educators can build positive relationships with families. 1. respect the parent's knowledge in light of the child 2. Recognise the diversity of families and the individuality of each family. 3. Encourage and encourage group decision-making to suit the child's needs. 4. Collaborate with families to create goals that are appropriate for the child 5. Show an openness to sharing and exchanging information in a non-competitive way. CHC30121 Certificate III in Early Childhood Education and Care Page 27 of 37

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Question 25 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 8 (p. 282) Children will settle into care when they feel safe and secure. For this to happen they must form a caring, trusting attachment to their educators. Describe five ways that educators can build positive relationships with children. 1. Respect each child for who they are as an individual with a special personality, temperament, preferences, skills, and learning style. 2. Encourage kids to control their own behaviours by paying attention to their individual requirements. 3. Interact with youngsters in ways that are constructive and reciprocal (back-and-forth), as this will help them feel secure and like they belong. 4. Honour children's rights to experience a variety of emotions, especially negative ones. 5. Encourage kids to express and process their emotions in ways that adhere to age- appropriate standards.• really congratulate kids on their learning CHC30121 Certificate III in Early Childhood Education and Care Page 28 of 37

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Question 26 Reading QA5 Relationships with children. Information Sheet: ACECQA https://www.acecqa.gov.au/sites/default/files/acecqa/files/QualityInformationShee ts/QualityArea5/QualityArea5OrangeRelationshipsWithChildren.pdf Children’s ability to develop relationships with others varies from child to child and can be influenced by their social skills and by their personality. a. List four things you could see from a child under three years old as they begin to develop relationships with others. 1. jumps and runs with ease. 2. ascends without assistance. 3. hand washing and drying. 4. 10 brick stacks. 5. easily copies a circle and makes straight lines. 6. can balance on one foot b. List four things you could see from a preschool aged child as they begin to develop relationships with others. 1. crawling, jumping, or running are examples of gross motor skills. CHC30121 Certificate III in Early Childhood Education and Care Page 29 of 37

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2. Speaking and writing. 3. cognitive and academic, like counting or recognising shapes. 4. social and emotional competencies, like as engaging in inter-child play. c. Read the heading ‘Observations, strategies and support’. In the table below, provide a strategy an educator could use to help children form healthy relationships. Sub heading Educator strategy Challenging times of the day ● To help the child to solve the problems ● Use positive behavior Signs and signals ● Body movements ● Facial expressions Being available ● Be available Making sense of feelings ● Listening to children ● Play with children d. To support a sense of belonging and build relationships, individual children can be assigned daily tasks/jobs/roles. Suggest one task/job/role that you could assign to a preschool child. e.g. Create a roster for older children to take turns as ‘helpers’ in the nursery. 1. Pack a meal for school. 2. Wipe the table clean and load the dishwasher with the dishes. 3. Dishwashing. CHC30121 Certificate III in Early Childhood Education and Care Page 30 of 37

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e. Provide one example of how the environment can be set up/arranged to support a sense of belonging and build relationships with children. e.g. Ensure sufficient equipment to minimise sharing. Include elements that make a place seem like home, such as calming wall colours, cosy lighting, and cosy furnishings. Encourage interactions by inviting family members to take part, providing group project work, and creating environments and resources that support discussions. G ROUP DYNAMICS These questions require you to demonstrate your knowledge of factors that influence group dynamics. Question 27 Reading Group Dynamics. Karen Kearns a. What is group dynamics? The term "group dynamics" describes how a group functions. Positive group dynamics can be facilitated by elements like a shared purpose and objective. b. What does the theory of group dynamics tell us? According to the psychology of group dynamics theory, certain people are more likely to become leaders than others, and vice versa. In addition, members occasionally engage and form certain relationships depending on the situation. CHC30121 Certificate III in Early Childhood Education and Care Page 31 of 37

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c. Explain each group dynamic role. Leader’s role: A group's growth and the path to the desired outcome should be steered by the leader. Pairs and triangles: Pairs are groups of two people who are drawn to one another. Triangles are three-person groups where each individual has a direct relationship with the other two Isolates: Lack of social and institutional linkages to the majority of society is referred to as isolation. Even if the members of a group have a close- knit social network, the group itself can nevertheless be socially isolated. d. What might be the consequences to children who are excluded from the group? Children who have been isolated from a peer group have been found to have worse immunological function, lower sleep quality, less ability to calm oneself in times of distress, decreased self esteem, and emotions of worry, sadness, and hostility . D IVERSITY , INCLUSION AND EQUITY These questions require you to demonstrate your knowledge of the principles of inclusiveness, diversity, equity and access in children’s education and care. Question 28 Read the scenario and explain how the outdoor environment reflects the following principles of diversity, inclusion and equity in children’s education and care service provision. Principles Diversity refers to what makes us different. It covers gender, age, language, disability, ethnicity, cultural background, sexual orientation and religious belief. (AHRC) Inclusion involves taking into account all children’s social, cultural and linguistic diversity CHC30121 Certificate III in Early Childhood Education and Care Page 32 of 37

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(including learning styles, abilities, disabilities, gender, family circumstances and geographic location) in curriculum decision-making processes. (VEYLF) Equity refers to the quality of being fair and just. Equity in early childhood education and care means that the rights of the child to fully participate in these spaces are honoured. (VEYLF). Access also refers to fairness and is the capacity of individuals to have physical access to a facility or a space. It also refers to the rights of individuals to use a service (ie. the service must not have barriers in place which would restrict or make access difficult) Blue Bay Early Learning Centre At Blue Bay Early Learning Centre the outdoor play area has been designed so that children of all abilities can safely access all play spaces and participate in the all aspects of the curriculum. For example: ● the sandpit and the climbing platform can be accessed by a ramp ● pathways are linked to all play areas and are wheelchair friendly ● the sensory garden includes spaces for children to sit on benches or in wheelchair ● posts on the verandah have soft guards for children/adults with a visual impairment ● edges and steps have white strips to support access for children/adults with a visual impairment ● there is a wheelchair friendly gate and pathway leading from the carpark to the outdoor play area. The indoor and outdoor environment and equipment reflect diversity: ● play area includes local Aboriginal art and totems ● sand play and dramatic play equipment reflect cultural diversity ● welcome signs are displayed in different languages ● information about the service is available in different languages and there is access to an interpreter service ● the service’s inclusion policy recognises ‘families’ as inclusive of a wide range of groupings. The service recognises and supports the diverse needs of families and children: ● the service provides a breakfast program and a pre-loved children’s clothing exchange in CHC30121 Certificate III in Early Childhood Education and Care Page 33 of 37

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response to the needs of disadvantaged children and families ● information is displayed using visuals and short videos for families where literacy and/or English is a challenge. a. List two examples of how Blue Bay Early Learning Centre supports diversity and inclusion 1. Gender, age, language, disability, ethnicity, cultural background, sexual orientation, and religious beliefs are all examples of diversity.(AHRC) 2. When deciding on a curriculum, inclusion entails taking into account the social, cultural, and linguistic variety of all students, as well as their abilities, disabilities, gender, familial situations, and geographic region.(VEYLF) b. List two examples of how Blue Bay Early Learning Centre supports access and equity. 1. Equity in early childhood education and care refers to respecting a child's entitlement to full participation in these settings. (VEYLF). 2. The ability of people to gain physical access to a facility or location is referred to as access, which is also a synonym for fairness. CHC30121 Certificate III in Early Childhood Education and Care Page 34 of 37

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R EFLECTING ON GENDER , CULTURE AND OWN BELIEFS This question requires you to demonstrate your knowledge of: ● gender roles and how you can support gender equality in your role as an educator. ● cultural beliefs and practices and how this can influence communication with children Question 29 Click on the link to watch the video ‘Girl toys vs boy toys: The experiment’, then answer the questions below. While you watch the video, reflect on your own beliefs about gender. Video Girl toys vs boy toys. (2017) BBC https://www.bbc.co.uk/programmes/p05cfsym [Or visit Google www.google.com.au and type ‘Girl toys vs boy toys: The experiment and BBC video’ into to your search engine.] a. What are some of your own values and beliefs in relation to gender roles/equality? (e.g. role of males/females in relation to child rearing, work, sport etc.; how males/females should express emotions or take a leadership role) People of all genders should have equal chances, rights, and responsibilities. Gender inequality has an impact on everyone, including men, women, transgender and gender nonconforming individuals, kids, and families. b. Reflect on the cultural foundation of your gender values/beliefs – how were they developed? What are some of your own cultural values and beliefs according to gender? (50 – 100 words) CHC30121 Certificate III in Early Childhood Education and Care Page 35 of 37

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Think about your upbringing, and the beliefs/practice of your family around gender roles, spiritual beliefs, the toys and games you played, the books you read, the sports you played. Our culture affects how we live, work, and play as well as how we see ourselves and other people. Our moral standards—what we deem acceptable and wrong—are impacted. This is how the society in which we live affects the decisions we make. But our actions can also have an impact on other people and, in the end, help to shape our society. c. List two things you as an educator can do to model a positive attitude to gender equality in your everyday activities, actions and conversations with children in the service. Avoid segregating boys and girls in different lines, sports, and classroom seating arrangements. Question 30 Read the scenario and explain how the educator’s cultural beliefs and practices have influence the way she communicates with children. Cultural beliefs and practices Zavart immigrated with her family from the middle east when she was 16 years old. In her culture gender roles are very polarised. Boys can engage in rough and tumble play while girls CHC30121 Certificate III in Early Childhood Education and Care Page 36 of 37

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are expected to play quietly and help with household jobs. Zavart has been observed communicating these beliefs when talking to children. Alice and Zoe (3years) are playing with dragons and fairies in the dry riverbed. The girls have been busy making little houses and ‘mountains’ using wet sand and mud. As a result, the girls’ clothing, arms and legs are muddy. Zavart: Alice and Zoe it’s time to get ready for our story. Look how dirty you are! You need to go to the bathroom and get cleaned up. Little girls should keep themselves clean and pretty! In her culture gender roles are very polarised, boys can engage in rough and tumble play but girls are expected to play quietly and help household works. CHC30121 Certificate III in Early Childhood Education and Care Page 37 of 37

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