Reference no: EM132917299

CHCECE007 Develop positive and respectful relationships with children

Part A
Instructions to the student:
The following questions have been designed to obtain your knowledge in relation to the Assessment Requirements for this unit. Therefore, please read the question carefully, and answer it in full (unless otherwise instructed by your ACCCO Trainer/Assessor). Your responses should aim to demonstrate that you have acquired the knowledge and skills required to be deemed competent in this unit.

Please refer to the Learning Guide if you need to extend you knowledge and skills to successfully answer the question.
1. Complete the following table using the documents listed.
a) United Nation's Convention of the Rights of the Child
b) Workplace policy manual
(Please access this manual in the approved workplace you are completing your on the job assessment in. Ask your supervisor if you are unsure)
c) The Approved Learning Framework for used in your workplace Eg The Early Years Learning Framework
d) The National Quality Standards

2. Read the Behaviour Management policy of the approved workplace where you are working/completing placement in and ensure you understand the content. Using the information in this policy, how would you respond to the following situations? In your answer, ensure you include how you will respond verbally and non-verbally (eg what you will say and body language used)
a) A two year old child is in the sandpit. He throws the sand in the air, watching it fall to the ground. The child repeats the action and the sand lands near other children in the sandpit.
b) A four year old child refuses to wash her hands before lunch. As you approach, she aggressively hits and kicks at you.
c) A five year old kicks the blocks across the room and yells at the rest of the children to ‘leave me alone'. You know that this child's parents have recently separated, and this is not typical behaviour you have seen in this child before
d) A three year old continuously takes her hat off outside.
e) You notice a child hits another child. The child that has been hit, says ‘stop, I don't like it' then walks away. Another staff member is talking with the child that hit. How will you respond to the child who has walked away?

3. Talk with an experienced Educator about how they manage the following situations, then spend some reflecting on how you can use those strategies yourself within the learning environment. Then provide an example of how you can implement this within the learning environment.
Areas that potentially cause stress
a) Environment/ space
b) Routines
c) Resources

Part B of Assessment - Project

For this project, you will be required to work closely with three children who you have selected in consultation with your supervisor. Prior to commencing, you must have parental permission to work with each child. If you have obtained permission to work with these children from other assessment, you do not need to obtain further permission. A blank permission form is included in this document to duplicate and provide to families.

1. Once you have parental permission, spend time with each child to get to know them. This step should not be rushed as the more you know about the child and the more comfortable they feel with you, the more easily you will be able to demonstrate positive and respectful relationships with them during your assessment. Once you know the child well, complete the following tables with the information you have gathered about each child:

2. The following tasks are to be completed with one or more of the three children you are working with for this project. When you have completed the task, describe what you did and how you did this in the boxes below.
a) Participate in a sustained conversation with a child about something that interested him/her.
b) Interact with a child or a group of children during a meal time.
c) Participate in a play experience a child was involved in. Use their cues to guide your level and type of involvement.
d) Assist a child or a small group of children to make decisions and choices (including encouraging children to share their ideas).
e) Encouraged children to respect similarities and differences between each other
f) Used information about children/family/community in environments, practices and or routines

Part C
During the demonstration or observation of skills, did the student demonstrate the following to industry standards?
1 Does the student consistently respond to the children in a caring, positive and respectful manner?
2 Does the student engage in sustained conversations with the children about their interests?
3 Does the student sit and talk with the children during meal times, and assist to create a relaxed and unhurried routine?
4 Does the student support children who are in distress or need of assistance in an effective manner?
5 Does the student role model appropriate interactions with others?
6 Does the student use active listening effectively when interacting with children?
7 Does the student participate in children's play and use children's cues to guide the level and type of involvement?
8 Does the student assist to create an environment that reflects and honours the lives of children, their families and the local community?
9 Does the student consider the child's age, activities, interests, culture and needs during interactions?
10 Does the student support children in their attempts to self-regulate their own behaviour?
11 Does the student remain calm and respectful when dealing with
inappropriate behaviour, including when children strongly express emotion
12 Does the student involve and encourage children in decision making and planning
13 Does the student maintain the dignity and rights of children, including similarities and differences and their efforts and achievements?
14 Does the student assess and respond appropriately to behaviours of concern?
15 Does the student assist in organising spaces, routines and resources to minimise stress and/or frustration?

Part D
Instructions for the ACCCO Trainer/Assessor
Please use observation of student in practice at an Approved Workplace, as well as Part B and Part C of this assessment as evidence for determining competence.

Through assessment task B and observation there is evidence following the has been demonstrated with three children:
Active listening
Consideration of a child's age, activities, interests, culture, needs
Interpreting non-verbal cues of children
Responding to distress in ways that meets the child's need
Communication of care and respect through all interactions

Demonstrated skills
The student communicates positively with children
The student demonstrates the ability to complete the following to industry standards:
Responding sensitively and appropriately to children's efforts to communicate
Engaging in sustained conversations with children
Consistently responds positively to children who require attention

The student interacts positively with children at all times
The student demonstrates the ability to complete the following to industry standards:
Participating in children's play and using children's cues to guide the level and type of involvement
Responding positively and respectfully to children's comments, questions and requests for assistance
Role-modelling positive interactions with others
Encouraging children to share their stories and ideas

The student assists in developing routines and environments that support a positive and respectful relationship with children
The student demonstrates the ability to complete the following to industry standards:
Sitting and talking with children at mealtimes and helps create a relaxed and unhurried routine
Assisting to create an environment that reflects the lives of the children, their families and the local community
Supporting implementation of practices and routines that honour children, their family and the community context
Assisting in organising spaces, resources and routines to minimise times when children are likely to experience stress or frustration

Attachment:- Develop positive and respectful relationships with children.rar