ASSESSOR/TRAINER GUIDE CHCECE020 Establish and implement plans for developing cooperative behaviour To achieve a competent result for this unit you must satisfactorily complete all the assessments...

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ASSESSOR/TRAINER GUIDE
CHCECE020 Establish and implement plans for developing cooperative behaviou
To achieve a competent result for this unit you must satisfactorily complete all the assessments requirements listed below.
Assessments for this unit are as follows:
    Assessment Numbe
    Type of Assessment
    Description and location
    Assessment 1
    Short Questions/Multiple Choice Questions/True or False
     There are short questions found in this booklet.
You will be given the opportunity to respond to each question in your own words in a written format. In special cases you may respond ve
ally.
    Assessment 2
    Case studies/Scenarios
    There are Case studies/scenarios in this booklet. Read the case studies given and answer the questions that follow. Use your own words in answering these case studies.
    Assessment 3
    Research Activity
    There are research activities found in this booklet. You are required to research the topic and respond to each question in your own words in a written format. In special cases you may respond ve
ally.
    Assessment 4
    Personal/Reflective Journal
     Instructions for the journal are in the supervised work placement booklet
    Assessment 5    
    Third Party Observation
    Will be performed by the workplace supervisor while the student is on Work Placement.
    Assessment 6
    Work Place Observation
    Your workplace supervisor observes you in the work place setting demonstrating the practical application of the skills and knowledge that you have gained in relation to these units. Your supervisor is required to observe you performing tasks in the workplace using the checklist provided in the third party report. During the observation your assessor will make a judgment as to whether you have met the required skill level for the qualification, or if further practice is required. Instructions and checklist for work placement are in the supervised work placement booklet. When an assessor is unable to visit the workplace they shall liaise with your workplace supervisor to confirm your ability to perform the tasks as part of the training package.
Instructions to the Student
Please read all the information given to you before you start any assessment task. If you do not understand some or all of the questions, please ask your traine
assessor for assistance.
Attempt to answer ALL questions in your own words on the assessment paper provided. The questions are designed to assess your understanding of the unit as well as your underpinning knowledge. To satisfactorily complete this assessment task you are required to complete the whole assessment. To do this you will need to answer all questions co
ectly and demonstrate you have achieved the required knowledge to industry standards. This assessment is intended to be fair and flexible. If you feel that we should change any aspect of this assessment to be fair, equitable or flexible, immediately contact your assessor who will attempt to make alternative a
angements.
Assessment Tasks Outcome
    Unit:
    CHCECE020 Establish and implement plans for developing cooperative behaviou
    Student ID:
    Click here to enter text.
    Student Name:
    Click here to enter text.
Assessors 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.
    
Tasks included in submission
    Assessment Tasks
    Title
    Satisfactory/ Not yet satisfactory
    Assesso
Signature
    Date
    Re-submission Satisfactory/ Not yet satisfactory
    Short Questions
    Assessment 1
    
    
    
    
    Case Study 1
    Assessment 2
    
    
    
    
    Research Activity 1
    Assessment 3
    
    
    
    
Satisfactory        Not Yet Satisfactory        
    Assessor Signed:
    Assessor Name:
     XXXXXXXXXXDate:
    
    
    
Page left intentionally blank
Assessment 1
Short Questions
1. It is important to establish guidelines for children’s behaviour so that all educators are consistent. These guidelines must also be compatible with the cultural and social context of the families and community within which the service operates.
Complete the following table by providing the aim of the regulation or standard.
Regulation or Standard    Specific section/ item    Aim
National Regulations    Regulation 155:                        
National Regulations    Regulation 168:                        
National Quality Standards    QA 6.1                        
National Quality Standards    QA 6.2                        
Code of Ethics    In relation to families, I will:                        
Early Years Learning Framework    Outcome 1                    
Early Years Learning Framework    Outcome 2                        
United Nations Rights of the Child    Article 2 (Non-discrimination)                        
United Nations Rights of the Child    Article 3 (Best interests of the Child)                        
2.Match the contributing factors to the example scenarios given in the following table
    Answe
    Contributing Facto
    Scenarios
    E    Childcare environment/ program
    a.) Arianne is 2.3 years of age. She constantly takes toys from other children, saying “Mine!”. The other children get upset and cry when she comes near them.
    F    Home and family situation
    b.) Maria is 3.6 years of age. She has spent considerable time in hospital because of extreme asthma. Her parents are very wo
ied about her and tend to be ‘over-protective’. Maria cries if not being given one-on-one attention when in the Centre
    A    Age and developmentally appropriate behaviou
    c.) Brian (3.4 years) commenced care four weeks ago. He finds it difficult to separate from his mother in the morning. When his mother leaves, an educator takes his comfort rug away from him and puts it up high ‘so he won’t lose it’. Brian gets very upset and cries for long periods of time. When he finally stops, he refuses to talk to any of the educators
    B    Health and wellness
    d.) Ellen (4.2 years) lives in poverty with her single mother and three siblings. Ellen finds it difficult to share, prefers to play alone and can be physically aggressive towards other children if they come into her play space.
    D    Community and culture
    e.) Luke (4.6 years) is an only child and often described as active and curious. At childcare, Luke is disruptive, noisy, attention-seeking, and often says he’s ‘bored’. He will inte
upt other children’s games, group times and routines
    C    Educator practice
    f.) Tom (3.9 years) lives with his parents and four older
others in an area of town where violence and abuse occur frequently. Tom becomes angry very quickly, displaying temper and aggression towards other children, educators and/ or equipment. His language includes several swear words and ‘put downs’.
3. Ruffin XXXXXXXXXXwrites on the developmental stages of children’s social development, this knowledge should influence how educators establish and apply limits and guidelines for behaviour.
Complete the following table.
    Stage of social development
    Educator best practice
    Newborn – 18 months
    Click here to enter text.
    One year – Mid 2’s
    Click here to enter text.
    Mid 2’s – Mid 4’s
    Click here to enter text.
    Mid 3’s – 5 years
    Click here to enter text.
    Mid 4’s – 6 years
    Click here to enter text.
4.Site behaviour code: ‘A site behaviour code supports positive outcomes for children, families, educators and the community in the management of children’s behaviou
i. Define a site behaviour code?
Site behaviour code is dynamic document and will be reviewed annually to ensure it meets the cu
ent needs of the children accessing the site.
ii. List six ways the site behaviour code supports positive outcomes for children, families, educators and the community?
Children feel secure and to learn and develop in a psychological and physically safe, environment
Families get the valued and their individual perspectives respected
Children have the supported by educators
Educators get the respect and value
Using positive ve
al and non-ve
al guidance
Community get the well behaved children
5.Why is it important to involve the children in developing guidelines and rules for behaviour?
Children know what they want and how they want to have their needs. In centre children are first. So its important as a educators we doing what they needs and things they can be happy. So its really important to involve the children.
6. It is essential that educators respond to emerging challenging behaviours in a timely and appropriate manne
List the six (6) ways educators can fulfil this responsibility
The response to emerging challenging behaviours is timely and appropriate and is evident when there is:
                
                
                
                
                
                
7. List the ten levels of the Guidance Continuum that educators can use to support children while managing behaviour.
1 = least intervention XXXXXXXXXX = most intervention
Click here to enter text.
8.Explain the concept of ‘Mistaken Behaviour’ developed by Gartrell (2004)
Click here to enter text.
9. When challenging behaviour is identified, gathering information from all involved in caring for the child will assist in the design of the behaviour management plan.
Define the information/influences that should be considered when behaviour of concern is identified.
Context    Information/Influences
The Child’s Context                                    
Parents                                    
The Environment                                    
10. Listed below are some basic principles for guiding behaviour. For each principle provide an explanation for its importance when devising strategies to guide the development of positive behaviour in young children.
Principle    Explanation
Focus on the behaviour                        
Children are learners when it comes to behaviour                    
Children who display unacceptable behaviour need adult support and guidance                    
Strategies for guiding behaviours should vary to suit the child and the situation                    
A primary goal for behaviour management should be self-regulation                    
11. Time-out was a popular behaviour management strategy of the 1970’s. Its effectiveness and appropriateness for use in early childhood has been challenged.
List 5 reasons why the use of time-out is considered to be an inappropriate behaviour management strategy for young children?
Click here to enter text.
12. Explain the practice of ‘self time-out’ and how it can be used to assist a child to develop self-regulation and learn how to manage and control his/her emotions.
Click here to enter text.
13.Educators can identify behaviours of concern through functional assessment.
What is the purpose of functional assessment?
Click here to enter text.
14. Information on behaviour is gathered from observations which must be reliable, valid and free from bias.
Define reliable, valid and free from bias in the context of educator’s observations of children’s behaviou
    Reliable
    
    Valid
    
    Free from bias
    
15.Information gathered in relation to a child’s behaviour can be used when analysing the child’s behaviour and/or when communicating or liaising with those people who care for the child or when making refe
als.
List five stakeholders who could read the child’s documentation.
Click here to enter text.
16.There are six steps in a functional assessment.
Complete the table by explaining how each step is implemented – i.e. what actions do the educators need to apply?
Steps in Functional Assessment    Implementation
Identify challenging behaviour                            
Select observation strategies                            
Identify your present explanation for the behaviour.                            
Describe present co
ective attempts. What are you doing now in response to the behaviour?                            
Generate a new explanation for the behaviour.                            
Change how you respond.                            
17. Once a functional assessment has been completed, you would need to share your findings with all those involved with the child and gather information from them too.
Who would you want to include in this process?
Click here to enter text.
18.List eight key points that the educator must take into account when discussing behaviour concerns with parents.
Click here to enter text.
19.Complete the following table by matching the five key steps in a behaviour plan and the explanation of how each
Answered Same DayJan 13, 2021CHCECE020Training.Gov.Au

Answer To: ASSESSOR/TRAINER GUIDE CHCECE020 Establish and implement plans for developing cooperative behaviour...

Moumita answered on Jan 27 2021
55 Votes
ASSESSOR/TRAINER GUIDE
CHCECE020 Establish and implement plans for developing cooperative behaviou
To achieve a competent result for this unit you must satisfactorily complete all the assessments requirements listed below.
Assessments for this unit are as follows:
    Assessment Numbe
    Type of Assessment
    Description and location
    Assessment 1
    Short Questions/Multiple Choice Questions/True or False
     There are short questions found in this booklet.
You will be given the opportunity to respond to each question in your own words in a written format. In special cases you may respond ve
ally.
    Assessment 2
    Case studies/Scenarios
    There are Case studies/scenarios in this booklet. Read the case studies given and answer the questions that follow. Use your own words in answering these case studies.
    Assessment 3
    Research Activity
    There are research activities found in this booklet. You are required to research the topic and respond to each question in your own words in a written format. In special cases you may respond ve
ally.
    Assessment 4
    Personal/Reflective Journal
     Instructions for the journal are in the supervised work placement booklet
    Assessment 5&n
bsp;   
    Third Party Observation
    Will be performed by the workplace supervisor while the student is on Work Placement.
    Assessment 6
    Work Place Observation
    Your workplace supervisor observes you in the work place setting demonstrating the practical application of the skills and knowledge that you have gained in relation to these units. Your supervisor is required to observe you performing tasks in the workplace using the checklist provided in the third party report. During the observation your assessor will make a judgment as to whether you have met the required skill level for the qualification, or if further practice is required. Instructions and checklist for work placement are in the supervised work placement booklet. When an assessor is unable to visit the workplace they shall liaise with your workplace supervisor to confirm your ability to perform the tasks as part of the training package.
Instructions to the Student
Please read all the information given to you before you start any assessment task. If you do not understand some or all of the questions, please ask your traine
assessor for assistance.
Attempt to answer ALL questions in your own words on the assessment paper provided. The questions are designed to assess your understanding of the unit as well as your underpinning knowledge. To satisfactorily complete this assessment task you are required to complete the whole assessment. To do this you will need to answer all questions co
ectly and demonstrate you have achieved the required knowledge to industry standards. This assessment is intended to be fair and flexible. If you feel that we should change any aspect of this assessment to be fair, equitable or flexible, immediately contact your assessor who will attempt to make alternative a
angements.
Assessment Tasks Outcome
    Unit:
    CHCECE020 Establish and implement plans for developing cooperative behaviou
    Student ID:
    Click here to enter text.
    Student Name:
    Click here to enter text.
Assessors 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.
    
Tasks included in submission
    Assessment Tasks
    Title
    Satisfactory/ Not yet satisfactory
    Assesso
Signature
    Date
    Re-submission Satisfactory/ Not yet satisfactory
    Short Questions
    Assessment 1
    
    
    
    
    Case Study 1
    Assessment 2
    
    
    
    
    Research Activity 1
    Assessment 3
    
    
    
    
Satisfactory        Not Yet Satisfactory        
    Assessor Signed:
    Assessor Name:
     Date:
    
    
    
Page left intentionally blank
Assessment 1
Short Questions
1. It is important to establish guidelines for children’s behaviour so that all educators are consistent. These guidelines must also be compatible with the cultural and social context of the families and community within which the service operates.
Complete the following table by providing the aim of the regulation or standard.
    Regulation or Standard
    Specific section/ item
    Aim
    National Regulations
    Regulation 155:
    This regulation act aims to provide operational requirements of the education of children.
    National Regulations
    Regulation 168:
    This regulation aims to provide care services and suitable education to children.
    National Quality Standards
    QA 6.1
    The aim is to set up collaborative relationships with families and the entire community.
    National Quality Standards
    QA 6.2
    To establish a good relationship with children that they enhance them through involve them in the learning procedure.
    Code of Ethics
    In relation to families, I will:
    This code of ethics aims to set up a suitable framework that helps to preserve the entire responsibility of early childhood professionals.
    Early Years Learning Framework
    Outcome 1
    The aim is to provide develop and extend learning program for those children between birth to five years of age through the alternation of school.
    Early Years Learning Framework
    Outcome 2
    To establish a connection with children and accept the entire responsibilities to help them to be social and to provide a suitable learning environment.
    United Nations Rights of the Child
    Article 2 (Non-discrimination)
    Aim of this article is to protect children from any type of discrimination or avoidance and set up appropriate actions to preserve their rights.
    United Nations Rights of the Child
    Article 3 (Best interests of the Child)
    Aim is to preserve the entire interest of children and it provides right to children take any types of actions to secure their interest.
2.Match the contributing factors to the example scenarios given in the following table
    Answe
    Contributing Facto
    Scenarios
    E
    Childcare environment/ program
    a.) Arianne is 2.3 years of age. She constantly takes toys from other children, saying “Mine!”. The other children get upset and cry when she comes near them.
    F
    Home and family situation
    b.) Maria is 3.6 years of age. She has spent considerable time in hospital because of extreme asthma. Her parents are very wo
ied about her and tend to be ‘over-protective’. Maria cries if not being given one-on-one attention when in the Centre
    A
    Age and developmentally appropriate behaviou
    c.) Brian (3.4 years) commenced care four weeks ago. He finds it difficult to separate from his mother in the morning. When his mother leaves, an educator takes his comfort rug away from him and puts it up high 'so he won't lose it'. Brian gets very upset and cries for long periods. When he finally stops, he refuses to talk to any of the educators
    B
    Health and wellness
    d.) Ellen (4.2 years) lives in poverty with her single mother and three siblings. Ellen finds it difficult to share, prefers to play alone and can be physically aggressive towards other children if they come into her play space.
    D
    Community and culture
    e.) Luke (4.6 years) is an only child and often described as active and curious. At childcare, Luke is disruptive, noisy, attention-seeking, and often says he’s ‘bored’. He will inte
upt other children’s games, group times and routines
    C
    Educator practice
    f.) Tom (3.9 years) lives with his parents and four older
others in an area of town where violence and abuse occur frequently. Tom becomes angry very quickly, displaying temper and aggression towards other children, educators and/ or equipment. His language includes several swear words and ‘put downs’.
3. Ruffin (2009) writes on the developmental stages of children’s social development, this knowledge should influence how educators establish and apply limits and guidelines for behaviour.
Complete the following table.
    Stage of social development
    Educator best practice
    Newborn – 18 months
    0-3 months: Educator should take care of the movement and body position of children and left their head when they held on shoulder during 0-3 months of baby.
3-6months: educators should motivate children to crawl and learn them to reach the object.
6-9 months: educator helps children to climb stairs and help them to learn the coordination of eye and hand.
9- 18 months: educator help children learn to walk and help them to transfer small objects from one to another hand.
    One year – Mid 2’s
    Educator could help children to frame out their questions and could lean them to face challenges to find out the way to go downstairs.
They can learn them to experience everyday things. They can help them to identify and explain objectives.
They can help them to speak out properly within the right pronunciation
    Mid 2’s – Mid 4’s
    Educators help children to communicate with other things and people. They can help them to provide the right attitude towards society.
However, educators can help students learn word count and spellings through different types of pictures.
    Mid 3’s – 5 years
    Educators can provide an appropriate learning framework for children that they can learn to be self-sufficient. However, they can teach children to have the right approach for their peers. They help children to the moral value of society.
    Mid 4’s – 6 years
    Educator can help children to dress and undress self. They help children to set up coordination and motivate them to approach new skills. They can help them to learn to identify gender. They can provide them with a suitable learning framework and academic cu
iculum activities that they can approach several knowledge and can grow their idea.
4. Site behaviour code: ‘A site behaviour code supports positive outcomes for children, families, educators and the community in the management of children’s behaviou
i. Define a site behaviour code?
Site behaviour code is a dynamic document and will be reviewed annually to ensure it meets the cu
ent needs of the children accessing the site.
ii. List six ways the site behaviour code supports positive outcomes for children, families, educators and the community?
Children feel secure and to learn and develop in a psychological and physically safe, environment
Families get the valued and their perspectives respected
Children have the supported by educators
Educators get the respect and value
Using positive ve
al and non-ve
al guidance
Community get the well-behaved children
5. Why is it important to involve the children in developing guidelines and rules for behaviour?
Children know what they want and how they want to have their needs. In centre, children are first. So it's important as educators we doing what they need and things they can be happy. So its really important to involve the children.
6. Educators must respond to emerging challenging behaviours in a timely and appropriate manne
List the six (6) ways educators can fulfil this responsibility
    The response to emerging challenging behaviours is timely and appropriate and is evident when there is:
    Educators should control challenging behaviour before it happens through an observation. They should observe children and should identify the issue that often faced by children. They can talk with them to execute their emotional level thorough involve them to other activities.
     Educators should explain children through playing mode that children can enjoy their learning. They should provide them easy explanations that execute difference between right and wrong things.
    Educators should find out the hidden reasons behind the challenging behaviour of children that they can solve it out within a suitable way. They should identify the cause of aggression among children that they can solve it.
    Educators should develop their strategy that refers to involve more attention to connect with children and help them to provide proper guidelines. They should take care of their feelings that they can balance their injury.
    Educators should provide the right guideline that enhance positive physical attitude among children not to be violent. On the other hand, it helps them to cooperate.
    Educators can help children to control over their challenging behaviour through clapping method that suggest to keep their hand into pocket while they are aggressive and it also suggest them to clap their hands when they feel angry.
7. List the ten levels of the Guidance Continuum that educators can use to support children while managing behaviour.
1 = least intervention 10 = most intervention
1. Educators should let children to solve their problems through self-assessment.
2. Educators should observe the...
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