SUBJECT- CHCHCE020ESTABLISH AND IMPLEMENT PLANS FOR DEVELOPING COOPERATIVE BEHAVIOURWhen you answer the question please consider the children age 15months to 3 years.because i am working with this age...

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Table of Contents
Assessment Task One    4
Question One    4
Question Two    5
Question Three    5
Question Four    5
Question Five    7
Question Six    7
Question Seven    7
Question Eight    8
Question Nine    8
Question Ten    8
Question Eleven    8
Question Twelve    8
Question Thirteen    9
Question Fourteen    9
Question Fifteen    9
Question Sixteen    9
Question Seventeen    9
Question Eighteen    9
Assessment Task Two    10
Scenario One, Question One    10
Scenario Two, Question One    10
Scenario Two, Question Two    10
Assessment Task Three    10
Observations    10
Analysis of Learning    11
Interpretation    11
Event Sample    11
Interpretation    11
Time Sample    11
Anecdotal Observation    12
Frequency Count    12
Interpretation    13
Analysis of the Observation    13
Triggering Points    13
Impacts on the Environment and Program    13
Possible Reasons for the Behaviour    13
Activities that Child Enjoys    14
Activities and Experiences that are challenging for the Child    14
Behaviour Management Plan    14
Observed Background Information    14
Behaviours Observed    14
Patterns to the Behaviour    14
Situations reinforcing Behaviour    14
What do you think?    15
Environmental Factors    15
Short Term Goal 1 (Objectives)    15
Short Term Goal 2 (Objectives)    15
Long Term Goal 1 (Objectives)    15
Long Term Goal 2 (Objectives)    16
Discussion with the Child    16
Discussion with Educators    17
Child’s Progress towards the Plan: Post Plan Observation    17
Child’s Response to the Strategies    17
Evaluation- Monitor Changes    17
Evaluation- Success of the Plan    17
Assessment Task One
Question One
    Document
    Standard, Regulation, Article with Description
    Early Childhood Australia Code of Ethics
    The two specific provisions are directed by the principle of understanding that every child has a unique personality and it should be developed accordingly. In the same way, there is the provision to work in accordance with the shared goals and principles with colleagues.
Articles- five and six
Descriptors- the holistic growth of the child as well as collaborative efforts to provide quality education
    United Nations Rights of the Child
    The set of guidelines provide holistic framework to approach children under the age of three positively. The social and psychological growth of the children is to be assessed in the light of the given provisions, mostly the first two provisions in this context are important.
Articles- Three and Four
Descriptors- the norms of education should be defined by the early age childhood settings.
    Early Years Learning Framework-
    The five principles include maintaining relationships that are secure, reciprocal and respectful, building effective partnership in communities to ensure perfect child growth, expecting high and working in the dimension of equity, valuing the concept of diversity as well as working in collaboration with the community members. The sub learning outcomes relatable to this are to alleviate the process of learning by helping each child in the community. Having evidence-based practices to support children with this framework is also essential learning outcome.
Articles One and Two
Descriptors- The value of diversity and the skills of the children must be recognized through positive educational standards.
    National Quality Standards
    The Quality Assessment provisions five and six are linked with the behaviour development in children. Building effective relationships is entitled with the talking, assessing the present strengths of the child as well as setting up the future gaols with comfortable behavioural approach. At the same time, QA6 is determined by the collaboration with the community people.
Articles- Five and Six
Descriptors- In this framework, the goals are set to achieve quality education delivery by ensuring that the behaviors of the children are understood well. At the same time, without active participation of the community, the highest degree of education is impractical to achieve.
    National Quality Framework
    The NQS is divided into 18 basic standards that have overall 58 elements. The best suitable for the behaviour management is seen in element 2.2.2 where Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.
Articles- 2.2.2 and 2.2.3
Descriptors- Physical activity enhances the cognitive learning skills of children and helps them grow to the fullest of their mental and physical strength.
Question Two
Chosen Age Group: Two years
    Developmentally Appropriate Behaviour
    Developmentally Inappropriate Behaviour
    · Sharing the objects with friends
· Having acceptance of the rules to a moderate level
· Consistency in learning through observation
    · A behaviour approach in which, the sharing method is not applied i.e. the child is not ready to share what he or she has and it can be any toy or object.
· Requesting home visits or to stay with the care provider especially at the time of having separation with the parents.
· Not having willingness to learn new things, dull behaviour, and no friendship with other children
Question Three
Based on the above observation, it can be stated that while having developmental phase in early childhood learning, there can be decisive patterns in the approach of the children under age three. This is the time when observation based learning can be enhanced. However, it depends over the efficacy of the educators like how he or she is positively engaged in teaching practices and pedagogies that must be applied to enhance the behaviour. Sharing and caring, for example, is the key to understand coordination at this age and it is up to the educator to ensure that it is delivered perfectly to the child.
Question Four
    Parenting Style
    Explanation
    Behaviour Expectations
    Pros
    Cons
    Influence on culture and Social context
    Authoritarian
    disciplinary, less involved with children, explicit in nature
    expect high performance, no compromise, put pressure
    keep children on their toes to work, help in maintaining discipline, project good ethical values
    less likely to prove holistic environment of growth, cognitive growth goes down, children at times may feel demoralized
    little negotiation possible over culture, least chances of liberal socialization, less impacts over the integration of family values with individuality
    Uninvolved
    give freedom, implicit by nature, no involvement in personal decisions
    do not expect much, remain away from the studies and leave children on their own for making decisions
    develops individuality, self-sustainability grows and it helps in socializing with others
    at times, it becomes typical to grow under no adult intervention, tough to deal with the consequences in social life, does not let children know the family values due to over liberalism
    children make perceptions of culture on their own, least knowledge of the family values, decision making is casual in society
    Authoritative
    Authoritative parents are reasonable and nurturing, setting high standards that are transparent. Children with parents who embody this style prefer to think for themselves and be self-disciplined. It is thought that this style is most advantageous for kids.
    Expectations and priorities are strong but clearly defined. Children may have insight into the objectives.
    Rules of discipline are clear and well spoken, nurturing children and ensuring communication is proper
    no direct cons are seen in this style except, it may appear to be overbearing when it comes to clear communication
    Helps in building positive social and cultural contexts as roots in children
Question Five
The EYLF learning outcomes like 1.3. 1.4and 2.2 infer some strategies that can be used to ensure positive behaviour building in children. These may include the following but are not limited to:
· Ensuring the knowledge level of the child about the society and the world is efficient.
· Seeking to encourage children to collaborate and learn by sharing.
· Instructing children as per the norms of communication and help them, learn the value of polite behaviour.
Question Six
· The care centre for early childhood follows the basic concepts of EYLF, ensuring that cultural diversity is also included in the learning outcomes with a...