CHCECE020

Establish and Implement plans for developing cooperative behaviour.

Student Assessment Answer Sheet

Question 1

Childcare environment program = E

Home and family situation = D
Age and developmentally appropriate behaviour = A
Health and wellness = B
Community and culture = F
Educator practice = C

QUESTION 2

Stage of social development Educator best practice

Newborn -18 month  Give attention and take care of child
 Respond quickly to cries
 Provide opportunities to improve their
sensory skills
 Use the cot only for sleeping
One year-mid 2’s  Respect and affection to the child
 Have patience and humour
 Offer them choices
 Provide idea about toilet training
 Keep rules simple consistent

Mid2’s-mid 4 ‘s  Give affection and respect

 Be firm with child and be consistent
 Help child learn problem solving skills
 Help child discover new things
Mid 3 ‘s-5 years  Give respect
 Provide understanding and patience
 Continue being firm and consistent with
rules and limits
 Be role model of cooperative behaviour
 Begin to use reason and logic to the child

Mid 4’ s-6 years  Give affection

 Clear direction and expectation
 Encourage the child to try new thing
 Provide opportunities to show and tell
 Provide activities for child with learn
through play
3a. statement of values and expectation in relation to children behaviour ,It also describe the ways
which educator will learn how to support and mange every children behaviour.

3b. the six ways are

1. Provide frame work for support and management of the behaviour of the children
2. Providing clear communication about children behaviour which support respectively and
collaborative relationships between children and families and educators
3. Communicating the values and expectation in relation to children behaviour
4. Addressing safety issues with regard to children behaviour.
5. Stating consequence for unacceptable behaviour
6. Be consistent to behaviour support an management

Question 4

Greeting rules helps clarifying behaviour expectation period encouraging children to participate in
setting limit /rules, as an educator we are carrying foundation for child to follow rules not because
they will have consequences from the education but they feel that they help them to create the
rules

Question 5

 Early identification of challenging behaviour

 Communicate with families about their children challenging behaviour and period.it must
do at the earliest opportunity.
 Ask support services other agencies which can help in challenging behaviours
 Children behaviours are observed from a range of informal and formal learning activities
 Panning implementation monitoring and review of behaviour management plan
 Program planning should relate to behavioural needs for the children

Question 6

 Ignore
 Listen and watch
 Act as a reporter
 Set limits
 Ask question
 Brain storming
 Offer ideas
 Offer choice
 Taking action along side
 Do it your self
Question 7

1. Mistakes are done by children

2. Children are the beginner
3. It is very vast to learn life skills on democratic
4. Youngster should focus on problem causes and solution

Reference ; (2014, November 14). Mistaken behavior challenging behavior -

SlideShare. https://www.slideshare.net/mgstermulo/mistaken-behavior-challen

Question 8
The child context - there will be some influence of the child behaviour that the educator
cannot change. For example a child is experiencing domestic violence or neglect ,
malnutrition ,illness
Parents - let the parents know that the educators need to understand what is
happening at home
The environment - poorly planned paly spaces in the environment may result in
overcrowding. Providing transition ma keep the children learn about routines

Question 9.

 All children need support to develop and understanding of what is acceptable

and unacceptable
 Children can’t always get it right period .they will need lot of guidance ,practice and
reminding from the educators
 As an educator , we shows unacceptable behaviour and period .Rejecting them will lead to
an increase of negative behaviour and poor self-work
 Educator should use a range of strategies which will fit the needs of each child
 The children need to be supported to be able to develop and manage their own
behaviour and period. They require guidance to be able to manage their behaviour well.

Question 10.

A. it can leave children feeling embarrassed, humiliated and frustrated.

B. it affects children’s social and cognitive development.
C. it can result in children being labelled as bad or naughty.
D. it is often seen as a punishment.
E. it does not help the child to understand or change their behavior
Question 11.Whereas self-time out is a powerful technique, it assist child to develop self-
regulation and learn to manage and control his/her emotions by following ways;

 it gives child the chance to think about what happen and what might do next time
 it provides differences between acceptable and unacceptable behaviour
 its help to feel children anger ,fear and shame of bad discipline
 provides idea and create environment how to calm down and control his/her emotion

REFERENCE (2016, November 28). Time-out as a child behaviour strategy | Raising Children ...
https://raisingchildren.net.au/preschoolers/behaviour/rules-conseq

Question 12. It is to describe predict and identify the purpose of children’s behaviour

 Its helps to collaborate and analyse individual child skills and behaviour with natural
occurring.
 it describe about the behaviour
 gather and analyse the information
 makes plan
 finding reason for behaviour

Question 13.

Reliable; when children are point out or nominated by observing their behaviour or character,
recorded with witness refer reliable.

(2016, January 5). The Importance of Observation in Early Childhood Education.

https://blog.himama.com/assessing-toddler-development-through-observation/

Valid; skills attitude or characteristic of individual that not directly observed but are inferred on
the basis of children behaviour and activities are define as valid

(2016, January 5). Understanding Validity and Reliability in Classroom, School ...
https://cms.azed.gov/home/GetDocumentFile?id=57f6d9b3aadebf

Free from bias ; a variety of knowledge or views with equal chance and equal judgment are not
influence as our own view point then it is free from bias.

(n.d.). Resource - Objective observation -

ECTARC. http://www.ectarc.com.au/cybertots/toolbox12_11/shared/resources/html/ res_

Question 14.

A. Colleagues
B. parents
C. specialist support worker
 D. welfare others
E. help workers
F. speech pathologist

Question 15. The two resources are:

a. human resources:

eg we need to have enough staff with the time and skill available to carry out the behaviour plan.

b. material resources:

eg space indoor and outdoor, equipment, toys overall environment.

Question 16.

A. cultural and family background

B. environmental triggers.
C. annual review of the plan.
D. location and time of intervention.
E. staff involve and their responsibities.
F. procedures and strategies outline.
G. in document format written.

Question 17.know success in achieving 5ehavior plan.

 When the child’s 5ehavior is outside the typical range of 5ehavior for their
developmental stage.
 If there is a need for outside specialist assistance, the educator will need to re commend
referral.

Question 18.

step1= c

step2= e

step3= a

step4= d
step5= b

Q19.differences with example

Short term objectives Long term goals

1. Short term objectives are specific and 1. Long term goals are the behaviour that
are well design to support the child and we hope the child can gain over time.
gain the long term goal. Eg: child will stop biting and learn simple words
Eg: teaching child that biting hurt to use instead

(2016, April 21). Forum - Difference (2016, April 21). Forum - Difference
Between Long Term and Short term - Between Long Term and Short term -
Aussie... https://aussiechildcarenetwork. Aussie... https://aussiechildcarenetwork.
com.au.. com.au..

Q20.

It is important to monitor and review the plan because the educator reviews the plan because the
educators may find the initial objectives might be too much for the child so it needs to be changed.

Q21.

Regulation or standard specific section/item Aim

National regulations Regulation 155  Provide positive guidance and

encourage towards acceptable
behaviour
 Maintain the dignity ad right of the
child
 Encourage child to express their
feelings
Reference; (n.d.). REG 155 Interactions
with children -
AustLII. http://classic.austlii.edu.au/a
u/legis/qld/consol_reg/eacsnr422/s15
5.h
National regulations Regulation 168  Providing a child safe environment
 The acceptance and refusal of
authorisation
 Dealing with complaint
Reference: (n.d.). Regulation 168 -
NSW
legislation. https://www.legislation.ns
w.gov.au/#/view/regulation/2011/653
 /chap4/part4.7/div2/reg168

National quality QA 6.1  Its support the relationship with

standards family
 Create good environment between
family and educators

(n.d.). National Quality Standard |

ACECQA. National Quality Standard |
ACECQA
National quality QA.6.2 It help in collaborating partnership with
standards family and communities

(n.d.). National Quality Standard |

ACECQA. National Quality Standard |
ACECQA
Code of ethic In relation to families  Assist each family to develop a sense
I will: of belonging and inclusion
 Support partnership with families
and engage in shared decision
making where appropriate
 Acknowledge the right of families to
make decision about their children
(n.d.). The Early Childhood
Australia Code of Ethics - The
University. https://sydney.edu.au/
education_social_work/profession
al_experiences/resources/early-
childhood-Australia-code-of-
ethics.pdf
Early years learning Outcome 1 Children having strong sense of identity
frame work  Feel safe secure and supported
 Developed knowledgeable and self-
identity
 Learn to interact in relation to other
with care empathy and respect

belonging being and becoming.

(n.d.). Early Years Learning
Framework -
acecqa. https://www.acecqa.gov.a
u/sites/default/files/2018-
02/belonging
Early years learning Outcome 2 Children are connected and contributed their
frame work world
 Respond the diversity with respect
 Become awareness of fairness
 Become socially responsible and shoe
respect to environment
 belonging being and becoming.
(n.d.). Early Years Learning
Framework -
acecqa. https://www.acecqa.gov.a
u/sites/default/files/2018-
02/belonging
United nation right of Article 2 (non- State parties shall respect and ensure the
child discrimination right set forth in the present convention to
each child within their jurisdiction with non-
discrimination of any kind irrespective of
child his/her parents or legal guardian
(n.d.). Convention on the Rights of
the Child -
OHCHR. https://www.ohchr.org/en/pr
ofessionalinterest/pages/crc.aspx
United nation right of Article 3 best interest In all actions concerning children weather
child of the child undertaken by public or private social welfare
institution court of law administrative or
legislative bodies the best interest of child
shall be primary consideration
(n.d.). Convention on the Rights of
the Child -
OHCHR. https://www.ohchr.org/en/pr
ofessionalinterest/pages/crc.aspx

CASE STUDY 1

a. Mistaken behaviour
b. Its level 1 ignore
 Swearing in behaviour
 Worst attitude
 Frustration

CASE STUDY 2

a. Unaccepted behaviour
b. Its level 4 set limits
 Tom is using power and position over Mitchell
 Should help Mitchell to play with his own age group
 Tom encourage other friends too for chanting

CASE STUDY 3

a. Mistaken behaviour
b. Level 7 offer ideas
 Ellis is playing typical behaviour with his age friend
 Have to be cooperate than to be aggressive
 Finding another teddy for Ava
CASE STUDY 4

a. Unacceptable behaviour
b. Level 3 act of report, level 5 ask question , level 9 taking action along side
 Pushing is not acceptable
 No excuse for poor language
 Showing bravery and power

CASE STUDY 5

Interpretation of observation

1. On arrival at service, he cling to his mother during free play time he play with dough and
cover it in his arm Kate wants to pull some of the dough his response is to hit her, during
meal time he pint the juice and cry at sandpit he is so aggressive but enjoy playing
2. Increase self-esteem, he focus on finding challenges he seems poor skills due to which
he easily get frustrated and also he is unable to reach the children of his own ages.
3. Other children doesn’t participant in Jonty’s play he is always aggressive, for Jonty’s
verbally or physically it’s too hard to do activities. He needs to find some special equipment
for his better development
4. The impact of the pressure of family business, busy life style and lack of quality time to
Jonty’s, multiple care and child care centre visit limited time to come close with family .
5. Jonty’s is interested in dinosaur , insect and sea life he brings book from home and look it
for long time , he prefer to play outside to develop skills like climbing jumping running
kicking etc and love to spend time with grand parents
6. How to eat properly during meal time and free playing as well as interacting with
other children peers.

Behaviour plan

Child name; Jonty’s age; 3 years 6 months

Student ;salina goley tamang date; 28/03/2020

Long term goal ; physical development ,social development and self-help development

Short term goal 1; family closeness, participating in dynamic activities, interest in books reading and
outdoor game
Strategies ;

 giving much more time to Jonty’s by parents

 develop self- esteem
 engaged him reading books more and more
 providing training of gross motor and fine motor

Short term goal 2 ; language development ,cognitive development ,control anger

Strategies ;

 daily verbal and writing practice, speak positive language with peers
 solving various puzzle games
 creating friendly outside environment
 providing his interest things