Children’s Behaviour and Interactions

Student’s Copy

CHCECE033 – Develop Positive and Respectful Relationships with Children

Skills Workbook

Name of StudentHuman Computer Interaction

Part 1 Children’s Behaviour and Interactions.

Task 1.1 Observe 1 Child’s Behaviour

Task 1.1.1 Observe 1 Child (Part A – Holistic Understanding of Child’s Behaviour) (PC3.5p)

Behaviour Report Form (Part A – Holistic Understanding of A Child’s Behaviour)
Child name (insert age)	Child A ( )
Notable behaviour observed	Explanation (To be completed in Task 1.1.3)	Explanation based on information gathered about child (To be completed in Task 1.1.3)
1. E.g. shyness/ friendliness	1.	☐ Social environment of education and care setting OR home OR community (Circle ONE option) ☐ Physical environment of education and care setting OR home OR community (Circle ONE option) ☐ Development stage ☐ Temperament ☐ Personality
2. E.g. patient/ waiting for their turn	2.	☐ Social environment of education and care setting OR home OR community (Circle ONE option) ☐ Physical environment of education and care setting OR home OR community (Circle ONE option) ☐ Development stage ☐ Temperament ☐ Personality
3. E.g. hitting others/ not playing with other/ irritating others	3.	☐ Social environment of education and care setting OR home OR community (Circle ONE option) ☐ Physical environment of education and care setting OR home OR community (Circle ONE option) ☐ Development stage ☐ Temperament ☐ Personality

Task 1.1.2 Gather Information About the Child (Part B – Child’s Education and Care Environment)

(PC3.2p, PC3.5p, FS3.0p, PC3.1p, PC3.3p)

Behaviour Report Form (Part B – Child’s Education and Care Environment)
Describe the physical environment of child’s education and care setting. Specify the resource to gather this information.	Physical Environment E.g. facilities and resources within the centre, the physical layout, posters and displays, toys, books, colouring materials, equipment, and resources for childcare, etc.
	Resource: E.g. child’s records (observation records, learning stories, enrolment forms, assessments, etc.), co-educators, and other sources of information within the centre (floor plan of the centre).
Describe the social environment of child’s education and care setting. Specify the resource to gather this information.	Social Environment: E.g. their relationships and interactions with other children, educators, and other staff, as well as the other relationships and interactions in the child’s education and care environment
	Resource: E.g. child’s records (observation records, learning stories, enrolment forms, assessments, etc.), child’s family member(s)/care giver(s), and other educators in the centre who can provide vital information about the child.

Task 1.1.2 Gather Information About the Child (Part C – Child’s Home Environment)

(PC3.2p, PC3.5p, FS3.0p, PC3.1p, PC3.3p)

Behaviour Report Form (Part C – Child’s Home Environment)
	Physical home environment	Social home environment
Describe the physical/social environment of child’s home. Specify the resource to gather this information.	E.g. garden, backyard, the child’s room and other objects at home, such as story books, toys etc	E.g. child’s relationships and interactions at home, including the child’s relationships and interactions with their parent(s)/caregiver(s), siblings, relatives, and other people living at home, etc.
	Resources: E.g. child’s records (observation records, learning stories, enrolment form, assessment documentation etc)	Resources: E.g. child’s records (observation records, learning stories, enrolment form, assessment documentation etc)
Identify 1 factor that contributes to child’s behaviour	1. E.g. Child’s house is situated in a secluded and quiet area (additionally, the child is an only child in the family).	1.
Explain how the factor impacts child’s behaviour	E.g. child has little opportunity at home to meet other children and may feel overwhelmed at first when interacting with a big group of children in the service.

Task 1.1.2 Gather Information About the Child (Part D – Child’s Community Environment)

(PC3.2p, PC3.5p, FS3.0p, PC3.1p, PC3.3p)

Behaviour Report Form (Part D – Child’s Community Environment)
	Physical community environment	Social community environment
Describe the physical/social environment of child’s community. Specify the resource to gather this information.	E.g. schools, shops, libraries, parks, etc.	E.g. Child’s relationships and interactions with other children in the neighbourhood and other relevant persons in the community.
	Resource: E.g. child’s observation records, information from child’s family member(s)/care giver(s), etc.	Resource: E.g. child’s observation records, information from child’s family member(s)/care-giver(s) etc
Identify 1 factor that contributes to child’s behaviour	1. .	1.
Explain how the factor impacts child’s behaviour

Task 1.1.2 Gather Information About the Child (Part E – Child’s Development Stage, Temperament and Personality) Refer to document – Developmental Milestones. (PC3.2p, PC3.5p, FS3.0p, PC3.1p, PC3.3p)

Behaviour Report Form (Part E – Child’s Development Stage)
Development areas	Milestones	Observed in child
Physical	1. Dresses and undresses with little help	☐ Yes ☐ No
	2.	☐ Yes ☐ No
	3.	☐ Yes ☐ No
Social	1. Enjoys playing with other children	☐ Yes ☐ No
	2.	☐ Yes ☐ No
	3.	☐ Yes ☐ No
Emotional	1. Understands when someone is hurt and comforts them	☐ Yes ☐ No
	2.	☐ Yes ☐ No
	3.	☐ Yes ☐ No
Cognitive	1. Understands opposites (e.g. big/small, and positional words – high/ low)	☐ Yes ☐ No
	2.	☐ Yes ☐ No
	3.	☐ Yes ☐ No
Language	1. Speaks in sentences and use many different words	☐ Yes ☐ No
	2.	☐ Yes ☐ No
	3.	☐ Yes ☐ No
Describe the overview of child’s development stage. Specify the resource to gather this information.	Overview: E.g. child is four years old – he has started to learn about numbers, letters, reading, and simple math. He has also shown interest in art, crafts demonstrating improvement in his gross motor and fine motor skills.
	Resource:

Behaviour Report Form (Part E – Child’s Temperament)
Educator’s evaluation of child’s temperament	Rating
Activity level	☐ Very low ☐ Low ☐ High ☐ Very high
Distractibility	☐ Very low ☐ Low ☐ High ☐ Very high
Attention span	☐ Very low ☐ Low ☐ High ☐ Very high
Mood	☐ Very low ☐ Low ☐ High ☐ Very high
Adaptability	☐ Very low ☐ Low ☐ High ☐ Very high
Describe the overview of child’s temperament. Specify the resource to gather this information.	Overview: E.g. child is relatively physically active and gets excited when a new game is introduced. His attention span is quite low, and he is easily distracted, especially when new objects such as toys are given to him.
	Resource:

Behaviour Report Form (Part E – Child’s Personality)
Educator’s evaluation of child’s personality	Rating
Openness	☐ Very low ☐ Low ☐ High ☐ Very high
Conscientiousness	☐ Very low ☐ Low ☐ High ☐ Very high
Extraversion	☐ Very low ☐ Low ☐ High ☐ Very high
Agreeableness	☐ Very low ☐ Low ☐ High ☐ Very high
Neuroticism	☐ Very low ☐ Low ☐ High ☐ Very high
Describe the overview of child’s personality. Specify the resource to gather this information.	Overview: E.g. Child demonstrates a high level of creativity and shows positive reactions and curiosity when they are introduced to new activities, new objects, and new people.
	Resource:

Task 1.1.3 Understand Child’s Behaviour (PC3.2p, PC3.3p, PC3.5p, FS3.0p)

Behaviour Report Form (Part A – Holistic Understanding of a Child’s Behaviour)
Child name (insert age)	Child A ( )
Notable behaviour observed (To be completed in Task 1.1.1)	Explanation (To be completed in Task 1.1.3)	Explanation based on information gathered about child (To be completed in Task 1.1.3)
1.	1. Child A is used to quiet environments similar to their home. He is the only child at home.	☐ Social environment of education and care setting OR home OR community (Circle ONE option) ☐ Physical environment of education and care setting OR home OR community (Circle ONE Option) ☐ Development stage ☐ Temperament ☐ Personality
2.	2. Child B’s neighbourhood is densely populated and is situated in the busy parts of the city. The noise pollution levels are high, and as shared by her mother, Child B often wakes up in the night because of the noise resulting in lack of sleep.	☐ Social environment of education and care setting OR home OR community (Circle ONE option) ☐ Physical environment of education and care setting OR home OR community (Circle ONE Option) ☐ Development stage ☐ Temperament ☐ Personality
3.	3.	☐ Social environment of education and care setting OR home OR community (Circle ONE option) ☐ Physical environment of education and care setting OR home OR community (Circle ONE Option) ☐ Development stage ☐ Temperament ☐ Personality

Task 1.2 Observe Children’s Interactions (PC4.1, PC4.2)

Group Interaction Report Form
	Group 1	Group 2
Child name (insert age)	1. Child A ( ) ☐ Boy ☐ Girl	1. Child X ( ) ☐ Boy ☐ Girl
	2. Child B ( ) ☐ Boy ☐ Girl	2. Child Y ( ) ☐ Boy ☐ Girl
	3. Child C ( ) ☐ Boy ☐ Girl	3. Child Z ( ) ☐ Boy ☐ Girl
Date observed
Name of activity
Describe the overview of the group interaction	E.g. The educator is reading a story to children.
Describe 2 behaviour patterns of the group interaction	1. E.g. Child A is distracted and walks away from the rest of the group.	1.
Describe 2 behaviour patterns of the group interaction	2. E.g. Child B likes to interact with other children and seemed to enjoy the attention from the other children.	2.
Describe how gendered behaviour of children affect group dynamics within the group interaction	E.g. Girls acted more politely than the boys and paid closer attention to the activity.

Task 1.3 Reflect on Your Own Pedagogical Practices (PC3.4, FS3.0p)

Reflective Journal

Identify 2 teaching practices of

an early childhood educator

1. E.g. Talking to the child in a positive way, e.g., “it’s a good idea to put the puzzle away” instead of using “don’t leave the puzzle on the floor.”

Explain how the respective teaching practice

may affect children’s behaviour

E.g. Talking in a positive manner will help guide the child on what is appropriate, and by role modelling the right way to communicate, the child will observe and start imitating this.

SUPERVISOR DECLARATION

By signing this declaration, I confirm that I have sufficiently observed the student, whose name appears above,

complete the required practical tasks in the workplace. I further confirm that the information above is true and accurate.

Supervisor name/

Handwritten signature: Date signed:

Part 2 Respectful and Positive Interactions with Children

Task 2.1 Interact Positively with Children (PE1.1p, PE1.2p, PE1.3p, PE1.4p, PE1.5p, PE1.8.1p, PE1.8.2p, PE1.8.3p)
[Task 1] Respond sensitively and respectfully to the efforts of at least 3 children to communicate. (PC1.1, FS1.2p)

Observation Form
Child name (insert age)	Child A ( )	Child B ( )	Child C ( )
Type of interaction include all these types of interaction at least once: (e.g., group interactions, mealtimes, play opportunities, physical care routines, sustained individual interaction or times of transition)	Mealtime/ Feed time	Group Interaction/ Play Opportunities	Physical Care/ Routines/ Transition
Date observed
Describe child’s effort to communicate	E.g. The child’s hand gestures, facial expressions.
Describe how you responded sensitively to child’s effort to communicate	E.g. Acknowledging and recognising the child’s efforts to communicate.
Describe how you responded respectfully to child’s effort to communicate	E.g. Picking the baby up when they put their arms out.

Task 2.1 Interact Positively with Children (PE1.1p, PE1.2p, PE1.3p, PE1.4p, PE1.5p, PE1.8.1p, PE1.8.2p, PE1.8.3p)
[Task 2] Engage in sustained conversations with 2 different children about their interests and encourage them to share their stories and ideas during these conversations.

Can be same children from Task 2.1 (Task 1) (PC1.2, FS1.2p, FS1.1p)

Observation Form
Child name (insert age)	Child A ( )	Child B ( )
Date observed
Describe the context of your sustained conversation with this child, including the activity, people you interacted with in this instance (do not provide their real names) etc.	E.g. talking to the child while the child is engaging in an activity, e.g., asking about the different aspects of the child’s painting.
Describe child’s interests	E.g. Music
Explain how child’s interests are used to engage in conversation	E.g. Integrating the child’s interests into the activity and into the conversation, “what are you painting there? I see you painted your pet cat, tell me more about your pet cat.”
Describe how child is encouraged to share stories during conversation	E.g. Tell me more about what happened.
Describe how child is encouraged to share ideas during conversation	E.g. What do you think?

For Assessor’s Use Only
Did the candidate demonstrate the following while completing the task?	YES/NO		Comments
The candidate seeks information from the children by:
Asking open-ended questions. Open-ended questions are questions that cannot be answered by “yes,” “no,” or other fixed response.	 YES	 NO
Asking closed questions. Closed questions are questions that can be answered by “yes,” “no,” or some other fixed response.	 YES	 NO
2. The candidate confirms that they understand what the children are saying by:
Nodding to show that they are listening.	 YES	 NO
Paraphrasing/rewording what the children say.	 YES	 NO
3. The candidate extends the children’s learning by:
Asking them if there is anything that they find confusing.	 YES	 NO
Asking follow-up questions after children have answered initial questions.	 YES	 NO
Nodding to encourage the children to continue sharing their opinion or answer.	 YES	 NO

Task 2.1 Interact Positively with Children (PE1.1p, PE1.2p, PE1.3p, PE1.4p, PE1.5p, PE1.8.1p, PE1.8.2p, PE1.8.3p)
[Task 3] Communicate with children (collectively) in ways that help create a relaxed and unhurried routine during 2 separate practical tasks. (PC1.3, FS1.2p)

Observation Form
	Practical Task 1	Practical Task 2
Identify practical task. (e.g., mealtimes, nap time, changing of nappies, grooming, putting away toys, etc.)
Date observed
Describe how you communicate with children that helps create a relaxed routine	E.g. if it is during mealtimes, discussing the food on offer, the colour of food, whether it is a vegetable or fruit, etc.
Describe how you communicate with children that helps create an unhurried routine	E.g. singing while putting away toys, or making the putting away of toys a sorting game, etc.

Task 2.1 Interact Positively with Children (PE1.1p, PE1.2p, PE1.3p, PE1.4p, PE1.5p, PE1.8.1p, PE1.8.2p, PE1.8.3p)
[Task 4] Participate in 2 play activities, and during each activity, demonstrate the following with at least 1 child [can be children from Task 2.1 (Task 1)] (PC1.4, FS1.2p)

Observation Form
	Play activity 1	Play activity 2
Identify play activity	E.g., outdoor play, indoor play, etc.
Child name (insert age)	Child A ( )	Child B ( )
Describe child’s cues during play activity	E.g. I am bored, I don’t like this, It’s hard to do, etc. Verbal or non-verbal cues.
Describe type of involvement provided to child based on their cues	E.g. setting the play environment, providing the resources, materials, setting up challenges for the children, etc.
Describe level of involvement provided to child based on their cues	E.g. Working with the child if they are feeling left out in the play activity up until the child is seen that they are comfortable playing with others.

Task 2.1 Interact Positively with Children (PE1.1p, PE1.2p, PE1.3p, PE1.4p, PE1.5p, PE1.8.1p, PE1.8.2p, PE1.8.3p)
[Task 5] Model positive interactions with others (collectively) in at least 2 instances where children are present. (PC1.5)

Observation Form
	Instance 1	Instance 2
Date
Describe the context of conversation with others. (e.g., activity name, people you interacted with in this instance, children present during this instance, (do not provide their real names), etc.) (In the context of: group interactions, mealtimes, play opportunities, physical care routines, sustained individual interaction or times of transition)
Describe how positive interactions are modelled.	E.g. Active listening, asking open/close questions

Task 2.2 Support and Respect Children (PE1.1p, PE1.2p, PE1.3p, PE1.4p, PE1.5p, PE1.8.1p, PE1.8.2p, PE1.8.3p)
[Task 1] Implement 2 practices that empower children (collectively) to exercise their right to be active participants in their own lives. (PC2.1, FS2.0p)

Observation Form
	Practice 1	Practice 2
Date
Type of interaction (e.g., group interactions, mealtimes, play opportunities, physical care routines, sustained individual interaction or times of transition)	Group Interactions/ Play Opportunities	Meal time/ Physical Care/ Routine/ Transitions
Describe the context of each practice, including location, the activity, people you interacted with in this instance (do not provide their real names), etc.
Describe the practice implemented	E.g. Giving the children responsibilities, building on their strengths.
Explain how the practice empowers children.	E.g. It helps child/children develop their problem-solving and decision-making skills.

Task 2.2 Support and Respect Children (PE1.1p, PE1.2p, PE1.3p, PE1.4p, PE1.5p, PE1.8.1p, PE1.8.2p, PE1.8.3p)
[Task 2] In two separate learning and development activities, do the following within the scope of your responsibility to reduce children’s stress, and frustration and increase their ability to have agency and be decision makers.

(PC2.2, FS2.0p)

Observation Form
	Activity 1	Activity 2
Date observed
Activity location
Describe how this space is organised
Identify 1 resource used	E.g. resources for arts and crafts activity, books, resources to be used for mealtimes, etc.
Describe how the resource is organised	E.g. checking if resources pose any risks to children (choking hazards, toxic materials), age-appropriate, the shape of crayons are appropriate for toddlers’ hands, etc.
Name the routine	E.g. learning and development activities, nap time, changing of nappies, grooming, putting away toys, etc.
Describe how this routine is organised	E.g. Review if there is allocated time for children to transition from one task to a new task.
Explain how the space, resource and routine help reduce potential stress for children	E.g. There is a balance between artificial and natural lighting Help children focus and concentrate on the activity. Help children clearly see their environment and the different elements within their environment.
Explain how the space, resource and routine help reduce frustration for children	E.g. Crayons that are appropriately sized and shaped for toddlers’ hands. Ensured that toddlers are comfortable when holding the crayons. Ensured that they can draw and colour comfortably throughout the activity.
Explain how the space, resource and routine help increase children’s ability to have agency and be decision-makers	E.g. There is variety to the resources prepared to practice children’s decision-making skills. Ensured that there are a variety of colours for the crayons for the children to choose from.

Task 2.2 Support and Respect Children (PE1.1p, PE1.2p, PE1.3p, PE1.4p, PE1.5p, PE1.8.1p, PE1.8.2p, PE1.8.3p)
[Task 3] Support practices that honour 2 children, their families, and their communities respectively.

(PC2.3p, FS2.0p)

Observation Form (Children)
Child name (insert age)	Child A ( )	Child B ( )
Date observed
Describe the child respectively	E.g. Child’s strengths, e.g., arts and crafts, making friends, etc.
Describe the practice that honours child respectively	E.g. Recognising, acknowledging children’s unique strengths, interests, achievements, etc.
Describe how you support the respective practice	E.g. Sharing positive outcomes from using this practice with other educators.
Explain how this practice honours child respectively	E.g. Practice builds on child’s strengths.
Observation Form (Children’s Families)
Child’s families	Child A’s family	Child B’s family
Date observed
Describe the child’s family respectively	E.g. Family’s opinions and decisions that affect the child.
Describe the practice that honours child’s family respectively	E.g. Involving families in the decision-making processes that affect the child’s learning, development, and wellbeing in the centre.
Describe how you support the respective practice	E.g. Sharing positive outcomes from using this practice with other educators.
Explain how this practice honours child’s family respectively	E.g. Respects the family’s decisions, opinions, and preferences on service delivery.

Observation Form (Children’s Communities)
Child’s communities	Child A’s community	Child B’s community
Date observed
Describe the child’s community respectively	E.g. Language, culture, and customs within the child’s community
Describe the practice that honours child’s community respectively	E.g. Learning about local community contexts and aspirations to create responsive programs to enhance children’s learning, development, and wellbeing (ECA Code of Ethics).
Describe how you support the respective practice	E.g. Sharing positive outcomes from using this practice with other educators.
Explain how this practice honours child’s community respectively	E.g. Practice incorporates familiar elements from the child’s community.

Task 2.2 Support and Respect Children (PE1.1p, PE1.2p, PE1.3p, PE1.4p, PE1.5p, PE1.8.1p, PE1.8.2p, PE1.8.3p)
[Task 4] Support routines that honour 2 children, their families, and their communities respectively. Can be same children from Task 2.2 (Task 3). (PC2.3p, FS2.0p)

Observation Form (Children)
Child name (insert age)	Child A ( )	Child B ( )
Date observed
Describe the child respectively	E.g. Child’s strengths, e.g., arts and crafts, making friends, etc.
Describe the routine that honours child respectively	E.g. Personal care routines such as eating, sleeping, toileting, hand washing, packing away, etc.
Describe how you support the respective routine	E.g. Sharing positive outcomes from using this routine with other educators.
Explain how this routine honours child respectively	E.g. Routine builds on child’s strengths.

Observation Form (Children’s Families)
Child’s families	Child A’s family	Child B’s family
Date observed
Describe the child’s family respectively	E.g. Family’s opinions and decisions that affect the child.
Describe the routine that honours child’s family respectively	E.g. Serving the child food in accordance with the family’s religious practices and beliefs.
Describe how you support the respective routine	E.g. Sharing positive outcomes from using this routine with other educators.
Explain how this routine honours child’s family respectively	E.g. Routine respects the family’s decisions, opinions, and preferences on service delivery.

Observation Form (Children’s Communities)
Child’s communities	Child A’s community	Child B’s community
Date observed
Describe the child’s community respectively	E.g. The cultural group that the child belongs to
Describe the routine that honours child’s community respectively	E.g. Saying thank you for the food in the child’s language or in accordance with their cultural group’s way of saying thank you for the food.
Describe how you support the respective routine	E.g. Sharing positive outcomes from using this routine with other educators.
Explain how this routine honours child’s community respectively	E.g. Uses knowledge and information obtained from child’s local cultural group to inform child’s service planning and to improve service outcomes.

Task 2.2 Support and Respect Children (PE1.1p, PE1.2p, PE1.3p, PE1.4p, PE1.5p, PE1.8.1p, PE1.8.2p, PE1.8.3p)
[Task 5] In 3 separate instances, demonstrate the following with children (collectively): Genuine interest, understanding and respect. (PC2.4, FS1.2p, FS1.1p)

Observation Form
	Instance 1	Instance 2	Instance 3
Date observed
Describe the context of this instance, including location, activity name, people you interacted with in this instance (do not provide their real names), etc.
Describe children in respective instance	E.g. Ages of children
Describe how you show genuine interest in children	E.g. Active listening
Describe how you show understanding towards children	E.g. Showing empathy with children
Describe how you show respect for children	E.g. Showing kindness

For Assessor’s Use Only
Did the candidate demonstrate the following while completing the task?	YES/NO		Comments
The candidate seeks information from the children by:
Asking open-ended questions. Open-ended questions are questions that cannot be answered by “yes,” “no,” or other fixed response.	 YES	 NO
Asking closed questions. Closed questions are questions that can be answered by “yes,” “no,” or some other fixed response.	 YES	 NO
The candidate confirms that they understand what the children are saying by:
Nodding to show that they are listening.	 YES	 NO
Paraphrasing/rewording what the children say.	 YES	 NO
The candidate extends the children’s learning by:
Asking them if there is anything that they find confusing.	 YES	 NO
Asking follow-up questions after children have answered initial questions.	 YES	 NO
Nodding to encourage the children to continue sharing their opinion or answer.	 YES	 NO

Task 2.2 Support and Respect Children (PE1.1p, PE1.2p, PE1.3p, PE1.4p, PE1.5p, PE1.8.1p, PE1.8.2p, PE1.8.3p)
[Task 6] Comfort and reassure 3 children in ways appropriate for individual children. 1 child must be crying. The other 2 children must show 2 different signs of distress. During these instances, ensure you model self-regulation through gentle and calm behaviour. (PC2.8p, FS1.2p)

Observation Form (Crying Child)
Child name (insert age)	Crying Child X ( )
Describe the context of this instance, including location, activity, events that led to child crying, reasons why child was crying, etc.
Describe how this child is comforted in an appropriate way.	E.g. Gently begin rocking the baby back and forth (babies). Allowing them to rest and/or giving them some quiet time to listen to music or a story (toddler)
Describe how this child is reassured in an appropriate way.	E.g. Acknowledging and validating the emotions the child is feeling.
Describe how you model self-regulation through gentle and calm behaviour.	E.g. Using positive verbal language, such as saying “it’s alright” “don’t worry” “what’s wrong?”

Observation Form (Children with Signs of Distress)
Child name (insert age)	Distressed Child Y ( )	Distressed Child Z ( )
Date observed
Describe the context of this instance, including location, activity name, reasons why child was showing signs of distress, etc.
Identify sign of distress of respective child (sign of distress must be different)	E.g. Shouting, being withdrawn, being aggressive, being uncooperative, agitated, deeper breathing or short breaths etc
Describe how child is comforted in an appropriate way respectively	E.g. Allowing them to rest and/or giving them some quiet time to listen to music or a story (toddler)
Describe how child is reassured in an appropriate way respectively	E.g. Acknowledging and validating the emotions the child is feeling.
Describe how you model self-regulation with respective child through gentle and calm behaviour	E.g. Refraining from reprimanding the child for crying or showing sign of distress

Task 2.2 Support and Respect Children (PE1.1p, PE1.2p, PE1.3p, PE1.4p, PE1.5p, PE1.8.1p, PE1.8.2p, PE1.8.3p)
[Task 7] Respond positively to the abilities and confidence of 3 children and acknowledge their efforts and achievements. (PC2.6, FS1.2p)

Observation Form
Child name (insert age)	Child A ( )	Child B ( )	Child C ( )
Date observed
Describe the context of this instance, including location, activity, etc
Describe child’s abilities respectively	E.g. Child is good at cleaning up after herself, specifically picking up toys and organising them into different containers, etc.
Describe how you respond positively to child’s abilities	E.g. Providing activities that build on the child’s abilities, giving affirmation/ praise/ encouragement etc.
Describe child’s confidence respectively	E.g. The child is confident in her math skills
Describe how you respond positively to child’s confidence	E.g. Adjust the activity to ensure that the child is still within their comfort zone, but at the same time providing challenges to the child appropriately.
Describe child’s efforts respectively	E.g. Their attempts/tries at answering a question, or their responses to your questions (even if they are not necessarily the correct answer).
Describe how you acknowledge child’s efforts	E.g. I can see you’re focusing to complete the puzzle
Describe child’s achievements respectively	E.g. When they answered a question correctly.
Describe how you acknowledge child’s achievements	E.g. Acknowledging the child’s accomplishments includes giving out rewards (stars or stickers) for accomplishments, using encouraging phrases, a pat on the back, a high five, or clapping, etc.

Task 2.2 Support and Respect Children (PE1.1p, PE1.2p, PE1.3p, PE1.4p, PE1.5p, PE1.8.1p, PE1.8.2p, PE1.8.3p)
[Task 8] Support 2 children to recognise at least 3 of their emotions (e.g., happy, sad, bored, afraid, excited etc.) and help them correctly label these emotions. (PC2.7, FS2.0p)

Observation Form
Child name (insert age)	Child A ( )	Child B ( )
Identify emotion 1	E.g. Happy
How child is supported to recognise emotion 1	E.g. You just got a present and that made you smile; do you feel happy?
How child is supported to correctly label emotion 1	E.g. Asking the child to say the correct name of the emotion they are feeling – I am happy!
Identify emotion 2
How child is supported to recognise emotion 2
How child is supported to correctly label emotion 2
Identify emotion 3
How child is supported to recognise emotion 3
How child is supported to correctly label emotion 3

Task 2.2 Support and Respect Children (PE1.1p, PE1.2p, PE1.3p, PE1.4p, PE1.5p, PE1.8.1p, PE1.8.2p, PE1.8.3p)
[Task 9] Reassure 2 children. 1 child must be expressing frustration and another child must be expressing anger. During these instances, ensure you model self-regulation through gentle and calm behaviour. (PC2.8p, FS2.0p)

Observation Form
Child name (insert age)	Child D ( )	Child E ( )
Emotion observed	Frustration	Anger
Date observed
Describe the context of this instance, including location, activity, reasons why child was expressing frustration, etc
Describe how child is reassured	E.g. Showing the child that you are listening by repeating their feelings back to the child, “You’re feeling frustrated because…”
Describe how you model self-regulation with respective child through gentle and calm behaviour	E.g. Using positive verbal language, such as saying “it’s alright” “what’s wrong?”

Task 2.2 Support and Respect Children (PE1.1p, PE1.2p, PE1.3p, PE1.4p, PE1.5p, PE1.8.1p, PE1.8.2p, PE1.8.3p)
[Task 10] Support two different children to make their own choices and experience the natural consequences of their choices, while ensuring their safety and wellbeing. (PC2.9, FS2.0p)

Observation Form
Child name (insert age)	Child A ( )	Child B ( )
Date observed
Describe the context of this instance, including location, activity, people you interacted with in this instance (do not provide their real names), etc.
Describe how child is supported to make their own choice respectively	E.g. When transitioning to a new activity and the child is still pre-occupied with the previous activity: I can see you are concentrating on making your LEGO building. I have to go and get some paints set up for the next activity. Do you want to continue with your LEGO building, or do you want to paint with us?
Describe how child is supported to experience the natural consequences of their choices respectively	E.g. letting the child see the other children have moved on to the painting activity.

SUPERVISOR DECLARATION

By signing this declaration, I confirm that I have sufficiently observed the student, whose name appears above,

complete the required practical tasks in the workplace. I further confirm that the information above is true and accurate.

Supervisor name/

Handwritten signature: Date signed:

Task 2.3 Support Pro-Social Behaviour in Children (PE1.6, PE1.7)
[Task 1] In 2 separate instances, explain expectations for behaviour to children (collectively) in ways they understand and in accordance with your organisation’s policies and procedures on behaviour management. (PC5.2, FS1.2p)

Observation Form
	Instance 1	Instance 2
Date
Describe the context of this instance, including location, activity, people you interacted with in this instance (do not provide their real names), etc.
Specify the service policy for expectations for behaviour to children respectively.	Behaviour Guidance Policy
Summarise the information in this service policy	According to this policy, children must: ‘Learn to be respectful of the rights and needs of other people in the centre.’ According to this policy, educators must: ‘Give positive guidance towards acceptable behaviour so children learn what is acceptable and unacceptable behaviours are.’
Describe how you explain expectations for behaviour to children in ways they can understand respectively.	Setting limits in a positive way e.g., saying “It’s a good idea to put the toys away so we can start our painting activity. Do you like painting?”
Describe how you apply this service policy	“I guided children’s behaviour, so they learn to be respectful and considerate of the rights and needs of other children and adults in the center using positive behaviour management strategies, e.g., communicating about behaviour in a positive manner than in a negative way.”

Task 2.3 Support Pro-Social Behaviour in Children (PE1.6, PE1.7)
[Task 2] Engage 2 children in developmentally appropriate ways of agreeing expectations of behaviour. (PC5.3, FS2.0p)

Observation Form
Child name (insert age)	Child P ( )	Child Q ( )
Date
Describe the context of this instance including location, activity, people you interacted with in this instance (do not provide their real names), etc. (An instance includes a situation where a child is resistant or in conflict respectively)
Describe how you engage the child in developmentally appropriate ways of agreeing expectations of behaviour.	E.g. engaging a toddler in a conversation about why hurting others is unacceptable by asking them how they would feel if they were hurt by their friends, etc.

Task 2.3 Support Pro-Social Behaviour in Children (PE1.6, PE1.7)
[Task 3] Provide instructions and guidance to children (collectively) in ways that are positive and supportive in 2 separate instances. (PC5.4, FS1.2p)

Observation Form
	Instance 1	Instance 2
Date
Describe the context of this instance including location, the activity, people you interacted with in this instance (do not provide their real names), etc
Indicate instructions given to children	E.g. It’s a good idea to put the toys away, so we can start our painting activity.
Describe how you provide instructions and guidance to children (collectively) in ways that are positive	E.g. Instructing and guiding the child in a positive manner.
Describe how you provide instructions and guidance to children (collectively) in ways that are supportive	E.g., using a friendly and authoritative tone of voice when speaking, maintaining eye contact, or going down to their eye level.

Task 2.3 Support Pro-Social Behaviour in Children (PE1.6, PE1.7)
[Task 4] Demonstrate the following to 2 children: acknowledgement, clear verbal, and clear non-verbal communication when they make positive choices respectively. (PC5.5, FS1.2p)

Observation Form
	Child A ( )	Child B ( )
Date
Describe the context of this instance including location, activity, people you interacted with in this instance (do not provide their real names), etc
Describe how acknowledgement to child is demonstrated when they make positive choices	E.g. great work with…, good work with…, thank you for…, reward system such as stars, etc.
Describe how clear verbal communication to child is demonstrated when they make positive choices	E.g. Thank you, Child A for taking turns with Child B. That is very kind of you.
Describe how clear non-verbal communication to child is demonstrated when they make positive choices	E.g. smiling, making eye contact, using a friendly and cheerful tone when recognising the child’s positive behaviour, etc.

Task 2.3 Support Pro-Social Behaviour in Children (PE1.6, PE1.7)
[Task 5] Redirect 2 children’s challenging behaviour using positive: language, gestures, facial expressions, and tone of voice respectively. (PC5.6p, PC5.7p, FS1.2p)

Observation Form
	Child J ( )	Child K ( )
Date
Describe the context of this instance including location, activity, people you interacted with in this instance (do not provide their real names), etc.
Identify child’s challenging behaviour which is redirected.	E.g. Extreme fussiness, child is fidgety
Describe the positive language used to redirect child’s challenging behaviour	E.g. Saying “Let’s eat so we don’t go hungry later when we play outside”, “Shall we pack up together so we can go to the outdoor playground?”
Describe the positive gestures used to redirect child’s challenging behaviour	E.g. Turning to face the child and make eye contact.
Describe the positive facial expressions used to redirect child’s challenging behaviour	E.g. Give the child your calm facial expression and time to react as an assurance gesture.
Describe the positive tone of voice used to redirect child’s challenging behaviour	E.g. Using a friendly and authoritative voice when talking to the child about their challenging behaviour.

Task 2.3 Support Pro-Social Behaviour in Children (PE1.6, PE1.7)
[Task 6] Discuss with 2 children their behaviour using positive: language, gestures, facial expressions, and tone of voice. (PC5.6p, FS1.2p)

Observation Form
Child name (insert age)	Child A ( )	Child B ( )
Date
Describe the context of this instance, including location, the activity, people you interacted with in this instance (do not provide their real names), etc
Indicate the behaviour that is discussed with child	E.g. Positive behaviours such as friendliness, helpfulness, politeness, respectfulness, sharing resources with other children.
Describe how positive language is used to discuss the behaviour with child	E.g. Saying “It’s a good idea to put the toys away so we can start our painting activity. Do you like painting?”
Describe how positive gestures are used to discuss the behaviour with child	E.g. Turning to face the child and make eye contact.
Describe how positive facial expressions are used to discuss the behaviour with child	E.g. Giving the child a firm, calm look if they are demonstrating inappropriate behaviour.
Describe how positive tone of voice is used to discuss the behaviour with child	E.g. Using a friendly and authoritative voice when talking to the child about their behaviour.

Task 2.3 Support Pro-Social Behaviour in Children (PE1.6, PE1.7)
[Task 7] Use 1 appropriate strategy for each of the following instances (PC5.7p, FS2.0p):

Defusing situation of conflict (with at least 2 children)

Defusing situation of stress (with 1 child)

Observation Form
Child name (insert age)	1. Child P ( )	2. Child Q ( )		Child R ( )
Identify situation	Conflict		Stress
Describe the context of this instance, including location, the activity, people you interacted with in this instance. (Do not provide their real names), etc.
Describe the appropriate strategy used to defuse the situation respectively.	E.g. Child P and Child Q were fighting over who got to play with the doll. I saw Child P get to the doll first, so I sat both Child P and Child Q down together and calmly explained to them that Child P did get the doll first. However, I also told Child P that Child Q also wanted to play with the doll, so as a compromise, I told Child P that he could play with the doll for 10 minutes. After 10 minutes he must let Child Q play with the doll. Child P was reluctant but eventually relented and relinquished control over the doll and let Child Q play with the doll.

Task 2.3 Support Pro-Social Behaviour in Children (PE1.6, PE1.7)
[Task 8] Guide 2 children’s behaviour in ways that: promote self-regulation, self-esteem, well-being and preserve their self-esteem and well-being, respectively. (PC5.8, FS2.0p)

Observation Form
	Child J ( )	Child K ( )
Date
Describe the context of this instance including date, time, location, the activity, people you interacted, and the child’s behaviour during this instance, etc.
Explain how child’s behaviour is guided in ways that promote self-regulation.	E.g. Open discussions with them about their emotions in ways that they understand and role model the desired behaviour.
Explain how child’s behaviour is guided in ways that preserve their self-esteem	E.g. Being realistic with your expectations of the child (as the child’s educator) in a nurturing, positive manner.
Explain how child’s behaviour is guided in ways that promote their self-esteem	E.g. Celebrating children’s achievements and improvement in their behaviour.
Explain how child’s behaviour is guided in ways that preserve their well-being	E.g. Ensuring the learning and development activities are nurturing for the children and mindful of the children’s wellbeing.
Explain how child’s behaviour is guided in ways that promote their well-being	E.g. Helping children cope with their behaviour, including times they need to improve their behaviour.

Task 2.3 Support Pro-Social Behaviour in Children (PE1.6, PE1.7)
[Task 9] For 2 children: Identify a situation where each child may need additional support to assist them in developing pro-social behaviour and seek guidance from your supervisor regarding additional support. (PC5.8, FS2.0p)

Observation Form
Child name (insert age)	Child S ( )	Child T ( )
Date
Describe the situation where child potentially requires additional support to assist them in developing pro-social behaviour	E.g. Example of challenging social behaviour(s) that requires child to change or improve.
Identify Supervisor who is approached for guidance regarding accessing and providing additional support to child
Record the guidance provided by Supervisor

Task 2.3 Support Pro-Social Behaviour in Children (PE1.6, PE1.7)
[Task 10] Encourage positive relationship building between the 2 children. (PC4.3, FS1.2p)

Observation Form
Child name (insert age)	1. Child A ( )	2. Child B ( )
Describe the context of this instance. including location, activity, people you interacted with in this instance (do not provide their real names), etc.
Describe how you encouraged positive relationship building between the 2 children	E.g. Promoting healthy interactions among children in the centre. Employing inclusive practices and providing opportunities for children to learn about the culture and language of other children. Role-modelling good manners when interacting with the children.

SUPERVISOR DECLARATION

By signing this declaration, I confirm that I have sufficiently observed the student, whose name appears above,

complete the required practical tasks in the workplace. I further confirm that the information above is true and accurate.

Supervisor name/

Handwritten signature: Date signed:

Part 3 Reflection on Observations at the Centre
Task 3.1 Reflective Journal (PC6.1, PE2.1, PE2.2, PE2.3, FS3.0p, PC6.2)

Reflective Journal 1 (Experiences with Children)
	Experience 1	Experience 2
Describe 2 notable experiences with children at the centre
Specify 1 way to develop positive relationships with children respectively

Reflective Journal 1 (Relationship between You and Children)
	Child A	Child B
Record observations on how your relationship with child at centre is developed respectively	Child A was able to address her challenging behaviour when I used positive and appropriate behaviour management strategies.
Specify 1 way to develop positive relationships with child respectively	Wording instructions in a clear positive way.

Reflective Journal 1 (Relationships between Other Educators and Children)
	Educator A and Child A	Educator B and Child B
Record observations on how the relationships between other educators and children are developed	Child A was able to address her challenging behaviour when the educator used positive and appropriate behaviour management strategies.
Specify 1 way to develop positive relationships with child respectively	Wording instructions in a clear positive way.

Reflective Journal 1 (Relationships between Children)
	Child A and Child B	Child C and Child D
Record observations on how the relationships among children at centre are developed	Child A and Child B used to fight over the doll, and the other one would throw tantrums if it was the other child’s turn. After using positive behaviour management strategies and working with them on how they can take turns, they have learned to take turns and wait for the other child to finish.
Specify 1 way to develop positive relationships among children respectively

Reflective Journal 2 (Opportunities to Improve Skills in Relationship Development)
	Opportunity 1	Opportunity 2
Describe 2 opportunities to improve skills in developing positive relationships with children	Learn how to deal with a child’s challenging behaviour more effectively.
Indicate the step-by-step action taken respectively	Shadowing experienced educators and observing how they deal with challenging behaviours of children. Have consultations with educators to get some advice and guidance on how I can deal with a child’s challenging behaviour more effectively.

SUPERVISOR DECLARATION

By signing this declaration, I confirm that I have sufficiently observed the student, whose name appears above,

complete the required practical tasks in the workplace. I further confirm that the information above is true and accurate.

Supervisor name/

Handwritten signature: Date signed:

FOR ASSESSOR’S USE ONLY

RECORD OF ASSESSMENT
Name of Student
Name of RTO	MindChamps Academy (RTO Code 45065)
Name of Assessor	Kai
Unit of Competency	CHCECE033 Develop Positive and Respectful Relationships with Children

SKILLS WORKBOOK	S (Tick)	NYS (Tick)
Task 1.1: Observe One Child’s Behaviour
Task 1.1.1: Observe One Child
Task 1.1.2: Gather Information About the Child
Task 1.1.3: Understand the Child’s Behaviour
Task 1.2: Observe Children’s Interactions
Task 1.3: Reflect on Your Own Pedagogical Practices
Task 2.1: Interact Positively with Children
Task 1: Respond Sensitively and Respectfully to the efforts of 3 Children to communicate
Task 2: Engage in Sustained Conversations with 2 Different Children
Task 3: Communicate with Children that help to Create a Relaxed and Unhurried Routine
Task 4: Participate in 2 Play Activities
Task 5: Model Positive Interactions with Others
Task 2.2: Support and Respect Children
Task 1: Implement 2 Practices that Empower Children to exercise their Right to be Active Participants in their Own Lives
Task 2: Reduce the Children’s Stress and Frustration
Task 3: Support Practices that honour 2 Children, their Family and their Community
Task 4: Support Routines that honour 2 Children, their Family and their Community
Task 5: Genuine Interest, Understanding and Respect
Task 6: Comfort and Reassure 3 Children
Task 7: Respond Positively to the Abilities and Confidence of 3 Children
Task 8: Support 3 Children to recognise their Emotions
Task 9: Reassure 2 Children expressing Frustration and Anger
Task 10: Support 2 Children to make their Own Choices
Task 2.3: Support Pro-Social Behaviours in Children
Task 1: Explain Expectations for Behaviour to Children
Task 2: Engage 2 Children in Developmentally Appropriate Ways of Agreeing Expectations of Behaviour
Task 3: Provide Instructions and Guidance to Children
Task 4: Clear Verbal and Non-verbal Communication when they make Positive Choices
Task 5: Redirect 2 Children’s Challenging Behaviour
Task 6: Discuss with 2 Children their Behaviour
Task 7: Appropriate Strategy to Defuse Situation of Conflict and Situation of Stress
Task 8: Guide 2 Children’s Behaviour
Task 9: Identify a Situation where each Child may need Additional Support
Task 10: Encourage Positive Relationship Building between 2 Children
Part 3: Reflection on Observations at the Centre
Task 3.1: Reflective Journal

RULES OF EVIDENCE	YES (Tick)	NO (Tick)
All knowledge and skills evidence submissions are valid
All knowledge and skills evidence submissions are authentic
All knowledge and skills evidence submissions are sufficient
All knowledge and skills evidence submissions are current

SIGNATURE AUTHENTICATION CHECKLIST

Yes

(Tick)

I have checked the signature provided by the student in the Assessment Workbook cover page against the signature they have provided to the Academy, and they matched

I confirm all signatures provided by the student in their evidence submissions match with the signature they have provided to the Academy

OVERALL RESULT FOR THIS UNIT

(Tick)

NYS

(Tick)

Overall Result

ASSESSOR’S COMMENTS/ FEEDBACK

ASSESSOR’S DECLARATION
I declare that the results recorded in this Record of Assessment are true and accurate.
Name and Handwritten Signature of Assessor
Date Signed

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