Name of student:

Student’s Copy

CHCECE033 – Develop Positive and Respectful RelationshipsMarketing Research and Data Analysis with Children

Instructions for Skills Workbook

STUDENT COVER PAGE

Name of Student
Code and Name of Unit	CHCECE033 Develop Positive and Respectful Relationships with Children
Workplace Provider	MC ELC @
Postal Address of the Service
Contact Number of Service
Email Address of Service
Assessor/Supervisor	Kaithri

WORKPLACE SUPERVISOR 1

Name of Supervisor 1
Title/ Role in the Service
Contact Number
Email Address
Qualification(s) Min a Diploma of ECEC
Declaration By signing this declaration, I declare that the information recorded is True and Accurate.
Handwritten Signature / Date

WORKPLACE SUPERVISOR 2

Name of Supervisor 1
Title/ Role in the Service
Contact Number
Email Address
Qualification(s) Min a Diploma of ECEC
Declaration By signing this declaration, I declare that the information recorded is True and Accurate.
Handwritten Signature / Date

STUDENT’S DECLARATION

Please read the Student’s Declaration below and if you agree to the terms of the declaration, sign and date in the spaces provided. By submitting this work, I declare that: I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment student, and choose to be assessed at this time. I am aware that there is a limit to the number of submissions that I can make for each assessment, and I am submitting all documents required to complete this Assessment Workbook. I have organised and named the files I am submitting according to the instructions provided, and I am aware that my assessor/supervisor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process. Do save your file as CHCECE033 Skills WB Name of Student Date This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of qualification or statement of attainment. I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.
Name:      	Handwritten Signature:      	Date signed:      
Phone:      	Email:      

STUDENT’S DECLARATION By signing this declaration, I confirm that I have completed the practical assessment tasks outlined in this Unit’s Skills Workbook in the registered education and care service on the dates indicated. I further confirm that this document is true and accurate.
Student’s Name:      	Handwritten Signature/ Date

 

 

 

Overview of the

Practical Assessment (CHCECE033)

This practical assessment will require you to demonstrate underpinning knowledge and practical skills relevant to developing positive and respectful relationships with children.

This assessment is divided into 3 parts:

	Children’s Behaviour and Interactions
	Respectful and Positive Interactions with Children
	Reflection on Observations at the Centre

Resources Required for Assessment

To complete this practical assessment, you will need access to the following: A vocational placement that is a regulated early childhood education and care service in Australia provider that will allow you access to: Fellow educators and supervisors for guidance and collaboration Children in the centre, ages birth to six years old Information about the child including: Their families, caregiver(s), and their community etc. Social and physical environments within the child’s home and community. Social and physical environments within the education and care setting. The child’s developmental milestones and progress with respect to these milestones. The child’s temperament and personality. Service policies and procedures for relationships with children Opportunities to interact with children in the following situations: group interactions play opportunities. physical care routines sustained individual interaction. times of transition – at least one of the following: from one activity to another from one location to another during arrival at the service Opportunities for you to: Observe one child and gather information relevant to understanding their behaviour. Observe two groups of children, each group consisting of three children (ages birth to six years old). Interact positively with children at the centre. Support and respect children at the centre. Support pro-social behaviours in children at the centre. Observe: How you developed relationships with two children at the centre. How two other educators developed their relationships with children at the centre. How children developed relationships with other children at the centre. Templates for all documentation you need for the assessment are provided within this workbook, except for documents which you need to complete using your organisation’s template and style guide.

Practical Assessment Task	Completion Date	No of Hours	Supervisor’s initials
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 Families and their Communities	     		     
Task 4: Support Routines that honour 2 Children, their Families and their Communities	     		     
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	     		     

Part 1 Children’s Behaviour and Interactions

Task 1.1 Observe One Child’s Behaviour

Task 1.1 requires you to identify factors that influence behaviour of individuals.

Task 1.1 is divided into three subtasks:

Observe One Child (to be completed together with Part 2 of this Skills Workbook)

Gather Information About the Child

Understand a Child’s Behaviour

Tasks 1.1.1 and 1.1.2 are to be done simultaneously and are to be done together with Part 2 of this Skills Workbook.

You are only required to observe one child (ages birth to six years old), from the children you interacted with in Part 2.

Task 1.1.1 Observe One Child’s Behaviour (PC 3.5p)

This task requires you to observe one child in the centre.

Specifically, you will be required to:

Observe one child as you complete Part 2 of this Skills Workbook.

Record at least three notable behaviours that you have observed in the child.

Notable behaviours may include but are not limited to:

Positive behaviours such as friendliness, helpfulness, politeness, respectfulness etc., sharing resources with other children and waiting for their turn, etc.

Challenging behaviours such as defiance (e.g., ignoring or refusing to follow your requests) fussiness, hurting other people (e.g., biting, kicking, and punching), excessive anger when they don’t get their own way; extreme shyness, avoiding social interactions, being withdrawn from other children at the centre, etc.

Task 1.1.2 Gather Information About the Child (PC3.2p, PC3.5p, FS3.0p, PC3.1p, PC3.3p)

Tasks 1.1.1 and 1.1.2 are to be done together with Part 2 of this Skills Workbook.

This task requires you to gather information about the child you observed in Task 1.1.1.

Specifically, you will be required to:

Gather information about the child that is relevant to understanding the notable behaviours you observed in them.

Based on the information you gathered:

Provide a description of the physical and social environment within the child’s education and care environment respectively, using the information you gathered from this source.

Describe and identify one factor in the child’s physical and social home environment that may contribute to the child’s behaviour respectively.

Describe and identify one factor in the child’s physical and social community environment that may contribute to the child’s behaviour respectively.

Explain how each of these factors can impact the child’s behaviour respectively.

Description of the physical aspects of the child’s education and care environment relates to the early years learning centre where the child is currently enrolled, the facilities and resources within the centre, the physical layout, posters and displays, toys, books, colouring materials, equipment, and resources for childcare, etc.

Description of the aspects of the social environment relates to the child’s relationships and interactions within the centre, 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, e.g., how children relate and interact with each other, how children and educators relate and interact with each other, etc.

Description of the physical aspects of the child’s home environment relates to the child’s house, it’s physical layout, furniture and fixture within the house, layout of the area outside the house (e.g., garden, backyard), the child’s room, and other objects at home, such the child’s toys, books, childcare equipment and materials, etc.

Description of the aspects of the child’s social environment at home relates to the 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.

Description of the physical aspects of the child’s community environment relates to the physical layout of the child’s neighbourhood, the institutions within the child’s community, e.g., schools, shops, libraries, parks, etc.

Description of the aspects of the child’s social environment in the community relates to the child’s relationships and interactions in the community, including the child’s relationships and interactions with other children in the neighbourhood and other relevant persons in the community.

Child’s development stage relates to the developmental milestones, i.e. behaviours and physical skills typically observed in children, in particular age ranges, as they grow and develop.

The child’s progress with respect to the developmental milestones relates to whether they are demonstrating behaviours and physical skills typically observed in children at their age.

Child’s temperament relates to the way the child approaches and reacts to the things around them; a child can be easy, difficult, or slow to warm up, etc.

Child’s personality relates to the child’s set of behaviours, cognitions, and emotional patterns, etc.

For Child’s development stage, write three milestones for each developmental area that apply to the child’s age, and indicate whether the milestone is observed.

For Child’s temperament provide an overview of the information you gathered about the child’s temperament from this source and your rating for each of the five aspects of the child’s temperament.

Child’s Temperament:

Activity level – How physically active a child tends to be.

Distractibility – How easy it is for the child to become distracted from a task.

Attention span – Having the capacity to focus on a task.

Mood – Is the child generally positive, happy, serious, negative?

Adaptability – Whether a child is able to transition between activities with ease or takes time to adjust.

For Child’s personality, provide an overview of the information you gathered about the child’s personality from this source and your rating for the child’s personality traits below:

Child’s Personality:

Openness

High: Very creative, open to trying new things, likes new challenges, etc.

Low: Dislikes changes, does not enjoy new things, resists new ideas, etc.

Conscientiousness

High: Spends time preparing, enjoys routines, good control of impulses, etc.

Low: Dislikes structures and schedules, makes messes, doesn’t take care of things, etc.

Extraversion

High: Enjoys being the centre of attention, interacting with other children and people at the centre, etc.

Low: Prefers solitude, withdrawn and tends to shy away from others, etc.

Agreeableness

High: Shows empathy and concern for other children and people, enjoys helping other children and people, interested in other children and people, etc.

Low: Having little interest in others, doesn’t care about how other people feel, etc.

Neuroticism

High: Gets upset easily, feels anxious, worrisome, etc.

Low: Does not worry much, relaxed, etc.

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

This task requires you to use the information you gathered in Task 1.1.1 and Task 1.1.2 to provide an explanation for each of the notable behaviours you observed in the child.

Complete the rest of Part A of the Behaviour Report Form by following the instructions below:

In the Explanation column, provide an explanation for each of the three notable behaviours you observed in the child in Task 1.1.1 based on the information you gathered in Tasks 1.1.1 – 1.1.2.

In the Explanation based on column, tick all sources of information from which you based the explanations you provided for each of the three behaviours.

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

This task requires you to observe interactions within two groups of children, with each group consisting of at least three children.

During each group interaction, record the following in a copy of Group Interaction Report Form template:

Overview of the group interaction you observed.

Two behaviour patterns of group interaction observed.

Description of how the gendered behaviour of children affected group dynamics within this group interaction.

These group interactions may be observed during children’s mealtimes, games and activities, arts and crafts, other routines, etc.

Patterns of group interaction relate to who is interacting with whom, how is one child interacting with the rest of the group, verbal and non-verbal communications children used in this interaction, etc.

Gendered behaviour relates to how children act in accordance to how they view their identified gender. This includes behaviours such as the clothes they prefer to wear, the manner in which they talk, etc.

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

This task requires you to reflect on your practices as an Early Childhood Educator.

Specifically, you will be required to:

Identify two of your teaching practices as an early childhood educator that may affect children’s behaviours.

Explain how these may affect children’s behaviours.

Part 2 Respectful and Positive Interactions with Children

IMPORTANT: Part 2 of this Skills Workbook is to be completed together with Task 1.1.1 and Task 1.1.2.

As you complete the tasks in Part 2 of this Skills Workbook, you will need to observe one child to gather the required information for you to complete Tasks 1.1.1 and 1.1.2.

Part 2 Overview

Part 2 of the Skills Workbook assessment is divided into the following sub-parts:

Interact Positively with Children

Support and Respect Children

Support the Development of Pro-social Behaviours

In these tasks, you are required to interact with children positively and respectfully, ages birth to six years old, at the centre.

Tasks 2.1 and 2.2:

You will accomplish 2.1 and 2.2 by completing a series of tasks in the centre while being observed by your assessor.

Additionally, the tasks in 2.1 and 2.2 must individually or collectively include all these types of interaction at least once:

group interactions

mealtimes

play opportunities.

physical care routines

sustained individual interaction.

times of transition – at least one of the following:

from one activity to another

from one location to another

during arrival at the service

There can be overlap in the contexts listed above, e.g., a play opportunity can be a group interaction at the same time, or you may have sustained individual interaction with a child during a time of transition, etc.

Task 2.3:

The tasks in 2.3 must individually or collectively include all of the following at least once:

a situation where a child is resistant

situation of conflict

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)

You may interact with the same children across Tasks 1 – 5, provided that you communicated and interacted with at least three different children for these tasks.

This part of the assessment requires you to interact with at least three children, specifically ages birth to six years, in a positive and respectful manner while being observed by your assessor.

Specifically, you will be required to complete the following tasks:

TASK 1 – Respond sensitively and respectfully to the efforts of at least three children to communicate. (PC1.1, FS1.2p)

Responding sensitively involves acknowledging and recognising the child’s efforts to communicate, demonstrating patience, and encouraging the child’s efforts instead of brushing them off.

Responding respectfully involves reciprocating the child’s efforts to understand what they are trying to mean and say and showing politeness and attentiveness to the child’s efforts to communicate.

TASK 2 – Engage in sustained conversations with two different children about their interests and encourage them to share their stories and ideas during these conversations. (PC1.2, FS1.2p, FS1.1p)

Sustained conversations involve keeping the child engaged in the topic of the conversation and keeping the conversation interesting for the child. This includes using their interests to engage the child, encouraging them to share their stories and ideas, and asking questions that prompt them to share more to the conversation.

TASK 3 – Communicate with children (collectively) in ways that help create a relaxed and unhurried routine during two separate practical tasks. (PC1.3, FS1.2p)

Practical tasks include mealtimes, nap time, changing of nappies, grooming, putting away toys, etc.

Communicating in ways that help create a relaxed routine involves keeping conversations light-hearted, e.g., if it is during mealtimes, discussing the food on offer, the colour of food, whether it is a vegetable or fruit, etc., initiating conversations and prompting children to talk with one another.

Communicating in ways that help create an unhurried routine involves incorporating fun activities and games into the practical task, e.g., singing while putting away toys, or making the putting away of toys a sorting game, or doing a song and dance before doing a practical task, etc.

TASK 4 – Participate in two play activities, and during each activity, demonstrate the following with at least one child (PC1.4, FS1.2p):

Observe and describe the child’s cues.

Describe the type and level of involvement in the play to the child based on the child’s cues respectively.

Participating in play activities may vary depending on the play activities and as requested by the children, e.g., if the children are pretend playing to be shopkeepers of a shop, they may ask you if what you’d like to buy, you may participate in the play by asking for more information about their shop and what they sell.

Children’s cues include their verbal cues, e.g. “I am bored,” “I don’t like this,” “It’s hard to do,” etc. and non-verbal cues, e.g., body language, restlessness, fidgeting, facial expressions, and gestures, etc.

The appropriate type of involvement in the play may include but are not limited to setting the play environment, providing the resources, materials, setting up challenges for the children, etc.

The appropriate level of involvement is the extent of the involvement you will provide to the child.

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.

explaining the play activity to the child in ways that they can easily understand and observing and monitoring the child’s progress in the activity.

encouraging the child to play with others to a point where they are comfortable playing with others.

TASK 5 – Model positive interactions with others (collectively) in at least two instances where children are present. (PC1.5)

Others may include children, their families, caregivers, other educators at the centre, and other staff at the centre, 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)

You may interact with the same children across Tasks 1 – 10, provided that you communicated and interacted with at least three different children for these tasks.

This part of the assessment requires you to interact with at least three children, specifically ages birth to six years, in a positive and respectful manner while being observed by your assessor.

Specifically, you will be required to complete the following tasks:

TASK 1 – Implement two practices that empower children (collectively) to exercise their right to be active participants in their own lives. (PC2.1, FS2.0p)

Practices here may include but are not limited to giving the children responsibilities, building on their strengths, avoiding reprimanding, and calling out children in front of others if they did something wrong, if a behaviour needs to be addressed, focusing on the behaviour rather than the child, providing choices to the child, asking their permission, etc.

TASK 2 – In two separate learning and development activities, organise spaces, resources, and routines, within your responsibility, to reduce children’s stress and frustration and increase their ability to have agency and be decision makers. (PC2.2, FS2.0p)

Spaces include but are not limited to spaces for play activities, mealtimes, outdoor spaces (e.g., for outdoor play or gardening), playground, reading corner, etc.

Resources include but are not limited to toys, resources for arts and crafts activity, books, resources to be used for mealtimes, etc.

Routines include but are not limited to mealtimes, learning and development activities, nap time, changing of nappies, grooming, putting away toys, etc.

TASK 3 – Support practices that honour two children, their family, and their community respectively. (PC2.3p, FS2.0p)

Practices here include but are not limited to:

Recognising, acknowledging children’s unique strengths, interests, achievements, etc.

Acknowledging and celebrating children’s families’ history, culture, and language, etc.

Learning about local community contexts and aspirations to create responsive programs to enhance children’s learning, development, and wellbeing (ECA Code of Ethics).

Supporting practices that honour children, their family and their community mean encouraging other educators to implement the practice and sharing information about these practices to other staff at the centre.

TASK 4 – Support routines that honour two children, their family, and their community respectively. (PC2.3p, FS2.0p)

Routines here mean children’s personal care routines such as eating, sleeping, toileting, hand washing, packing away, etc.

Routines that honour children are those that recognise and build on the child’s unique strengths, interests, achievements, language, and cultural background.

Routines that honour children’s families are those that align with the families’ preferences, practices, circumstances, history, language, and cultural background.

Routines that honour children’s communities are those that align with the cultural and social practices within the community, holidays, practices of local cultural groups (if the child belongs to a local cultural group), etc.

Supporting routines that honour children, their family and their community mean encouraging other educators to implement the routine and sharing information about these routines to other staff at the centre.

TASK 5 – Demonstrate genuine interest, understanding and respect with all children (collectively) in three separate instances. (PC2.4, FS1.2p, FS1.1p)

Demonstrating genuine interest involves active listening, encouraging children to share more, not dismissing children, and not doing all the talking. This also includes verbal communication such as “Go on,” “And then what happened?” and non-verbal communication such as maintaining eye contact, going down to the children’s eye level, etc.

Demonstrating understanding involves showing empathy with children, being sensitive and aware of their needs and circumstances and being considerate of these needs and circumstances. It involves showing support, encouragement, and responding appropriately when children are challenging, etc.

Demonstrating respect involves showing children kindness, politeness, recognising their strengths, being considerate of their interests and needs, demonstrating good manners in interactions with them, etc.

TASK 6 – Comfort three children who are crying and showing signs of distress in ways appropriate for individual children. During these instances, ensure that you model self-regulation through gentle and calm behaviour. (PC2.8p, FS1.2p)

Modelling self-regulation through gentle and calm behaviour includes refraining from reprimanding the child for crying or showing sign of distress, using positive verbal language, such as saying “it’s alright” “don’t worry” “what’s wrong?”, and using non-verbal cues, such as keeping voice and tone calm, gentle, and friendly (instead of raising one’s voice), etc.

TASK 7 – Respond positively to the abilities and confidence of three different children and acknowledge their efforts and achievements. (PC2.6, FS1.2p)

Children’s abilities relate to what they can do, their skills, talents, or proficiency in a particular area (activities or routines), or how well they can do or perform something, e.g., child is good at cleaning up after herself, specifically picking up toys and organising them into different containers, etc.

Children’s confidence relates to their confidence in their abilities, awareness and belief in their own skills and talents in a particular area, or they believe they can do something well, e.g. the child is very confident in grooming and dressing himself, the child is confident in her math skills, etc.

Responding positively to child’s abilities and confidence includes aligning activities, facilities, equipment and resources with their abilities and confidence, helping children become aware of what they can do, supporting and encouraging them to take calculated risks, facilitating learning and development activities that highlight the children’s abilities and confidence.

Children’s achievements relate to their successes, or whether they performed/done something correctly or successfully, while children’s efforts relate to the work, they put into performing or doing something, their attempts at doing performing or doing something, a task or an activity, etc.

Acknowledging child’s efforts includes positive reinforcements on the child’s efforts, e.g. “I can see you’re focusing very hard to complete the puzzle,” “Wow! You’re almost done. Great work.”

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 8 – Support two children to recognise three of their emotions and to correctly label these emotions. (e.g., happy, sad, excited, bored, afraid, shy etc.) (PC2.7, FS2.0p)

Supporting children to recognise their emotions involves discussing and guiding the child to recognise and become aware that they are experiencing/feeling these emotions through active listening and effective questioning.

Supporting children to label their emotions involves helping the child associate words with the emotions they are experiencing/feeling.

TASK 9 – Reassure two children who are expressing frustration and anger. During these instances, ensure that you model self-regulation through gentle and calm behaviour. (PC2.8p, FS2.0p)

Modelling self-regulation through gentle and calm behaviour includes refraining from reprimanding the child for expressing frustration or anger, using positive verbal language, such as saying “it’s alright” “don’t worry” “what’s wrong?”, and using non-verbal cues, such as keeping voice and tone calm, gentle, and friendly (instead of raising one’s voice), etc.

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)

E.g.:

If the child does not want to move on to the next activity, you may let the child see other children having fun in the next activity.

If the child consistently leaves her toys behind, you may refrain from picking the toys up for her, these toys will get misplaced, and she will find it hard to look for them next time she wants to play with these toys.

Task 2.3 Support Pro-Social Behaviours in Children (PE1.6, PE1.7)

This part of the assessment requires you to support the development of pro-social behaviours in children, specifically ages birth to six years, while being observed and supervised by your Workplace Supervisor.

Specifically, you will be required to complete the following tasks:

TASK 1 – In two 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)

TASK 2 – Engage two children in developmentally appropriate ways of agreeing expectations of behaviour. (PC5.3, FS2.0p)

Expectations of behaviour relate to what is considered acceptable and what is considered unacceptable and inappropriate behaviours based on the child’s developmental level.

TASK 3 – Provide instructions and guidance to children (collectively) in ways that are positive and supportive in two separate instances. (PC5.4, FS1.2p)

Providing instructions and guidance in a positive manner includes wording your instructions positively instead of negatively, e.g., instead of saying “don’t leave your toys on the floor,” saying “it’s a good idea to start picking up our toys so we can move on to our painting activity. I know you like to paint.” This also involves using positive non-verbal communication when relaying the instructions and guidance to children.

Providing instructions and guidance in a supportive manner involves relaying instructions in ways that they can understand, clarifying instructions and guidance to children, being specific when recognising appropriate behaviour or when they follow your instructions and guidance, allowing time for the child to understand and respond to the instructions and guidance, etc.

TASK 4 – Demonstrate the following to two children (PC5.5, FS1.2p):

Acknowledgement when they make positive choices.

Acknowledgement includes but is not limited to recognising good behaviour and overcoming challenging behaviour, use of words such as, “great work with…” “good work with…” “thank you for…”; reward system such as stars or objects given to them when they make positive choices, etc.

Clear verbal communication when they make positive choices.

Clear verbal communication includes but is not limited to stating the specific behaviour that you want to recognise and reinforce in the child, e.g., “Thank you, Child A for taking turns with Child B. That is very kind of you.”

Clear non-verbal communication when they make positive choices.

Clear non-verbal communication involves non-verbal communication that directly aligns with what you are trying to say to the child, e.g., if you are saying, “Thank you, Child A for taking turns with Child B. That is very kind of you.” this must be consistent with your non-verbal communication, e.g., smiling, making eye contact, using a friendly and cheerful tone when recognising the child’s positive behaviour, etc.

TASK 5 – Redirect two children’s challenging behaviours using positive: language, gestures, facial expressions, tone of voice respectively. (PC5.6p, PC5.7p, FS1.2p)

TASK 6 – Discuss with two children their behaviours using: positive language, gestures, facial expressions, tone of voice respectively. (PC5.6p, FS1.2p)

Behaviours you discuss with them may be positive or negative behaviours.

Positive behaviours such as friendliness, helpfulness, politeness, respectfulness etc., sharing resources with other children and waiting for their turn, etc.

Negative behaviours such as fussiness, refusing to follow directions, etc.

TASK 7 – Use one appropriate strategy for each of the following instances (PC5.7p, FS2.0p):

Defusing situation of conflict (with two or more child)

Defusing situation of stress (with one child)

TASK 8 – Guide two children’s behaviour in ways that (PC5.8, FS2.0p):

Promote self-regulation.

Promoting children’s self-regulation involves open discussions with them about their emotions in ways that they understand, helping children recognise and identify their emotions, helping them express their emotions through appropriate and healthy ways, etc.

Preserve their self-esteem.

Preserving children’s self-esteem involves being realistic with your expectations of the child (as the child’s educator), avoiding reprimanding the child in front of others, using positive behaviour management strategies, asking children permission first before assisting them, respecting their privacy and confidentiality, especially during changing and toileting, positive affirmations, etc.

Promote their self-esteem.

Promoting children’s self-esteem involves celebrating children’s achievements, encouraging children to reward themselves for their accomplishments, help children recognise their achievements, developing their sense of independence and autonomy, having children engage in energetic physical activity, etc.

Preserve their well-being.

Preserving children’s well-being involves ensuring learning and development activities are safe for children, demonstrating to them how to do routines, activities, tasks safely, providing care and demonstrating respect for all children, providing healthy meals and drinks, etc.

Promote their well-being.

Promoting children’s well-being involves helping children understand their rights, promoting continuity of children’s personal health and hygiene by sharing ownership of routines and schedules with children, families, and the community, etc.

TASK 9 – For two children (PC5.8, FS2.0p):

Identify situation(s) where each child may need additional support to assist the child in developing pro-social behaviours.

Situations, where children may have additional needs, include but are not limited to extreme and persistent challenging behaviours, children’s changing needs (physical, emotional, mental, social, etc.), signs of potential developmental conditions or more serious social or emotional problems, etc.

Seek guidance from your supervisor regarding the additional support.

TASK 10 – Encourage positive relationship building between two children. (PC4.3, FS1.2p)

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)

This task requires you to reflect on relationships with children at the centre.

Specifically, you are required to reflect on:

Your experiences with children at the centre while completing the tasks in this Skills Workbook.

Your observations at the centre, specifically:

Observations on how your relationships with two children developed.

Observations on how two other educators’ relationships with children developed.

Two observations on relationships among children.

How you can improve your skills in developing positive relationships with children and indicate the step-by-step action taken respectively.

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