Children's Education and Care - Draft 3 Validation

CHCECE033_Develop positive and respectful relationships with children Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCECE033

UNIT TITLE

Develop positive and respectful relationships with children.

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to communicate and interact respectfully with children and to guide their behaviours in ways that support their agency, positive sense of self and self-regulation.

 

This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

Early Childhood Education and Care

UNIT SECTOR

Children’s Education and Care

1 Comments

Element 3 & 4

"These are great elements with really good performance criteria. I actually do not believe that they are above a Cert III level - I think it is imperative for Cert III's to have this knowledge - more and more children are presenting with various issues and all educators need to have this knowledge so they know how to respond appropriately. Cert III's are not required to develop the strategies or a plan but they need to understand so they can respond sensitively."

Deborah Long 20.09.2020 05.13PM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Interact positively with children.

 

    1. Respond sensitively and respectfully to all children’s efforts to communicate.
    2. Engage in sustained conversations with individual children about things that interest the child and encourage them to share their stories and ideas.
    3. Communicate during practical tasks in ways that help create a relaxed and unhurried routine.
    4. Participate in children’s play and use children’s cues to guide the level and type of involvement.
    5. Model positive interactions with others.
  1. Support and respect children.

 

 

 

 

 

 

 

 

 

    1. Implement practices that empower children to exercise their right to be active participants in their own lives.
    2. Organise spaces, resources and routines within scope of own responsibility that reduce the potential for children’s stress or frustration and increase their ability to have agency and be decision makers.
    3. Support practices and routines that honour children, their family and the community context.
    4. Show genuine interest in, understanding of, and respect for all children.
    5. Comfort children who cry or show signs of distress in ways appropriate for individual children.
    6. Respond positively to varying abilities and confidence levels and acknowledge children’s efforts and achievements.
    7. Support children to recognise and label their range of emotions.
    8. Model self-regulation through gentle and calm behaviour and provide reassurance when children express distress, frustration or anger.
    9. Support children’s agency to make choices and experience natural consequences.
  1. Identify factors that influence behaviour of individuals.
    1. Identify factors of the social and physical environments of the child’s home and community which may impact on the child’s behaviour.
    2. Gather information about the child’s education and care social and physical environments to facilitate understanding of the child’s behaviour.
    3. Assess the child’s individual stage of development, temperament and personality to facilitate understanding of the child’s behaviour.
    4. Reflect on own pedagogical practices and identify how they may influence behaviours.
    5. Use information collected to inform a holistic understanding of the child’s behaviour.
  1. Identify factors that influence group dynamics.
    1. Observe interaction and behaviour patterns of children in groups.
    2. Identify gender influences on group dynamics.
    3. Encourage positive relationship building between children.
  1. Support the development of pro-social behaviours.

 

    1. Guide children’s behaviour in ways that promote self-regulation and preserve and promote children’s self-esteem and wellbeing.
    2. Communicate expectations for behaviour based on service policies in ways that children will understand.
    3. Involve children in developmentally appropriate ways when agreeing expectations of behaviour.
    4. Provide instructions and guidance in a positive and supportive manner.
    5. Acknowledge children’s positive choices and use clear verbal and non-verbal communication when children make positive choices.
    6. Use positive language, gestures, facial expressions and tone of voice when redirecting or discussing children’s behaviour with them.
    7. Use appropriate strategies to redirect behaviour and defuse situations of conflict or stress.
    8. Identify situations where children may need additional support and seek guidance from relevant supervisor.
  1. Reflect on relationships with children.
    1. Identify ways of developing positive relationships through review of own experiences and observation of others in the workplace.
    2. Identify opportunities to enhance own skills through reflection, and develop actions with guidance from supervisor.

3 Comments

PC 4.2: Identify gender influences on group dynamics.

"I feel this PC encourages cis-gender ways of thinking and what is known as typical 'boy/girl' behaviour. Not keen on this at all and having this PC specifically here promotes bias, gendered thinking. As a profession, we are and should be moving away from this. Gender has nothing to do with behaviour!"

Carla Scalia 21.09.2020 02.07PM

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1 Reply

"I completely agree Carla. Well said."

Katherine Hussar 28.09.2020 04.51PM

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Good content but Cert III?

"This is a good unit covering some great topics however there are some elements that appear beyond a Cert III level particularly in element 3 and 4."

Melanie Mayfield 09.09.2020 03.17PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.

SKILLS

DESCRIPTION

Oral communication skills to:

  • ask open and closed questions and actively listen to seek information and confirm understanding.
  • interact with and engage with children to build rapport.

Initiative and enterprise skills to:

  • determine appropriate strategies to support children’s individual needs.

Self-management skills to:

  • proactively seek opportunities to improve own work practice and conduct.

UNIT MAPPING INFORMATION

Pending

 

LINKS

Companion Volume Implementation Guide

0 Comments

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Performance evidence

TITLE

Assessment Requirements for CHCECE033 Develop positive and respectful relationships with children.

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • communicate positively and respectfully during interactions with children between the ages of birth to 6 years that individually or collectively include all of the following at least once:
    • group interactions
    • mealtimes
    • play opportunities
    • physical care routines
    • sustained individual interaction
    • situation where child is reluctant to participate
    • situation of conflict
    • times of transition – at least one of the following:
      • from one activity to another
      • from one location to another
      • during arrival at the service
  • document and reflect on observations about the ways in which relationships are developed in the workplace:
    • own relationships with children
    • other educator relationships with children
    • child to child relationships
  • perform the activities outlined in the performance criteria of this unit during a period of at least 160 hours of work in a regulated children’s education and care service in Australia.

3 Comments

Great changes made

"I like the way 007 and 006 has been incorporated into this unit and the way the performance evidence is appropriate for this level and then built on in CHCECE045."

Amanda Grainger 04.09.2020 03.03PM

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2 Replies

"I agree with your comments in relation to this unit, good merge"

Janine Johnston 04.09.2020 03.05PM

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"Totally agree Amanda! Love the move away from behaviour management plans in Cert III, with a move towards observations which forms the underpinning knowledge for CHCECE045"

Caroline Lancaster 04.09.2020 03.06PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • requirements of the National Quality Standard and related regulations and laws applicable to this unit, including:
    • relationships with children
  • partnerships with families and community development factors relevant to communication with children in early childhood
  • the reasons why it is important for children to have positive and respectful relationships
  • the features of positive and respectful relationships and how educators support these through:
    • demonstrating sensitivity and initiating warm, trusting and reciprocal relationships with children and their families
    • supporting families’ choices and decision making
    • ensuring that children experience safe and stimulating learning environments
    • helping children to establish secure attachments and develop self-regulation
    • developing learning programs that are responsive to each child and build on their culture, strengths, interests and knowledge
    • supporting shared sustained thinking
    • listening to, hearing and respecting the views and feelings of each child
    • recognising when a child learns something significant and applying this knowledge to strengthen learning relationships
    • recognising and deepening children’s understanding about other people and cultures and how values and beliefs influence their own world view
    • demonstrating respect and understanding of the views of other professionals and families when communicating and interacting across cultures
  • children’s emotional development
    • brain development and its role in emotional development of children
    • labels for emotions felt or displayed
    • development of pro-social skills
    • self-regulation of emotions
  • basic aspects of positive communication models
  • communication techniques and their specific application to communication with children in early childhood:
    • active listening
    • questioning
    • verbal
    • non-verbal
  • how individual educator cultural beliefs and practices may influence communication with children
  • techniques to guide children’s behaviour using a strengths-based approach
  • the factors that influence children’s behaviour
  • impact of group dynamics on childrens’ behaviour
  • how to recognise situations where further support or intervention may be required
  • principles of inclusiveness, diversity, equity and access in children’s education and care
  • techniques for building children’s resilience.

3 Comments

Knowledge Evidence

"I'm concerned about keeping "brain development and it's role in emotional development" in the KE. I believe this information is superfluous to the elements and could be addressed at this AQF level in a more appropriate ways. For example, overview the milestones of emotional development in children."

Angie Merkouris 02.09.2020 03.50PM

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1 Reply

"Agree"

Melanie Mayfield 09.09.2020 03.18PM

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PC and KE content aligning

"The Performance Criteria (PC) Elements in the Relationships unit focus on relationships with children but in the Knowledge Evidence (KE) new criteria is introduced that focus on relationships with families. I don’t believe the unit should introduce new criteria in the KE if it has not been previously reflected in the PC elements. Solution, remove all reference to relationships with families and keep to the unit title focus of relationships with children only. Alternatively, could we include an element that focuses on relationships with families. Assessment design and development is challenging when the unit brings in new criteria not reflected previously in the PC elements."

Alissa Haddad 20.08.2020 01.58PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in a regulated education and care service in Australia:

  • the following aspects of the Performance Evidence must be directly observed by the assessor on at least one occasion each:
    • communicate positively and respectfully during interactions with children between the ages of birth to 6 years that individually or cumulatively include:
      • 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
  • remaining performance evidence may be collected through authenticated third-party reports
  • observation and third-party reports must be supplemented by other forms of evidence
  • interactions with children must be supervised by an approved early childhood educator.

 

Skills related to reflection and documentation may be demonstrated outside of the service and include experiences from work in non-regulated children’s education and care environments.

 

Assessment must ensure access to:

  • National Quality Framework:
    • National Quality Standard
    • the relevant approved learning framework
  • service policies and procedures for:
    • relationships with children
  • children in a regulated education and care service in Australia.

 

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

LINKS

Companion Volume Implementation Guide

7 Comments

Directly observed

"All references to 'directly observed' in both early childhood qualifications should be strengthed so that dodgy RTOs don't 'directly observe' video evidence."

Adam Green 11.09.2020 01.40PM

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Direct observation modification

"Direct observation actually sits in ASQA's fact sheet named Direct Evidence. The term being used as Direct Observation needs to be changed to Direct Evidence where ASQA give options of what can collected in the event that direct observation can not be used for some reason. Being able to collect direct evidence also protects the rights of the child, the service and the student."

Nicola Johnston 28.08.2020 06.27PM

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2 Replies

"Agree, authentic evidence can be gathered without the requirement of direct observation. "

Melanie Mayfield 09.09.2020 03.20PM

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"Agree"

Lare Stanton 09.09.2020 03.25PM

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◾observation and third-party reports must be supplemented by other forms of evidence

"◾observation and third-party reports must be supplemented by other forms of evidence. Forms of evidence means? checklist and or assessment tool or does it mean visual- photo/video?"

Lare Stanton 28.08.2020 03.18PM

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1 Reply

"Agree, this needs further clarification"

Melanie Mayfield 09.09.2020 03.21PM

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interactions with children must be supervised by an approved early childhood educator.

"What does this mean exactly? How does this fit with FDC educators?"

Penny Jaworski 24.08.2020 05.39PM

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