Children's Education and Care - Draft 3 Validation

CHCECE045_Foster positive and respectful interactions and behaviour in children Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCECE045

UNIT TITLE

Foster positive and respectful interactions and behaviour in children

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to contribute to guidelines that foster positive and respectful interactions and behaviour, and to monitor and support children’s learning, development and wellbeing in this area.

 

This unit applies to educators working at a leadership level in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

 

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

4 Comments

SAEC Students Options

"SAEC students are not always in a position where they provide guidance to others - not appropriate for School Age care"

Andrea Green 11.09.2020 05.36PM

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Application of unit

"Students aren't always in a position of leadership or involved in providing guidance to others - as a core unit this isn't appropriate for SAEC."

Bernadette Frawley 09.09.2020 03.00PM

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Leadership level?

"The unit descriptor says it "applies to educators working at a Leadership level" - is this an appropriate level unit in a training package qualification where the vast majority of candidates have not worked in the industry or who have very minimal experience working in a service? Very hard for a student to "provide guidance to others"."

Vonna H 04.09.2020 08.46PM

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1 Reply

"I think 'at a leadership level' refers to the lead educator position for which this qualification trains students. Students who are currently not employed t this level would need to undertake a project specifically for assessment. I see this as appropriate."

Suzanne Boyce 02.10.2020 03.24PM

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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. Develop guidelines that support positive and respectful interactions and behaviour in children.
    1. Collaborate with colleagues about expectations for positive and respectful interactions and behaviour.
    2. Collaborate with children to develop expectations for positive and respectful interactions and behaviour.
    3. Identify strategies that support children in managing their own pro-social skills and regulation, and are considerate of individual children’s needs, cultures and backgrounds.
  1. Observe and monitor interactions and behaviour in children.
    1. Assess the impact of the physical and social environment and curriculum on children’s behaviour.
    2. Observe children and provide clear and consistent support to encourage positive interactions and behaviour.
    3. Model consistent approaches and provide support to colleagues through coaching and mentoring.
    4. Assist children to resolve conflicts appropriate to their age and stage of development.
    5. Collaborate with children to develop alternative responses and behaviours.
  1. Identify challenging behaviours.
    1. Recognise factors that may cause challenges for children’s ability to interact positively and engage in the curriculum.
    2. Observe and document patterns of challenging behaviour according to service policies and procedures.
    3. Identify and reflect on the variables and influences that can impact an individual child’s behaviour and how this may inform responses.
    4. Identify and respond to the needs of other children who may be affected by the behaviour.
  1. Plan support for children.

 

 

 

    1. Analyse information regarding identified behaviour and use a collaborative approach to planning.
    2. Identify long-term and short-term objectives that are consistent with child’s cultural practice, abilities, age and developmental stage.
    3. Identify situations where advice or liaison with other professionals or authorities is needed and take action according to service policies and procedures.
    4. Develop and document the plan according to service policies and procedures and in consultation with the child’s family.
  1. Implement and evaluate support plan.
    1. Collaborate with all those involved to implement the support plan.
    2. Support colleagues to implement the plan effectively and consistently through coaching and mentoring.
    3. Review child’s progress regularly using critical reflection, and modify plan where necessary in consultation with colleagues, family members and others caring for the child.
    4. Critically reflect on own pedagogy to inform future practice.

5 Comments

Trauma informed practices

"It would be great to see the term 'trauma informed practices' here as we need to move away from the 'behaviour management model'. It is so important that educators understand that their responses can be a trigger for more negative behaviour."

Deborah Long 20.09.2020 05.32PM

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1 Reply

"I agree that management should be replaced with support. Trauma informed practices does not encompass the entire spectrum of behaviour of concern though. I certainly think it should be included."

Suzanne Boyce 02.10.2020 03.27PM

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Elements 1, 2 ,4

"Pro-social skills, coaching and mentoring others and a child's family. Some of these terms need greater explanations as again these are students who may have no other training or exposure to the sector."

Bernadette Frawley 09.09.2020 03.03PM

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2 Replies

"Agreed"

Andrea Green 11.09.2020 05.37PM

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"Maybe they need to be added to the knowledge evidence."

Suzanne Boyce 02.10.2020 03.31PM

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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

Reading skills to:

  • interpret educational program information and curriculum documentation.
  • comprehend content of organisational policies and procedures.

Writing skills to:

  • record information and observations according to organisational procedures.
  • produce accurate, informative documents and reports.

Oral communication skills to:

  • ask open and closed questions and actively listen to seek information and confirm understanding.
  • interact with and engage with children and families to build rapport.
  • Provide accurate detail of observations to colleagues and other relevant persons.

Initiative and enterprise skills to:

  • determine and use appropriate template for reporting, according to organisational policies and procedures.
  • use appropriate support strategies when opportunities arise.

Technology skills to:

  • document support plans using digital media.

UNIT MAPPING INFORMATION

Pending

LINKS

Companion Volume Implementation Guide

0 Comments

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Performance evidence

TITLE

Assessment Requirements for CHCECE045 Foster positive and respectful interactions and behaviour in 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:

  • observe the social interactions of children on at least three occasions and identify:
    • emerging pro-social skills
    • strategies used by the educator to support the development of pro-social skills
  • complete the following for two different children who exhibit challenging behaviour/s:
    • review any pre-existing information regarding the child’s interactions and behaviour
    • observe and monitor the interactions and responses of the child to identify challenging behaviour
    • participate in two collaborative discussions about the child’s interactions and behaviour with colleagues
    • document own reflections on the gathered information
    • develop, implement and evaluate a support plan for the child.

9 Comments

Requirements for school Age care

"2 children on at least 3 occasions will be difficult especially if a learner is on placement, they may not see the same children. The language used is at risk of labeling children. Maybe we can look at behaviors the educator finds challenging - this helps reflect on their own pedagogy. "

Andrea Green 11.09.2020 05.41PM

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1 Reply

"This is what is currently occurring and it has not proved a problem."

Suzanne Boyce 02.10.2020 03.16PM

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Labelling children - challenging behaviours

"I do not see how sending 1000's of students across Australia to each find two children exhibiting challenging behaviour is a positive for our sector and the 1000's of children who will be "discovered". This seems at odds with quality early childhood care our quality standards and learning frameworks. This unit should be about how educators support and foster pro-social behaviour of children. So, the real issue here is what are two behaviours that educators find challenging and how are the educators working through their challenge. Are they learning more about children's typical behaviour, their development needs in social interactions, emotional needs and cognitive understandings are they looking at their routines, environments, resources etc etc. When we look at current research around promoting co-operative behaviour core to this is the security we build with and around children. Teaching educators to label and isolate children according to their actions which most times are typical and expected is not what the sector needs. We observe children to discover what is frustrating, exciting, boring them - what is impacting on their behaviour, then educators can look for improvements and options. Re word the assessment requirements to looking at two behaviours that educators find challenging to deal with. More informed and skilled educators reduces challenging behaviours and supports children to develop caring interactions and positive behaviours. In many quality services our current students struggle to find a child exhibiting challenging behaviours. "

Janis Green 10.09.2020 03.04PM

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Evidence requirements

"The PE is too prescriptive for students of SAEC e.g. at least 3 occasions, for 2 different children. students on placement may not have the opportunity to see the same 2 children exhibiting 'challenging behaviour' This language is also at risk of labelling children when we could be thinking about reframing behaviour - looking for triggers and our own behaviour."

Bernadette Frawley 09.09.2020 03.06PM

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Performance Evidence

"The statement "develop, implement & evaluate a support plan for child" is really not viable for a student on placement. Wording throughout is "collaborate" however this statement implies the student must "develop" and "implement" when in actual fact the centre may already have a support plan in place, they may not allow the student to develop such a plan... and in a service one educator would not be responsible for this- it would be with the team of educators.. There is also an issue of a student developing a support plan on a child they have known for a short period of time. Hence I think this needs to read they "follow the support plan and evaluate their role within this" ... it may be semantics however the wording is critical when it comes to developing assessment tools and expectations of the student"

Kirsty Fantini 09.09.2020 12.55PM

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2 Replies

"Again, this is what currently occurs and it has not been a problem."

Suzanne Boyce 02.10.2020 03.18PM

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"Kirsty this statement is there for the student to be involved from the start once they identify their is a need there for intervention. So they build their knowledge and skills of the complete process, if they are just jumping in on a plan that is already developed and being implemented they may not develop the deeper understanding of the process and practice those skills that require sensitivity in a situation like this. If it is all completed in collaboration with a supervisor then I feel this would enable the student to succeed. If the service has any issues with a student undertaking this task then a professional conversation with them may be needed to build their understanding around the task requirement, often that is the case in these types of situations"

Sandra Phipps 02.10.2020 03.44PM

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Performance criteria

"How will we document social interactions ?Previous training package suggested to observed and analysed children’s behaviour, on at least three occasions, in a range of situations and contexts. Possible it would be beneficial to have such a clear language used in here."

Tatjana Krulic-Withall 09.09.2020 10.19AM

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School aged care qualification concerns

"Having this reflect 2 different children can be challenging for school aged care service. Many services are single staffed and have a small handful of children that attend and that may be able to meet that criteria - This is a core unit is School aged care qualification and its setting our learners up for failure. Can this be changed to 1 child?"

KEIRA GRAHAM 04.09.2020 12.13AM

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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 applicable to this unit including:
    • relationships with children
    • partnerships with families and community
  • Early Childhood Australia Code of Ethics
  • principles of the UN Conventions on the Rights of the Child
  • current and emerging theory and research about developing children’s cooperative behaviour:
    • contrasting beliefs
    • differing perspectives on child behaviour
    • supportive interventions
  • how own values impact perspectives on behaviour and how to use critical reflection to identify and respond to this
  • different domains of self-regulation and applications to assist those who deregulate in particular domains
  • stages of child development, specifically age-appropriate expectations of children’s behaviour
  • family beliefs about behaviour in different cultures and social groups
  • how to engage and collaborate with children
  • relationship-based guidance strategies that help children learn about behaviour, and how these are developed and implemented
  • features of environments (both physical and social) and the curriculum that nurture positive relationships and a sense of belonging
  • frameworks for observing children to understand individual needs
  • processes for identifying and recording challenging behaviours
  • situations where challenging behaviours may indicate a need for mandatory reporting
  • potential contributing factors to behaviours:
    • actions of others
    • child’s need for agency
    • child’s history
    • consistency (lack of)
    • culture
    • curriculum, practices or environments of the service
    • group dynamics
    • illness
    • needs not being met
    • no sense of belonging
    • partnerships with families
    • personality
    • recent and current events
    • sensory input – body and environment
    • size of group
    • stage of development
    • temperament and attachment
  • plans for supporting positive interactions and behaviour (at both a group and individual level) and:
    • how they are developed
    • who should be involved
    • what they should include:
      • looking beyond the child’s immediate behaviour and thinking about meeting genuine relationship needs
      • how to develop children’s self-regulation, positive self-concept and self esteem
      • ways to re-frame children’s behaviour
      • practices to support the building of resilience
    • how they are presented
    • how they are implemented and monitored
  • ways to communicate with families about behaviour.

4 Comments

Knowledge evidence.

"The knowledge evidence has been significantly expanded. Is this necessary? There seems to be some overlap with the knowledge evidence in the Cert III subject."

Suzanne Boyce 02.10.2020 03.14PM

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1 Reply

"Agreed Sue, it is very large with some random components added. As the cert is the prerequisite for this diploma, I would think a review of the KE in this unit be amended to ensure we are not doubling up on a skill that has been previously assessed and passed as competent."

Sandra Phipps 02.10.2020 03.46PM

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Early Childhood Australia Code of Ethics

"These are not relevant to SAEC and therefore shouldn't be part of KE. "

Bernadette Frawley 09.09.2020 03.07PM

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1 Reply

"A code of ethics is relevant. Maybe it should be reworded to be less secific."

Suzanne Boyce 02.10.2020 03.12PM

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Assessment conditions

ASSESSMENT CONDITIONS

 

 

 

 

 

 

 

 

 

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

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

 

Assessment must ensure access to:

  • National Quality Framework:
    • Education and Care Services National Regulations
    • National Quality Standard
    • the relevant approved learning framework
  • Early Childhood Australia Code of Ethics
  • UN Convention on the Rights of the Child
  • service standards, policies and procedures for:
    • relationships with children
  • educators for collaboration
  • 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

1 Comments

Early Childhood Australia Code of Ethics

"Again, not relevant for SAEC and also the working 'supervised by an approved EC educator' is difficult to comply with within SAEC. "

Bernadette Frawley 09.09.2020 03.09PM

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