Early Childhood Education and Care - Draft 2 Validation

CHCECE033_Develop positive and respectful relationships with children Draft 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 self-regulation.

 

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

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

PREREQUISTE UNIT

Nil

COMPETENCY FIELD

Early Childhood Education and Care

UNIT SECTOR

Children’s Education and Care

2 Comments

Add further information to the unit outline on behalf of ITANA

"1.2 Engage in meaningful, attuned and child-led conversations with individual children about things that interest the child and offer opportunities for them to share their stories and ideas with educators that know them and their families to a deep level. 1.4 Communicate during routine times, such as care moments, explaining to the child what is happening to develop security, foster active participation from children, and create relaxed and unhurried care moments and routines. 1.5 Use children’s cues to guide the level and type of involvement required by knowledgeable educators when participating in children’s play. 2.5 Comfort children who cry or show signs of distress, naming their emotions and what is happening in the situation, providing support, and allowing time for the emotions to pass. 3.3 Observe and assess the child’s individual stage of development, temperament and personality to facilitate understanding of and response to the child’s behaviour. 5.6 Use appropriate strategies to promote positive social learning and behaviour, setting clear boundaries, and defusing situations in which someone could be hurt."

Katherine Bussey 26.04.2019 03.05PM

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Unit

"All educators I work alongside have been asking professional development in behaviour management strategies. Why take out this unit when this is something many educators are seeking more training in? Combining it with another unit will take away from the depth, time and importance of behaviour management. "

Hannah Peachman 11.03.2019 02.08PM

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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 appropriately 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. Respond positively and respectfully to children’s comments, questions and requests for assistance.
    4. Communicate during practical tasks in ways that help create a relaxed and unhurried routine.
    5. Participate in children’s play and use children’s cues to guide the level and type of involvement.
    6. Role-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.
    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.
    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 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 patterns of children in groups.
    2. Identify actions that are contributing to positive or negative group dynamics.
    3. Identify gender influences on group dynamics.
    4. Encourage positive relationship building between children.
  1. Support the development of pro-social behaviours

 

    1. Communicate expectations for behaviour based on service policies in ways that children will understand.
    2. Involve children in developing limits and consequences for inappropriate behaviours.
    3. Provide instructions in a positive and supportive manner.
    4. Use positive reinforcement and clear verbal and non-verbal communication when children make positive choices.
    5. Use positive language, gestures, facial expressions and tone of voice when redirecting or discussing children’s behaviour with them.
    6. Use appropriate strategies to redirect behaviour and defuse situations of conflict or stress.
    7. Guide children’s behaviour in ways that promote self-regulation and preserve and promote children’s self-esteem and wellbeing.
    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 critical reflection, and develop actions with guidance from supervisor.

8 Comments

number of elements and PC

"A large and possibly challenging unit with 6 elements and 34 PC’s with repetition and a lack of clarity in some areas and although achievable could benefit from streamlining. Performance criteria, assessment conditions and type of service need aligning."

steven schumann 19.03.2019 12.28PM

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3.1 Research of childs home

"How will this be implemented? Clarification here required?"

Sue Dahlenburg 28.02.2019 09.49AM

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Elements and performance criteria

"Addition of 2.1 and change in wording for 2.9 are improvements. Elements 3, 4 and 6 are additional to Draft 1 so that this unit now contains more of the performance criteria used in CHCECEE006. They are more explicit than CHCECEE006 which is useful but some appear to be a much higher level (i.e. a Diploma student) than what would be expected from a Certificate III qualification. For example: group dynamics and critical reflection. "

Lorraine Walker 21.02.2019 02.38PM

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PC5 Support the development of pro-social behaviours

"There seems to be excessive criteria with lots of repetition here it needs to be simplified what skills are we expecting the Educator to perform or demonstrate? "

Deb Rowe 19.02.2019 05.32PM

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PC 3 Identify factors that influence behaviour of individuals

"At this AQF 3 level Services/Industry have commented that it should be contribute to or support the identification with colleagues of factors. As the FDC Educator would work with their FDC Coordinator or Mentor in doing this as well as in Centre based care they are part of the team working with the child/family."

Deb Rowe 19.02.2019 05.15PM

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1 Reply

"How will students identify factors? Via observation?"

Sue Dahlenburg 28.02.2019 09.48AM

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2.3 Support practices and routines that honour children, their family and the community context.

"This is a clear skill already in PC2, perhaps instead of repeating it, it could be included in knowledge evidence?"

Deb Rowe 19.02.2019 05.10PM

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Respond positively and respectfully to children’s comments, questions and requests for assistance.

"This seems to be a repeat of 1.1 just in more detail?"

Deb Rowe 19.02.2019 05.05PM

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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:

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Writing skills to:

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Oral communication skills to:

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Numeracy skills to:

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Learning skills to:

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Problem-solving skills to:

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Initiative and enterprise skills to:

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Teamwork skills to:

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Planning and organising skills to:

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Self-management skills to:

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Technology skills to:

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UNIT MAPPING INFORMATION

No equivalent unit.

 

LINKS

 

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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 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 resistant
    • 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 critically 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 children’s service of which 120 hours must be in a regulated education and care service in Australia.

3 Comments

PE clarity

"Performance evidence states that Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and the PE which would require demonstration of both knowledge and performance based tasks at least twice The performance evidence part of a unit is intended to demonstrate the application of PC, so in this case even when assessment of PCs are completed, tasks need to be assessed separately for PE? Does the statement: perform the activities outlined in the performance criteria of this unit during a period of at least 160 hours of work in a children’s service of which 120 hours must be in a regulated education and care service in Australia indicate a third time these are to be demonstrated? Is this unit appropriate for a non-regulated service?"

steven schumann 19.03.2019 12.29PM

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Performance evidence

"As per my previous comment for the qualification - Overall, in regard to all chapters, consideration for the use of a process of reflection at Certificate III level vs. a more high order critical reflection process at Diploma level needs to be determined and clearly defined."

Lorraine Walker 21.02.2019 02.39PM

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document and critically reflect on observations about the ways in which relationships are developed

"This needs rewording as not sure what you want them to be able to document but as stands is not in Educator Role at this level"

Deb Rowe 19.02.2019 05.35PM

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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(s) 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 taking into account 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 their understandings about other people 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
  • 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.

2 Comments

Knowledge evidence

"Generally, more explicit than Draft 1. However, Draft 1’s version of the first point was more comprehensive: ‘the National Quality Standard(s) applicable to this unit: what it is / they are; the outcomes that contribute to the standard(s) being achieved; the link to the relevant approved learning framework.’ There is no direct reference to detail and clarification regarding factors that influence group dynamics even though this is now an additional element and it is included in the assessment conditions. This is also an area that students find particularly challenging."

Lorraine Walker 21.02.2019 02.39PM

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1 Reply

"Agreed. Further the remaining 40 hours need to be accounted for rather than miscellaneously performed 'elsewhere'"

Nancy Pavlovic 19.03.2019 11.37AM

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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
  • observation must be supplemented by authenticated third party reports and 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 for Early Childhood Education and Care
    • National Quality Standard
    • the relevant approved national learning framework
  • service policies and procedures for:
    • relationships with children
  • children in a regulated education and care service.

 

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

LINKS

 

10 Comments

Assessment conditions

"Assessment conditions state that Interactions with children must be supervised by an approved early childhood educator – this is different wording as seen in other units ‘a qualified early childhood educator’ Suggest replace 'Directly observed' with 'Direct evidence needs to be gathered to demonstrate'..." Observation must be supplemented by authenticated third party reports and other forms of evidence – if the assessment requires being directly observed by an assessor why is supplementary evidence also required as there is also knowledge assessment to be demonstrated The term critical reflection as stated for other units might be more appropriate if called reflection"

steven schumann 19.03.2019 12.30PM

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Lovely unit

"HI I think this is a lovely unit especially elements 3 & 4. Describing behaviour development in this way really works. Maybe the level may be tricky for AQF 3 due to some higher level concepts - maybe an introductory unit? OR just some change in language."

Robyn O'Neill 03.03.2019 12.25PM

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Content

"This unit has 32 performance criteria and over 20 separate pieces of knowledge evidence - the volume of learning is overwhelming and inappropriate for Cert 3 learners. Some of the performance criteria are not what might be expected at AQS 3 - assess child’s personality? This is not a psychology course! How do assess ‘ show genuine interest? What is the meaning of 2.1 in terms of performance criteria? "

Karen Kearns 11.02.2019 05.52PM

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2 Replies

"Karen, I agree with your comment about assess personality but think it is just written is scary language. Maybe if it was clearer. I think that although the unit seems large, it is really the basics of positive and respectful behaviour and am happy that the content of what was CHCECE006, is included, not an elective. Educators need to have behaviour guidance support as a priority. They want it too. the KE's are plentiful but basically are detailing that children need to feel belonging, feel cared for, have environments that reflect their individuality and are respected (what could we get rid of???). Then four of the KE's are just listing how to communicate (active listening, questioning etc). We can't have it both ways, ie: clearer unit information but less content. I would rather more KE's but we know exactly what we are all working toward (consistency), than continuing to have unidentifiable concepts. It all comes down to getting the language right in most of these situations."

Debbie Conway 12.02.2019 01.07PM

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"Agreed. 'assess child’s personality?' is inappropriate and 32 performance criteria is excess for Cert3"

Nancy Pavlovic 19.03.2019 11.39AM

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Anomaly

"The performance evidence and the assessment conditions are slightly different - is this on purpose? Mealtimes, situation where child is resistant and situation of conflict are not in the assessment conditions but are in the performance evidence. Is this deliberate?"

Cindy Curran 28.01.2019 12.34PM

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Direct observation

""Alternate assessment method needs to be included for the circumstances where this can not OR does not occur. Suggest replace 'Directly observed' with 'Direct evidence needs to be gathered to demonstrate'...""

Nicola Johnston 17.01.2019 10.29AM

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1 Reply

"This needs to occur in all units to allow for other forms of direct evidence for rural and remote students as an equity issue."

Sue Boyce 27.02.2019 12.44PM

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supplemented evidence

"observation must be supplemented by authenticated third party reports and other forms of evidence So basically you are asking that all observations undertaken by the assessor and it stipulates must be observed at least once must then be backed up by a supervisor report - so we need to build tracking logbooks as well to go along the general observations "

Jessica Gwynne 16.01.2019 01.13PM

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1 Reply

"Agree Jessica it is up to the RTO Assessor to meet the rules of Evidence not the Training Package to specify what evidence to collect."

Deb Rowe 19.02.2019 05.43PM

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