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

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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.

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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.

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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.

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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

 

2 Comments

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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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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