Early Childhood Education and Care - Draft 2 Validation

CHCECE045_Foster positive and respectful interactions and behaviour in children Draft 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 senior operational or leadership level. 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/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

1 Comments

Unit application description

"Change of title, focus and more comprehensive application description is an improvement. "

Lorraine Walker 22.02.2019 04.24PM

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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 assist children in managing their own pro-social skills and regulation and are considerate of individual children’s needs, cultures and background.
  1. Observe and monitor interactions and behaviour in children.
    1. Observe children and provide clear and consistent support to encourage positive interactions and behaviour.
    2. Model consistent approaches and provide support to colleagues through coaching and mentoring.
    3. Assist children to resolve conflicts appropriate to their age and stage of development.
    4. Collaborate with children to develop alternative responses and behaviours.
  1. Identify challenging behaviours
    1. Observe and document patterns of challenging behaviour according to service policies and procedures.
    2. Investigate triggers or consequences which are maintaining behaviours.
    3. Identify and reflect on the variables and influences that can impact behaviours 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 challenging 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

Brain Development and Emotional Regulation

"There needs to be a greater emphasis and inclusion of information on understanding why children behave the way they do. Understanding of brain development and models such as the Triune brain model will lead to greater understanding of how to support children. The emphasis on a biological response instead of choice and blame, and the importance of connection and attachment are vital to meaningful and effective practices. "

Jodie Cox 31.05.2019 11.14AM

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2 Replies

"Hi Jodie, I agree that we need to promote links to biological responses, but do you think this is covered through the use of self-regulation and resilience in the unit - throughout? There are many models currently, resilience donut, phoenix cups (and others) being used in the industry, all linking with resilience and self-regulation, all with their own take on how the brain and behaviour effect children (people). Brain development is such a quickly evolving science at present and the importance of gut brain links and plasticity could also be explored. I feel that sticking with basic brain development, self-regulation and resilience concepts captures the essence, then further experience and knowledge as practitioners will cement philosophy and allow expansion. The basic actions of an educator are often the same despite the foundation theory, for example, using positive interactions, creating a sense of belonging through acceptance and being responsive. How much can we fit into an industry entry level student? How many theories/practices/approaches can we teach so that students develop their own philosophy? What are your thoughts? "

Debbie Conway 31.05.2019 11.41AM

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"Hi Jodie I think this is taught and covered in the knowledge of "child history" the effects of toxic stress and inconsistent guidance etc. If we are to define "a" theory we will need to do for each unit too"

Anne Parker 31.05.2019 01.00PM

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Elements and performance criteria

"More extensive, and now a well-written and logically sequenced unit – much improved from a former Draft."

Lorraine Walker 22.02.2019 04.24PM

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In depth

"The PCs are nicely detailed and should make for some thorough assessments and hopefully more prepared students. "

Charlotte Ryland 17.12.2018 05.26PM

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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:

  • document support plans using digital media.

UNIT MAPPING INFORMATION

No equivalent unit

LINKS

 

1 Comments

Devlop and document a behaviour plan.

"This seems to be above level III."

Sue Boyce 27.02.2019 01.09PM

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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:
    • observe and monitor the interactions and behaviour of the child to identify challenging behaviour review any pre-existing information regarding the child’s interactions and 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.

3 Comments

Implementing support plan

"Whilst developing a plan to support a child with behaviours of concern is possible for a student, many services and families may not be keen on this plan being implemented, particularly if it varies from current strategies or practices. Could be difficult to assess in the workplace and may need to be simulated. "

Susan Downey 30.04.2019 01.31PM

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Performance evidence

"I agree with Theo Aman’s comment re splitting ‘observe and monitor the interactions and behaviour of the child to identify challenging behaviour review any pre-existing information regarding the child’s interactions and behaviour’ into 2 separate points."

Lorraine Walker 22.02.2019 04.26PM

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PE2.1

"Shouldn't PE2.1 be split into two PEs?
e.g.
Complete the following for two different children who exhibit challenging behaviour/s:
- Observe and monitor the interactions and behaviour of the child to identify challenging behaviour
- Review any pre-existing information regarding the child’s interactions and behaviour"

Theo Aman 05.02.2019 04.34PM

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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) 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) 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
    • ratios
    • recent and current events
    • stage of development
    • temperament
  • 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
      • ways to re-frame children’s behaviour
    • how they are presented
    • how they are implemented and monitored
  • ways to communicate with families about behaviour.

1 Comments

Knowledge evidence

"Very detailed which will supportive of student’s understanding of the Elements and PCs for this unit. Links to a relevant approved learning framework needs to be included as this is cited in the Assessment Conditions. "

Lorraine Walker 22.02.2019 04.26PM

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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 for Early Childhood Education and Care
    • Education and Care Services National Regulations
    • National Quality Standard
    • the relevant approved national 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.

 

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

LINKS

 

0 Comments

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