1 Reading
To complete this task, refer to Page 296 — 297 of your text book; Frameworks for learning and development. Kearns, K. (2017). 4th . ed.
Question 1
Match the contributing factors to the example scenarios given in the following table. Then give one suggestion on how to minimise the contributing factors. When developing strategies, ensure they are age appropriate with a focus on supporting children to manage their own behaviour when possible.
Community and culture Age and developmentally appropriate behaviour
Scenarios
Arianne is 2.3 years of age. She constantly takes toys from other children, saying -Mine!-. The other children get upset and cry when she comes near them. Contributing Factor
Minimising Strategies
Maria is 3.6 years of age. She has spent considerable time in hospital because of extreme asthma. Her parents are very worried about her and tend to be 'over-protective'. Maria cries if not being given oneon-one attention when in the Centre
Brian (3.4 years) commenced care four weeks ago. He finds it difficult to separate from his mother in the morning. When his mother leaves, an educator takes his comfort rug away from him and puts it up high 'so he won't lose it'. Brian gets very upset and cries for tong periods of time. When he finally stops, he refuses to talk to any of the educators
Ellen (4.2 years) lives in poverty with her single mother and three siblings. Ellen finds it difficult to share, prefers to play alone and can be physically aggressive towards other children if they come into her play space.
Question 2 information
Standard 5.2: Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.
Element 5.2.2: Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts
Question 2a
Why is it important to involve the children in developing guidelines and rules for behaviour? Identify at least 3 reasons.
2b
Explain how the National Quality Standard 5.2 supports, involving children in developing guidelines and rules for behaviour? List at least 3 (three) points.
Question 2c
Describe three (3) ways that you can involve 4-year-old children in a cooperative approach to developing guidelines and rules for behaviour?
Question 3 Reading
To complete this task, refer to your text book
Frameworks for Learning and Development (4th ed.) 2017t Chapter 7 Guiding and Managing Behaviour (pages 307 - 308)
Question 3
It is essential that educators intervene and respond immediately to challenging behaviours that maybe threatening to themselves or others. List five (5) ways educators can make the situation safe.
Question 4 Reading
It is important to identify and review behaviours of concern as required. A functional assessment will allow educators to gather information to develop a behaviour management plan.
To complete this task, refer to your text book
Frameworks for Learning and Development (4th ed.) 2017, Chapter 7 Guiding and Managing Behaviour (pages 310 - 314)
4
Behaviour Plan Steps
Step 1: Defining behaviours that cause concern
In your own words explain the 6 steps involved in a functional assessment.
Step 1.
step 2.
step 3.
step 4,
step 5.
Step 6.
Question 5 Reading
To complete this task, refer to your text book
Frameworks for Learning and Development (4th ed.) 2017, Chapter 7 Guiding and Managing Behaviour (pages 316 - 317).
Question 5
Complete the following table by explaining how to implement the below five key steps in a behaviour plan.
Question 6
Explain the difference between Short Term Objectives and Long-Term goals. Give one example of each.
7
Decide what strategies are appropriate and which strategies are inappropriate, when implementing a behaviour plan.
The objectives and goals are clearly explained to everyone involved.
Not all educators agree that there is a problem.
The child's parents have been included in the discussion and planning.
The regular Room Leader will be away for the next six weeks on Long Service Leave.
Printed copies of the behaviour plan have been distributed to all educators, Director and the child's parents.
The environment has been organised to minimise the potential for inappropriate behaviour Not all educators have been informed of the behaviour plan.
Ensure the behaviour plan considers relevant cultural practices for responding to behaviour.
Educators know what observations and comments to record and where to record them.
Liaise with appropriate authorities and referral bodies as necessary
Don't check if resources are available until the plan in implemented.

Question 8: Establish plans in consu}tation with colleagues, family members and others
Question 8a
Why it is important to establish guidelines in consultation with families that are relevant to the culture and background of the children and policies of the service? List three (3) reasons.
Question 8b
List at least three (3) reasons why is it important to establish plans in consultation with colleagues, family members and others who may be caring for the child?
9 Reading
'With support, children establish their own important friendships with other children. They explore their responsibilities and rights and those of others in familiar settings such as the family, groups, the classroom and the playground. They begin to think in terms of other people's feelings and needs, and respond to diversity with respect. Stories and group discussions assist children in talking through conflicts, supporting development of social skills and tolerance for others' — VEYLDF Outcome 2:
Children are connected and contribute to their world (Victorian Early Years Learning and Development Framework, p20).
Question 9
How can educators support children to understand specific expectations for behaviour and acceptable alternative behaviours? In your response, give 2 examples.
16. 09-23004 SA CHCECE020 Establish and Implement Plans for
NOT Controlled if printed or saved to individual computers Developing Cooperative Behaviour
Version: 1 October 2018 Authorised: Managing Director
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CHCECE020
Unit Purpose
When and Where
What do I have to
Assessment Purpose
Assessment Task 2
AT2 — Scenario
Establish and Implement Plans for Developing Cooperative Behaviour
This assessment task provides you the opportunity to confirm you have gained the underpinning knowledge required by you to:
support both individual and group plans for developing cooperative behaviour
This assessment of your knowledge must be completed prior to workplacement. You may complete this assessment in your own time in your classroom or at home after you have completed the theory classes for this
In order to achieve a Satisfactory result for this assessment you must read the scenarios 1 to 3 and correctly answer all the questions for each scenario in this task AT2.
You are to construct short and long answer responses to the questions in relation to the scenario.
This is an open book assessment: Please refer to the 09-23004 Student Assessment Instructions booklet for instructions and conditions for open book assessments.
Satisfactory completion of this assessment cöntributes to the evidence your assessor will collect which will reflect that you understand and are aware of how to support both individual and group plans for developing cooperative behaviour.
Specifically:
how to interpret the relevance of framework and standards documents in guiding work in this unit of competency stage of development/age-appropriate expectations of children's behaviour appropriate and inappropriate behaviours — review of own stance and reflection on own values
different family styles of discipline and beliefs about behaviour in different cultures and social groups
possible contributing factors to behaviours of concern, i.e. recent events, child's history, actions of others, or developmental or emotional reasons
be submitted at the same time, as one document.
Resources and In order to complete this unit of competency you are required to:
Equipment read your textbook
Kearns, K. (2017), Frameworks for Learning and Development:
Working in Early Childhood Education and Care Series (4th ed.) Victoria o Chapter 7: Guiding and Managing Behaviour
Kearns, K. (2017), Birth to Big School: Working in Early Childhood Education and Care Series 4th ed. o Chapter 4: Socialising also access the following key resources:
National Quality Framework for Early Childhood Education and Care
the relevant approved learning framework under the National
Quality Framework for Early Childhood Education and Care you will need a pen and the assessment document
Note: assessments completed in pencil are not accepted
Timeline You have 1 week to complete the ATI Written Assessment, AT2
Scenario Tasks and AT3 Practical Tasks — each of these tasks must
Please hand your completed assessment task to your assessor
1 8. 09-23004 SA CHCECE020 Establish and Implement Plans for Developing Cooperative Behaviour
NOT Controlled If printed or saved to individual computers Version: October 2018 Aufhorised: Managing Director
Scenario 1 Scenario: Swearing
Read the scenario and answer the related question.
Is Georgie's reaction mistaken behaviour or unacceptable behaviour?
ii. How would you react in this situation? Ensure you consider Georgie's age and your own ethics — regarding swearing in your answer.
Question 1b
Describe three (3) ways that you could discuss the scenario with Georgie's family?
Question lc
List 2 questions that you can ask to Georgie's family and other educators while you a developing a strategy for Georgie to stop swearing.

Mitchell (2.11 years) desperately wants to play with 'big boys'. He tries to join in their activities but invariably falls or trips. Today he fell while the boys were running, cutting his knee. He cried loudly when he realised his knee was bleeding. The leader of the group, Tom (3.5 years), began to chant: 'Cry baby Mitchell, Cry baby Mitchell'. The 'other big boys' joined in the chant.
Question 2a
Is Tom's reaction mistaken behaviour or unacceptable behaviour?
ii. How would you react in this situation? Ensure you consider both Mitchell and Tom in your answer.
Describe two (2) ways that an educator could encourage Tom to understand, how his behaviour effected Mitchell and the other boys in this situation?
Scenario 3 Scenario: My Teddy
Scenario - My Teddy!
22. 09-23004 SA CHCECE020 Establish and Implement Plans tor
NOT Controlled if printed or saved to individual computers Developing Cooperative Behaviour
Version: 1 October 2018 Authorised: Managing Director
Ellis (22 months) and Ava (21 months) are playing outdoors. Ellis is pulling a wagon along and stops occasionally to talk to the two dolls and teddy that he has in the wagon. Ava spots the teddy, and takes it out of the wagon. Ellis shouts at her, grabs back the teddy and pushes Ava, who falls backwards and begins to cry.
Question 3a
Is Ellis reaction mistaken behaviour or unacceptable behaviour
ii. What factors impacted on both, Ellis and Ava's behaviour in the scenario? How would you respond? iii. A new educator in the room is unsure how to handle this situation. What type of support can be offered to help develop her skills? In your response, explain one type of support (training, professional development, mentoring, coaching) and why you have chosen that particular support strategy.
24. 09-23004 SA CHCECE020 Establish and implelnent Plans for
NOT Controlled if printed or saved to individual computers Developing Cooperative Behaviour
Version: i October 2018 Authorised: Managing Director
Page left intentionally blank
CHCECE020
Unit Purpose
When and Where
What do I have to
Assessment Purpose
Assessment Task 3 AT3 - Practical
Establish and Implement Plans for Developing Cooperative Behaviour
This assessment task provides you the opportunity to confirm you have gained the underpinning knowledge required by you to:
support both individual and group plans for developing cooperative behaviour
This assessment of your skills and underpinning knowledge must be completed prior to work-placement.
You must complete this assessment in a simulated environment or classroom as directed by your trainer/assessor.
In order to achieve a Satisfactory result in the AT3 assessment task, you must correctly complete the tasks listed below ensuring your responses address the knowledge and performance requirements of the task.
Practical tasks:
read developmental summary and observations 1 to 3 about Jonty.
interpret the observations o prepare a behaviour plan.
Satisfactory completion of this assessment contributes to the evidence your assessor will collect which will demonstrate that you are able to apply the concepts relating to support both individual and group plans for developing cooperative behaviour. Specifically:
develop a plan to guide a particular child's behaviour where required stage of development/age-appropriate expectations of children's behaviour possible contributing factors to behaviours of concern, i.e. recent events, child's history, actions of others, or developmental or emotional reasons organisation standards, policies and procedures.
Resources and In order to complete this unit of competency you are required to:
Equipment read your textbook
Kearns, K. (201 7), Frameworks for Learning and Development: Working in Early Childhood Education and Care Series (4th ed.). Victoria o Chapter 7: Guiding and Managing Behaviour
Kearns, K. (201 7), Birth to Big School: Working in Early Childhood Education and Care Series 4th ed. o Chapter 4: Socialising also access the following key resources:
National Quality Framework for Early Childhood Education and Care
the relevant approved learning framework under the National Quality
Framework for Early Childhood Education and Care you will need a pen and the assessment document
Note: assessments completed in pencil are not accepted
Timeline You have 1 week to complete the ATI Written Assessment, AT2
Scenario Tasks and AT3 Practical Tasks — each of these tasks must
be submitted at the same time, as one document.
Please hand your completed assessment task to your assessor
09-23004 SA CHCECE020 Establish and irnplement Plans for Developing Cooperative Behaviour 26.
NOT Contolled if printed or saved to individual computers Version: 1 October 2018 Authorised: Managing Director
AT3 - Practical 1
Jonty — Simulated Behavioural Plan
Read each attached observations below, about Jonty and then answer the following question
Background Information
Jonty attends the centre Monday Thursday. Fridays are spent with his grandparents.
Jonty lives with his mother, Jenny and father, Roy, a brother, 16 years and a sister 14 years. Mr & Mrs Jones own and operate a large and busy plant nursery. Roy usually starts work at around 6.00 am and works six days per week. Jenny works at the nursery on Tuesdays, Thursdays, Saturday and Sundays. On the weekends, Jonty is usually at the nursery, at home with his brother and sister or with his grandparents. Jonty looks forward to his time with his grandparents as they play games with him, take him fishing and to the park.
Practitioner's Comment
Jonty has been attending the service for 12 months. Once a co-operative, quiet child, Jonty is becoming increasingly difficult. He has outburst of aggression towards the other preschool children in care, is easily frustrated and lately he has become very negative towards himself. He often refuses to attempt tasks, saying -l cant do it, it's too hard-
Jonty tends to be a loner. He rarely engages in play with his same age peers, preferring instead to play with infants and toddlers. He is particularly fond of Tom (8mths). He also likes Sophie (9yrs) who comes to the service for after school care. Despite his poor relationship with his peers, Jonty appears to enjoy his time at the service even though he often tells the practitioner that he doesn't tike being at child care.
At times, Jonty can be aggressive to others. Jenny (mother) is concerned that Jonty is being neglected by herself and Roy but she feels unable to do anything to change the situation because of the demands of the business. She fee's that the family -baby- Jonty too much when they do spend time with him and as a result she feels that Jonty is not -acting his age-.
Jonty is a bright boy who displays language and cognitive skills well above what might be expected for his age. He is particularly interested in dinosaurs, insects and sea life. He often brings books from home, which he wilt sit and look at for long periods of time. Jonty's fine motor skills are poor and he finds most art and craft frustrating. He prefers to play outdoors and has well-developed gross motor skills (climbing, jumping, running, kicking etc).
Developmental Summary
Child's Name: Jonty J Age: 3.6yrs
Attendance Pattern: Mon — Thurs
Date of Birth: 12.7.*x
Family Background Child's Interests
e Parents both work — long hours/nursery
e Grandparents — local — care for Jonty on
Fridays
• Brother 16, sister 14 — care for Jonty at week ends
• Mum anxious about lack of time with Jonty Enjoys:
dinosaurs sea life books fishing with Pop
Physical Development
Jonty's gross motor skills are developing appropriately; his fine motor skills are generally poor and contribute to his frustration and poor self-esteem.
Fine Motor: Gross Motor:
Poor scissor skills Uncontrolled use of brush
No dominant hand
Poor eye hand co-ordination
Stacks blocks Climbs, runs, jumps, kicks ball with skill
Agile — runs around objects
Good balance Catches big ball
Self Help Development
Independent, refuses adult help, poor co-ordination and fine motor skills influencing development of self-help skills— likes to help with babies/toddlers' care.
Difficulty with cutlery — uses fingers
Independent — refuses help
Dresses self appropriately
Social Development
Jonty's behaviour has changed, he has difficulty relating in positive ways with his peers, is often uncooperative with Practitioners. His self-esteem is poor and separation from Mum is difficult.
Expresses feelings in inappropriate ways
Prefers interactions with younger children or playing alone
Outburst of anger expressed physically and verbally — negative body language
Easily frustrated
Can be un-cooperative
Poor self-esteem — -l can't-
Behaviour has changed
Separation problem with Mum
28. 0903004 SA CHCECE020 Establish and Implement Plans for
NOT Contro]ed if printed or saved to individua} computers Developing Cooperative Behaviour
Version: 1 October 2018 Authorised: Managing Director
Developmental Summary
Child's Name: Jonty J Age: 3.6yrs Date of Birth: 12.7 .xx
Attendance Pattern: Mon — Thurs
Language Development
Jonty's language development is above average for his age. He needs to use positive language with peers and to express his feelings verbally.
Uses language during play to describe actions and intentions
Uses well-constructed sentences
Uses personal pronouns
Interested in books
-Writing- his name
Cognitive Development
Concentrates well on self-selected tasks Matches shape/colour
Curious-investigates eg. water and sand Matches one to one
Uses symbols eg. -writes- name Counts to ten
Uses trial and error to solve puzzle Concepts — same/different
Good memory — facts about dinosaurs, recalls stories
Observation 1: Running Record Sorts objects
Name: Jonty Jones Date: 22nd March
On arrival Jonty appears very sullen - he clings to his mother and starts to cry when she leaves. His mother tells Jonty -not to be silly- and leaves looking rather harassed. The practitioner asks Jonty if he would like to sit and look at some books with her and the other children. Jonty looks at the practitioner and then looks at the floor. He walks over to the dough table and sits with his back to the others. The practitioner makes no further comment and begins to read to the others. Kate (3yrs) approaches and sits opposite Jonty. 'Hi Jonty, wanta play with me?' Jonty does not answer but immediately tries to grab all of the play dough and cover it with his arms. Kate says -Give some to me!- Jonty places his head on his arms, further covering the dough. Kate attempts to pull some of the dough away from Jonty and his response is to hit her.
29.
I
Observation 2: Anecdote
Name: Jonty (3.6yrs) Date: 24th March
Jonty has been unco-operative for most of the day. He made no attempt to play with the other children and on two occasions when approached by children he pushed them away. He spent long periods playing with Tom on the floor, rolling a ball, talking to Tom and making him laugh. He wanted to be involved in feeding Tom his lunch and was very gentle with him. When the practitioner commented, -Jonty, you are so gentle with Tom- Jonty smiled at her and replied -Tom likes me.
Jonty played alone with the blocks and built several towers that he knocked down with -an angry dinosaur- and then rebuild. At the collage table Jonty attempted to cut circles from a sheet of coloured paper, however, his hand eye-co-ordination and fine motor skills did not match this task. When cutting Jonty swapped the scissors from one hand to the other. The practitioner offered assistance and a different pair of scissors but Jonty said -No!- After a short time he became frustrated and gave up. 'These are stupid scissors!- He then went to the easel and used the felt pen to -write- his name.
Jonty used long sweeping strokes to cover the paper with paint. Each time he took the brush from the paint pot paint dripped to the floor.
At the puzzle table Jonty selected a ten piece inset puzzle of farm animals. He removed each piece one at a time, naming the animals as he went. He then attempted to return the pieces and used a great deal of trial and error before the puzzle was successfully completed.
At lunch time Jonty began using his fork and spoon but gave up and used his fingers. He overfilled his cup with juice and accidentally knocked it over when he was reaching for a piece of bread. When the practitioner asked him to wipe up the spill he replied angrily -No, I can't do it! You do it.- And started to cry.
Observation 3: Anecdote
Name: Jonty (3.6yrs) Date: 29th March
Setting: Sandpit
Other children present in sandpit: Kate (3.5yrs)
Jonty used the scoop to dig in the sand, first with his right hand and then with his left hand. He looked at Kate and said -I'm digging a lake for fishing and you can't help.- Kate did not respond but continued with her play.
Jonty continued to dig and then announced that he needed some water for his lake. He took a bucket and went to the water trough, where he scooped some water into the bucket. He then ran back to the sandpit and tipped the water into his hole. He watched the water soak into the sand and said to himself, -More water-. He then returned to the water trough and again ran back to the sandpit.
Kate, who had been watching Jonty, had moved to the hole and was digging out the wet sand. Seeing Kate, Jonty became enraged, crying and yelling -Get out of my lake-. When she did not move, Jonty hit her with the bucket.
Kate began crying, -l hate you-, and threw a handful of sand at Jonty. Jonty was about to retaliate when the practitioner arrived.
30.
09-23004 SA CHCECE020 Establish and implement Plans for
NOT Controlled if printed or saved to individual computers Developing Cooperative Behavioor
Version: 1 October 2018 Authorised: Managing Director
Practical Task Question 1 - Interpretation of Observations
When and where do the behaviour occurs (include day, educators or children, times of day, routines & activities that may impact on this behaviour)
Possible reasons for the behaviour (include reference to mistaken or deliberate, age appropriateness, temperament, personality, stress levels, cultural practices)
Impact on environment, program, other children
Ennpiement
31 . 1
Practical Task Question 1 Interpretation of Observations
Assumed reasons I triggers for the behaviour
Activities and experiences enjoyed by the child
Activities, experiences, routines which pose a challenge for the child
How will you involve Jonty in developing guidelines for his behaviour?
How witl you establish guidelines in consultation with Jonty's family? In your response, consider- cultural and background of the child.
Satisfactory Not Satisfactory
32.
09-23004 SA CHCECE020 Establish and Implement Plans for Developing Cooperative Behaviour
NOT Controlled printed or saved to individual computers Version: 1 October 2018 Authorised: Managing Director
Question 2
Using all information provided on Jonty complete the following behaviour plan. Ensure the plan is realistic, and in accordance with the services philosophy and policies.
Long Term Behavioral Goal
Short Term Behavioral Goal
Aim for alternative behaviors
Intervention Strategies
Practical Task 1:Question 2 Behaviour Plan
Child's Name: Jonty Age: 3 years and 6 months
Amount of time till the plan will be reviewed. For example — 3 weeks. In your response, explain why you have decided to review the plan within the given timeframe.
Who to attend the review? In your response, explain why each of the people you identified would attend.
Satisfactory Not Satisfactory
Question 3
Explain how you will support your colleagues to implement the plan effectively and consistently? In your response, explain one strategy you could use.
Satisfactory Not Satisfactory
AT3 Practical -overall result Satisfactory Not satisfactory
09-23004 SA CHCECE020 Establish and Implement Plans for Developing Cooperative Bahaviour
NOT Controlled printed or saved to individual computers Version: 1 October 2018 Authorised: Managing Directo€