1. Identify two reasons why it is important for children to have positive and respectful relationships. (KE 3)
2. Children with stronger attachments to educators have more fun.
3. Educators who are attuned to children's thoughts and feelings support the development of a strong sense of wellbeing.
4. Children with secure attachments to their caregivers are less likely to require their needs to be met.
5. Children with secure attachments to their educators show greater social and cognitive competence than those who are not attached to educators.

1. When it comes to brain development and the role it plays in the emotional development of children, why is it important that children experience consistent, responsive interactions from birth. Choose 3correct answers. (KE5)
2. To develop neural pathways and synapses that support learning and development of cognitive functions.
3. To be able to self-regulate emotions.
4. To develop additional brain cells.
5. To open up, attend, retain information and learn.
6. What do the principles of inclusiveness include? (KE 13)
7. The practice of providing equal access to opportunities and resources to everyone.
8. Respecting diversity.
9. Supporting equality.
10. Providing opportunities and resources to those who want and/or need it.

1. Give three examples of diversity. (KE 13)
2. Age
3. Cultural identity
4. Monoculturalism
5. Beliefs

1. Identify the lack of equity and access which may occur in children's education and care services. (KE13)
2. Children being allowed to choose their own equipment.
3. Child not allowed in home corner because his is a boy.
4. Educators providing a range of equipment.
5. Educators lining children up in male and female lines.

1. Identify four techniques for building children's resilience. (KE 14)
2. Support children by helping to solve every problem they face.
3. Avoid predicting and preventing problems for children.
4. Help children to identify and manage strong emotions.
5. Encourage children to persist when they don't succeed the first time they try something.
6. Praise a child for trying only when they succeed.
7. Help children to develop problem-solving skills in an age-appropriate way.

1. Identify two strategies you might use to identify if further support or intervention is required for a child in your care. (KE 12)
2. Seek assistance from your room leader, educational leader and/or Director by asking them to observe the child.
3. Acknowledge all children develop differently and wait.
4. Ask other parents their thoughts on this child.
5. Include assistance from additional specialist supports (e.g. a therapist, doctor, psychologist) with permission from the child's parents.

Part 2:Scenario

Interact Positively with Children

(PC 1.1.,1.2,1.3,1.4,1.5, 2.4 KE 7.1, 7.2, 7.3, 7.4, 6, 8)

Purpose of Assessment

This assessment will extend your knowledge and understanding of how to communicate and interact respectfully with children. It will also extend your knowledge and understanding of the importance of body language, responsiveness and personal beliefs and biases, and the role they play in these interactions.

What do I Need to do?

1. Read your learning guide.
2. Read the scenario.
3. Complete the questions, reflecting on your current knowledge of children's behaviour and how to communicate respectfully with children.

Scenario

Educator, Jessica, is busy washing up paint pots in the 2-3 years room. Jamie (2yrs) approaches Jessica holding a truck and starts talking about the wheels on the truck. Jessica ignores Jamie and continues washing the pots without acknowledging him.

1. What messages could Jessica be giving Jamie during this interaction?

1. Identify at least two EYLF principles and/or practices related to this area that Jessica needs more reflection and training on, in order to improve practice.

1. Write in detail how you would interact with this child in a respectful and caring manner which encourages conversation. Describe your non-verbal and verbalcommunication skills (one paragraph).

1. Identify how Jessica's cultural beliefs and practices may influence communication with children.