CHCECE045 Foster positive and respectful interactions and behaviour in children CHCECE046 Implement strategies for the inclusion of
Question:
CHCECE045 Foster positive and respectful interactions and behaviour in children
CHCECE046 Implement strategies for the inclusion of all children
1. Examine the requirements related to 'relationships with children' in the National Quality Standard and associated laws and regulations. Summarise your findings and how the NQF (National Quality Framework) aims to foster respectful interactions and behaviours in children.
2. Examine the requirements of the National Quality Framework in relation to collaborative partnerships with families and communities. Summarise your understanding of the requirements.
3. Outline how the National Quality Standard: educational program and practice supports inclusion.
4. Summarise the following legal and/or ethical considerations that impact practices around inclusion at a leadership level:
- anti-discrimination legislation (Australia)
- framework for human rights (Australia)
- requirements around privacy, confidentiality and disclosure.(Australia)
5. Educators can apply support for children to 'reframe', their behaviour. Self-Regulation was designed with this purpose in mind.
Outline the Self-Reg five-step method to enhance self-regulation.
Refe https://www.abc.net.au/kidslisten/ideas/earlylearning/how-preschoolers-can-learn-to-recognise-and-manage-stress/10212582
6. Explain the importance of understanding child development for educators regarding having age-appropriate expectations of children's behaviour.
Refe https://www.acecqa.gov.au/sites/default/files/2020-01/QA5_Supporting_children_to_regulate_their_own_behaviour.pdf
7. Identify five relationship-based guidance strategies educators can use to help children learn about behaviour, regulation, and pro-social skills while maintaining their dignity and rights.
Refe https://www.acecqa.gov.au/sites/default/files/2020-01/QA5_Supporting_children_to_regulate_their_own_behaviour.pdf
8. Explain the implications for the assigned educator of children with health problems.
9. Explain how an educator can develop a full understanding of a child's additional needs and barriers to their participation to develop strategies for their support and inclusion.
10. Examine and outline aspects of a typical behaviour guidance policy, such as the objective, rationale, framework observational tools and pedagogical practices.
11. Identifying factors which contribute to a child's behaviour can be an effective way for educators to be able to support positive interactions and behaviours.
In the table below explain how each factor could potentially contribute to a child's behaviour and provide one example of a strategy educators can use to minimise the impact of this factor.
| Factor contributing to behaviour |
|
|
|---|---|---|
| The actions of others in the space | Children could be being teased or hurt by other children or they could be overwhelmed by other in their space | Provide opportunities for the child to spend time in their own space. Identify children who are upsetting the child, and work to improve their relationship. |
| Child's need for agency | ||
| Child's history | ||
| Consistency or a lack of consistency | ||
| Child's culture | Food How they solve the problem | |
| Curriculum, practices or environments of the service | ||
| Group dynamics | Group time Lunch time | |
| Illness | The child has a caught cannot sleep well Got a cancer get grumpy because of the treatment | |
| Not meeting the child's needs | ||
| Lack of sense of belonging | ||
| Partnership with family | ||
| Personality | ||
| Staff child ratios | ||
| Recent or current events they are experiencing | ||
| Developmental stage | ||
| Sensory input - body and the environment | ||
| Size of group of children | ||
| Temperament and attachment |
12. Identify two things that could impact on your perspective about a child's behaviour based on your own personal life experiences.
e.g Parenting styles
13. Outline the six-step process of a functional assessment or 'reframing'.
Refe https://education.byu.edu/familyhope/six_steps
14. Describe two methods for identifying and responding to the needs of children engaged in a group activity who are affected by the challenging behaviours exhibited by some of the other children in the group.
15. Outline the process of continual and monitoring of a positive behaviour guidance plan.
16. Throughout the implementation of strategies for individual support and inclusion, explain how an educator can ensure the child's and family's right to privacy is respected.
17.
| Scenario 1: Jackson aged three years old, was observed in the bathroom pulling down his pants and showing another boy (Josh) who is his friend. He said, 'Look at mine, it's different than yours'. The educator says, 'Jackson, can you please finish going to the toilet and then wash your hands. Josh is just in here to go to the bathroom'. Jackson responds well to the request and follows the educator's instructions. Scenario 2: Arabella approached the educator and said, 'Sam showed me his willy'. Sam is aged four. The educator looked for Sam and saw that he was behind the shed in a small space with another child. The other child was on their knees, and Sam had his pants down. The educator spoke to Sam, and he was shocked and then ran away. Sam was hiding and crying. When the educator went to talk to him and ask what was happening, he said, 'It wasn't me, it was a secret'. Scenario 3: Tyson aged two years old was acting differently than usual on this day. He hit an educator across the face and he was displaying lots of anger. At one point, he stood and yelled at the educators and said, 'I told you that you would cop it!'. Then he pushed another child and said, 'Look what you did now'. Scenario 4: Kindall aged 18 months eats excessively when food is provided to her. She often vomits because she eats so much. She leans over her food and pushes other children away from her food. She is very skinny and she has bad eczema which often bleeds. She cries for much of the day but won't go to staff. She tends not to give eye contact. |
Explain mandatory reporting and what is involved.
18. Explain the legal and/or ethical considerations regarding positive guidance and behaviour guidance research that impact practices around inclusion at a leadership level.
Under the Children's Services Act 1996 and the Children's Services Regulations 2009
19. Identify five behavioural and/or psychological disorders that may create barriers to participation.
20. Identify five family circumstances or needs associated with increased risk of harm for children that may impact the inclusion of the child and their family.
21. Identify five disabilities where children experience physical, sensory or developmental challenges that may impact the child's inclusion and create barriers to their participation.
22. Explain the concept of critical reflection and its importance for those working in regulated children's education and care service in Australia.
23. Explain how and why an educator may use critical reflection.
24. Explain the effects of meaningful/good critical reflection.
25. How does a positive social environment impact a child's behaviour? Provide two positive impacts.
| Relationship |
| Confident |
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