CHCECE007 Theory Paper v8.2.v1.0

CHCECE007 Develop positive and respectful relationships with children: Theory Tasks
Theory Assessment Task
CHCECE007
Develop positive and respectful relationships with
children
STUDENT NAME:
SIGNATURE:
DATE:
Assessor:
SIGNED OFF DATE:
Rise Education& Training Pty Ltd ACN 148196687 ABN 98148196687 Trading as Rise Education & Training RTOID91823 V8.2
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Assessment Checklist
Note: the information below must be included with this coversheet and assignment will not be assessed
until ALL the information below is attached.
Student Name:
Student ID:
Attached S / NYS
Learner to Assessor’s use
Assessments Confirm
ONLY (initial)
()
Assessment Learner’s Declaration
CHCECE007-Develop positive and respectful relationships with children– Theory

Assessment Task
Assessor’s Assessment Notes to Student

This is to include: Comments, explanation of NYS (action to be taken and resubmit dates), any reasonable adjustment
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Assessment Instructions
Students are required to complete a range of assessment tasks throughout the training period to
demonstrate competency in each relevant unit.
Attempting assessment tasks

You are required to provide appropriate responses to the indicated questions.
Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are
competency based. For each assessment undertaken you will be assessed as Satisfactory or Not
Satisfactory. Where you are assessed as ‘Not Satisfactory’ the trainer/assessor will provide you with
feedback and guidance regarding what needs to be completed for resubmission.
Reasonable Adjustment
Students may apply for reasonable adjustment to assessment tasks. If you feel ‘reasonable adjustment’
may apply to you, please discuss further with Rise Education and Training.
Accessing Required Readings
Students will need to access the Required Readings throughout the assessment process. These readings
provide important underpinning knowledge and key information to help students provide appropriate
responses to assessment tasks. It is important that each student reads these to build a better
understanding of the Early Childhood requirements and how to effectively contribute to the Education and
Care of young children.
Students are able to access these readings online via hyperlinks under the Required Readings heading on
this document or in your USB at the commencement of each question provided by Rise Education and
Training.
Approach to assessment decisions in relation to assessment
Evidence of competency will be collected on a continuous basis throughout the unit. Assessments are to be
submitted as per the delivery plan provided to you at orientation/induction. You are required to attend
scheduled classes as per the delivery plan, including working on assessments during scheduled class time
and submitting assessments on time.
You will be given the opportunity to build the required knowledge and skills through training before
attempting the associated assessment task. To achieve competency in a unit, you must satisfactorily meet
all the requirements of all assessment tasks.
Rise Education uses the following assessment outcomes to make judgement for an individual assessment
task:
 Satisfactory (S), or
 Not Satisfactory (NS)
Rise Education uses the following codes to record an outcome for a unit of competency:
 Competent (C)
 Not Yet Competent (NYC)
 Credit Transfer (CT)
 Recognition of Prior Learning (RPL)
Re-Submission of an Assessment Task
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You will be eligible for re-submission, if after being assessed, further evidence is required to be deemed
Satisfactory (S).
You have 3 opportunity to re-submit. If you cannot satisfy all the requirements of the assessment after
resubmitting they will be required to re-enrol in the unit of competency.
Prior to any resubmission, you will be given feedback on the evidence they have already provided and/
guided as to the additional requirements to deem them satisfactory for the assessment task.
Re-submission of any part (question/s) of a re-assessment may be in writing and evidence must be included
with the original or completed submission.
Your trainer may choose to verbally question you to gain more evidence of your understanding for a
question which you do not answer successfully on the first attempt. The answers you provide verbally will
then be added in the assessment and a record of this verbal questioning will be added by your trainer in the
comments section on the assessment.
Reassessment
If you don’t qualify for a re-submission or still deemed Not Satisfactory (NS) after a re submission, you will
need to re-enrol and undertake further training before a re-assessment can occur.
Demonstrating Competency
To demonstrate competence, you must complete all assessment tasks. Each task is linked to specific
competency element/s or critical aspects of assessment. Satisfactory completion of all assessment tasks for
a unit of competency will generate a Competent (C) result.
Workplace Observation Assessment
As part of your assessment for this unit(s), your Assessor will organise a time and date to visit you at
legislated child care setting to observe you demonstrating your skills in your workplace that reflect
elements and criteria of this unit(s) of competency.
Cheating, Collusion and Plagiarism
Acting dishonestly in connection to any assessment conducted by Rise Education will result in a heavy
penalty being imposed upon you, including cancellation of your course enrolment. Acting dishonestly
includes cheating by;
 copying from another student’s work
 using cheat notes during a closed book assessment
 colluding with other you to provide answers to assessments which are not your own
 plagiarising from another student’s work or from a published author
 any combination of the above.
Plagiarism is taking and using someone else’s work, ideas, writings or inventions and representing them as
your own. Plagiarism is a serious act and may result in a participant’s
exclusion from a unit or a course. If you have any doubts about including the work of other authors in your
assessments, please consult with your trainer.
The following list outlines some of the activities for which a participant can be accused of plagiarism:
 Presenting any work by another individual as one’s own unintentionally or intentionally
 Handing in assessments markedly similar to, or copied from another student
 Presenting the work of another individual or group as their own work.
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 Handing in assessments without the adequate acknowledgement of sources used, including

assessments taken totally or in part from the internet.
Please Note: Penalties for plagiarism will be the same as applies to cheating.
Your Assessor will compare handwriting and paraphrasing to authentic your work and use a Web based
online plagiarism tool to identify if any part of an assessment submission is identical to a pre-published
work.
Cheating, Collusion and Plagiarism are classified as Academic Misconduct. The penalties for academic
misconduct include the following:
 marking your assessment as “Not Satisfactory”.

 Marking your unit of competency as being “Not Yet Competent”
 Cancellation of your enrolment.
Student Appeals
You have the right to appeal an unfavourable decision or finding during assessment. All student appeals
must be made in writing using the Appeals Form and specify the particulars of the decision or finding in
dispute. Appeals must be lodged within 20 working days of the decision or finding.
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Authenticity Requirements
Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s
exclusion from a unit or the entire course.
The following activities will be considered plagiarism:
 Presenting any work by another individual as one's own intentionally or unintentionally
 Handing in work copied from another student.
 Presenting the work of another individual or group as their own work.
 Handing in work without the adequate acknowledgement of sources used, including work
taken totally or in part from the internet.
You must PRINT AND SIGN this document
Student Declaration
You must sign your completed tasks and acknowledge the authenticity of your work prior to submission.
I understand my responsibility to provide assessment responses with my own materials and thoughts,
except where specifically acknowledged or taken from other sources. The material contained in these
tasks is my own work.
I have kept a copy of this assignment and all notes and reference material I used in researching and
preparing my answers to the assignment questions and activities.
I have referenced the sources (not Rise Education and Training materials) that I have used in completing
this assignment.
I understand that at any time if it is shown, that in an assessment task, a student has significantly
misrepresented material, any assessment outcome awarded to that student on the basis of this material
may be revoked including any qualification outcomes and/ or statement of attainment
Learners Name Signature: Date:
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CHCECE007
Develop positive and respectful relationships with
children
Theory Assessment Task
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the
required knowledge and skills to ensure they can develop and maintain effective relationships and promote
positive behaviour.
Elements
The following elements define the essential outcomes of this unit:
 Element 1 Communicate positively with children
 Element 2 Interact positively with children
 Element 3 Support and respect children
 Element 4 Maintain the dignity and rights of children
Assessment Requirements
 001: Effective Interactions with Children
 002: Engaging Positively with Children
 003: Supporting Positive and Respectful Relationships
 004: Positive Behaviour Guidance and Management
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Required Readings
In order to complete this unit of competency you are required to access the following key resources.
Textbook
 Kearns, K. (2017). Birth to Big School: Working in Early Childhood Education and Care Series (4th
ed.). Victoria: Cengage Learning Australia.
 Kearns, K. (2017). The Big Picture: Working in Early Childhood Education and Care Series (4thed.).
Victoria: Cengage Learning Australia.
Core Documents
 Education and Care Services National Regulations. (Dec 2016). Ministerial Council for Education,
Early Childhood Development and Youth Affairs. Retrieved
from:http://www.legislation.nsw.gov.au/~pdf/view/regulation/2011/653/full
 Guide to the National Quality Framework. (2017). Australian Children’s Education and Care Quality
Authority http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF.pdf (Accessed January 2018)
Additional Readings for this Unit
 A summary of the rights under the Convention on the Rights of the Child. (2014). Australia:
UNICEF. Retrieved from:http://www.unicef.org/crc/files/Rights_overview.pdf(Accessed
January 2018).
 National Childcare Accreditation Council. (2006). Guiding Children’s Behaviour in Positive Ways.
Retrieved from: http://ncac.acecqa.gov.au/educator-
resources/factsheets/factsheet6%20.pdf(Accessed January 2018).
 Response Ability. (2010). Communicating with Children. Retrieved from:

http://www.responseability.org/__data/assets/pdf_file/0003/4863/Communicating-with-
Children.pdf (Accessed January 2018).
 Response Ability. (2010). Identifying Emotional and Behavioural Problems. ACT Commonwealth
of Australia, Department of Health. Retrieved from:
http://www.responseability.org/__data/assets/pdf_file/0009/4869/Identifying-Emotional-and-
Behavioural-Problems.pdf (Accessed January 2018).
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001 Communicate positively with children

CHCECE007 Develop positive and respectful relationships with children
Element 1 Communicate positively with children
Element 2 Interact positively with children
Element 3 Support and respect children
Element 4 Maintain the dignity and rights of children
Performance Evidence
Knowledge Evidence
Question 1
To complete this task refer to your reading:
 Communicating with Children.
Responding sensitively and appropriately to all children’s efforts to communicate is an important part of the
educator role. Remember that children will notice both your verbal and non-verbal communication, so you
need to be aware of both when you are guiding and interacting with children.
a) According to the reading what aretenconsiderations you should consider when interacting
with children verbally and non-verbally?
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b) According to the reading what are sixthings you should avoid when interacting with
children verbally and non-verbally?
Question 2
To complete this task refer to your textbook ‘The Big Picture’.
Children need warm, caring and nurturing environments where trusted adults treat them with respect.
To build a trusting relationship with children educators can use a range of strategies.
a) Describe thefour strategies for interacting positively with children.
Interactions Description
Get down to the children’s level.
Maximise the time available for

interactions.
Be a genuine partner in
communication.
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Encourage conversation.
b) When engaging in conversations with children there are key strategies around talking and
listening. Describe each of these:
Talking and Listening Description

strategies
Talk to children about their

interests and concerns.
Be an attentive listener.
Talk to the child about their

family.
Talk about yourself.
To complete this task refer to your textbook ‘Birth to Big School’.
c) Write what you could say in response to the following children’s attempts to communicate
with you.
What the child said What would you say?
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“Guess what. My mum got a new car.”
“I’m looking for a big piece of blue

paper.”
“Do you think there are fairies in our

garden? My dad says there’s no such
thing as fairies.”
“Look what I’ve made with the

playdough. It goes round and round.”
d) Rewrite each question so that it’s an open-ended question, inviting more than a single word
response.
Question Open-Ended Question
“What colour is your new bike?” “Tell me about your new bike.” EXAMPLE
“Are you helping mummy with your baby
brother?”
“Do you want ham and pineapple on your

pizza?”
“Can you see the aeroplane?”
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“Are the tomatoes ready to pick?”
“Did you have a nice weekend with Nanny

and Poppy?”
“Can your dog do tricks?”
Question 3
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following questions.
Scenario: Ollie
Ollie was slightly grizzly upon arrival at the service. The educator sat down
alongside Ollie and picked him up, Ollie gave a small smile. The educator lifts Ollie
up above her head. “Hello beautiful boy.” Ollie laughs, “You like that don’t you. You
like being up in the air!”
The educator sits Ollie on her lap and continues to talk to him. “Your mummy said
you kept her awake all night.” Ollie laughs. “Oh you think that was funny do you
Ollie? I don’t think mummy thought it was funny. Did you have a pain in your tummy
Ollie? You’ll have to have a big sleep today so that you’re nice and relaxed
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tonight.”
As the educator talks to Ollie she pauses, waits for him to respond and then
continues. As she is talking Ollie babbles and smiles at the educator.
“Look Ollie here’s the caterpillar. You like the caterpillar don’t you. It makes
crunchy sounds.”
Ollie laughs and grasps the caterpillar.
a) What did the educator do to initiate the interaction and respond positively to Ollie?
b) What did the educator do to engage Ollie in conversation?
c) How does the educator help Ollie to feel secure?
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Question 4
Scenario: Lunch Time
The educator had transitioned the children to the table where she assisted the
children to sit at the table. Each child was given their own bowl of soup and a
spoon. The educator sat down alongside the children with her own bowl of lunch,
and the children and educator were talking to one another as they ate their lunch.
a) From the picture identify how has the educator created a relaxed and unhurried routine.
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b) List two questions or discussion points you could ask at mealtimes to engage and promote
further conversation.
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002 Interact Positively with Children

Question 1
To complete this task refer to your textbook ‘Birth to Big School’.
a) Adults working directly with children in a play-based curriculum are likely to take on many
different roles. Read the following examples and state which role the educator is taking on
within the children’s play and learning.
Examples of children’s play and learning Educator Role
Educator is wearing their hat during outdoor play.  Educator is arole model.
Educator is placing the toys back into their containers

when packing away.
EXAMPLE
The educator and children were all wearing hard hats  A play partner – playing
and carrying pieces of hose, the educator was running alongside children.
alongside the children as they were ‘putting the fire out’.
EXAMPLE
The educator noticed a child using the scissors at the

drawing table was becoming frustrated as they were
trying to hold the paper and cut. The educator sat
alongside the child, offering verbal encouragement and
helping the child with holding the scissors.
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Examples of children’s play and learning Educator Role
Three children were playing a game of dominoes; one of

the children became upset as one of the children took
their turn out of order. The educator approached the
children and assisted them to decide whose turn it was
and how they could continue to turn take effectively.
A group of two children approached the educator as

they had found a spider in the garden. They wanted to
know what sort of spider it was. The educator spoke to
the children about safety and went with the children so
they could take a photo of the spider. The educator then
assisted the children to find further information by
offering them factual books and using the internet
together.
Two of the educators were discussing the play

experience that had taken place earlier that day. The
educators were reflecting on their roles within the
experience using open ended questioning within the
discussion. This led to the educators deciding how they
would extend the children’s play.
The educator noticed the children were interested in

bugs. The educator set up an exploration table with
woodchips, leaves, plastic bugs, magnifying glasses
and factual bug books.
A group of children were playing in the doctor’s surgery,

one of the boys stated he was going to be a nurse. One
of the children laughed and said “can’t you’re a boy” The
educator stepped in and challenged their thinking and
bias by engaging in a discussion about job roles and
gender.
A water play area was set up for the children, an

educator was monitoring the experience to ensure that
the children were using the equipment safely.
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b) The following photographs show children engaged in typical play experiences.

For each experience write one open-ended question that the educator could ask to encourage
conversation for children to share their ideas and stories.
Play Experience Open Ended Question
The educator holds the ladder while

Cory (5 years) looks over the fence.
A group of 4 year olds playing Hide &

Seek: “We’re hiding!”
Rukan (3 years) tells the Educator:

“We made a big, big bowl of
“p’sketti’(spaghetti).”
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Drew (18 months) piles the rocks

together.
Question 2
Scenario: James
James has started putting together a puzzle at the table. James is trying to make a
puzzle piece fit into one spot, when it doesn’t fit he becomes frustrated banging on
the table. He calls out in a quiet voice ‘help’, another child Max walks over to the
table and an educator sits down alongside James “I heard you ask for help James,
how can we help you?”
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a) How has the educator responded positively and respectfully to James’ request for
assistance?
b) What strategies can the educator offer James and Max for completing the puzzle?
Question 3
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Scenario: Cooper
The educator is playing alongside Cooper. The educator has taken on the role of
doctor and is examining the doll who Cooper says needs an operation on her head.
Educator: “I’ll just listen to her heartbeat with the stethoscope. Mmm, not sounding
too good. I think you may be right Cooper. She may need an operation. What do we
need to do to prepare? Have you taken her temperature?”
a) What is the educator doing to participate in Coopers play?
b) How does the educator promote Cooper to share his ideas about the operation?
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c) How does the educator role model appropriate interactions?
Question 4
Scenario: Asher
In this photo Asher is whispering to the educator about the story she has just read
to the children.
How is the educator demonstrating respect for Asher’s ideas about the story?
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Question 5
following question.
Scenario: Chickens
This picture illustrates the educator and two children feeding the chickens. The
educator has given each child their own container of pellets. As they scatter the
pellets the educator says, “This is one of my favourite things to do every day. I
like it when you help me feed the girls…I wonder if the girls’ are hungry today?”
One child says: “I think they might eat it all up”
Another responds by saying: “Sometimes they just eat the grass ‘cause they like
the grass they do.” This incidental moment captures the educator and children
engaged in a mutually enjoyable, relaxed task.
How is the educator showing enjoyment in the company of the children?
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003 Support and Respect Children

Knowledge Evidence
Question 1
 Guide to the National Quality Framework.
Quality Area 6 of the National Quality Standards provides educators with guidelines and instruction on how
to establish and maintain effective relationships with children and families and how to reflect the culture and
practices of their local community.
Read the following Standards and briefly describehow each standard contributes to quality care .
National Quality Standard What does the standard aim to achieve?
Standard 6.1 Supportive

Relationships with Families-
Respectful relationships with
families are developed and
maintained and families are
supported in their parenting role
Standard 6.2 Collaborative

partnerships–Collaborative
partnerships enhance children’s
inclusion, learning and wellbeing.
Question 2
To complete this task refer to your readings:
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 A summary of the rights under the Convention on the Rights of the Child.
 Education and Care Services National Regulations. Part 4.5 Relationships with Children.
Regulation 155 Interactions with children and 156 Relationships in groups.
a) List the five guidelines given in relation to how services provide care and education for
children in Regulation 155Interactions with children.
b) What instruction is given in Regulation 156 Relationships in groups?
c) Refer to the United Nations Convention on the Rights of the Child, Article 12 and 13.
How do these Articles demonstrate respect for the child’s voice and ideas?
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Question 3
Read the following scenarios and for each one describe how you could support the child and
respond in way that acknowledges the child’s skills and abilities whilst, at the same time,
promoting or protecting their self-esteem. E.g. talking quietly, giving positive feedback.
Scenario How would you respond?
A group of girls aged between 4 years and 4  Sit with her and point out the good work
years 6 months are sitting at the collage table. that she has done.
They are chatting and happily cutting various
 Show her how to hold the scissors.
items for their creations, all except Tara. Tara is
not able to cut as efficiently as the others and is  Hold the paper so it’s easier for her to cut.
looking ‘downcast’ and beginning to rip her work 

EXAMPLE
Show her how great pictures can be
in frustration. created by carefully tearing paper.
When out in the playground, you hear a loud cry

from Lily (2 years 2 months) who is sitting on the
top of the slippery dip. She has climbed up the
steps but, once at the top, is afraid to either slide
or climb down.
Group Time each day in the pre-school room

includes a ‘News Time’ when individual children
are asked to come to the front of the group and
show or tell their ‘news’. Steven (5 years 4
months) refuses to have his turn when asked
though he is happy to talk individually to the
educator about his exciting weekend activities.
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Question 4
Scenario: Rory
Rory was building in the sandpit when another child fell onto the sandcastle he was
creating. Rory, threw himself onto the ground crying and screaming. The educator
approached Rory kneeling down and asking him “What’s wrong Rory?” Rory looked
up at the educator and said “my castle” The educator extended her arms and
offered Rory a cuddle “Would you like a cuddle Rory?”
a) How has the educator offered comfort to Rory during his distress?
b) What could the educator do next to ensure his comfort?
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Question 5
Scenario: Story Time
Every day before lunch the educator gathers the children together in the 3’s room
to read stories and sing songs/rhymes. The educator knows that this has a calming
effect on the children and allows them to settle down for the afternoon period.
Before she begins her story the educator comments about the morning program.
“We’ve had a very busy morning. I saw Jonty and Ellam and Cooper, building roads
in the sandpit. I saw Nell and Maisy climbing to the top of the climbing frame.”
(The educator continues until each child has been mentioned).
Today the educator reads a favourite, “Where’s the green sheep?” The children
happily join in the story.
Next the educator uses a range of picture props for the monkey rhyme which the
children also love – they shout out the repetitious section of the rhyme on cue.
As the educator is working with the children she uses a range of tones in her voice
and uses a number of different facial expressions.
The educator also makes eye contact with the children as she scans the group.
When Milly stands and moves closer to the lounge the educator simply continues
with the story. Milly has just moved up to the 3’s room from the 2’s group.
When children make comments or talk to others the educator continues as she
knows the children will return their attention to her.
To conclude the session the educator asks Callum to nominate a song to sing.
“Callum, it’s your turn today to pick a song for us to sing. Can you think of what
song you would like?”
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Callum does not immediately so other children begin to make suggestions.

Educator: “Thank you for all your good ideas. That might help Callum as he’s
thinking.”
Callum then says, “Let’s sing the cowboy song!”
Educator: “Great choice Callum!”
a) What does the educator do to make every child feel ‘special’ and included?
b) How does the educator engage the children in the story time session?
c) Explain why the educator does not ask Milly to sit down but allows her to stand nearby?
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d) The educator has a system which allows each child in turn to suggest a song/rhyme for the
group to sing. How does this support the children’s sense of belonging?
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004 Positive Behaviour Guidance and Management

Question 1
To complete this task refer toyour textbook ‘The Big Picture’.
Supportive physical and social environments are important for the development of positive relationships
and the building of a child’s positive self-esteem.
a) List five considerations educators should make when organising the environment and
resources in a manner which will reduce children’s stress and frustration?
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b) List ten daily management strategies educators can use to support pro-social behaviour
and help prevent children’s stress and frustration.
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Question 2
To complete this task refer to your textbook‘Birth to Big School’ and of your textbook ‘The Big Picture’.
Temperament is a part of personality – it refers to the way in which we react to people, objects and
situations. There are three general types of temperament which have been identified in children; ‘easy’,
‘difficult’ and ‘slow to warm up’.
a) Describe these three temperaments in the table below.
Temperament Description
‘Easy’ temperament
‘Difficult’
temperament
‘Slow to warm up’

temperament
Children need warm, caring and nurturing environments where trusted adults treat them with dignity and
respect.
b) Describe five strategies for responding sensitively with infants and toddlers.
c) List and describe three strategies for responding sensitively to preschoolers.

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Question 3
To complete this task refer to your textbook ‘The Big Picture’ and refer to your reading:
 Guiding Children’s Behaviour in Positive Ways.
a) The strategies listed below are some of the ways we can guide children’s behaviour
positively. For each strategy briefly explain, in your own words, what each one means.
Strategy Description
Modelling behaviours.
Use words and actions.
Explain.
Be firm when you need to be.
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Give choices and empower

children appropriately.
Avoid encouraging ‘hollow’

gestures.
Try to avoid power struggles.
Acknowledge desirable
behaviour.
Educators can implement a range of strategies to support and encourage pro-social behaviour. By actively
encouraging age-appropriate pro-social behaviours, educators can reduce the occurrence of unacceptable
behaviours in the early childhood environment.
b) Describe the age appropriate strategies that educators can use to promote self-regulation
and support the development of pro-social skills.
Age-appropriate strategies Description
Working with the family.
Teaching new skills.
Setting clear limits and standards

for behaviour.
Assisting children to understand

the consequences of their
behaviour.
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Redirecting, and offering

alternatives.
Ignoring behaviours.
Engaging the child in conflict

resolution or problem solving to
resolve conflicts.
Following through.
Question 4
 Guiding Children’s Behaviour in Positive Ways.
Read each statement and:
a) Suggest the most appropriate educator response (you may choose more than one) from the
list below.
b) Give a reason for your choice of strategy – you should draw on your knowledge of child
development.
Role model Ask questions Take action Natural
alongside consequences
Act as reporter Offer a choice Redirect/substitute Conflict
resolution
Ignore Outburst Distract and Logical
comfort consequences
Statement Appropriate educator response and reason for
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choice of strategy.
Liam (4 years) and Zac (5 years 1 month) Educator strategy: Ask questions, Take action
have been building an elaborate castle in alongside and conflict resolution
the block corner. They have worked on their
Reason for response: At 5 years 1 month, Zac will
creation for at least an hour. As he is
have the language and reasoning skills to talk to
reaching for a block, Liam accidently knocks
the educator about his behaviour. The educator
over part of the building. Zac screams at
can assist Zac and Liam to apply conflict
Liam, “You idiot, now look what you’ve
done!”
resolution strategies.
EXAMPLE
Binnie a toddler is playing with a doll, Cara
(2 years 4 months) grabs the doll saying
“That mine”, Binnie starts to cry.
Statement Appropriate educator response and reason for

choice of strategy.
Molly (3 years 7 months) finds it hard to

make friends. Today she walks into the
dramatic play area saying “I want to play
too!” Molly then snatches a doll from the
high chair saying “I’m the mother.” The
children begin to argue and tell Molly to go
away. Molly stomps off saying, “I hate you!”
Carrie (3 years) has been asked twice by

the educator not to throw sand. On this
occasion the educator says “Carrie I have
reminded you not to throw sand. You need
to leave the sand pit and go find something
else to do.” Carrie yells at the educator “I
hate you.”
P a g e 39 | 46
When Pedra (18 months) is playing outside

in the toddler area he gets upset and begins
to cry if he sees his older sister in the
preschool play area.
Question 5
Educators need to be careful not to ‘reward’ inappropriate behaviour. Sometimes, our responses to a
behaviour do, in fact, allow the child to achieve their goal, which may be to avoid something or to get extra
attention.
Read the following scenarios and use the table to document your responses to the following
questions:
a) Why is the educator strategy effective or ineffective?

b) Is it rewarding the child’s inappropriate behaviour?
c) Give a reason for your answer.
P a g e 40 | 46
Scenarios Why is the educator strategy effective or

ineffective? Offer a reason for your response.
Every time Yohan (18 months) attempted to This educator strategy is ineffective as the
bite another child the educators scolded him educator is rewarding the behaviour as the child
and told him not to bite the other children. would enjoy sitting with the educator and getting
He was removed from the activity he was that attention. Talking about being nice to his
playing with, and sat on one of the friends is not age appropriate for a child with his
educator's knee for five minutes and talked understanding.
to about how he must not bite his friends. EXAMPLE
Maya (3 years) had become very finicky
about her food. Whenever she refused to
eat what was offered to her she was
immediately given a Vegemite sandwich.
At story time Anna (4 years) pinched the

child sitting next to her. The child let out a
huge wail and Steve, her educator, told her
firmly that as she was hurting and disturbing
the other children she wouldn't be able to
stay and listen to the story. He told her to go
with Nessa, the other educator. Nessa took
Anna into the kitchen to get the cutlery and
to lay the table for lunch.
Leo (3 years) packed away all the sand toys

outside and helped put the cover on the
sandpit. When he came inside, Jenni, his
educator, thanked him for helping and asked
him if he would like to choose the story for
story time.
Nikita (3 years 5 months) held the door open

as the children came inside. As the last child
came through the door Naomi, her educator,
smiled and thanked her. The educator then
asked her where she would like to sit.
P a g e 41 | 46
Question 6
following question.
Scenario: Thomas
Thomas (22 months) has been playing with some farm animals and blocks on the
verandah. He decides to relocate to the garden and attempts to carry all of the
animals and blocks at the same time. His attempts to pick up and hold on to all of
these materials fails, he keeps dropping things and becoming increasingly
frustrated.
Kael (18 months) picks up the horse dropped by Thomas and begins to walk away
with it in his hand. Thomas throws down the materials he is holding and begins to
scream. He then drops to the ground sobbing and kicking his legs.
a) How could the educator in the Scenario: Thomas respond to help the children manage their
emotions?
Scenario: I hate you
Arik (4 years 2 months) is having an upset day. He has just pushed Zac off the
walking beam and is screaming that he is an “idiot”. Zac responds by saying to Arik
that he is a “dumb head baby”.
The educator, Brian, approaches Arik to ask what is happening. Brian puts his hand
on Arik’s shoulder to calm him, but Arik jerks away and runs crying to the bathroom.
Brian follows Arik and tries to talk to him.
Brian: “I can see you’re really angry and upset, Arik can we talk about it?”
Arik: “No, I hate you and I hate dumb Zac”
P a g e 42 | 46
Arik then starts to pull paper from the towel dispenser and throw it around the
bathroom.
b) Read the scenario and suggest how the educator should respond to help the child manage
his emotions.
Question 7
Scenario: Well. It’s not me!
It is mid-October and the 4 – 5 year old group at Blue Bay Childcare Centre are all
moving on to ‘big school’ next year. Recently, the educators have struggled with a
rise in the amount of unacceptable and very challenging behaviours. The issue is
raised at a staff meeting and several suggestions are made about how the
children’s behaviour could be managed and what should be the consequences for
unacceptable behaviour. Then, it is suggested that the children be consulted and
involved in the process. Lisa, the Room Leader, is excited by this idea and decides
to implement it straight away!
The next day, Lisa introduces a discussion with the children at Group Time. She
begins by saying “You know, lately there has been lots of behaviour that is against
our rules. We have seen children hurting each other and making other children get
upset.” Several of the children call out things like “Yeah. Well it’s not me!” or “Max
is the one who does it all!”
P a g e 43 | 46
Lisa says “Well, Sophie (the other educator in the room) and I have decided that
we are going to ask for your help to fix the problem. Do you think you can do
that?” The children agree so Lisa moves on. “Good. The first thing we need to
decide is what behaviour is not allowed here. You tell me what you think and I’ll
write it on this big piece of paper I have here. Then we’ll have a list of ‘rules’, ok?”
a) Identify the quality practices being used by Lisa and the staff at this centre?
b) What do you think Lisa would do next in this discussion?
c) Identify the benefits from this type of approach to behaviour management.
P a g e 44 | 46
P a g e 45 | 46
Question 8
 Identifying Emotional and Behavioural Problems.
Young children may display behaviours that may not be acceptable in older children, examples of these
behaviours can include, tantrums, biting, hitting and disruptive behaviour. Behaviours of concern may be
raised by families or educators.
a) List the eight signs of emotional or behavioural difficulties.
b) When you are concerned about children’s emotions and behaviour it is important to first
consider your expectations of children and if these are age and developmentally
appropriate. If your concerns are still valid what are the foursteps that you should consider.
P a g e 46 | 46

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CHCECE007 Develop positive and respectful relationships with children: Theory Tasks

Theory Assessment Task

SIGNED OFF DATE:

Assessment Learner’s Declaration

CHCECE007-Develop positive and respectful relationships with children– Theory

Assessor’s Assessment Notes to Student

Attempting assessment tasks

 Handing in assessments without the adequate acknowledgement of sources used, including

 marking your assessment as “Not Satisfactory”.

The following activities will be considered plagiarism:

 Presenting any work by another individual as one's own intentionally or unintentionally

 Handing in work copied from another student.

 Presenting the work of another individual or group as their own work.

You must PRINT AND SIGN this document

Learners Name Signature: Date:

Theory Assessment Task

 Element 1 Communicate positively with children

 Element 2 Interact positively with children

 Element 3 Support and respect children

 Element 4 Maintain the dignity and rights of children

Additional Readings for this Unit

 Response Ability. (2010). Communicating with Children. Retrieved from:

001 Communicate positively with children

Element 1 Communicate positively with children

Element 2 Interact positively with children

Element 3 Support and respect children

Element 4 Maintain the dignity and rights of children

 Communicating with Children.

a) Describe thefour strategies for interacting positively with children.

Get down to the children’s level.

Maximise the time available for

Talking and Listening Description

Talk to children about their

Talk to the child about their

Talk about yourself.

To complete this task refer to your textbook ‘Birth to Big School’.

What the child said What would you say?

“Guess what. My mum got a new car.”

“I’m looking for a big piece of blue

“Do you think there are fairies in our

“Look what I’ve made with the

Question Open-Ended Question

“Do you want ham and pineapple on your

“Can you see the aeroplane?”

“Are the tomatoes ready to pick?”

“Did you have a nice weekend with Nanny

“Can your dog do tricks?”

Ollie laughs and grasps the caterpillar.

b) What did the educator do to engage Ollie in conversation?

c) How does the educator help Ollie to feel secure?

Scenario: Lunch Time

002 Interact Positively with Children

Element 1 Communicate positively with children

Element 2 Interact positively with children

Element 3 Support and respect children

Element 4 Maintain the dignity and rights of children

To complete this task refer to your textbook ‘Birth to Big School’.

Examples of children’s play and learning Educator Role

Educator is placing the toys back into their containers

The educator noticed a child using the scissors at the

Examples of children’s play and learning Educator Role

Three children were playing a game of dominoes; one of

A group of two children approached the educator as

Two of the educators were discussing the play