Workplace Portfolio (Book 2) 1 Assessment
\nEarly Childhood Education: Fostering Positive and Respectful Interactions<\/p>\n
In the realm of early childhood education, fostering positive and respectful interactions among children is paramount. This endeavor requires a multifaceted approach that encompasses observation, analysis, collaboration, and the implementation of evidence-based strategies. The key lies in understanding the unique strengths, interests, and developmental needs of each child while cultivating an environment that nurtures their social-emotional growth.<\/p>\n
Observation and Analysis: The Foundation for Effective Support
\nCareful observation is the cornerstone of identifying children’s emerging prosocial skills and behaviors that require support. Educators employ various techniques, such as jottings, ABC diaries, and time samples, to meticulously document social interactions, potential triggers, and consequences (Berk, 2018). Through rigorous analysis, educators can discern patterns, environmental factors, and developmental influences that shape a child’s behavior.<\/p>\n
Collaboration: A Collective Effort
\nEffective support strategies are not developed in isolation. Collaboration with fellow educators, children, and families is essential to gain a comprehensive understanding of the child’s needs and cultural context (Purtell & Gurnalick, 2019). Engaging in open dialogues allows for the exchange of perspectives, the identification of shared goals, and the development of culturally responsive strategies that respect the child’s unique background.<\/p>\n
Implementing Support Plans: A Tailored Approach
\nAfter gathering information and collaborating with stakeholders, educators design individualized support plans. These plans outline long-term objectives, short-term goals, and specific strategies aligned with the Early Years Learning Framework (EYLF) principles and practices (Fenech et al., 2017). Strategies may include visual aids, dedicated educator support, or structured experiences that promote self-regulation and prosocial skills.<\/p>\n
Ongoing Evaluation and Reflection
\nSupporting children’s positive interactions is an iterative process that requires ongoing evaluation and reflection. Educators continuously assess the effectiveness of the implemented strategies, making necessary modifications based on the child’s progress (Neitzel & Stright, 2021). This cyclical process allows for informed decision-making and the incorporation of theoretical perspectives that guide pedagogical practices.<\/p>\n
In conclusion, fostering positive and respectful interactions among children in early childhood settings demands a comprehensive approach that combines observation, analysis, collaboration, and the implementation of evidence-based strategies. By embracing this holistic approach, educators can create nurturing environments that support each child’s social-emotional development and promote respectful interactions, laying the foundation for their future success.<\/p>\n
References:<\/p>\n
Berk, L. E. (2018). Development through the lifespan (7th ed.). Pearson.<\/p>\n
Fenech, M., Waniganayake, M., & Rodd, J. (2017). Integrated strategies for supporting children’s behaviour: A literature review. Report for Professional Support Coordinators Alliance (PSCA).<\/p>\n
Neitzel, C., & Stright, A. D. (2021). Observing children in classrooms: Tools for classroom observation. Routledge.<\/p>\n
Purtell, K. M., & Gurnalick, M. J. (2019). Fostering the development of positive peer relationships. Early Childhood Education Journal, 47(5), 537-546.<\/p>\n
Roeser, R. W., & Eccles, J. S. (2015). Mindfulness and compassion in human development: Introduction to the special section. Developmental Psychology, 51(1), 1-6.
\nWorkplace Portfolio (Book 2)
\nCriteria
\nUnit code and name
\nCHCECE045 \u2013 Foster positive and respectful interactions and behaviour in children
\nCHCECE046 \u2013 Implement strategies for the inclusion of all children
\nQualification\/Course code and name
\nCHC50121 | Diploma of Early Childhood Education and Care<\/p>\n
Version: 20220411<\/p>\n
Contents
\nWorkplace Portfolio (Book 2) 1
\nAssessment instructions 4
\nSpecific task instructions 7
\nPart 1: Gather information about two children with behaviour that requires support 8
\nTask 1: Observe and analyse information about two children 9
\nTask 2: Analyse learning 22
\nTask 3: Collaborate with educators and children 25
\nPart 2: Design, implement and evaluate support plans 27
\nPart 3: Reflective practice journals 36
\nAssessment checklist 38<\/p>\n
Assessment instructions
\nTable 1 Assessment instructions
\nAssessment details Instructions
\nAssessment overview The aim of this assessment is to assess your skills in developing guidelines that foster positive and respectful interactions and behaviour and to plan, implement and monitor individual support strategies.
\nAssessment event number 3 of 4
\nInstructions for this assessment This is a skills-based assessment that assesses your ability to demonstrate skills required in the unit.
\nThis assessment is in two parts:
\n\u2022 Part 1: Gather information about two children that need assistance with self-regulation and pro-social skills
\n\u2022 Part 2: Design, implement and reflect on two support plans
\nAnd is supported by:
\n\u2022 Assessment checklist
\n\u2022 Assessment feedback
\nObservation Checklist (Assessment event 4)
\nSubmission instructions On completion of this assessment, you are required to submit it to your Teacher\/Assessor for marking. Where possible, submission and upload of all required assessment files should be via the TAFE NSW online learning platform.
\nIt is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE and complete the assessment declaration when submitting the assessment.
\nWhat do I need to do to achieve a satisfactory result? To achieve a satisfactory result for this assessment you must be available at the arranged time to complete all the assessment criteria as outlined in the assessment instructions.
\nAll parts of the task must be performed to a satisfactory level as indicated in the criteria section of the checklist.
\nAll oral questions must be answered correctly to be deemed satisfactory in this assessment task; however, Teachers\/Assessors may ask you additional questions to confirm your understanding of the task.
\nIf a resit is required to achieve a satisfactory result it will be conducted at an agreed time after a suitable revision period.
\nWhat do I need to provide? \u2022 TAFE NSW student account username and password. If you do not know your username and password, contact your campus or service centre on 131601.
\n\u2022 Computer or other device with word processing software and internet access.
\n\u2022 Writing materials, if required.
\nWhat the Teacher\/Assessor will provide Access to this assessment and learning resources, including the student workbook and any supporting documents or links.
\n\u2022 Access to a regulated children\u2019s education and care service or school in Australia; and\/or simulated environment that reflects workplace conditions
\nLittle.ly Early Learning Centre (long URL: https:\/\/littlely.eduworks.com.au\/)
\nDue date
\nTime allowed
\nDelivery location Refer to training plan
\n10 hours (indicative only)
\nWorkplace
\nAssessment feedback, review or appeals In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment.
\nIf you would like to request a review of your results or if you have any concerns about your results, contact your Teacher\/Assessor or Head Teacher. If they are unavailable, contact the Student Administration Officer.
\nContact your Head Teacher\/Assessor for the assessment appeals procedures at your college\/campus.<\/p>\n
Specific task instructions
\nThe instructions and the criteria in the tasks and activities below will be used by the Teacher\/Assessor to determine if the student has satisfactorily completed this assessment event. Use these instructions as a guide to ensure the student demonstrates the required knowledge and skills.
\nImportant Self-awareness warning
\nPlease note there is specific content in this resource that relate to different aspects of diversity and identity. If you find any of the content upsetting or distressing, please talk to your teacher or contact the relevant support service:
\n\u2022 Aboriginal Student Support Services (Email -aboriginalstudentsupport@tafensw.edu.au)
\n\u2022 Accessibility and disability services (Long URL – https:\/\/www.tafensw.edu.au\/student-services\/disability-services)
\n\u2022 Personal counselling (Long URL – https:\/\/www.tafensw.edu.au\/counselling-career-development-services\/personal-counselling-wellbeing)
\n\u2022 International students (Long URL – https:\/\/www.tafensw.edu.au\/counselling-career-development-services\/personal-counselling-wellbeing)
\n\u2022 Multicultural support (Long URL – https:\/\/www.tafensw.edu.au\/student-services\/multicultural-student-support)<\/p>\n
Part 1: Gather information about two children with behaviour that requires support
\nThis part of the assessment requires you to gather information about two children that need assistance with self-regulation and pro-social skills.
\nIt has three tasks
\nTask 1: Gather information about two children that need assistance with self-regulation and pro-social skills.
\nTask 2: Analyse learning
\nTask 3 Collaborate with educators and children
\nThe student is required to demonstrate the following skills:
\n\u2022 Record accurate information about two children, including observations and analyse them to identify behaviours that require support.
\n\u2022 Effective communication skills to collaborate with educators and children to identify suitable support strategies.
\nYour TAFE Assessor will verify with your workplace supervisor that you have implemented the skills, will gain feedback, and confirm that you have met the requirements of this assessment at their nominated work placement service.
\nSkills must be demonstrated in a regulated children\u2019s education and care service in Australia
\nSubmission requirements:
\n\u2022 Completed \u2018About Me\u2019 template or similar for each child: Child 1 and Child 2 (in the template provided or work placement service method)
\n\u2022 Documented observations (provided templates provided or work placement service method)
\n\u2022 templates provided or work placement service method)
\n\u2022 Completed an Analysis of learning for each child (table )
\nHow you will be assessed: You should refer to the list of criteria in the Assessment Checklist and the Observation Checklist to understand what you need to demonstrate. Your TAFE teacher\/assessor will observe your interactions and communication, review and assess your written reflections and gain feedback from your workplace supervisor.
\nTask 1: Observe and analyse information about two children
\nStep 1: In consultation with your workplace supervisor select two children that need assistance with self-regulation and pro-social skills.
\nEnsure you have the Permission to observe form (Student Logbook) signed and correctly completed. Follow confidentiality instructions.
\nStep 2: Gather secondary information from each child\u2019s family and document this information on the About Me template or similar work placement service document (Table provided). You must consult your workplace supervisor regarding the best template to use and seek permission their permission to share with both families.
\nStep 3: For each child, observe their social interactions on at least three occasions, document using your choice of observation template\/s. This could be a series of jottings or an ABC diary, or you could choose to complete a series of jottings and a time sample, for example. Decide which methods would provide you with sufficient information to identify the behaviour, factors that may have impacted the behaviour, possible triggers, support strategies used by educators currently, and the consequences of the behaviour or behaviours. You may use the templates provided in the table or service observation templates.
\nYour observations must include information about the children\u2019s:
\n\u2022 Social interactions
\n\u2022 Emerging prosocial skills and
\n\u2022 Behaviour that requires support
\nStep 4: Analyse each observation to identify:
\n\u2022 Possible triggers or consequences of the behaviour requiring support.
\n\u2022 Factors that could have impacted the behaviour\/s observed
\n\u2022 How you or another educator were able to support and encourage positive interactions and behaviour during the moments observed.
\n\u2022 In collaboration with your workplace supervisor suggest support strategies you could use next time the behaviour is displayed
\nChild 1
\nTable 2- About me template
\nAbout Me
\nName of child: Josh
\nAge (in years and months): 2 years old Room: 1-2 room Adventurers room
\nMy sleep routine and comforters:
\n12 he goes down for a nap, self settle, with dummy in the cot room.
\nMy mealtime routine \/ my favourite food:
\nHe has his morning tea, fruit break, lunch and afternoon tea with the centre 5 days a week.
\nMy favourite play activities: roaring like a dinosaur and playing with dinosaurs.
\nImportant family traditions or events
\nHis dad from Australia and his mum from Nepal so the family does the Nepalese traditions. They have release gone on a holiday for 3 weeks to go and visit family in Nepal.
\nMy communication skills and home language:
\nThey speak English and Hindu at home, My family: Josh has a sister, mum and daddy that live with him.
\nHis dad and sister come to pick him up in the afternoon once his sister has finish her school.
\nSource: TAFE NSW has reproduced and contextualised parts of this about me form, as per the terms and conditions of the perpetual license agreement held by TAFE NSW with RTO Advice Group Pty. Ltd. Accessed from little.ly.eduworks.com.au (Long URL – Educator Hub – Little.ly Early Learning Centre (eduworks.com.au))<\/p>\n
Table 3- Jotting template
\nChilds details
\nChild\u2019s Name:
\nChild\u2019s age:
\nJottings- Entry 1
\nDate: 10\/10\/2023
\nTime:10.30am
\nSetting: indoor room
\n(Focus on; Social interactions and participation \u2013 Transitions and routines \u2013 circumstance that require support)
\nWe have come from outside to come inside to do an activity with painting our own dinosaur
\nJottings- Entry 2
\nDate:
\nTime:
\nSetting:
\n(Focus on; Social interactions and participation \u2013 Transitions and routines \u2013 circumstance that require support)
\nJottings- Entry 3
\nDate:
\nTime:
\nSetting:
\n(Focus on; Social interactions and participation \u2013 Transitions and routines \u2013 circumstance that require support)
\nAnalysis
\n(Identify child\u2019s abilities, strengths, interests and expectations in the context of their cultural values).
\nHow you were able to support and encourage positive interactions and behaviour during the moments observed (If you were not able to describe how you would support in future).
\nSupport strategies observed- (during the observations documented what were the strategies that the educator implemented to support the development of emerging pro-social skills)
\nSupport strategies Discuss possible support strategies to trial with the workplace supervisor and list two below.<\/p>\n
Table 4- ABC diary template
\nABC Diary – Child 1
\nDetails and Context
\nChild\u2019s name:
\nChild\u2019s Age (in years and months):
\nObserver:
\nSetting\/environment:
\nEntry 1:
\nEntry 2:
\nEntry 3:
\nTable 4 ABC diary template
\nABC Diary
\nDate and Time Antecedent Behaviour Consequences
\nTable 4 ABC diary template
\nEvaluation
\nDiscuss the areas of concern, frequency, intensity and the duration of the behaviours observed with the workplace supervisor and record below.
\nAreas of concern
\nThe frequency of the behaviour
\nThe intensity of the behaviour
\nThe duration of the behaviour
\nEffectiveness of current educator responses and support strategies
\nSupport strategies
\nIdentify current educator responses and support strategies implemented and discuss possible strategies to trial with the workplace supervisor and list two below.<\/p>\n
Table 5- Time sample template
\nTime sample
\nChild\u2019s first name: Age: Observer: Date:
\nPossible behaviours identified:
\nKey:
\nA = aggressive behaviour P = physical contact D = disturbing others W = withdrawn
\nN = non-compliance, unable to follow directions E = excitable behaviour DS = distressed O = other (please specify)
\nS = Sharing L = Listening C = Cooperation with others U = Using words to communicate needs
\nTable 5 Time sample template
\nTime- increase by 10min incumbents Time Time Time Time Time Time Time
\nTable 5 Time sample template
\nComments\/ analysis
\nShort – description\/summary of events that occurred in time sample
\nSupport strategies Identify current educator responses and support strategies used and discuss possible strategies to trial with the workplace supervisor and list two below.
\n1.
\n2.
\nChild 2
\nTable 6- About me template
\nAbout Me
\nName of child:
\nAge (in years and months): Room:
\nMy sleep routine and comforters:
\nMy mealtime routine \/ my favourite food:
\nMy favourite play activities:
\nImportant family traditions or events
\nMy communication skills and home language: My family:
\nSource: TAFE NSW has reproduced and contextualised parts of this about me form, as per the terms and conditions of the perpetual license agreement held by TAFE NSW with RTO Advice Group Pty. Ltd. Accessed from little.ly.eduworks.com.au (Long URL – Educator Hub – Little.ly Early Learning Centre (eduworks.com.au))<\/p>\n
Table 7- Jotting template
\nChilds details
\nChild\u2019s Name:
\nChild\u2019s age:
\nJottings- Entry 1
\nDate:
\nTime:
\nSetting:
\n(Focus on; Social interactions and participation \u2013 Transitions and routines \u2013 circumstance that require support)
\nJottings- Entry 2
\nDate:
\nTime:
\nSetting:
\n(Focus on; Social interactions and participation \u2013 Transitions and routines \u2013 circumstance that require support)
\nJottings- Entry 3
\nDate:
\nTime:
\nSetting:
\n(Focus on; Social interactions and participation \u2013 Transitions and routines \u2013 circumstance that require support)
\nAnalysis
\n(Identify child\u2019s abilities, strengths, interests and expectations in the context of their cultural values).
\nHow you were able to support and encourage positive interactions and behaviour during the moments observed (If you were not able to describe how you would support in future).
\nSupport strategies observed- (during the observations documented what were the strategies that the educator implemented to support the development of emerging pro-social skills)
\nSupport strategies Discuss possible support strategies to trial with the workplace supervisor and list two below.<\/p>\n
Table 8- ABC diary template
\nABC Diary – Child 2
\nDetails and Context
\nChild\u2019s name:
\nChild\u2019s Age (in years and months):
\nObserver:
\nSetting\/environment:
\nEntry 1:
\nEntry 2:
\nEntry 3:
\nTable 4 ABC diary template
\nABC Diary
\nDate and Time Antecedent Behaviour Consequences<\/p>\n
Table 4 ABC diary template
\nEvaluation
\nDiscuss the areas of concern, frequency, intensity and the duration of the behaviours observed with the workplace supervisor and record below.
\nAreas of concern
\nThe frequency of the behaviour
\nThe intensity of the behaviour
\nThe duration of the behaviour
\nEffectiveness of current educator responses and support strategies
\nSupport strategies
\nIdentify current educator responses and support strategies implemented and discuss possible strategies to trial with the workplace supervisor and list two below.<\/p>\n
Table 9- Time sample template
\nTime sample
\nChild\u2019s first name: Age: Observer: Date:
\nPossible behaviours identified:
\nKey:
\nA = aggressive behaviour P = physical contact D = disturbing others W = withdrawn
\nN = non-compliance, unable to follow directions E = excitable behaviour DS = distressed O = other (please specify)
\nS = Sharing L = Listening C = Cooperation with others U = Using words to communicate needs
\nTable 5 Time sample template
\nTime- increase by 10min incumbents Time Time Time Time Time Time Time
\nTable 5 Time sample template
\nComments\/ analysis
\nShort – description\/summary of events that occurred in time sample
\nSupport strategies Identify current educator responses and support strategies used and discuss possible strategies to trial with the workplace supervisor and list two below.
\n1.
\n2.<\/p>\n
Task 2: Analyse learning
\nSummarise the information gathered in Task 1 using the Analysis of Learning template below.
\nTable 6 Analysis of Learning Child 1
\nAnalysis of learning – Child 1
\nDate:
\nChild:
\nAge:
\n2.1 Document links between the observations and Early Years Learning Framework. You must include any relevant part of the framework, including:
\na) Learning outcome\/s and sub elements
\nb) Principles:
\nc) Practices:
\n2.2 What does the information you have gathered tell you about the child\u2019s strengths and interests? Provide at least one example.
\n2.3 What does the information you have gathered tell you about the behaviours that need support.
\n2.4 What does the information you have gathered tell you about the child\u2019s skills and development? Outline the relevant skills and development against the developmental domains. (Cognitive, social, emotional, physical, language)
\n2.5 Identify and reflect on the variables and influences that may impact on the child\u2019s behaviour and how this may inform your support plan and practices, these may include health concerns, the physical and social environment within and outside the service and cultural needs.
\n2.6 Suggest a way to support the child\u2019s communication and respectful interactions with the child that are responsive to their needs.
\n2.7 Access current curriculum information and summarise any information that will assist you design short term objectives and support strategies for each child.
\nTable 7 Analysis of Learning Child 2
\nAnalysis of learning – Child 2
\nDate:
\nChild:
\nAge:
\n2.1 Document links between the observations and Early Years Learning Framework. You must include any relevant part of the framework, including:
\na) Learning outcome\/s and sub elements
\nb) Principles:
\nc) Practices:
\n2.2 What does the information you have gathered tell you about the child\u2019s strengths and interests? Provide at least one example.
\n2.3 What does the information you have gathered tell you about the behaviour\/s that need support.
\n2.4 What does the information you have gathered tell you about the child\u2019s skills and development? Outline the relevant skills and development against the developmental domains. (Cognitive, social, emotional, physical, language)
\n2.5 Identify and reflect on the variables and influences that may impact on the child\u2019s behaviour and how this may inform your support plan and practices, these may include health concerns, the environment and cultural needs.
\n2.6 Suggest a way to support the child\u2019s communication and respectful interactions with the child that are responsive to their needs.
\n2.7 Access current curriculum information and summarise any information that will assist you design short term objectives and support strategies for each child.
\nTask 3: Collaborate with educators and children
\nCollaborate with an educator or workplace supervisor
\n3.1 You are required to collaborate with at least one experienced educator to gain pre-existing information and their suggestions about the children and behaviours that requires support.
\nDuring discussion with the educator identify a long-term objective, two short-term objectives and possible strategies that would support each child to develop their pro-social skills and self-regulation.
\na) Document the discussion you had in the table below.
\nb) Read the service philosophy. behaviour guidance policy (or to a policy related to the behaviour identified) document at least one statement from the philosophy, one from the service policy and describe how you will implement these when supporting the child and implementing the support plan.
\nTable 8 Collaboration with educator
\nCollaboration with educators Child 1
\na) Summary of the discussion regarding expectations for positive and respectful interactions and behaviour and information
\nStrategies discussed to promote pro-social skills and self-regulation (must be in respect to the child\u2019s individual needs, cultures and background).
\nb) Philosophy statement:
\nPolicy name:
\nPolicy Statement
\nProcedure:
\nCollaboration with educators Child 2
\na) Summary of the discussion regarding expectations for positive and respectful interactions and behaviour and information gained.
\nStrategies discussed to promote pro-social skills and self-regulation (must be in respect to the child\u2019s individual needs, cultures and background).
\nb) Philosophy statement:
\nPolicy name:
\nPolicy Statement
\nProcedure:
\nCollaboration with children
\n3.2 Before developing and documenting a support plan for both children, have a discussion with them about the behaviour that requires support and gain their view and suggestion for supporting them (other children can be included). The focus of the discussion will be to develop expectations for positive and respectful interactions and behaviour.
\na) Document the discussion and list suggestions for strategies to implement or expectations collated with the children in the template below.
\nb) Refer to the service behaviour guidance policy (or to a policy related to the behaviour identified) document at least one statement from the policy and describe how you will implement it when supporting the child and implementing the support plan.
\nTable 9 Collaboration with children
\nCollaboration with Child 1
\n3.2
\na) Summarise the discussion you had with the child and suggested strategies for developing positive and respectful interactions and behaviour.
\nb) Policy name:
\nc) Policy Statement:
\nd) Procedure:
\nCollaboration with Child 2
\n3.2
\na) Summarise the discussion you had with the child and suggested strategies for developing positive and respectful interactions and behaviour.
\nb) Policy name:
\nc) Policy Statement:
\nd) Procedure:
\nPart 2: Design, implement and evaluate support plans
\nThis part of the assessment requires you to design, implement and reflect on two support plans.
\nThe student is required to demonstrate the following skills:
\n\u2022 Summarise information collected in part 1 and apply it to designing two support plans.
\n\u2022 Identify long and short-term objectives, two support strategies for each child to that would assist each child in meeting the identified short-term objective and resources.
\n\u2022 Collaborate with children and educators to implement the plan.
\n\u2022 Support the children to ,
\n\u2022 Model consistent approaches and support educators to implement the plan effectively and consistently through coaching and mentoring mentor and coach educators.
\n\u2022 Reflect on progress and modify plan when required.
\nThe workplace supervisor must observe each practical skill demonstration. Your TAFE Assessor will gain feedback from your workplace supervisor and verify you have met the requirements of this assessment. You must complete the associated documentation before your final Assessor visit.
\nSkills must be demonstrated in a regulated children\u2019s education and care service in Australia
\nSubmission requirements:
\n\u2022 Completed individual support plan for Child 1 and Child 2 (table 10 and 11)
\nHow you will be assessed: You should refer to the list of criteria in the Assessment Checklist and the Observation Checklist (Assessment 4) to understand what you need to demonstrate in this section of the assessment.<\/p>\n
Using the information gathered in Part 1, design, implement and reflect on a behaviour support plan for Child One and Child Two. Refer to the service behaviour guidance policy as you develop your plan.
\nComplete each section of a Support Plan template for Child 1 and Child 2.
\n1. Child\u2019s background and summary of identified strengths and interests. Use the information from part one to document the child\u2019s background, strengths interests. Include the information gained from the family; refer to the completed About Me template.
\n2. Provide a summary of behaviour that requires support:
\na) Objectively describe the behaviour that requires support, patterns of behaviour identified in observations, possible triggers consequences of the behaviour.
\nb) Identify factors of the physical and social environments and curriculum that impact the child\u2019s behaviour and suggest changes you will implement to support the child and reduce the behaviour requiring support.
\n3. In consultation with an experienced educator or your workplace supervisor, identify one long term and two short-term objectives, ensure they are consistent with the child\u2019s cultural practices, abilities, age, and developmental stage.
\n4. List two support strategies:
\na) In consultation with the child, educators and if possible, the family, decide on two strategies to implement during your work placement that would assist each child in meeting the identified short-term objectives, as well as generally assisting develop pro-social skills and self-regulation. One strategy for each short-term objective required.
\nb) Identify at least one link to EYLF, Principles, Practices and Outcomes and any resources required to implement your chosen strategies, for example, visual aid cards, a story book, dedicate an educator to support a practice\/child at a certain time of day, materials for a planned experience or routine.
\n5. Child\u2019s progress: halfway through the implementation of the plan, reflect on the child\u2019s progress towards meeting each short-term objective. Evaluate the effectiveness of the identified strategies and make any modifications to the plan. Date the entry.
\nIn your reflection:
\na) Reflect on the child\u2019s journey towards meeting the identified short term objectives Comment on the effectiveness of the chosen strategies and whether modifications will be made to the plan.
\nb) Reflect on Learning framework links. (Outcome\/s, Principles and or Practices.)
\nc) Record theoretical perspectives you have drawn on in your decision-making process.
\n6. Supporting educators
\nHow will you share the plan and provide support to educators to ensure a consistent approach when implementing your identified strategies? (Consider mentoring and coaching practices)
\n7. Critical reflection and recommendations-
\nAt the end of work placement, reflect on:
\na) Reflect on the child\u2019s overall progress in consultation with other educators, child and others caring for the child. Include any progress made towards meeting the identified short-term and long-term objectives. Reflect on any modifications made to the support plan or whether it will be necessary to contact other support professionals or authorities for additional advice. If so identify one external support service. If not identify a situation where your focus child may require support from a professional and who you would contact.
\nb) Reflect on how you supported educators to implement the plan, what support strategies worked best to ensure a consistent approach?
\nc) Reflect on the support you gave children: How did you respond to the needs of other children who may be affected by the behaviour of the child.
\nWritten plan must be completed before implementing strategies\/experiences and be signed by the supervising teacher or professional experience teacher.
\nTable 10- Support Plan
\nChild 1: Support plan
\nChild\u2019s name:
\nAge: Date of plan:
\nWho are involved?
\nChild\u2019s background and summary of identified strengths and interests. Use the information from part one to document the child\u2019s background, strengths interests. Include the information gained from the family; refer to the completed About Me template.
\nSummary of behaviour \/s that require support \u2013
\na) Objectively describe the behaviour\/s that require support, patterns of behaviour identified and triggers and consequences of the behaviour.
\nb) ii. Identify factors of the physical and social environments and curriculum that impact on the child\u2019s behaviour and suggest changes you will implement to support the child and reduce the behaviour requiring support.
\nOne Long term objective that is consistent with the child\u2019s cultural practices, abilities, age, and developmental stage.
\nShort term objectives
\nIn collaboration with educators, child and family, list two short term objectives below that are consistent with the child\u2019s cultural practices, abilities, age and developmental stage.
\nProvide at least one relevant outcome\/sub-outcome; practice and principle from the EYLF that reflects the short-term objective. Short term objective 1:
\nLink to EYLF Outcome\/s; Practices; and Principles
\nStrategy 1 (List the strategy, at least one link to EYLF, Principles, Practices and Outcomes and any resources required) Critically reflect halfway through the implementation of the support plan to evaluate the effectiveness of the identified strategies and make any modifications to the plan.
\nStrategy 1:
\nResources:
\nLink to EYLF Outcome\/s; Practices; and Principles:
\nHalfway review Date:
\nComment on the progress the child has made towards meeting the short-term objectives. and any modifications made to plan:
\nReflect on EYLF links:
\nTheoretical perspectives:
\nStrategy 2:
\nResources:
\nLink to EYLF Outcome\/s; Practices; and Principles
\nHalfway review Date:
\nComment on the progress the child has made towards meeting the short-term objectives and any modifications made to plan:
\nSupporting other educators and children:
\nHow will you share the plan and provide support to educators to ensure a consistent approach when implementing your identified strategies? (Consider mentoring and coaching practices you will employ)
\nCritical reflection and recommendations- At the end of work placement reflect on the effectiveness of the support plan and identify recommendations for additional support.
\na) Reflect on the child\u2019s overall progress in consultation with other educators, child and others caring for the child. Include any progress made towards meeting the identified short-term and long-term objectives.
\nb) Reflect on any modifications made to the support plan or whether it will be necessary to contact other support professionals or authorities for additional advice. If so identify one external support service. If not identify a situation where your focus child may require support from a professional and who you would contact.
\nReflect on how you supported educators to implement the plan, what support strategies worked best to ensure a consistent approach?
\nReflect on the support you gave children: How did you respond to the needs of other children who may be affected by the behaviour of the child. 2.
\nTable 11 Support Plan Child 2
\nChild 2: Support plan
\nChild\u2019s name:
\nAge: Date of plan:
\nWho are involved?
\nChild\u2019s background and summary of identified strengths and interests. Use the information from part one to document the child\u2019s background, strengths interests. Include the information gained from the family; refer to the completed About Me template.
\nSummary of behaviour \/s that require support \u2013
\ni. Objectively describe the behaviour\/s that require support, patterns of behaviour identified and triggers and consequences of the behaviour.
\nii. Identify factors of the physical and social environments and curriculum that impact on the child\u2019s behaviour and suggest changes you will implement to support the child and reduce the behaviour requiring support.
\nOne Long term objective that is consistent with the child\u2019s cultural practices, abilities, age, and developmental stage.
\nShort term objectives
\nIn collaboration with educators, child and family, list two short term objectives below that are consistent with the child\u2019s cultural practices, abilities, age and developmental stage.
\nProvide at least one relevant outcome\/sub-outcome; practice and principle from the EYLF that reflects the short-term objective. Short term objective 1:
\nLink to EYLF Outcome\/s; Practices; and Principles
\nStrategy 1 (List the strategy, at least one link to EYLF, Principles, Practices and Outcomes and any resources required) Critically reflect halfway through the implementation of the support plan to evaluate the effectiveness of the identified strategies and make any modifications to the plan.
\nStrategy 1:
\nResources:
\nLink to EYLF Outcome\/s; Practices; and Principles Halfway review Date:
\nComment on the progress the child has made towards meeting the short-term objectives. and any modifications made to plan:
\nTheoretical perspectives:
\nStrategy 2:
\nResources:
\nLink to EYLF Outcome\/s; Practices; and Principles
\nHalfway review Date:
\nComment on the progress the child has made towards meeting the short-term objectives. and any modifications made to plan
\nSupporting other educators and children:
\nHow will you share the plan and provide support to educators to ensure a consistent approach when implementing your identified strategies? (Consider mentoring and coaching practices you will employ)
\nCritical reflection and recommendations- At the end of work placement reflect on the effectiveness of the support plan and identify recommendations for additional support.
\nc) Reflect on the child\u2019s overall progress in consultation with other educators, child and others caring for the child. Include any progress made towards meeting the identified short-term and long-term objectives.
\nd) Reflect on any modifications made to the support plan or whether it will be necessary to contact other support professionals or authorities for additional advice. If so identify one external support service. If not identify a situation where your focus child may require support from a professional and who you would contact.
\nReflect on how you supported educators to implement the plan, what support strategies worked best to ensure a consistent approach?
\nReflect on the support you gave children: How did you respond to the needs of other children who may be affected by the behaviour of the child. 2.
\nPart 3: Reflective practice journals
\nTo complete this part of the assessment you are required to complete the seven reflective journals. Reflective journals should be a minimum of 50 words but no longer than 80 words for each journal entry.
\nYour Assessor will verify your journals and skills with your Workplace Supervisor for the Behaviour and inclusion cluster (Observation Checklist \u2013 Assessment 4)).
\nTable 12 Reflective journals
\nReflection on own pedagogy to inform future practice
\nAnswer the following questions:
\n3.1. Give an example of when you assisted children to resolve conflicts and develop alternate responses to behaviour? (Ensuring appropriateness to age, and stage of development)
\n3.2. Provide one example of when you have discussed and developed expectations for appropriate behaviours and positive interactions with children.
\n3.3. Refer to the National Quality Standards and the Education and Care Services National Regulations.
\na) Identify a standard or element you have reflected on in promoting positive interactions and behaviours with children.
\nb) Identify legislation that we are required to follow when guiding children\u2019s behaviour.
\n3.4. Describe a time when you have interacted and engaged with children and families to build rapport
\n3.5. Identify a statement from the ECA Code of Ethics that informed your interaction and\/or communication with one family. Reflect on how the interaction\/communication influenced the support you gave the child.
\n3.6. Review the \u2018United Nations Convention on the Rights of the Child\u2019 and identify one article that you have reflected in your practice.
\n3.7. Critically reflect on pedagogical practices and skills you have developed during this work placement in relations to supporting children\u2019s behaviour. This may include your communication and interactions, how you remained positive, and role modelled respect when supporting children\u2019s behaviour. Consider what you have learned and how will you use this in the future?
\nAssessment checklist
\nThe following checklist will be used by the TAFE NSW Teacher\/Assessor to mark the student\u2019s performance against the assessment criteria of their assessment tasks. Use this checklist to understand what skills and\/or knowledge the student needs to demonstrate during this assessment event. All the criteria described in this assessment checklist must be met.
\nTable 13 Assessment and observation checklist
\nPart \/ Task # Criteria \u2013 The student: S U\/S Assessor comments
\nPart 1 Gather information about two children with behaviour\/s that require support
\nTask 1 Observe and analyse information about two children: Child One and Child Two
\n1 Selected two children that need assistance with self-regulation and pro-social skills
\nGained written permission to observe Child One and Child Two. ? ?
\n2 Gathered secondary information Child One and Child Two\u2019s families and documented the information on the About Me template or similar work placement service document. ? ?
\n3 Observed Child 1 and Child 2, on at least three occasions, documented observations using one or more of the templates provided in the table or service templates.
\nObservations are detailed, accurate and objectively written and include information about Child One and Child Two\u2019s:
\n\u2022 Social interactions
\n\u2022 Emerging prosocial skills and
\n\u2022 Behaviour that requires support ? ?
\n4 Analysed Child One and Child Two\u2019s observations and identified:
\n– Triggers or consequences of the behaviour requiring support.
\n– Factors that could have impacted the behaviour\/s observed
\n– How you or another educator were able to support and encourage positive interactions and behaviour during the moments observed.
\nIn consultation identified strategies to support each child in developing self-regulation and prosocial skills. Strategies are considerate of individual children\u2019s needs, cultures, and backgrounds. ? ?
\nTask 2 Analysis of Learning for Child One and Child Two.
\n2.1 Documented relevant links between Child One and Child Two\u2019s observations and Early Years Learning Framework. Included any relevant part of the framework, including:
\na) Learning outcome\/s and sub elements
\nb) Principles:
\nc) Practices: ? ?
\n2.2 Described what the information gathered tells them about Child One and Child Two\u2019s strengths and interests. Provided at least one example. ? ?
\n2.3 Identified what the information they have gathered tells them about the behaviour\/s that need support for Child One and Child Two. ?
\n?
\n2.4 Described what the information gathered tells them about Child One and Child Two\u2019s skills and development. Outlined the relevant skills and development against the developmental domains. (Cognitive, social, emotional, physical, language) ? ?
\n2.5 Identified and reflected on the variables and influences that may impact on Child One and Child Two\u2019s behaviour and how this may inform the support plan and practices, these may include health concerns, the environment, and cultural needs. ? ?
\n2.6 Suggested a way to support Child One and Child Two\u2019s communication and respectful interactions with the child that are responsive to their needs. ? ?
\n2.7 Accessed current curriculum information and summarised any information that will assist you design short term objectives and support strategies for each child. ? ?
\nTask 3 Collaborate with educators and children
\n3.1 Summarised the discussion with an educator and included:
\na) Summary of the discussion regarding expectations for positive and respectful interactions and behaviour for Child One and Child Two\u2019s .
\nThe strategies discussed to promote pro-social skills and self-regulation (these were respectful to the child\u2019s individual needs, cultures, and background.
\nb) Documented at least one statement from the service behaviour guidance policy (or similar) and describe how you will implement it when supporting Child One and Child Two and implementing the support plans. ? ?
\n3.2 a). Summarised the discussion with both Child One and Child Two and included suggested strategies for developing positive and respectful interactions and behaviours.
\nb). Documented at least one statement from the policy and described how they will implement it when supporting Child One and Child Two and implementing the support plans ? ?
\nPart 2: Design, implement and evaluate support plans for Child One and Child Two
\nEach template is completed correctly with all areas 1- 7 completed for Child 1 and Child 2:
\n2.1 Documented a summary of identified strengths and interests using the information from part one. ? ?
\n2.2 a) Objectively described the behaviour that requires support, patterns of behaviour identified in observations, triggers and the consequences of the behaviour.
\nb) Identified factors of the physical and social environments and curriculum that impact on the child\u2019s behaviour and suggest changes to support the child and reduce the behaviour requiring support. ? ?
\n2.3 In consultation with an experienced educator or the workplace supervisor, identified one long term and two short-term objectives that are consistent with the child\u2019s cultural practices, abilities, age, and developmental stage. ? ?
\n2.4 a) In consultation with the child, educators and if possible, the family, documented two strategies to assist each child meet the identified short-term objectives, as well as assisting develop pro-social skills and self-regulation. One strategy for each short-term objective documented. ? ?
\n2.4 b) Listed resources required to implement the chosen strategies, for example, visual aid cards, a story book, dedicate an educator to support a practice\/child at a certain time of day, materials for a planned experience or routine.
\nAnd provide one link to EYLF Outcome\/s; Practices; and Principles. ? ?
\n2.5 Halfway through the implementation of the plan, reflected on the child\u2019s progress towards meeting each short-term objective.
\nEach entry dated.
\nThe reflection included:
\na). Evaluation of the effectiveness of the chosen strategies and any modifications made to plan.
\nb). Reflection on the child\u2019s journey towards meeting the identified short-term objectives.
\nProvided a reflection of EYLF outcome\/s, practice or principle selected.
\nc). Theoretical perspectives drawn on in their decision-making process. ? ?
\n2.6 Described how they will share the plan and provide support to educators to ensure a consistent approach when implementing the identified strategies.
\n? ?
\n2.7 The critical reflection includes an evaluation of the effectiveness of the support plan, strategies and modifications made.
\nThe student reflected on the progress made by the child and identified whether contact with support professionals or authorities for additional advice is required and have suggested one external support service.
\nReflected on the child\u2019s overall progress in consultation with other educators, child and others caring for the child. Included any progress made towards meeting the identified short-term and long-term objectives. Provided a reflection of EYLF outcome\/s, practice or principle selected for each strategy.
\nReflected on any modifications made to the support plan or whether it will be necessary to contact other support professionals or authorities for additional advice. If so identified one external support service. If not identified a situation where your focus child may require support from a professional and who you would contact. ? ?
\n7 a) Reflected on how the student supported educators to implement the plan, what support strategies worked best to ensure a consistent approach. ? ?
\n7 b) Reflected on the support the student gave children. How they responded to the needs of other children who may have been affected by the behaviour of the child. ? ?
\nPart 3: Reflective practice journal
\n3.1 Documented an example of how they assisted children to resolve conflicts and develop alternate responses to behaviour ensuring appropriateness to age, and stage of development.
\n? ?
\n3.2 Documented an example of when they discussed and developed expectations for appropriate behaviours and positive interactions with children. ? ?
\n3.3 Referred to the National Quality Standards and the Education and Care Services National Regulations.
\na) Identified a standard or element they have reflected on in promoting positive interactions and behaviours with children.
\nb) Identified legislation that we are required to follow when guiding children\u2019s behaviour. ? ?
\n3.4 Described a time when they interacted and engaged with children and families to build rapport. ? ?
\n3.5 Identified a statement from the ECA Code of Ethics that informed their interaction and \/or communication with one family. The student reflected on how the interaction\/communication influenced the support they gave the child. ? ?
\n3.6 Reviewed the \u2018United nations Convention on the Rights of the Child\u2019 and identified one article that you have reflected in your practice. ? ?
\n3.7 Critically reflected on pedagogical practices and skills the student has developed during this work placement in relations to supporting children\u2019s behaviour. This may include communication and interactions, how they remained positive, and role modelled supportive respectful when supporting children\u2019s behaviour.
\nThe student considered what they learned and how they will use this in the future. ? ?
\nObservation Checklist Observation Checklist has been completed and submitted where skills have been observed or verified by the TAFE Assessor. ? ?
\nAssessment feedback
\nNOTE: This section must have the Teacher\/Assessor and student signature to complete the feedback. If you are submitting through the TAFE NSW online learning platform, your Teacher\/Assessor will give you feedback via the platform.
\nAssessment outcome
\n? Satisfactory
\n? Unsatisfactory
\nAssessor feedback
\n? Has the assessment declaration for this assessment event been signed and dated by the student?
\n? Are you assured that the evidence presented for assessment is the student\u2019s own work?
\n? Was reasonable adjustment in place for this assessment event?
\nIf yes, ensure it is detailed on the assessment document.
\nComments:
\nAssessor name, signature and date
\nStudent acknowledgement of assessment outcome
\nWould you like to make any comments about this assessment?
\nStudent name, signature, and date<\/p>\n","protected":false},"excerpt":{"rendered":"
Workplace Portfolio (Book 2) 1 Assessment Early Childhood Education: Fostering Positive and Respectful Interactions In the realm of early childhood education, fostering positive and respectful interactions among children is paramount. This endeavor requires a multifaceted approach that encompasses observation, analysis, collaboration, and the implementation of evidence-based strategies. The key lies in understanding the unique strengths, […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[278],"tags":[5888,5889,5905,5904,5907,5906,5903],"class_list":["post-17115","post","type-post","status-publish","format-standard","hentry","category-dissertation-title-examples","tag-chc50121","tag-chc50121-diploma-of-early-childhood-education-and-care","tag-chcece045","tag-chcece045-foster-positive-and-respectful-interactions-and-behaviour-in-children","tag-chcece045-workplace-portfolio-book-2-1-assessment-chcece046","tag-chcece046","tag-chcece046-implement-strategies-for-the-inclusion-of-all-children"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts\/17115","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/comments?post=17115"}],"version-history":[{"count":1,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts\/17115\/revisions"}],"predecessor-version":[{"id":17116,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts\/17115\/revisions\/17116"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/media?parent=17115"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/categories?post=17115"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/tags?post=17115"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}