Student Assessment Workbook

CHCECE020 - Establish and implement plans for developing cooperative behaviour

Student Assessment Workbook

Theory Assessment Tasks

CHCECE020 - Establish and implement plans for

developing cooperative behaviour
Student Name: Pooja Bakshi

Student ID No: KAKKT21366

Start date of the unit

Student Declaration:

 I declare that I will be submitting my own work and

will not copy or plagiarise from any person or source,
Signature:
with the exception of where I list or refer documents. __________poojabakshi______________
 I have been informed to retain a copy of this
assessment for my records. Date: ____/_____/_____

 I understand and agree to the plagiarism and

academic misconduct policy and procedure of the
college.

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General Instructions to the Students

1. This document “student assessment workbook” must be read in conjunction with the document
named “Student assessment Instructions guide”.
2. Read all of the assessment tasks carefully.
3. The Assessment is to be attempted after completing the face to face training for this unit with the
trainer and assessor.
4. Answer all the questions for each unit of competency.
5. The evidences for the task can be hand written or in a word document.
6. If you have been asked to explain or describe, provide your answer in sufficient words i.e. 20 to 40
words or as per instructions/requirements for individual question. If you have been asked multiple
choice question, you must choose the appropriate answer in the given choices. If you think more
than one of given choices are correct, in that case you can choose as many as you think are
appropriate.
7. You must answer all written questions correctly and answers provided by you must reflect the
depth of knowledge and understanding of the subject.
8. Students can ask the trainer/assessor if they are having any problem in understanding the
questions. (Please do not expect the trainer/assessor to tell you answer for the questions)
9. All questions and tasks must be correct to be assessed as satisfactory.
10. The practical tasks will be conducted in a regulated education and care service under the
supervision of the service supervisor and will be directly observed by the service supervisor.
All students are required to maintain a work placement logbook in order to record their worked
hours and the age groups care was provided for. The trainer assessor will visit at the workplace to
observe the student and to authenticate the student’s progress in collaboration with workplace
supervisor. In collaboration with the workplace supervisor and on the basis of his/her report,
Trainer/assessor must confirm that the student has met all requirements to a satisfactory standard
and must add comments against each of the criteria/observable behaviours on the provided space in
observation checklist for workplace tasks.
11. The student is required to submit all the required documents as mentioned in Deliverable
Specifications in the assessment instructions.
12. Your assessment will be given an outcome of competent or not yet competent
13. The students are strongly advised to go through the marking/observation checklist to get an idea of
what observable behaviours are expected from him/her during assessment.
14. Your assessor can choose to question you verbally to. address any identified gap in the answer to
the question. The answer provided by you verbally will be added to the assessment by the trainer
and assessor.
15. After completing assessment and obtaining result from trainer/assessor, you will acknowledge on
Assessment Result Sheet that you have been informed of the assessment result and the reasons for
the outcome.

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THEORY ASSESSMENT TASKS

The theory assessment tasks contain written questions, cast studies and scenarios.

Assessment Objectives
The student will demonstrate the knowledge for how to establish and implement plans for developing
cooperative behaviour in education and care services.

Deliverable specifications

The student must deliver answers to all the questions. The answers should be correct, sufficient and in
acceptable form of quality and standard.

If you have been asked to explain or describe, provide your answer in sufficient words or as per instructions
for individual question. If you have been asked multiple choice question, you must choose the appropriate
answer in the given choices. If you think more than one of given choices are correct, in that case you can
choose as many as you think are appropriate.

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Assessment Task 1: Behaviour and the Early Childhood context

Question 1
It is important to establish guidelines for children’s behaviour so that all educators are consistent. These
guidelines must also be compatible with the cultural and social context of the families and community
within which the service operates.
Complete the following table by providing the aim of the Regulation or Standard.

Regulation or Standard Specific section/ item Aim

Requires approved providers to take reasonable
National Regulations. Regulation 155.
steps to ensure that their education and care
service encourages children to express
themselves and their opinions , allows them to
undertake experiences that develop self-reliance
and self-esteem, and maintains their dignity

Education and care service must have policies

National Regulations. Regulation 168.
and procedures. (1) The Approved provider of an
education and care service must ensure that the
service has in place polices and procedures in
relation to the interactions with children.

Respectful relationships with families are

National Quality QA 6.1.
developed and maintained and families are
Standards.
supported in their parenting role .

Families are supported in their parenting role and

National Quality QA 6.2.
their values and beliefs about child caring and
Standards.
respected .

Code of Ethics. In relation to families, I In relation to families ensure to demonstrate

will: respect towards the uniqueness of each
family and strive to learn about their culture ,
structure, lifestyle, customs , language ,
beliefs and kinship systems also acknowledge
that each family is affected by the community
contexts in which they engage .
Children have a strong sense of identity. Children
Early Years Learning Outcome 1.
learn to interact in relation to others with card ,
Framework.
empathy and respect.

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Children are connected with and contribute to

Early Years Learning Outcome 2.
their world . Children become socially responsible
Framework.
and show respect for the environment.

United Nations Rights of Article 2 (Non- The convention applies to all children regardless
the Child. discrimination). of gender , race , culture , ethnicity, religion,
family status or ability. Governments are
responsible for ensuring children are protected
from any form of discrimination.

With regards to decisions that affect a child , his/

United Nations Rights of Article 3 (Best interests
her best interest should be taken into
the Child. of the Child).
consideration. This provision extends to legal and
administrative decisions. When parents elected
officials, and other adults make decisions, they
should think about what impact their choices and
actions will have on children

Question 2
a) Educators need to be aware of a diverse range of factors that contribute to and shape children’s
behaviour. List seven factors that contribute to, or influence behaviour.

Factors –
• Child’s Health .
• Child’s Self esteem .
• Child’s level of functioning .
• Child’s ability to interact with others.
• Child’s personality.
• Family Context .
• Social expectations.

b) Using the factors from part a) identify the contributing factor to the following scenarios.
Scenarios Contributing Factors
Arianne is 2.3 years of age. She constantly takes toys from Child's level of functioning and
other children, saying “Mine!” The other children get upset child's age.
and cry when she comes near them.

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Maria is 3.6 years of age. She has spent considerable time in Child’s Health
hospital because of extreme asthma. Her parents are very
worried about her and tend to be ‘over-protective’. Maria
cries if not being given one-on-one attention when in the
service.
Luke (4.6 years) is an only child and often described as active Child's personality and
and curious. At childcare, Luke is disruptive, noisy, attention- temperament.
seeking, and often says he’s ‘bored’. He will interrupt other
children’s games, group times and routines.

Tom (3.9 years) lives with his parents and four older brothers Family context .
in an area of town where violence and abuse occur frequently. Community and culture
Tom becomes angry very quickly, displaying temper and
aggression towards other children, educators and/or
equipment. His language includes several swear words and
‘put downs’.

c) Children can also demonstrate behaviour in response to factors. List six of these behaviours.

Feeling better than other children

•Not knowing other ways to respond the emotions.

•Being impatient if they need something.

•Not able to recognise other feelings and expectations.

•Feeling embarrassed to show their true feelings to others.

•Feeling not safe and helpless.

Question 3: Ruffin (2009) writes on the developmental stages of children’s social development. This
knowledge should influence how educators establish and apply limits and guidelines for behaviour.
Complete the following table.

Stage of social Educator best practice

development

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Newborn – 18 •Gives attention.

months.
•Respond quickly.

•Provide resources to explore

One year – Mid 2’s. •Begins to cooperate when playing.

•May play alongside other toddlers, doing what they do but without
seeming to interact.

•Curious and energetic , but depends an adult presence for

reassurance.

Mid 2’s – Mid 4’s.

•Plays with other children.

•Simple make believe play.

•May prefer same sex playmates and toy.

Cooperates.

•Tries hard to please.

•Learns many new skills.

•Care giver should give affection and respect , have patience and
humour, continue to set firm , consistent limits, help the child find
answers to his own questions, discover together.

Mid 3’s – 5 years.

•Enjoys playing with other children.

•Goes from independent to clinging.

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•Learning many new skills and abilities.

•Care giver should give respect and affection have understanding and
patience , provides outlets and opportunities for all the energy and
developing intelligence , continue firm , consistent rules and
expectations.

Mid 4’s – 6 years.

•Becomes more cooperative with age.

•Shows lots of energy.

•Loves to talk about self and can do many things and loves to show
them off.

•Begins to play cooperatively with others.

•Care giver should give affection, clear directions, and expectations,

encourage the child to try new things, provide a variety of activities that
allow the child to learn by doing , let the child participate in planning
activities and doing small helpful chores, provides opportunities to show
off skills.

Question 4: Developmentally, children under the age of six years are still learning about social norms and
expectations. List and detail the seven basic principles for guiding behaviour.

• Focus on the behaviour, not the child all the children needs support to develop
an understanding of acceptable and unacceptable behaviour .

• Children are learner’s when it comes to behaviour. They won’t always get in
right . They won’t always be able to generalise rules to different contexts . They
will need lots of guidance, practice and reminders of what to do .

• Children who display unacceptable behaviour needs adult support and

guidance. Rejection will only lead to an increase in negative behaviour and poor
self-worth.

• Children who present with serious mistaken behaviour require an intense level
of adult guidance and support over a sustained period of time .

• Children who develop serious mistaken behaviour over a long period of time
are likely to be labelled as “bad” , “naughty”, “aggressive” by educators, peers &
parents . These labels tend to stick and can make it difficult for children to
change their behaviour.

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Question 5: How to access: The National Quality Framework, the National Quality Standards and the
relevant approved learning framework?

You can find out more information through ACECQA and your states Regulatory Authority.

Put simply, the NQS is part of a wider framework designed to improve early education and
give children a better start in life. The NQS was established as part of the National Quality
Framework (NQF.) The NQS outlines seven key areas of childcare providers are regulated and
assessed agains

Question 6: Write short notes on

Different family styles of discipline and beliefs about behaviour in different cultures and social groups

The cultural beliefs of individual family members and the entire family inform decisions made
about the child and the family. Cultures shape our views on key issues such as family roles
and goals, caregiving practices, learning, education, school readiness, child behaviors,
and the nature of childhood itself.

Relationship-based strategies to help children learn about behaviour

Observe and describe the child's behavior to open communication with the family.
Reflect on the family's perspective.
Support competence.
Focus on the family-child relationship.
Value a family's passion.
Reflect on your own perspective.
Question 7: Define the types of behaviours that are inappropriate and could be cause for concern.

Behaviours that are considered to be inappropriate, concerning or threatening include: angry,

aggressive communications (verbal or written) unwanted attention. written material
(assignments, exams, emails or letters) that suggest a student may be unstable or have
mental health issues.

Question 8: What types of inappropriate behaviour are toddlers likely to display?

defiance (e.g. refusing to follow your requests)

fussiness (e.g. refusal to eat certain foods or wear certain clothes)
hurting other people (e.g. biting, kicking)
excessive anger when the child doesn't get their own way.
tantrums.

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Question 9: How can cultural beliefs and practice impact upon a child’s behaviour? How do different
families respond to inappropriate behaviour? Why do educators need to be careful not to impose their
own beliefs on children?

Cultural differences in interactions between adults and children also influence how
a child behaves socially. For instance, in Chinese culture, where parents assume
much responsibility and authority over children, parents interact with children in a
more authoritative manner and demand obedience from their children. this may
refer to the home culture of the children's family and how it impacts the child's
behaviour. For example some cultures do everything for their child from feeding,
to dressing, to bathing up until the child is 8 years old. This has nothing to do with
"babying" the child rather the culture that children are brought up this way.
However, in other cultures children are independent and do things for themselves
from a young age itself.

Question 10: What a code of ethics is. Describe its importance in an education and care setting.

Code of Ethical Conduct offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas encountered in early
childhood care and education.

The Code of Ethics should guide our daily work with young children. It should be used when we
make decisions and set policies. It defines our responsibility to support children—without
harm—to reach challenging and achievable goals. It can be used to open a dialogue when
we face difficult decisions.

Question 11: Under what legally binding international instrument are the rights of children protected?

Article 31 of the Convention on the Rights of the Child (CRC) recognizes the right of every
child to rest, leisure, play, recreational activities and free and full participation in cultural and
artistic life

Question 12: What are policies and procedures? What are policies based on?

A policy is a set of general guidelines that outline the organization's plan for tackling an
issue. Policies communicate the connection between the organization's vision and values and its
day-to-day operations. A procedure explains a specific action plan for carrying out a policy.

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Question 13: Identify the stages of development and age-appropriate expectations of behaviour in the
following age groups. Identify a minimum of one expectation and one strategy for each age group to
support appropriate behaviour.

Strategies to support
Age group Expectations behaviour
0–12 months  Will cry to express needs since they cannot Establish a familiar routine
verbally communicate with you. It’s normal for
infants to cry to get your attention as a way to Set limits when necessary.
say something to you. For example, if they like to
pull your hair, stop them by
doing it by gently holding
their hands and firmly
saying stop.

12 months–  Begins to explore cause and effect Avoid using no and don’t
24 months relationships (when you are hungry, you eat). all the time.

 Still does not consciously plan actions or Provide positive

have control. encouragement.
 Does not have the capacity to understand, Ignore minor
remember or obey rules. misbehaviours.
 Sharing is developmentally incompatible at 
this stage.

2–3 years  Becomes easily frustrated when things don't Have clear, simple rules
turn out as expected.
Praise good behaviour
 Begin to test the limits of their behaviour. Be consistent in managing
behaviour. Use the same
 May throw tantrums.
technique rather that a
 Establishes friendships. different one each time

 Becomes independent and finds own limits.

4–5 years  Asks questions constantly and becomes  Explain what

more critical. you want your
child to do and

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Strategies to support
Age group Expectations behaviour
 Compares selves to others. why.

 Make simple judgements (good/bad,  Don’t give too

win/lose). many orders.

 Begins to understand consequences of their  Praise your

behaviour. child and tell
them why.
 Uses words to hurt others.

 Needs encouragement to support self-

esteem.

 Consciously aware of their own interests and

intentions.

 Begins to manipulate ideas in their minds

Assessment Task 2: Establishing Limits and Guidelines

Question 1:
Site behaviour code: ‘A site behaviour code supports positive outcomes for children, families, educators
and the community’ in the management of children’s behaviour.

a) How does this define a site behaviour code?

Provision of safe and secure indoor and outdoor environment that stimulates learning. •
Being consistent and help children to recognize and articulate their feelings. • Modelling and
demonstrating appropriate behaviour and language

b) List six ways the site behaviour code supports positive outcomes for children, families, educators
and the community.

1. Be a role model. Use your own behaviour to guide your child. ...
2. Show your child how you feel.
3. Catch your child being 'good' .

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4. Get down to your child's level.

5. Listen actively.
6. Keep promises.
7. Create an environment for good behaviour.
8. Choose your battles.

c) List eight points of reflection that the educator, families and community can consider in regard to
the behaviour code (policy/procedure).

holistic approaches

▪ responsiveness to children

▪ learning through play

▪ intentional teaching

▪ learning environments

▪ cultural competence

▪ continuity of learning and transitions

▪ assessment for learning.

Rules for safety

How you involve children in behaviour polices
Redirection, giving explanations, encouragement, giving help, collaborating to solve
problems and helping children to understand the consequences and impact of their
behaviour. children are supported by providing acceptable alternative behaviours when challenging
behaviour occurs.

Question 2
a) Why is it important to involve the children in developing guidelines and rules for behaviour and
how does this practice support moral reasoning and clarify expectations?

 By involving children in developing guidelines and rules they feel that they are a part
of what has been created and that gives them a sense of belonging and importance ,

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thereby the educators are laying the foundation for a community of learners who
follow rules.
 Having the children be involved they understand what is expected and having a
democratic group process encourages and helps develop moral reasoning.
 This practice supports moral reasoning and clarify expectations by creating rules and
helps to clarify behavioural expectations. By encouraging children to participate in
setting rules, they will fell part of what they have created. And the use of
democratic collective processes helps children develop moral reasoning. On the
other hand, creating a rule helps clarify behaviour expectations. The guidelines
should be positive behaviours which will let the child know what behaviour is
expected, not something that cannot be done.

b) How can you involve 3 year olds in a cooperative approach to developing guidelines and rules for
behaviour?

 You can propose 2 or 3 simple rules that they are able to understand and follow .
Explain the reasoning behind the rule and invite their co-operation(eg. We use our
Walking feet’s inside, If we run we can fall over and bump our head).
 We can encourage them to do chores together starting at an early age. We should let
child grow up experiencing the benefits of cooperation. Together we can set the table,
clean up toys, or wash the car. We should point out the advantages of cooperating.
 By giving specific praise for cooperative effects. We can point out why and how their
contributions was important. This helps them recognize and value their skills.

c) Explain the process for involving 4 year olds in a cooperative approach to developing guidelines
and rules for behaviour.

At 4 years of age most children are able to propose and discuss rules. The rules
must come about by ideas discussed by and with them agreed upon by the
children . The ideas should not be teacher dictated. Once they are decided and in
place , help them understand what they are expected to do , not what they can't
do.

(Eg: Instead of saying 'No running'.. say 'Running is an outside activity , I walk
inside'

'When i finish with an activity, I put it back').

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d) Room rules can be reinforced through role playing, singing songs, and reading children’s books
about the rules. Research one song or rhyme that you could use with 4 year olds to reinforce
assisting with packing away. Provide the name, words and suggested implementation of the song
or rhyme.

Name of the song:- Clean up Song for the children

Wording of the song:

Time to clean up everyone ,

let's pick up our things.

Clean up , Clean up , everybody clean up time to clean up.

Everybody pick up , pick up ,

time to pick up our things.

Implementation of the Song:

After making a big mess we play or sing together this beautiful piece of cleaning up song and
children knows that it's packing up time so they start cleaning up toys in a group. We educators
also help them to pack up

And then

Everybody sitting down by using the rhythm of “Head , shoulders , knees & toes” .

Question 3
a) List seven reasons why the use of time-out does not consider the social and cognitive
development of young children.

 The seven reasons are:-

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 •Young children are still learning about social rules and

expected behaviors.
 •Young children are just beginning to generalize about
behavioral expectations.
 •Young children are limited in their ability to predict or predict
events.
 •Young children are not very successful at controlling their
impulses.
 •Young children don't understand much about cause and effect.
 •It can be difficult for children to see things from the other
person's point of view.

b) List three reasons why educators should not use time-out.

The three reasons can be :-

•It can easily make children to be labelled as "bad" or "naughty" by
other children.
•It is often seen as punishment by children and has no significant effect
in reducing inappropriate behaviours.
•Time-out would not help children to understand or change their
inappropriate behaviours.

c) Explain the practice of ‘self-time-out’ and how it can be used to assist a child to develop self-
regulation and learn how to manage and control his/her emotions.

Children can be taught to become aware of their own temperament and get
rid of it by giving time to think and calm down, it is a way to promote the
sense of control . Provide space for children to withdraw in a non-threatening
and non-blaming way, which maintains their self-esteem. Children can return
to the group when they feel ready or welcome back from the educator, which
allows the child to start over without ill feeling.

Question 4

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a) Gathering information in relation to the child’s behaviour contributes to holistic planning to

support the child and family in managing behaviour. In context to this, list ten points that families
have identified as ways to work together to manage the child’s behaviour.

The ten points are :-

• Talk about challenging behaviors face to face right after it happened.
• Involving them in planning strategies to help the child , showing what we
can do at home.

•Asking about what works at home

•Checking that we are comfortable with the approach being used.

•Letting us know about the child's progress , needs.

•Giving us prior information about staff changes and preschool events, how
the child might react and how we can support them.

•Giving feedback about how the child's day has been.

•Asking whether we would like to meet formally or discuss progress through

informal discussions.

•Recommending books and videos to help at home.

•Help families by providing referrals of other services

b) List these six considerations that educators can be being sensitive to their needs and building
relationships.

c) •Making us welcome in the preschool.

d) •Understanding we are often anxious about the child's behaviour and
may be reluctant to raise these issues.
e) •Respecting our need for privacy when discussing the child and keeping
information confidential.
f) •Asking us what we think and have tried in relation to the child's
behaviour.
g) •Understanding how our family's culture impacts on the child's
behaviour.
h) •Telling us when we are managing the child's behaviour well and when
the child has been successful.

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Question 5; It is essential that educators respond to emerging challenging behaviours in a timely and
appropriate manner.
List the six ways educators can fulfil this responsibility.

The response to emerging challenging behaviours is timely and appropriate and is evident when there
is:

The response to emerging challenging behaviours is timely and appropriate and is

evident when there is :-

Communication with families about challenging behaviours takes place at the

earliest opportunity and is framed as a positive opportunity to address children's
behavioural needs within the group setting.

Children's behaviours are assessed across a range of informal and formal learning
activities and contexts (eg. small and large groups).

Planning, implementation, review of individual behaviour plans occurs in

partnership with families and support service .

Children are always treated with dignity and respect and directly monitored.
Physical , verbal, emotional punishments are used , ie smacking, shaking,
shouting or any punishment that frightens, humiliates or threatens the child.

Consequences for inappropriate behaviours may include time-limited withdrawal

of attention, which is non - emotional and followed by redirection.

Assessment Task 3: Mistaken Behaviour

Question 1
Accurately list the ten levels of the Guidance Continuum that educators can use to support children while
managing behaviour.
1 = least intervention 10 = most intervention

•Ignore: Let children sort it out themselves .

•Listen and watch : Make sure you hear what the children are saying . Become
aware of the issues. Make sure children see you are watching and available.

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•Act as a reporter : Say what you notice and hear .'It looks like there's a
problem here', 'I see two children fighting'. There are three children and one
bike', I'm hearing shouting/whinging/crying'.
•Step in/set limits: Protect physical or emotional security.'Stop the hitting', 'We
use words, not our hands', 'I can't let you hurt her feelings', 'Running inside
causes accidents-wait until you go outside'.
•Ask question: 'Is there a problem'? 'How you feel about that'? 'What is
happening here'?
•Brainstorm: Encourage the child to say what to do.'How could we solve this
problem'? 'Who has a good idea'? 'What could you do so that you will both be
happy'? 'What could you do instead of pushing'?
•Offer ideas: 'You could get another hammer and work together', 'Maybe you
need to play alone for a while ', 'Perhaps you could join your roads together'.
•Offer choice :'These are the two things that need to be done. You may choose
which you will do first and which you do second . You can put your things away
now and hear our story, or you can put them during story and miss hearing it'.
This strategy is particularly effective for children who are disorganised and
disruptive.'
•Take actions alongside: The practitioner takes the lead and directs the child by
guiding, prompting and modelling. 'Here's what we'll do together'. 'Let's talk
about what you can do so this won't happen again.
•Do it you: Take command and tell the children what to do.'It seems too
difficult to play'.

Question 2
Explain the concept of ‘Mistaken Behaviour’ developed by Gatrell (2004).

In his 1995 article in young children , titled 'Misbehaviour or mistaken behaviour',

Garter explained that this is because the social experiences of young children are
limited and their thinking skills are still developing. From time to time, everyone
makes mistakes, especially young children.
Mistaken behaviour reminds us that the child is just at the beginning of a lifelong
learning process, which we also are undertaking, and that in the process of
learning we all make mistakes.
There are three levels of mistaken behaviour . These levels include strong needs,

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socially influenced, and experimentation. In the strong needs level, children have
the , "Inability to cope with problems resulting from heath conditions and life
experiences. The social influenced level deals with the desire to please others,
while the experimentation levels deals with the desire to explore the
environment and engage in relationships. Through proper guidance and
understanding of the meaning for mistaken behaviour, children can learn and
develop successfully.

Question 3

Scenario A: Swearing

Georgie (2 years 5 months) is trying to stack some blocks which keep falling over. After the third
attempt he says, “Damn buddy bugger blocks!”

i. Is Georgie’s reaction mistaken behaviour or unacceptable behaviour?

Georgie's reaction is Mistaken behaviour

ii. Using the guidance continuum select the level of intervention you would apply as an educator.

Level 1- ignore

iii. Give reasons for your answer.

Swearing is a learned behaviour- usually copied from family members.

Ignoring swearing tends to make it a non-issue. Drawing attention to swearing
can often result in escalation.
Ignore the swearing and focus on George's frustration. Help him to stack the
blocks so they don't fall over.

Scenario B: Name Calling

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Mitchell (2 years 11months) desperately wants to play with ‘big boys’. He tries to join in their
activities but invariably falls or trips. Today he fell while the boys were running, cutting his
knee. He cried loudly when he realised his knee was bleeding. The leader of the group, Tom (3
years 5 months), began to chant: “Cry baby Mitchell, Cry baby Mitchell.” The ‘other big boys’
joined in the chant.

i. Is Tom’s reaction mistaken behaviour or unacceptable behaviour?

Tom;s reaction:- Unacceptable behaviour.

ii. Using the guidance continuum select the level of intervention you would apply as an educator.

Level 4 :- Step in/ set limits

iii. Give reasons for your answer.

We should step in or set limit because tom is asserting his power and position
over Mitchell and if it is ignored tom will not learn how to empathy others.
Tom should be discouraged to chant. Educators can speak firmly to Tom and
explain him that his behaviour is hurting Mitchell. They can let tom and his
group play and in the meantime they can comfort Mitchell and help her to
play with his own age group.

Scenario C: My Teddy!

Ellis (22 months) and Ava (21 months) are playing in the toddler’s outdoor play area. Ellis is
pulling a wagon along and stops occasionally to talk to the two dolls and teddy that he has in
the wagon. Ava spots the teddy, and takes it out of the wagon. Ellis shouts at her, grabs back
the teddy and pushes Ava, who falls backwards and begins to cry.

i. Is Ellis displaying mistaken behaviour or unacceptable behaviour?

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Ellis reaction :- Unacceptable Behaviour

ii. Using the guidance continuum select the level of intervention you would apply as an educator.

Level 3, 5 and 9 .

Act as reporter.

Ask questions.

Take action alongside.

iii. Give reasons for your answer.

Ellie is showing behaviour which is normal for her age . It's appropriate to
assert her but not appropriate to be arrogant. Ellis does not have the
understanding that how her behaviour is impacting others. Support Ava and
give her another teddy. Educators can make her understand that Ellis wants to
play with that teddy now after her turn , Ava can play with that.

Scenario D: Bully?

Imran (4 years 7months) has excellent gross motor skills and enjoys playing with balls kicking,
throwing and catching. However, Imran has poor language skills and because of this he tends
to be a loner. The educator has noticed that Imran often pushes the younger children, causing
them to fall. It appears that Imran does this for no apparent reason.

i. Is Imran displaying mistaken behaviour or unacceptable behaviour?

Imran's reaction:- Unacceptable behaviour.

ii. Using the guidance continuum select the level of intervention you would apply as an educator.

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The level of intervention are:-

Level 3:- Act as a reporter.

Level 5:- Ask question.

Level 9:- Take action alongside.

iii. Give reasons for your answer

Imran is old enough to know that pushing others is an unacceptable behaviour.

The reality is he does it usually while interacting with other child. It's true he
has poor language skill which can be a reason but that does not support this
misbehaviour of him with others. Educators can be a role model that how
Imran should talk to others like they can say Imran you need to say, "Can i play
too"? Then wait for your friend's response. Just rather pointing out his
mistakes educators can say what to say and what to do to Imran.
Assessment Task 4: Conflict Resolution

Question 1
Define the skills and abilities required by children to manage conflict.

Conflict resolution skills

The ability to respect the rights of others:

The right to feel safe: Children should be educated on not to put someone in
danger by their actions.
Rights of space: Children should learn not moving into someone else property
until invited or accepted.
Property rights: Children should learn not to take anything from anyone what
someone owns or is using . Instead they should wait for their turns.

The ability to control expressions of anger:

The right to feel safe: Children should be educated on not to put someone in
danger by their actions.
Rights of space: Children should learn not moving into someone else property
until invited or accepted.

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Property rights: Children should learn not to take anything from anyone what
someone owns or is using . Instead they should wait for their turns.

The ability to assert themselves in a socially acceptable manner:

Children should be taught how to be assertive and how they can gain more
control of situations by being assertive

The ability to share one’s own ideas and to listen to those of others:

Children should learn how to communicate effectively and develop the

ability to listen others attentively to make contributions. Also each person is
valuable and has a contribution to make

Question 2
Using the five finger formula suggested by Gatrell (2004), describe how you would assist the children to
apply a conflict resolution strategy to resolve the following scenario so that there is a win/win outcome
for the children.

Scenario: The Dinosaurs

Paki and Lewis (4 years) have been busy in the sandpit. They have used palm fronds and large
rocks to create a landscape.

Paki: “I know, let’s go get the dinosaurs. This can be their home!”

Lewis: “Yeah!”

The boys race off and bring back a box containing various dinosaurs.

Paki: “I’m having the Tyrannosaurus Rex.”

Lewis: “No, it’s my turn. You always get to have it. It’s not fair.”

Paki: “It was my idea so I get to choose first. You can have the Brontosaurus.”

Lewis: “No, I’ll have the Brachiosaurus.”

Paki: “No, I’m having that one too.”

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The argument becomes heated with both boys yelling at each other.

Cool down :- Educators can first ask the children to take deep breaths, relax and
calm down.

Identify the problems:- In the second stage educators can ask each child to state
their side of the problem and how they are feeling after that incident.

Brainstorm ways to solve the problem:- In this stage educators can encourage
each child to explore options, suggest a solution and the possible consequences
and act as a facilitator if they can't agree offer options for discussions and
agreement.

Agree on solution and try it:- Here educators can try to come to a solution and
praise children for their effort.

Follow up :- In this last stage educators can make comments on how they are
playing together now. Encourage them to play like this and keep monitoring on
them.

Question 3

Scenario: What Happened?

Inaam, Jipla and Carrie (4 years 7 months) are playing in home corner. The girls have taken on
roles as mother, baby and daughter. The play continues happily for around 20 minutes and
then the girls begin to argue about the direction of the play. Inaam (mother) wants the
daughter (Carrie) to go to the shops to get food while she puts the baby (Jipla) to bed. Jipla
wants to go to the shops with Carrie. They all begin to argue. Jipla announces that she is “not
playing any more” and pushes past Inaam who stumbles backwards and knocks over two
chairs. “Now look what you made me do!” she screams at Jipla.

The educator turned when she heard the crash and rushed over.

“What’s going on here? Who knocked over the chairs?”

Jipla points at Inaam, “She did.”

“Inaam get up and go and sit on the mat by yourself and think about your behaviour.”

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Inaam walks towards the mat crying. “It wasn’t me.”

“Jipla and Carrie tidy up this mess and go and find something else to do. You have all been
extremely silly and I am very annoyed!”

Fifteen minutes later the educator approaches Inaam. “Well Inaam what have you got to say
for yourself?”

Inaam bows her head and says “Sorry.”

Educator: “Right, you can go and find something else to do away from the other girls.”

a) Suggest why the educator’s intervention was inappropriate.

The Educator stopped the argument but did not solve the problem
and ignore Inaam’s complain of she did not do it. She asked Inaam
to sit there by herself for 15 minutes without any communication, it
was a kind of a time out . She also marked children as ‘silly’ and do
not allow those girls to play together again .

b) What do you think the girls ‘learnt’ from the educator’s handling of this disagreement? (It may
not be ‘positive’ learning.)

The girls may learn that stop playing with each other is the way to solve
problems and we can show our anger by saying bad words and allow to
label others . Here is no fun in playing with friends. When there is a
disagreement between people we cannot do anything about it and only
saying sorry is the best way to make everything ok. There is no option of
making fair decision.

c) Applying Gatrell’s (2004) five finger formula list the steps the educator should have used to guide
the children in conflict resolution.

• Stop the argument and ask them to calm down first .

• Discuss the problem and agree the problem is disagreement of
the play direction.
• Brainstorm to find the solutions to solve the problem of identity the
direction of the play .

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• Guide children to discuss with each other and suggest children to

talk to each other gentle instead of arguing .
• Guide children to solve the problem by help from adults and find
out the advice as needed.

Assessment Task 5: Functional Assessment

Question 1
Educators can identify behaviours of concern through functional assessment.
What is a functional assessment and what is the process?

Functional assessment is a continuous collaborative process that combines

observing, asking meaningful questions, listening to family stories and
analysis individual child skills and behaviours within naturally occurring
everyday routine and activities across multiple situations and settings.
It is the process that helps adults to overview children's challenging
behaviours and finds a way to best response. It can be useful strategy where
chronic behaviour has not responded to other management strategies.

Question 2: Information on behaviour is gathered from observations which must be reliable, valid and free
from bias.
a) Define reliable, valid and free from bias in the context of educator’s observations of children’s
behaviour.
Reliable Reliable documentation is that the documentation
must be accurate and consistent . This reliable
documenting can only be achieved by drawing on a
range of information collected over time and in
different situations.
Valid Valid information is based on observations that cover
sufficient information to give a fair picture of the
child's behaviour.

Free from bias Interpretations on observations of children behaviour

must accurate , objective and free from bias.
Comments that are subjective and non-valuable

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should be avoided.

b) Tick the four behaviour descriptions which are reliable, valid and free from bias.

⎕ He is always naughty.
⎕ She never listens.
 ⎕ He has difficulty joining play situations with peers.
 ⎕ She finds it hard to control her emotions, particularly anger.
⎕ He’s spoilt and selfish.
 ⎕ She uses language that insults, hurts other’s feelings and ends interactions.
⎕ He’s aggressive.
 ⎕ He will physically hit, push or kick if not able to have his way.

Question 3: Information gathered in relation to a child’s behaviour can be used when analysing the child’s
behaviour and/or when communicating or liaising with those people who care for the child or when making
referrals.
List five stakeholders who could read the child’s documentation.

Five stakeholders who could read the child's documentation are as follows:-
Service Supervisor.
Room leader.
Another educators.
Support workers.
Parents.

Question 4: There are six steps in a functional assessment.

Complete the table by explaining how each step is implemented – i.e. what actions do the educators
need to apply?

Steps in Functional Assessment Implementation

1. Identify challenging behaviour.
In this process the educators has to
find out the problem. Educators
need to first identify the challenging
behaviour in order to know that
what is the child doing exactly and
how is it affecting others?

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2. Select observation strategies. Educators to observe in different

settings or situations such as :-

Where the behaviour happened and

what happened immediately after it.

Who was involved?

Specific actions, place and time of

occurrence.

3. Identify your present explanation for the Educator first need to explain the
behaviour.
reason of the behaviour. Educator
can use the information which will
reflect on why the behaviour may be
occurring and what is the motivation
working for the child.

4. Describe present corrective attempts. The responses of the educator to a

What are you doing now in response to
certain situation where the child was
the behaviour?
showing concerning behaviour and the
effect of the responses on child's
behaviour.

5. Generate a new explanation for the Educators can identify that does the
behaviour.

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behaviour result in a positive response

for the child and what is maintaining
the behaviour rather than what might
have triggered it.

6. Change how you respond. Educators can set new ways to

respond to the targeted behaviours
that will result in positive changes in
the child.

Question 5: Once a functional assessment has been completed, you would need to share your findings with
all those involved with the child and gather information from them too.
Who would you want to include in this process?

Educators
Parents
Speech pathologist.
Any other professional working with the child.
Guardians

Question 6: List the ten key points that the educator must take into account when discussing behaviour
concerns with parents.
Acting in a professional and a sensitive manner - balance concerns with some
positive about the child the message should be one of concern but also offer a
positive pathway forward.

Educators should speak in a calm , friendly tone.

Avoid giving parents the impression that their child is hopeless. Educators should

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always stay positive.

Be willing to provide ongoing support to both the child and the parents .

Include positive observations about the child, such as "We love having your child
with us , he is so creative and always manages to make us laugh".

When discussing behavioural issues describe behaviours that you are

observed ,go through observations you have recorded, when the behaviours
occurs ,what happens etc. If there are other children involve respect their privacy
and don't name them.

Create a behaviour management plan if necessary to identify the key issues,

strategies to work on at the center and at home, identify boundaries etc.

To allow plenty of time for parents to take on board the educators concerns and
be aware that the parents may not want to meet the further discussions.

To have in mind some strategies to working with parents to set goals to address
the child's behaviour.

Provide the parents with additional resources such as books, website’s or contact
information for other trained professionals, According to Harare there are
excellent resources available including "Raising great kids","Boundaries with
Teens", "Bringing up Girls".

Assessment Task 6: Behaviour Plan

Question 1
Identify the five key steps in a behaviour plan and the explanation of how each step would be
implemented.

Behaviour Plan Steps Implementation

Step 1: In this step educators need to identify the

Defining behaviours that cause concerning behaviour of the child then conduct an
concern.
analysis on it consisting child's age, stage of
development and ability.

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Step 2: Educators need to write a series of goals and

Setting goals and objectives. objectives in this step in order to archive goals.
Short term goals need to be specific which will
help the child achieve the long term goals.

Step 3: Educators need to consider what strategies the

Selecting activities and
educators will follow to help the child achieve their
strategies.
behavioural changes. It is to ensure that the plan is
realistic and resources are available and culturally
appropriate.

Step 4: Educator here need to ensure all the educators are in

Implementing the plan. agreement and understands the behaviour plan.
Educators will develop the plan that must be
developed in accordance with the service philosophy
and policies. The plan must be consistent and
educators should record and implement the planned
strategies and consequences every time the targeted
behaviour occurs.

Step 5: Educator will continue implementing the

Monitoring and reviewing. behaviour plan and closely monitored the effect .
They will record observations and discuss the
process with others. They should make changes or
modify gradually if needed. Finally educators will
send referral to relevant support services if
additional assistance is appropriate.

Question 2
a) Explain the difference between Short Term Objectives and Long Term Goals.
Give one example of each for Sam who is in the 4 – 5year room learning to
share through turn-taking.

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The long term goals are the behaviour that child can archive over time .
Example of long term :- Sam will interact and get along socially with
peers.

The short term objectives are designed to help the child achieve the long
term goal and it is more specific in nature. Example of short term
objective:- Teach Sam that biting hurts. Sam will stop biting in the long
run and learn simple words to use instead.

b) Selecting activities and strategies - How would you decide the

activities/actions/experiences that would be the focus of your plan for this
child?

I would decide the activities/actions/experiences by observing or looking into

the observations that are recorded for this child. I would identify the child's
interest's , strengths, and times of need where the child finds it difficult and
need assistance.

c) How would you decide the strategies/consequences/rewards to be used?

I can decide by working out

Why the child is behaving in this way and
What the child is trying to archive from it.
After this i would then establish strategies and consequences that will
help the child change their behaviour but still achieve their desired
outcome.

Question 3
Tick the seven appropriate strategies for educators to use when implementing a behaviour plan.

 ⎕ The objectives and goals are clearly explained to everyone involved.

⎕ Not all educators agree that there is a problem.
 ⎕ The child has been supported to understand the expectations of the behaviour plan.

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 ⎕ The child’s parents have been included in the discussion and planning.
⎕ The regular Room Leader will be away for the next six weeks on Long Service Leave.
 ⎕ Printed copies of the behaviour plan have been distributed to all educators, Director
and the child’s parents.
 ⎕ The environment has been organised to minimise the potential for inappropriate
behaviour.
⎕ Not all educators have been informed of the behaviour plan.
 ⎕ A date has been set for a review meeting.
 ⎕ Educators know what observations and comments to record and where to record them.

Question 4: Explain why it is important to monitor and review the effectiveness of the behaviour plan.

By monitoring and reviewing the effectiveness of the behaviour plan you

can be sure that the plan being implemented is the right plan and that the
desired positive outcomes are being archived. It is important to act early if
there are signs of potential development delay because of early treatment
is so important for improving a child's skills and abilities. It helps determine
exactly when a programme is on track and when changes may be needed .
Monitoring and evaluation forms the basis for modification of interventions
and assessing the quality of activities being conducted .

The educator and the family may work together to refine the goals and set
new objectives for the child . Educators may find that the initial objectives
were too overwhelming for the child so need to be simplified or changed .

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Marking for Theory Assessment Tasks

Student’s Name Pooja bakshi

Student’s ID

Outcomes

Assessment Specification S NS

Did the student submit the required assessment in the specified timeframe?

Did the student submit correct, sufficient and in-depth responses to all questions
and all the responses are in acceptable form of quality and standard?

Record of Performance
Performance Indicators S NS
Did the student provide correct and sufficient answers to all the questions?
Please tick  for correct and cross × for incorrect answers
For assessment task 1
1. 
2. 
3. 
4. 
5. 
6. 
7. 
8. 
9. 
10. 
11. 
12. 
13. 
For assessment task 2
1. 
2. 
3. 
4. 
5. 
For assessment task 3
1. 
2. 

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Performance Indicators S NS

3. 
For assessment task 4
1. 
2. 
3. 
For assessment task 5
1. 
2. 
3. 
4. 
5. 
6. 
For assessment task 6
1. 
2. 
3. 
4. 
Comments/feedback to student

Outcome:  Satisfactory  Not Satisfactory

Assessor name:

Assessor signature:

Date:

Case Study

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Jonty – Behaviour Plan

Question 1
Read the attached observations about Jonty and then answer the following questions.

Name: Jonty (3 years 6 months) D.O.B: 12.7.xx

Background Information

Jonty attends the service Monday - Thursday. Fridays are spent with his grandparents.

Jonty lives with his mother, Jenny and father, Roy, a brother, 16 years and a sister 14 years. Mr
& Mrs Jones own and operate a large and busy plant nursery. Roy usually starts work at around
6.00 am and works six days per week. Jenny works at the nursery on Tuesdays, Thursdays,
Saturday and Sundays. On the weekends Jonty is usually at the nursery, at home with his
brother and sister or with his grandparents. Jonty looks forward to his time with his
grandparents as they play games with him, take him fishing and to the park.

Educators Comment

Jonty has been attending the service for 12 months. Once a co-operative, quiet child, Jonty is
becoming increasingly difficult. He has outbursts of aggression towards the other preschool
children in care, is easily frustrated and lately he has become very negative towards himself. He
often refuses to attempt tasks, saying “I can’t do it, it’s too hard”.

Jonty tends to be a loner. He rarely engages in play with his same age peers, preferring instead
to play with infants and toddlers. He is particularly fond of Tom (8 months). He also likes Sophie
(9 years) who comes to the service for after school care. Despite his poor relationship with his
peers, Jonty appears to enjoy his time at the service even though he often tells the educator
that he doesn’t like being at child care.

At times, Jonty can be aggressive to others. Jenny (mother) is concerned that Jonty is being
neglected by herself and Roy but she feels unable to do anything to change the situation
because of the demands of the business. She feels that the family “baby” Jonty too much when
they do spend time with him and as a result she feels that Jonty is not “acting his age”.

Jonty is a bright boy who displays language and cognitive skills well above what might be
expected for his age. He is particularly interested in dinosaurs, insects and sea life. He often
brings books from home, which he will sit and look at for long periods of time. Jonty’s fine motor
skills are poor and he finds most art and craft frustrating. He prefers to play outdoors and has
well-developed gross motor skills (climbing, jumping, running, kicking etc).

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Developmental Summary

Child’s Name: Jonty J Age: 3.6 years Date of Birth:

12.7.xx

Attendance Pattern: Mon – Thurs, 8:30am – 5:30pm

Child’s Interests:
Family Background:
Enjoys:
 Parents both work – long hours/nursery.
 Dinosaurs.
 Grandparents – local – care for Jonty on
Fridays.  Sea life.
 Brother 16, sister 14 – care for Jonty at  Books.
weekends.
 Fishing with Pop.
 Mum anxious about lack of time with
 Younger children.
Jonty.

Physical Development:

Jonty’s gross motor skills are developing appropriately; his fine motor skills are generally poor
and contribute to his frustration and poor self-esteem.

Fine Motor: Gross Motor:

 Poor scissor skills.  Climbs, runs, jumps, kicks ball with skill.

 Uncontrolled use of brush.  Agile – runs around objects.

 No dominant hand.  Good balance.

 Poor eye hand co-ordination.  Catches big ball.

 Stacks blocks.

Self Help Development:

Independent, refuses adult help, poor co-ordination and fine motor skills influencing
development of self-help skills– likes to help with babies/toddlers care.

 Difficulty with cutlery – uses fingers.

 Independent – refuses help.
 Dresses self appropriately.
Social Development:

Jonty’s behaviour has changed, he has difficulty relating in positive ways with his peers, is often
unco-operative with educators. His self-esteem is poor and separation from Mum is difficult.

 Expresses feelings in inappropriate ways.

 Prefers interactions with younger children or playing alone.

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 Outburst of anger expressed physically and verbally – negative body language.

 Easily frustrated.
 Can be un-cooperative.
 Poor self-esteem – “I can’t”.
 Behaviour has changed.
 Separation problem with Mum.
Language Development:

Jonty’s language development is above average for his age. He needs to use positive
language with peers and to express his feelings verbally.

 Uses language during play to describe actions and intentions.

 Uses well-constructed sentences.
 Uses personal pronouns.
 Interested in books.
 “Writing” his name.

Cognitive Development:

Jonty is curious and interested in the physical world, he shows appropriate understanding and cognitive
development for his age. His knowledge of maths concepts could be used to extend his problem solving
strategies e.g. using puzzles. His cognitive skills could be used to build his self-esteem. He needs
opportunities to express his ideas creatively.

 Concentrates well on self-selected tasks.  Matches shape/colour.

 Curious-investigates e.g. water and sand.  Matches one to one.
 Uses symbols e.g. “writes” name.  Counts to ten.
 Uses trial and error to solve puzzle.  Concepts – same/different.
 Good memory – facts about dinosaurs,  Sorts objects.
recalls stories.
 Plays guessing games.

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Observation 1: Running Record

Name: Jonty Jones Date: 22nd March

On arrival Jonty appears very sullen - he clings to his mother and starts to cry when she leaves. His
mother tells Jonty “not to be silly” and leaves looking rather harassed. The educator asks Jonty if
he would like to sit and look at some books with her and the other children. Jonty looks at the
educator and then looks at the floor. He walks over to the dough table and sits with his back to
the others. The educator makes no further comment and begins to read to the others. Kate (3
years) approaches and sits opposite Jonty. “Hi Jonty, wanta play with me?” Jonty does not answer
but immediately tries to grab all of the play dough and cover it with his arms. Kate says “Give
some to me!” Jonty places his head on his arms, further covering the dough. Kate attempts to pull
some of the dough away from Jonty and his response is to hit her.

Observation 2: Anecdote

Name: Jonty (3 years 6 months)

Date: 24th March

Jonty has been unco-operative for most of the day. He made no attempt to play with the other
children and on two occasions when approached by children he pushed them away. He spent
long periods playing with Tom on the floor, rolling a ball, talking to Tom and making him laugh.
He wanted to be involved in feeding Tom his lunch and was very gentle with him. When the
educator commented, “Jonty, you are so gentle with Tom” Jonty smiled at her and replied, “Tom
likes me.”

Jonty played alone with the blocks and built several towers that he knocked down with “an
angry dinosaur” and then rebuild. At the collage table Jonty attempted to cut circles from a
sheet of coloured paper, however, his hand eye-co-ordination and fine motor skills did not
match this task. When cutting Jonty swapped the scissors from one hand to the other. The
educator offered assistance and a different pair of scissors but Jonty said “No!” After a short
time, he became frustrated and gave up. ‘These are stupid scissors!” He then went to the easel,
and used the felt pen to “write” his name.

Jonty used long sweeping strokes to cover the paper with paint. Each time he took the brush
from the paint pot paint dripped to the floor.

At the puzzle table Jonty selected a ten piece inset puzzle of farm animals. He removed each
piece one at a time, naming the animals as he went. He then attempted to return the pieces
and used a great deal of trial and error before the puzzle was successfully completed.

At lunch time Jonty began using his fork and spoon but gave up and used his fingers. He
overfilled his cup with juice and accidentally knocked it over when he was reaching for a piece of
bread. When the educator asked him to wipe up the spill he replied angrily “No, I can’t do it!
You do it”, and started to cry.

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Observation 3: Anecdote

Name: Jonty (3 years 6 months)

Date: 29th March

Setting: Sandpit

Other children present in sandpit: Kate (3 years 5 months)

Jonty used the scoop to dig in the sand, first with his right hand and then with his left hand.
He looked at Kate and said, “I’m digging a lake for fishing and you can’t help.” Kate did not
respond but continued with her play.

Jonty continued to dig and then announced that he needed some water for his lake. He took a
bucket and went to the water trough, where he scooped some water into the bucket. He then
ran back to the sandpit and tipped the water into his hole. He watched the water soak into the
sand and said to himself, “More water”. He then returned to the water trough and again ran
back to the sandpit.

Kate, who had been watching Jonty, had moved to the hole and was digging out the wet sand.
Seeing Kate, Jonty became enraged, crying and yelling “Get out of my lake”. When she did not
move, Jonty hit her with the bucket.

Kate began crying, “I hate you”, and threw a handful of sand at Jonty. Jonty was about to
retaliate when the educator arrived.

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Simulated Behaviour Plan – Question 1

Interpretation of Observations

day, educators or children, times of day, routines and activities that may impact on this behaviour When
and where the behaviour occurs: (include)

If I see Jonty with his family then he has elder sisters with a massive age gap, possibly Jonty didn’t get a
chance to face this situation at home, no body touches or snatches his toys because of least interest
due his sister age.

Possible reasons for the behaviour: (include reference to mistaken or deliberate, age appropriateness,
temperament, personality, stress levels, cultural practices)

Jonty became engraved when Kate started scooping the wet sand out and he hit Kate by bucket, Kate in
return threw sand on Jonty, I would say here its mistaken / age appropriate behaviour

Impact of the behaviour on the environment, program, other children:

It will impact on other peers, as they will stop respecting each other the way jonty is doing.-Due to
Jonty’s nature, he will not be able to make friends-Other children will take advantage of the behaviour
and can start disrespecting peers.

Assumed reasons for the behaviour:

Jonty not getting enough attention from parents-Good age gap between siblings, so chances of less
sharing-Lack of fine motor development at home.-Frustration, unable to share, upset when something
is taken away from them etc

Activities and experiences enjoyed by the child:

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CHCECE020 - Establish and implement plans for developing cooperative behaviour

Playing in sand pit

-Paying with small age group kids like Tom.

-Enjoys on art and craft table section but gets frustrated when unable to use scissors

Activities, experiences, routines which pose a challenge for the child:

Using scissors

Sharing toys with peers

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Question 2
Use all information provided on Jonty to complete the following behaviour plan.

Simulated Behaviour Plan – Question 2

Behaviour Plan

Child’s Name: Jonty Age: 3 years 6 months

Student: Date:

Who would you consult with to develop the behaviour plan and goals for Jonty? Are there any
cultural factors to consider?

I will consult first with Jonty’s parents

b)Yes there are cultural factors to be considered-Parents not giving enough time-Most of the
times Jonty spending time with grandparents

Long Term Goal:

Jonty to control on his anger and avoid hitting.

Short Term Goal 1:

Jonty to involve with peers and start sharing

Activities and strategies: Include any resources required.

a) Involving him in group plays

b) Giving him craft activities which involves fine motor development ( holding paintbrush,
cutting with scissors)
c) Get him involved in packing up things
d) Peers helping and sharing

Short Term Goal 2:

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To develop his fine motor skill

Activities and strategies: Include any resources required.

Involve in loads of craft activities- Painting activities- As he is good in outdoor play (gross motor skills),
can build his hand and eyecoordination with ball games

Will you communicate the behaviour plan expectations to Jonty? If yes how will this be achieved?

I will not communicate the entire plan with Jonty; will just convey the expectation interms of what
behaviour is expected from him at the service.-Will provide him with reward on his achievements ( will
set standards first and willprovide with reward once achieved )

How would you inform and communicate with other colleagues in regard to the plan and alternative
behaviour strategies?

Will do a staff meeting with colleagues or other educators

Date for monitoring and review:xx/xx/xxxx

Who would attend: All educatots and parents.

Marking for Simulated Assessment Tasks i.e. case study

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Outcomes

Assessment Specification S NS

Did the student submit the required assessment in the specified timeframe?

Did the student submit correct, sufficient and in-depth responses to all questions
and all the responses are in acceptable form of quality and standard?

Record of Performance
Performance Indicators S NS
Did the student provide correct and sufficient answers to all the questions?
Please tick  for correct and cross × for incorrect answers
1. 
2. 

Comments/feedback to student

Outcome:  Satisfactory  Not Satisfactory

Assessor name:

Assessor signature:

Date:

Student Declaration:
I acknowledge that I have been given the feedback by the assessor and I agree with the assessment
outcome.
I don’t agree with the assessment outcome and would like to appeal the outcome of the
assessment. (Please contact training department or SSO)

Student name: Student signature: Date:

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