Retrieved fromblue bay model policies blue bay early learning centre

Course Code

Due Date	________________	Assessment Name Theory Workbook
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			_____________________________

Student Declaration
I declare that this assessment is my own work and where my work is supported by documents from my workplace placement/employer permission has been granted.

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Support behaviour of children and young

The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the

required knowledge and skills to apply strategies to guide responsible behaviour of children and

 Element 2 Use positive support techniques

 Element 3 Observe and collect data to assist with development of appropriate strategies for

Assessment Requirements

 001: A Quality Care Learning Environment

 006: Observe Behaviour, Collect Data, Plan and Support

Indicates where a question is being asked

 Indicates where a student response is required

 Kearns, K. (2017). Birth to Big School: (4th ed.). Cengage Learning.

Refer to Chapter 4: Socialising

d-

f

 Autism Spectrum Australia (ASPECT). (2009). What is Autism? [Fact Sheet]. Retrieved from

 British Columbia Family Child Care Association. (2005). Creating a Child Care Environment for Success. Retrieved from

 Manitoba Child Care Program. (n.d.). Best Practices for Guiding Behaviour. Winnipeg, MB:

Manitoba Family Services and Housing. Retrieved from -

Retrieved from

 Raising Children Network. (2011). Managing Attention Deficit Hyperactivity Disorder

Websites

 Autism Spectrum Australia:

To complete this task you will need to read your text book:

 Kearns, K. (2017). Birth to Big School: (4th ed.). Cengage Learning.

 Australian Children’s Education and Care Quality Authority. (2018). National Quality Standard

and Assessment and Rating .ACT: Commonwealth of Australia

The Th	ory As ory A



Quality Area 3 of the National Quality Standard focuses on the physical environment. The physical environment is critical to contributing to children’s wellbeing, creativity and developing independence, providing a diverse range of experiences that promote children’s learning and development, keeping children safe and creating/organising spaces to reduce the risk of injury.

iii. Resources and materials carefully chosen by Educators, that can be used in multiple ways, and challenge children in play and leisure, encourage children

iv. Children take increasing responsibility for their own health, hygiene and personal care when they can choose what they do. Educators need to provide a secure

To complete this task you will need to read your text book:

 Kearns, K. (2017). Birth to Big School: Working in Children’s Services (4th ed.). Cengage Learning.

 British Columbia Family Child Care Association. (2005). Creating a Child Care Environment Retrieved from

 Department of Education and Children’s Services. (2004). Supporting and Managing trieved from

Required Readings Required Readings

To assist you with these tasks refer to the readings:

Question 1 Question 1

Children’s behaviour is influenced by a variety of contextual factors. Understanding these factors and the ways in which they can impact upon behaviour is crucial to effectively supporting children.


Children’s Developmental Level, Learning Style and Behavioural Expectations
Culture	Educators need to understand…Differences have been found in the temperaments of children from different cultural backgrounds due to differences inexpectations and attitudes towards temperament and behaviour. Studies show that children whose temperament matches the cultural ideal receive higher acceptance

Educators working in Children’s Services need to provide positive, supportive techniques and

The children are disruptive during meal times. There are minimum or below staff: child ratios as staff are not replaced for their lunch breaks.

c. Educators supervise and engage with children, consistently role
modeling the positive behaviour they expect.

A

consistent expectations and positive

interactions with the children.

G

g. Educators use positive respectful interactions with all children and use positive language to direct and
manage their behaviour e.g. We walk inside

Some Environment Factors include:

	Noise					
			Little/poor		Shortage of	
							No clear guidelines
	Hot, stale air		Too cold			
					busy or stressed		Lack of support or
					busy or stressed		encouragement for

Morning Activity Time Morning Activity Time

It is nearly morning tea time in the 2 – 3 year old room of a children’s service. One Educator is conversing It is nearly morning tea time in the 2 – 3 year old room of a children’s service. One Educator is conversing

Some children are running around the room, two children are crying and there is music playing in the Some children are running around the room, two children are crying and there is music playing in the

background. background.

List two developmental skills that children need to be able to manage transitions and routines effectively?

 Self-help skills
 Initiative/motivation

	-	TALKING WHIT THE PARENTS
	-	MOTIVATION
	-

touching others. Two of the younger girls in the group are talking and laughing. The story is continually touching others. Two of the younger girls in the group are talking and laughing. The story is continually

being interrupted as the Educator manages the behaviours within the group. being interrupted as the Educator manages the behaviours within the group.

	-
	-

	-
	-
	-	EXPRESIVE IN SELF

	-
	-
	-	GIVE THEM SOMETHING TO DRINK

Theory Assessment Task 002 – Question 5 Theory Assessment Task 002 – Question 5

Theory Assessment Task 002 – Question 6 Theory Assessment Task 002 – Question 6

Question 6 Question 6

What would be a more effective strategy to use which would support Hayden and Joel to

Strategies

Required Readings Required Readings

Refer to Chapter 8: Learning to Get Along with Others