CHCECE006 Support behaviour of children and young people (elective unit) The full text of the can be viewed at Candidate’s name Date completed Specific assessment requirements that apply across this cluster Assessment must ensure use of the National Quality Framework for Early Childhood Education and Care AND the relevant approved learning framework under the National Quality Framework. (Assessor to tick if confirmed for this cluster.) Skills must be demonstrated in a regulated early childhood education and care service. (Assessor to tick if confirmed for this candidate.) Specific foundation skills for this cluster Candidates must be able use oral communication in order to engage in sustained conversations with children Assessor to add how foundation skills were confirmed: Early childhood education and care work requirement Candidates must have performed the activities outlined in the performance criteria of CHCECE007 Develop positive and respectful relationships with children and CHCECE010 Support the holistic development of children in early childhood (as well as the units CHCECE003 Provide care for children and CHCECE005 Provide care for babies and toddlers) during a period of at least 120 hours of work in at least one regulated early childhood education and care service. Assessor to add how the work requirement was confirmed: Question 11 – Describe how you have interacted with children to support holistic development and learning in early childhood. Key points to be addressed by the candidate ASSESSOR’S NOTES code of ethics effective communication techniques such as communication of care and respect through all interactions NB: In addition to the ‘key points to be addressed’, evidence must confirm that the candidate has supported the development of children in at least 3 different situations/activities (including different age groups and abilities) by: interacting with children to holistically support development and learning appropriate to the child’s abilities and age providing a variety of experiences and environments to support the different of children’s development (including a combination of physical, creative, social, emotional , language and cognitive) The candidate must also demonstrate that they have communicated positively and respectfully with at least 3 children including using effective and appropriate communication skills (see examples in ‘key points to be addressed).
reflective practice report-writing standards and protocols (relevant to observation reports) UN Convention on the Rights of the Child methods for gathering and recording information include: observations questioning discussion with families anecdotal information learning stories jottings digital images samples of children’s work analyses that could derive from observations of children’s behaviour include: aspects of a child’s development knowledge, ideas, abilities and interests social interactions reactions to play environment Question 15 – Describe how you have used positive support techniques to guide the behaviour of children and young people. Key points to be addressed by the candidate ASSESSOR’S NOTES communicative function of behaviour and positive support strategies to redirect behaviour and defuse situations definitions of/differences between disruptive behaviour and behaviours of concern how learning difficulties or mental health issues may affect behaviour NB: In addition to the ‘key points to be addressed’, evidence must confirm that the candidate has: identified behaviours requiring support of children or young people using a range of methods guided behaviour using positive support techniques with at least two children or young people used judgement to determine when to involve other staff for supported intervention discussed behaviours of children and/or young people to plan and problem-solve in collaboration with others communicated issues to a supervisor and negotiated solutions in a clear and appropriate manner at least twice The candidate must also demonstrate that they have communicated positively and respectfully with at least three children including using appropriate communication skills (see examples in ‘key points to be addressed).
impacts of environment and culture on the behaviour of children and/or young people organisational standards, policies and procedures Outcomes of the competency conversation interview for Cluster 3—Play and development Assessors must consider whether the of evidence are met (valid, sufficient, current and authentic) in relation to the candidate’s knowledge, and whether the evidence is sufficient to demonstrate the candidate’s ability to complete and manage tasks and manage contingencies in the job role context. Record findings below. If the evidence shows the candidate has not demonstrated competence, discuss the next steps—practical workplace tasks to be assessed by the assessor in the workplace (see the Workplace Assessment Tasks provided for in this RPL Toolkit) or candidate self-directed professional development activities to build knowledge or skills. If the candidate has demonstrated workplace competence for unit or units, complete the RPL Assessment Outcomes Form.
Candidate’s name Date completed Specific assessment requirements that apply across this cluster Assessment must ensure use of the National Quality Framework for Early Childhood Education and Care AND the relevant approved learning framework under the National Quality Framework. (Assessor to tick if confirmed for this cluster.) Skills must be demonstrated in a regulated early childhood education and care service. (Assessor to tick if confirmed for this candidate.) Specific foundation skills for this cluster Candidates must be able use oral communication in order to interact calmly and positively with families and children. Assessor to add how foundation skills were confirmed: Requirement for actual babies and toddlers Assessment of CHCECE005 Provide care for babies and toddlers must involve interactions with actual babies and toddlers the age of 24 months under the supervision of an early childhood educator (Assessor to tick if confirmed for this candidate.) Early childhood education and care work requirement Candidates must have performed the activities outlined in the performance criteria of CHCECE005 Provide care for babies and toddlers and CHCECE003 Provide care for children (as well as the units CHCECE007 Develop positive and respectful relationships with children and CHCECE010 Support the holistic development of children in early childhood) during a period of at least 120 hours of work in at least one regulated early childhood education and care service. Assessor to add how the work requirement was confirmed: Question 16 – Describe the importance of predictable and meaningful care routines for babies and children, and the impact that changes to these routines can have. Key points to be addressed by the candidate ASSESSOR’S NOTES attachment theory code of ethics
Candidate’s name Date completed Venue Specific assessment requirements that apply across units in this cluster Assessment for CHCECE001 Develop cultural competence must ensure use of the National Quality Framework for Early Childhood Education and Care AND the relevant approved learning framework under the National Quality Framework. (Assessor to tick if confirmed for this cluster.) Skills for CHCECE001 Develop cultural competence must be demonstrated in a regulated early childhood education and care service. (Assessor to tick if confirmed for this candidate.) Question 21 – Describe your own sense of cultural identity, including any biases that might relate to cultural identity and diversity. Key points to be addressed by the candidate ASSESSOR’S NOTES own cultural conceptions, pre-conceptions and perspectives of diverse cultures significant events in own family background or history which may influence values, beliefs and attitudes cultural competence and diversity as outlined in the approved learning framework relevant to the workplace recognition of the potential impact of cultural practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others understanding of own culture and western systems/structures and how this impacts on cultural identity including in relation to Aboriginal and Torres Strait Islander cultures relationship of own cultural identity to the cultural identities of the children within the NB: In addition to the ‘key points to be addressed’, evidence must confirm that the candidate has investigated cultural diversity in at least one service and community.