Afshan Lakhani ECTARC

CHCECE007 CertIII

CHCECE007: Develop
Positive and Respectful
Relationships with Children
Afshan Lakhani ECTARC
CHCECE007 CertIII
Afshan Lakhani ECTARC
CHCECE007 CertIII
Afshan Lakhani ECTARC
CHCECE007 CertIII

PART A:
1. a. To make the child feel safe by prioritising and meeting their needs.
b. Using a soft tone of voice and responding to them respectfully that does not make them
feel uncomfortable
c. Comfort the child when they are distress by acknowledging their emotions, and helping
them to express their feelings and frustrations.
2. a. Ask the child take deep breaths, and inhale and exhale with them by placing hand on
their chest to calm them down.
b. Acknowledge their feelings by articulating what they feel
c. Listen to what they have to say; try to resolve their problem
3. It is vital to acknowledge children’s efforts and achievements to make them aware of their
potential and encourage them to harness their skills and further improve them. Moreover, it
encourages them to engage in sustained conversations and talk about how they accomplished
the task. When educators express delight and enthusiasm at the child’s efforts, “children
develop a sense of agency when they display delight, encouragement and enthusiasm”
(DEEWR, 2009, p.22)
4. a. Family photos
b. Home language, comfort object (brought from home)
c. Cultural day
5. a. Make a family tree with family photos of all the children
b. Hand over comfort object to children to make them feel safe, such as blanket or a soft toy.
Talk to the child in their home language to make them have a sense of belonging to the
educator
c. Celebrate cultural days, such as Navroz, Christmas, Eid, etc.
6. a. Quality Area 5: Relationship with Children
b. 1. Children can have group activities, such as construction, pasting, painting, etc.
b.2. Children’s interests could be amalgamated, for example one child could build a castle,
mountain, or roads with various material, such as play dough or Legos, and the other child
could drive around their cars on that construction.
Part B:
1a. As the construction area can be overcrowded, the children could be divided into groups in
different activities for specific time, and then can interchange activities once the time is over.
This way Mitchell would not feel overwhelmed by a large number of children around him. I
will acknowledge his efforts and skills in building various structures to encourage him and
make him feel confident. Then, he could be explained that if his peers help him, he can build
a massive construction more quickly as everyone will have responsibilities.
Afshan Lakhani ECTARC
CHCECE007 CertIII

b. I would ask Mitchell to take deep breaths to calm himself down. Feelings of empathy could
be instilled by asking him questions, such as, “would you like it if someone hits you?”, “How
would you feel?” By explaining him the impact and consequences of his behaviour, I would
ask him, how can he make Adam feel better? I would encourage Mitchell to apologise to
Adam and invite him to play together.
c. He could take deep breaths, drink water, visualise by imagining a happy memory, count 1
to 10, talk to the educator and tell how he feels.
d. “Mitchell, I appreciate how you curbed your anger and maintained your composure. By
remaining silent for a moment made him think before he spoke, and not blurt out something
rude. Instead, you simply let her know that you were angry. You are very forgiving and have
a team spirit as you are letting Sarah help you rebuild the city. Keep it up, I am proud of
you!”
e. There can be a group discussion, and children can participate in making rules to follow,
such as walking, not running indoors, waiting for turns, raising hands before asking a
question, participating in discussion, or asking for more food during meal times, etc. By
giving children the opportunity to contribute in setting rules, they feel responsible for their
actions. The rules could be written down with pictures illustrating possible consequences and
posted in the room. Reminding the children about the rules before beginning an activity could
make them aware of their actions and possible results.
f. Experiences are important as they give a practical understanding of a situation or concept.
When a child goes through an experience, they learn the consequences that they would not
understand when they are just explained in words. However, it must be ensured that the
experience does not involve physical or emotional harm. Moreover, in life, not everything
can be explained, as children grow they will eventually experience range of things to explore
the real world. If a child is always prevented from having different experiences, even when
there is no danger, then they will not be able to explore their own skills and further their
understanding.
g.
 The Guide to the Education and Care National Law and the Education and Care
Services National Regulations 2011
 The Guide to National Quality Standard
 UN Convention on the Rights of the Child (1989)
 ECA Code of Ethics
 Code of Conduct
 Service policy

PART C:
1. “Simon, I think Chaminda looks beautiful in that Indian outfit. Look at the different
colours and the details on it. Chaminda is learning to speak English as her home language is
Hindi, just like mine is Farsi, or your friend’s is Mandarin. We are all different, and we are all
Afshan Lakhani ECTARC
CHCECE007 CertIII

special in our own ways. You should be friends with Chaminda and learn about her country. I
think learning to speak more than one language is a wonderful idea, don’t you, Simon?”
2. a. Children could paint Australian flags as well as the flags of the countries their parents
migrated from. This would promote the idea of pluralism and tolerance.
b. Children could celebrate their cultural events, such as Navroz, Eid, Holi, etc. to encourage
sense of belonging as well as sense of identity.
c. Be confident about one’s differences, such as narrating stories where characters are from
multi-cultural backgrounds, playing music in different languages, or learning different dance
moves.