CHCECE020 Establish and implement plans for

developing

cooperative behavior
CHC50113 Diploma of Early Childhood Education and Care
Record of Assessment Outcome

Student Name: Student ID:

Summary of evidence gathering techniques used for this assessment:

O Questioning O Scenario O Report O Case Study O Observation in the workplace
The evidence presented is:
O Valid O Sufficient O Authentic O Current

Unit Result: Competent O Not Competent O

The student has been provided with feedback and informed of the assessment result and the reason for the
decision.

Assessor Name: Date Assessed:

Assessor Signature:

SCEI Contact: info@scei.edu.au

Student declaration on assessment outcome

I have been provided with feedback on the evidence I have provided. I have been informed of the assessment result and the
reason for the decision.

Student Name: Date:

Student Signature:

Student Assessment

Reasonable Adjustment
Was reasonable adjustment applied to any of the assessment tasks? (please tick) Yes O No O

If yes, tick which assessment task(s) it was applied to.

O Questioning O Scenario O Report O Case Study O Observation in the workplace

Provide a description of the adjustment applied and why it was applied.

Name of Assessor: Assessor Signature:

Name of Student: Student Signature:

Student Declaration
Plagiarism constitutes extremely serious academic misconduct and severe penalties are associated with it. By
signing below, you are declaring that the attached work is entirely your own (or where submitted to meet
the requirements of an approved group assessment, is the work of the group). I certify that
➢ I have read and understood the Southern Cross Education Institute’s PP77 Assessment and submission
policy and procedures.
➢ This assessment is all my own work, and no part of this assessment has been copied from another person.
➢ I have not allowed my work to be copied by another person.
➢ I have a copy of this work and will be able to reproduce within 24 hours if requested.

I give my consent for Southern Cross Education Institute to examine my work electronically by relevant plagiarism
software programs.

Student Signature: .......................................................... Date: ......../........../................

ASSESSMENT OUTCOME SUMMARY AND FEEDBACK

Assessment Task 1 – Questioning

Submission No. Result Score Date Assessed Assessor Name Assessor Signature

O First submission OS O NS

O Re-submission 1 OS O NS

O Re-submission 2 OS O NS

S = Satisfactory NS = Not Satisfactory

Feedback to the Student:

Assessment Task 2 – Scenario

Submission No. Result Score Date Assessed Assessor Name Assessor Signature

O First submission OS O NS

O Re-submission 1 OS O NS

O Re-submission 2 OS O NS

S = Satisfactory NS = Not Satisfactory

Feedback to the Student:

Assessment Task 3 – Report

Submission No. Result Score Date Assessed Assessor Name Assessor Signature

O First submission OS O NS

O Re-submission 1 OS O NS

O Re-submission 2 OS O NS

S = Satisfactory NS = Not Satisfactory

Feedback to the Student:

Assessment Task 4 – Case Study

Submission No. Result Score Date Assessed Assessor Name Assessor Signature

O First submission OS O NS

O Re-submission 1 OS O NS

O Re-submission 2 OS O NS

S = Satisfactory NS = Not Satisfactory

Feedback to the Student:

Assessment Task 5 – Observation in workplace

Submission No. Result Score Date Assessed Assessor Name Assessor Signature

O First submission (booklet) OS O NS

O Re-submission 1 (booklet) OS O NS

O Re-submission 2 (booklet) OS O NS

S = Satisfactory NS = Not Satisfactory

Date industry work placement completed:

Feedback to the Student:

ASSESSMENT OBJECTIVES

This unit describes the knowledge and skills required to establish, monitor and implement both
individual and group plans for behaviour modification.

To achieve competency the following assessment tasks must be successfully completed in the time
allocated with the essential resources. Your trainer/assessor will give you the due date to submit
the assessments and provide you with feedback after assessing your work.

Refer to the table below for the summary of assessment tasks for
this unit:

Assessment Task Assessment Type Notes

Number
1 Questioning To be completed by the due date provided by the
trainer/assessor
 2 Scenario To be completed by the due date provided by the
trainer/assessor
3 Report To be completed by the due date provided by the
trainer/assessor
4 Case Study To be completed by the due date provided by the
trainer/assessor
5 Completed in a SCEI approved regulated Early
Observation in the workplace Childhood Education Centre

1. Students will be given the student assessment at the beginning of the unit
2. Students may need to spend some hours outside the class hours without supervision to complete
the assessments
3. All assessment tasks must be satisfactory to achieve competency in the unit
4. All the units of competency must be deemed competent to complete the qualification and obtain
a certificate
5. The assessment requirement for this unit are presented clearly in the Assessment Requirements
located at
http://training.gov.au/TrainingComponentFiles/CHC/CHCECE020_AssessmentRequirements_R1.p
df
6. In the Student assessment, you must be able to: o Answer all questions o Complete all
assessment tasks within the required timeframe o Complete all assessments tasks to a
satisfactory standard
7. The following resources are required for this assessment: o access to an actual workplace or
simulated environment
o simulated assessment environments must simulate real-life working
environment o National Quality Framework for Early Childhood Education and
Care o National Quality Standards for Early Childhood Education and Care o
Belonging, Being and Becoming: Early Years Learning Framework
o Walker, Lorraine & Miller, Shelagh, (author.) (2016). The early childhood
educator for Certificate III (2nd edition).
North Ryde, N.S.W. McGraw-Hill Education (Australia)

Foundation Skills
The foundation skills described those required skills (language, literacy and numeracy) that
are essential to performance.
o Oral Communication – in order to facilitate a range of collaborative discussions with children,
families and other educators.

The remaining foundation skills essential to performance are explicit in the performance criteria of
this unit.

Reasonable adjustment
For information on reasonable adjustment please refer to PP73 Reasonable Adjustment Policy
located at:
http://scei.edu.au/enrolment/policies-procedures-forms
Record of assessment outcome

After all of the assessment evidence has been gathered from the assessment tasks for this
unit/cluster of units of competency the Record of Assessment stating your result will be completed.

Information for the Student

If you do not understand any part of the unit or the assessments you are required to undertake,
please talk with your trainer/assessor. It is important that you understand all of the aspects of the
learning and assessment process that you will be undertaking. This will make it easier for you to
learn and be successful in your studies.

ASSESSMENT TASK 1 – QUESTIONING

Conditions of ● Questions will be completed during class time

Assessment ● Responses to the questions may be typed or written

Student ● You are required to answer all questions correctly in Assessment Task 1 –
Instructions Questioning
for completion ● Questions relate to a specific chapter of your student guide
● Responses to the questions can be either typed or handwritten
Task 1 –
● Written responses must be legible and in pen NOT pencil
Questioning
● Use of correct grammar and spelling is required to demonstrate foundation skills,
so please ensure to proof read your answers prior to submission
● Use of APA referencing must be used where original sources have been used. Do
not copy and paste text from any of the online sources. SCEI has a strict
plagiarism policy and students who are found guilty of plagiarism, will be
penalised. Please refer to APA referencing guide
http://www.flinders.edu.au/slc_files/Documents/Blue%20Guides/APA%20Refere
ncing.pdf
● Write your name, student ID, the assessment task and the name of the unit of
competency on each piece of paper you attach to this assessment document
● You are required to submit this assessment to your trainer/assessor by the due
date
Due Date The trainer/assessor will inform you of the due date.

1. Developing strategies in the management children’s behaviour, requires careful

application of a number of underpinning child development principles and
practices. List four (4) main principles that should be applied when developing
strategies to manage children’s behaviour.
1. Expectations and equity – believing that all children are able to success,
regardless of cultural diversity and abilities.
 2. Secured and respectful partnership with children.
3. Partnership with families. Maintaining good partnership with families is very
important to create a warm and welcoming environment.
4. Respect for diversity.

2. a. Identify how cultural beliefs and practices impact upon a child’s behaviour?
Child’s behaviour will depends on the upbringing of the families and the culture
that they have. They will bring this in school that’s why it’s very important to
respect everyone’s culture. How the families raise their child and their way of
living will have a big impact on child’s behaviour.

b. List ways different families may respond to inappropriate

behaviour?
 Being positive and showing support.
 Avoid using the same response all the time.
 Encouraging them to do positive things.
c. Describe why educators need to be careful not to impose
their own beliefs on children?
It can affect the own beliefs of the child and their culture and can lead to confusion.

3. a. In your own words, describe what ‘learned behaviour’ is.

Learned behaviour is something that adopts the child from a certain environment
like school.

b. Identify how learned behaviour leads to inappropriate

behaviour? It can lead to inappropriate behaviour if the behaviour he adopts or
learn is something negative. A child can learn good and bad behaviour it
depends on which side is he exposed to.
c. How can the identified inappropriate behaviour be
corrected? By guiding the child and making him aware the negative effects
of the inappropriate behaviour.

4. Identify the legally binding International instrument that the rights of the
children are protected under.
Rights of the Child (UNCRC)

5. List two (2) factors you would need to consider when establishing
guidelines that are relevant to the culture and background of the children
and the policies of the service provider?
1. Ensuring that the guidelines is appropriate for children.
2. Respecting each background and culture.
 ASSESSMENT TASK 2 – SCENARIO

Conditions of ● Responses to the questions can be typed or submitted handwritten

Assessment ● Scenarios will be completed during class time

Student ●
Instructions for Read the scenarios provided and answer correctly the questions that follow
●
completion Assessment requirements may be either typed or handwritten
●
If hand written, the writing must be legible and in pen NOT pencil
●
Task 2- Written responses must be legible and in pen NOT pencil
●
Scenarios Use of correct grammar and spelling is required to demonstrate foundation
skills, so please ensure to proof read your answers prior to submission Use of
● APA referencing must be used where original sources have been used. Do
not copy and paste text from any of the online sources. SCEI has a strict
plagiarism policy and students who are found guilty of plagiarism, will be
penalised. Please refer to APA referencing guide
http://www.flinders.edu.au/slc_files/Documents/Blue%20Guides/APA%20Ref
erencing.pdf
● Write your name, student ID, the assessment task and the name of the unit of
competency on each piece of paper you attach to this assessment document
● You are required to submit this assessment to your trainer/assessor by the due
date
Due Date The trainer/assessor will inform you of the due date.

Scenario 1
Read each scenario and answer the following questions for each.
1. Identify the cultural expectations or personal values and beliefs that are contributing to the
child’s behaviour
2. Provide strategies an educator can use to address the behaviour, working in cooperation with
the parent/guardian.

Situation A
Faraz (4.8yrs) is Australian/Arabic. He is an only child of older parents. Faraz still tantrums and pouts
when he does not get his own way with adults or peers. He is becoming increasingly isolated as the
other children will no longer tolerate his behaviour. His mother laughs and gives in to him, saying
‘He is such a baby my beautiful boy!’
 1. Identify the cultural expectations or personal values and beliefs that are
contributing to the child’s behaviour
 Parents babies him
 Only Child
 Boys are more important with some cultures

2. Provide strategies an educator can use to address the behaviour with

the parent/guardian

 Explain to the parents what is age appropriate behaviour and what is not. What
should be a child’s understanding at the age. As a parent you want what is best for
your child so present learning consequences. Praising good behaviours can also be
use as one strategy.

Situation B
Caleb (3.2 yrs) and his sister Ella (18 mths) attend child care 5 days per week. Their parents are
solicitors and have their own busy practice. Caleb is becoming increasingly aggressive with younger
children – he pushes, bites and hits. He usually dissolves into tears and promises that he will not hurt
his peers when educators reprimand him. However, the behaviour re-occurs several times a day.
The practitioner has tried to address the behaviour with Caleb’s parents. His mother tells the
practitioner to ‘Just deal with it’ and his father responds by saying ‘he can be a handful sometimes.’

1. Identify the cultural expectations or personal values and beliefs that

are contributing to the child’s behaviour

 Lack of time with their children (Children are seeking attention)

 Parents think it is the responsibility of the service to do the hard stuff like
disciplining the children.
 2. Provide strategies an educator can use to address the behaviour with the
parent/guardian

 Talk to the parents (make time) about their behaviour, share other information to be able to
understand the issue. Discuss your observation with them to show the frequency of their
behaviour.
 Address parents/ meeting/ set up and give information in front of them.

Situation C
Summer (22 mths) lives in a large shared house with her mother and her partner and several other families. All of
the adults take responsibility for caring for the children based on the philosophy that children learn by their
mistakes and therefore children should be rule free and as unrestricted as possible. In practice this means that
Summer has no set routines – she eats when hungry and falls asleep when she is tired. Summer is not used to
being in a routine nor is she used to being required to share or follow simple directions.
1. Identify the cultural expectations or personal values and beliefs that are contributing to the
child’s behaviour
 No specific routines/ rules to follow
 No responsibilities

2. Provide strategies an educator can use to address the behaviour with the parent/guardian

 Facilitate a meeting with the parents or guardians and discuss the importance of having a routine
or rules to follow so that children can apply these rules to be a responsible individual. Also, tell
them as well that having no rules or routines doesn’t work with the child care services. Discuss
the philosophy and the mission statement of the service.

Scenario 2
Both Porter (2003) and Gartrell (2004) suggest adults can view children’s inappropriate or disruptive behaviour
in two ways:
1. as developmental errors or ‘mistakes’. This view recognises that unacceptable behaviour is almost
always acceptable from the point of view of the child doing it. Children are trying to behave
‘correctly’ and during the process of learning to behave children will inevitably make mistakes.
2. as children deliberately behave incorrectly. Children should obey rules and limits rather than
‘exploring the boundaries’. Children who behave incorrectly should be punished.

Read each scenario and write a response to whether the behaviour is one of the following and explain why. a)
mistaken behaviour
b) deliberate unacceptable behaviour that can’t be ignored
c) behaviour that can be ignored

CHC50113 Diploma of Early Childhood Education and Care

CHCECE020 – Version 2.2 - February 2019
10
CHC50113 Diploma of Early Childhood Education and Care
CHCECE020 – Version 2.2 - February 2019
11
Situation A
Mia (3.1yrs) has heard her mother ‘telling off’ her older brother when he swears. Mia comes in at morning tea
time and her mother waits for her to start before leaving. As Mia pours herself some milk she spills some on the
table. She looks up at her mother, smiles and says, ‘Bugger’.

 b) deliberate unacceptable behaviour that can’t be ignored

 She is not showing respect and is not sorry of what happened.

Situation B
Mitchell (2.11yrs) 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 (3.5yrs), began to chant: ‘Cry baby Mitchell, Cry baby Mitchell’. The

other ‘big boys’ joined in the chant.

 b) deliberate unacceptable behaviour that can’t be ignored

 Because it is harmful to the well being of another, he is also not showing empathy, care or
respect to others.
Assessor guide
Situation C
Ellis (22 mths) and Ava (21 months) are playing outdoors. Ellis is pulling a wagon along and stopping 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.

 a) mistaken behaviour
 Looking at their age (not even 2 years old), behaviour is still kay at this age, check the age
and stage appropriate beahviour.

Situation D
Imran (4.7yrs) 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 practitioner has noticed
that Imran often pushes the younger children, causing them to fall. It appears that Imran does this for no apparent
reason.

 b) deliberate unacceptable behaviour that can’t be ignored

 Maybe he is expressing frustrations because he doesn’t know how else to communicate and
he might also be feeling lonely but physical harm is not acceptable behaviour.

CHC50113 Diploma of Early Childhood Education and Care

CHCECE020 – Version 2.2 - February 2019
12
 ASSESSMENT TASK 3 – REPORT

Conditions of ● Report will be commenced during class time and completed in your own time if
Assessment not completed during class time
● Responses to the questions may be typed or written

Student ● Answer the following questions and submit in a report format

Instructions for ● The report may be typed or handwritten
completion and ● If handwritten, writing must be legible and in pen (NO pencil)
conditions of ● Use of correct grammar and spelling is required to demonstrate foundational
Assessment skills
● Use of APA referencing must be used where original sources other than your own
Task 3 -
have been used – to avoid plagiarism
Report
● Write your name, student ID, the assessment task and the name of the unit of
competency on each piece of paper you submit for assessment

Due Date The due date for this task is _____________________________

Each service must have in place a Behaviour Management Policy that sets out the philosophy, principles and
practical strategies used to manage and guide children’s behaviour. The policy should provide both parents and
practitioners with information that is easy to read, understand and implement.

Using the ACECQA Policy Template – Behaviour Guidance as reference, write a report addressing each of the
following questions.
1. Identify how a behaviour management policy will protect the rights of children, parents and
practitioners?
Assessor guide
2. Describe the primary purpose of a behaviour management policy.

3. List behaviour management strategies that should be prohibited.

4. List four (4) common behaviours that should be addressed in the Assessor guide policy.

5. Suggest two (2) strategies that could be included that generally promote positive behaviours.

6. Suggest two (2) best practice principle that can be offered to inform or guide decisions about
management behaviour.

CHC50113 Diploma of Early Childhood Education and Care

CHCECE020 – Version 2.2 - February 2019
13
 7. Suggest two (2) reflective questions that may assist practitioners to consider how their own attitudes,
values and behaviour might influence children’s behaviour and/or the way behaviour is managed.

8. Explain what should be included in the policy in relation to privacy and confidentiality.

Reference: National Childcare Accreditation Council: ACECQA Policy Template – Behaviour Guidance
http://ncac.acecqa.gov.au/educator-resources/policy-development.asp

CHC50113 Diploma of Early Childhood Education and Care

CHCECE020 – Version 2.2 - February 2019
14
 ASSESSMENT TASK 4 – CASE STUDY

Student ● Read the case study outlined below and follow the assessment instructions
Instructions for ● All parts of this assessment must be completed and submitted to the
completion and trainer/assessor for marking by the due date
conditions of ● Assessment requirements must be typed (not hand written)
Assessment ● Use of correct grammar and spelling is required to demonstrate foundational skills
● Use of APA referencing must be used where original sources other than your own
Task 4-
have been used – to avoid plagiarism
Case Study
● Write your name, student ID, the assessment task and the name of the unit of
competency on each piece of paper you submit for assessment

DUE DATE The due date for this task is _____________________________

This case study is about Jonty a 3.6 year old boy attending an early childhood education and care centre four days
per week. Information is offered about Jonty in various formats.
You are required to read the information provided about Jonty and respond to the questions at the end.

Name: Jonty (3.6yrs) D.O.B: 12.7.xx

Background
Jonty attends the centre 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.

Practitioner’s Comment
Jonty has been attending the service for 12 months. Once a co-operative, quiet child, Jonty is becoming
increasingly difficult. He has outburst 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 mths). He also likes Sophie (9yrs) 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 practitioner 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

CHC50113 Diploma of Early Childhood Education and Care

CHCECE020 – Version 2.2 - February 2019
15
 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). Assessor guide

Developmental Summary

Child’s Name: Jonty J Age: 3.6yrs Date of Birth: 12.7.xx

Attendance Pattern: Monday to Thursday

Family Background Child’s Interests

• Parents both work – long hours/nursery • dinosaurs
• Grandparents – local – care for Jonty on • sea life
Fridays • books
• Brother 16, sister 14 – care for Jonty at weekends • fishing with Pop
• Mum is anxious about lack of time with Jonty • younger children

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 coordination • Catches big ball
• Stacks blocks

Self Help Development

Independent, refuses adult help, poor coordination 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

CHC50113 Diploma of Early Childhood Education and Care

CHCECE020 – Version 2.2 - February 2019
16
Social Development
Jonty’s behaviour has changed, he has difficulty relating in positive ways with his peers, is often unco-operative
with Practitioners. His self-esteem is poor and separation from Mum is difficult.
• Expresses feelings in inappropriate ways
• Prefers interactions with younger children or playing alone
• Outburst of anger expressed physically and verbally – negative body language
• Easily frustrated
• Can be uncooperative
• Poor self-esteem – “I can’t”
• Behaviour has changed
• Separation problem with Mum

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

Assessor guide Assessor guide

Observation 1: Running Record
Name: Jonty Jones Date: 22nd March
CHC50113 Diploma of Early Childhood Education and Care
CHCECE020 – Version 2.2 - February 2019
17
 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 practitioner asks Jonty if he would like to sit and
look at some books with her and the other children. Jonty looks at the practitioner and then looks at the floor.
He walks over to the dough table and sits with his back to the others. The practitioner makes no further
comment and begins to read to the others. Kate (3yrs) 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 (3.6yrs) Date: 24th March

Jonty has been uncooperative 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 practitioner 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-coordination and fine motor skills did not match this task. When cutting Jonty swapped the scissors
from one hand to the other. The practitioner 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 practitioner asked
him to wipe up the spill he replied angrily “No, I can’t do it! You do it.” And started to cry.
___________________________________________________________________________________

Observation 3: Anecdote

Name: Jonty (3.6yrs) Date: 29th March

CHC50113 Diploma of Early Childhood Education and Care
CHCECE020 – Version 2.2 - February 2019
18
 Setting: Sandpit

Other children present in sandpit: Kate (3.5yrs)

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 practitioner arrived.

Answer the following questions related to the information provided on Jonty

1. Identify the behaviours that are of main concern.

2. Identify the factors that may be contributing to Jonty’s behaviour.

3. List the positives identified in the documentation.

4. Who could you seek advice from?

5. Who could you discuss or report this to and what options could you discuss with parents?

6. How could you involve Jonty in the decision making and planning?

7. Refer to Observation I – Running Record and state:

a) What are the behaviours of concern?

b) What does Jonty’s behaviour indicate?

8. Refer to Observation 2 – Anecdote and state:

a) What are the behaviours of concern?

b) What does Jonty’s behaviour indicate?

CHC50113 Diploma of Early Childhood Education and Care

CHCECE020 – Version 2.2 - February 2019
19
 9. Refer to Observation 3 – Anecdote and state:

a) What are the behaviours of concern?

b) What does Jonty’s behaviour indicate?

10. Complete the Behaviour Management Plan for Jonty.

BEHAVIOUR MANAGEMENT PLAN

Name: Jonty Age: 3.6yrs DOB: 12.7.xx
Date Plan Developed:
Behaviour/s of Concern Acceptable/Alternative behaviours expected

Concerns raised with parents

Agreed Strategies

Long term goals:

Short term goals:

Resources/Referral bodies that can be consulted

Review Date:

Practitioner’s Signature: Parent/s Signature

CHC50113 Diploma of Early Childhood Education and Care

CHCECE020 – Version 2.2 - February 2019
20
 ASSESSMENT TASK 5 – OBSERVATION IN THE WORKPLACE

Student ● You are required to undertake industry work placement

Instructions for ● You are required to undertake industry work placement
completion ● 240 hours- Diploma of Early Childhood Education and Care (Domestic)
● 360 hours- Diploma of Early Childhood Education and Care (International) You
Task 5 - ● must have been graded successful in your assessments for all units of
Work Placement competency prior to commencing work placement
● The SCEI work placement coordinator will arrange your work placement to
ensure it is undertaken in a SCEI approved regulated Early Childhood
Education Centre.

Due Date ● The work placement booklet must be submitted to the trainer/assessor within
five days of completion of the work placement

Prior to attending work placement you will be issued with a work placement booklet. This will outline:
• the roles and responsibilities of you (the student), the SCEI workplace supervisor and host organisation
• the skills you will be observed and assessed performing
• assessment tasks to complete prior to industry work placement and during work placement.

It is expected during the hours of industry work placement the student will consistently demonstrate
achievement of the required skills and knowledge as set out below. Please refer to the work placement booklet
for further details of the work placement and the assessment requirements.

Assessment Criteria
There must be demonstrated evidence that the student has completed the following tasks:
• observed and analysed children’s behaviour, on at least three occasions, in a range of situations and
contexts
• created, implemented and measured the effectiveness of at least one plan, including:
• developing long-term and short-term goals and objectives
• establishing a baseline for the behaviour
• clearly outlining alternative behaviours
• communicating expectations with children
• supporting and communicating with colleagues to implement the plan
• revisiting the plan and reflecting on its effectiveness
• developed positive relationships with children, respected family expectations and their cultural values, and
acted within the service policy

CHC50113 Diploma of Early Childhood Education and Care

CHCECE020 – Version 2.2 - February 2019
21
 • interacted with children and involved them in decision-making and planning
Please refer to the work placement book for assessment to be completed while on placement.

CHC50113 Diploma of Early Childhood Education and Care

CHCECE020 – Version 2.2 - February 2019
22