CHCECE007 Assessment Answers Develop Positive And Respectful Relationships With Children
Mar 13,23Question:
a.How were the interactions between the children and the Educator initiated?
b.What information (knowledge) did the Educator provide the children during this interaction?
c.How did the Educator sustain the interaction?
a)What did the Educator do to initiate interactions with Ollie?
b)What did the Educator do to engage Ollie in conversation?
c)How does the Educator help Ollie to feel secure?
8.Read the scenario below and answer the related questions.
a.What does the Educator do to make every child feel ‘special’ and included?
b.How does the Educator engage the children in the story time session?
c.Explain why the Educator does not ask Milly to sit down but allows her to stand nearby?
d.The Educator has a system which allows each child in turn to suggest a song/rhyme for the group to sing.
9.How do the Educators demonstrate Element 5.1.1 Interactions with each child are warm, responsive and build trusting relationships?
10.How do the Educators demonstrate Element 5.1.2? Every child is able to engage with Educators in meaningful, open interactions that support the acquisition of skills for life and learning?
11.Match each of the following Educator strategies with how it supports the development of positive relationships.
12.Match each scenario to the most appropriate Educator strategy for supporting toddler’s emotional development.
13.The following photographs show children engaged in typical play experiences.
14.Look carefully at the examples of Educator’s engaging with children in their play and answer the related questions.
a.Explain how the interaction in Scenario A will assist James to formulate a plan to complete the puzzle.
a.Explain why is it important for the Educator to show enjoyment in the company of the children?
a.Explain how the Educator supports Rory as a competent and curious learner?
b.Tick the four statements that describe the Educator interactions in the above series of photos.
15.Quality Area 6 of the National Quality Standards provides educators with guidelines and instruction on how to establish and maintain effective relationships with children and families and how to reflect the culture and practices of their local community.
16.List the five guidelines given in relation to how services provide care and education for children in Regulation 155: Interactions with children.
17.What instruction is given in Regulation 156: Relationships in groups?
18.Children will show signs of distress in different ways and the Educator’s response should be adjusted to suit the needs of individual children. For each of the following examples, suggest an appropriate Educator response.
19.Read the following scenarios and for each one describe how you could support the child and respond in a way that acknowledges the child’s skills/abilities whilst, at the same time, promoting or protecting their self-esteem.
21.List five considerations Educators should make when organising the environment and resources in a manner which will reduce children’s stress and frustration?
22.List five daily management strategies Educators can use to support pro-social behaviour and help prevent children’s stress and frustration.
23.Children will remember, and learn from consequences they have actually experienced. In this case there really is no need for Educators to add to the stress or frustration the child is feeling but it is much more constructive and positive to show understanding and support for the child – building a positive, respectful relationship.
Ravi continues to kick the ball into the fence and, sure enough, it goes over! The educator says “Oh dear. That’s a shame. No more soccer game, eh?”
a.Read the above scenario and comment on whether the Educator’s response was good or not and why?
b.24.Read each statement and:
i.Suggest the most appropriate Educator response (you may choose more than one) from the list below.
ii.Give a reason for your choice of strategy – you should draw on your knowledge of child development.
25.Name the Quality Area that relates to children’s behaviour from the NQS?
26.In reference to the EYLF name the Learning Outcome and Indicator that relates to Children’s behaviour?
27.Educators need to be careful not to ‘reward’ inappropriate behaviour. Sometimes, our responses to a behaviour do, in fact, allow the child to achieve their goal, which may be to avoid something or to get extra attention. Read the following scenarios and use the table below to document your responses to the following questions:
28.Read the scenarios and answer the related questions.
a.How could the Educator in the Scenario ‘Thomas’ respond to help the children manage their emotions?
a.Read the scenario and suggest how the Educator should respond to help the children manage their emotions?
29.The strategies listed below are some of the ways we can guide children’s behaviour positively. For each strategy briefly explain, in your own words, what each one means.
30.Read the Scenario and answer the related questions.
a.Identify the quality practices being used by Lisa and the staff at this centre?
b.What do you think Lisa would do next in this discussion?
c.Identify the benefits from this type of approach to behaviour management.
Answer:
Introduction
Assignment
Child development and behaviour
Case study Analysis
Answer 1
a)
The interaction between educator and the children was initiated by simple casual introduction, where the educator introduced himself to children in a formal manner.
b)
Responding empathetically and appropriately to the verbal exchange efforts of all kids. An ecosystem this is generally secure and satisfied. In addition, the trainer suggests that the animals also have a recurring, they drink coffee, they deserve fearless admire, the kids are able to eat the animals. However, in regards to meals, when they make amusing of the scent of food, the trainer teaches that it could be wheat, and refreshes the scholars’ expertise.
c)
The trainer had a robust and regular discussion on the subject, discussing and figuring out the rookies’ knowledge of chicken health. Promotes records approximately animal feed and all this with brilliant humour, and continually pays attention.
Answer 2
a)
The educator made use of verbal communication skills along with toys to initiate the interaction with ollie.
b)
To engage Ollie in interaction, educator made use of play and interactive sessions to engage her.
c)
The instructor shows love and concern for Ollie’s things sleep and luxury her about the want to go to sleep once more. In addition, it encourages communique, and expects all and sundry to respond with a view to proceed with the next verbal exchange.
Answer 8
The teacher names the children and indicates that they recognize their moves, making them sense special. In addition, the publisher interacts with the children as he inspects the organization. Finally, they include a infant who comes to a decision to pick songs and reward their thoughts.
Answer 9
When schooling leaders, coordinators, and teachers adopt a optimistic, moral technique to directing children’s conduct, they in the long run allow children to control their personal conduct and expand the skills had to efficiently interact and engage with others. Each pattern and object is represented through effects that contribute to the level to be carried out in the service.
Answer 10
This may be completed by way of:
- Places, assets and sports designed to reduce times while kids may be pressured or frustrated or wait unnecessarily
- Children who’re supported to make selections and get consequences whilst there may be no risk of injury to themselves or anyone else
- Children are praised after they make excellent choices in controlling their conducts, assets and sports designed to reduce times while kids may be pressured or frustrated or wait unnecessarily
- Children who’re supported to make selections and get consequences whilst there may be no risk of injury to themselves or anyone else
- Children are praised after they make excellent choices in controlling their conduct
Answer 14
a)
The trainer made a plan by means of encouraging James to examine and think about colorations, shapes, outlines, up and down the puzzle so he may want to complete the puzzle.
Answer 16
- Respect each children.
- Respect the family members of each child.
- Treat every child with care.
- Give love and affection to each child.
- Treat ever child with love.
Answer 17
This general acknowledges that the family is the most effective have an effect on on the lives of children and that mastering consequences are probable to be achieved when teachers work in partnership with families.
Answer 21
- Playgrounds are open to avoid congestion
- Spaces are arranged in order that there are sincerely described approaches for easy motion
- There are limits to the quantity of youngsters in a few playgrounds to keep away from overcrowding and to encourage recognition and continuous play.
- There are both smooth and difficult areas, quiet / isolated play regions and small organization areas
- Resources are easy for children to get access.
Answer 22
- Remain calm in the face of difficult behaviour.
- Set up a schedule to allow for longer play time where children can listen, have interaction and have enough time to complete their play sequences.
- Quiet manual, remind and redirect
- Encourage cooperation and hassle fixing: ‘Noah and Jude, I see which you are arguing. How can I assist?
- Give children age-appropriate roles and duties in order that they sense a sense of possession, possession and obligation in society.
Answer 23
The Pastor’s answers had been wrong because the soul instructed him it really is why he have to be careful. Even if the ball is over, It is viable to get it however Ravi has to consider the next time he plays to prevent it from going on once more.
Answer 25
Each toddler is supported to control his or her conduct, reply as it should be to conduct or to others, and speak successfully to remedy conflicts.
Answer 26
Girls hook up with every different and make contributions to their own international.
Answer 28
Teachers need to recognize and reply as it should be to the emotional signs of formative years. He needs to recognize or aid you in an effort to build consider and safety.
Answer 30
a)
Considering the age and revel in of the kid, offer clean and suitable reasons to assist kids apprehend what is appropriate and unacceptable conduct.
b)
Lisa wants to make a listing of guidelines after discussing them with the kid, and he or she will create a rule for the child to observe the policies.
c)
They can stumble on their faults and improve themselves. To illustrate: If kids have a problem with a toy, they’ll be greater willing to take a look at it and try and enhance.
Conclusion
This assignment deals with answering questions from the case studies associated with child development and behaviour.
References
Berger, M. (1974). Annual progress in child psychiatry and child development. Behaviour Research and Therapy, 12(4), 364. https://doi.org/10.1016/0005-7967(74)90016-3
Mitchell, A. E., Morawska, A., Fraser, J. A., & Sillar, K. (2016). Child behaviour problems and childhood illness: development of the Eczema Behaviour Checklist. Child: Care, Health and Development, 43(1), 67–74. https://doi.org/10.1111/cch.12412
Parental Attitudes and Child-Rearing Practices. (1960). Child Development, 31(1), 225. https://doi.org/10.2307/1126402
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