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CHCECE020 Establish and Implement Plans for Developing Cooperative Behaviour Assessment Answer


    Task Overview
    Part 1 Scenario and questions 
    Part 2 Behaviour plan 

    Part 1 Scenario and questions 

    Scenario

    Marta, a three-year-old, has been attending Childcare for the last 12months. She has a one year old brother, Pavel, who has just recently started attending Childcare with her. Marta has begun wetting her pants throughout the day and will not comply with requests from her Educator to pack away toys and wash her hands before meal times. Marta has always enjoyed a story at group time, but now is easily distracted, grabs comfort toys from the younger children and often pinches and hits children sitting next to her during group time.

    Question 1

    What information would you gather and observe on Marta to help you understand why this may be occurring, please include at least 3 different types of information?

    a) The data about the recent events happened with the child forms important source of information analyse concerning behaviour of Marta. 
    b) Information about the child history needs to be gathered to evaluate if the child has undergone any situation of violence in past that has afflicted her attitude towards defence for which she hits others. 
    c) Britto et al. (2017) commented that actions of others determine the behavioural development of an individual. In this case, information about other’s action on Marta needs to be gathered to assess her emotional condition and the reason of wetting her pants and unusual behaviour towards others. 


    Question 2

    List 3 ways you will record this information and a justification for your choice of each. 

    a) Anecdotal Records: The accounts of the particular events are recorded and this is done by telling the pictures in words (Bloch, Swadener and Cannella, 2018). The records would offer factual information on the different activities and the reaction of Marta. 
    b) Diary Records: The educator should take daily notes of the behaviour of Marta to evaluate the impression and reaction. The record would be subjective and would have incarcerated the quick response of Marta. 

    c) Observation Checklist: The checklist would record certain behaviour of Marta that the educator feel is important for a child to develop. The checklist would allow systematic collection of information about the child (Bloch, Swadener and Cannella, 2018)


    Question 3

    How would you gather additional and appropriate information about Marta and her background to assist you in the development of her behaviour guidance plan?

    The correct and background information about Marta can be gathered from her as well as from her parents. Kontos (1991) commented that the family background and the events in a child’s life often shape his or her behaviour. Thus, the parents of Marta should be called and information about her background and recent events needs to be obtained. The educator can also communicate with Marta under the veil of making friends or storytelling and grasp the idea of the events that are going on in her life or if she is encountering any difficult issues which is making her behave abnormally.


    Question 4

    List who you would consult and interpret the child’s behaviour with both in the Childcare Centre and outside the Childcare Centre? Please include the role of parents here.

    In the Childcare Centre, it is important to contact with the educator of Marta to exactly understand the behaviour exhibited by Marta while she is in the centre. The educator can provide idea about her cognitive, language and social development that would aid in completely comprehending Marta and her attitude. The educator should have to be made aware about the quality care for Marta. 
    Outside the Childcare Centre, the parents of Marta needs to be contacted. The parents play a very important role here in regaining Marta to her original behaviour. Her mother can shed light on the family background, child care quality, social and cognitive skills. Her parents should be informed about the changing behaviour of Marta to let them understand the changes. Her parents have to observe her when she is at home and report the same to the educator. Her parents also need to check their behaviour when they are dealing with Marta.


    Question 5

    Including Marta in the development of her guidance plan is vital, describe how you would inform and consult Marta about her own behaviour goals making sure you are sensitive and respectful to her feelings and needs. 

    As per the National Quality Framework and Standard for Early Childhood Education and Care, it is important to ensure that all the children have a learning experience that would guide them in the path of attaining success in future (Acecqa.gov, 2019). Thus, guidance plan should include Marta in a respectful manner so that she could realise her mistakes. This can be done by organising constructive everyday interaction with Marta and help her understand the negative outcome of her behaviour. Stories with moral that has link with her behaviour can help her realise the negative outcome of her attitude. To engage Marta in the guide plan, the educator had to engage her in interaction during the play, routine and ongoing projects for stimulating thinking and the learning process of the child. Fenech (2013) commented that the educator has to exhibit respect when interacting with the child and this can generate trust thereby allowing better engagement of Marta in the planning process.  


    Question 6

    How would you communicate with other colleagues about the behaviour guidance plan to ensure consistency? How will colleagues be supported in implementing the plan?


    The colleague should be communicated formally both through verbal and non-verbal (Press et al. 2011). The colleague should be called in a meeting to make them aware about the behaviour changes that Marta is currently going through. The can be verbally communicated about the specific changes and the issues that are associated with the behaviour of Marta. Non-Verbal communication would involve sending mails and reports about the background, recent events, cognitive and social skills of Marta to the events. This would enable them to comprehend the situation and deal with Marta accordingly.
    The colleague can be involved in the guidance plan in the following ways-: 
    1. They can be engaged in the brainstorming session to put forward ideas of dealing with Marta.
    2. The colleagues must be included in developing trusting relationship with Marta so that she shares her feeling with them.  
    3. The colleagues should understand the sign of distress and deal with Marta accordingly.


    Question 7

    How will you establish guidelines in consultation with families that are relevant to the culture and background of the children?

    The Quality Area 6 of National Quality Framework stands for establishing relationship with the families of the children. The families would help to understand the culture with which the children are attached with 
    (Ishimine, and Tayler, 2012). In this case, the parents of Marta can be consulted for the guidelines in the following ways:
    1. Carrying out respectful communication with the parents of Marta can create shared understanding of the attitude and the intention of each other. The welcoming environment for the parents would encourage them to take part in the decision making process and give best ideas for their child to develop.
    2. Honest and open communication with the parents of Marta can help in to feel connected with their child’s experiences and thereby become a reliable source of information about the child’s quality care.


    Question 8

    When and how would you evaluate the plan? (Include 5 evaluation questions). How will you know when Marta has achieved a short or long-term goal? What will you do when she has achieved a goal? List both the practical and recording elements.


    The guidance plan would be evaluated after three months of devising it. The success of the plan would be evaluated with the help of the five questions as listed below: 
    1. Is Marta feeling happy in the class?
    2. Has she been able to develop friendship with the other members? 
    3. Is she is able to trust her educators?
    4. Has she stopped peeing in her pants? 
    5. Does she share her ideas and problems with educators? 
    If the answers of all the questions are ‘Yes’ then the plan would be deemed fruitful. 
    If Marta stays happy in her class and improvement is seen in her behaviour and she treats her juniors with care then the long-term goals are attained. Her rewards for each and every goal are listed below: 
    Goals achievedPractical elementRecording element
    Improved Concentration of MartaOrganising meetings with parents to set new goals Making a Development plan
    Understanding the directions of the educatorsAsking the educators to make her understand about the importance of maintaining hygieneMaking a list of activities of do’s and dont’s for Marta
    Communicating with other childrenMaking her engage with group play activities with the childrenNoticing her performance in group
    Development of trust on the educatorsEducators training her to improve the concentrationEnlisting activities for improving her concentration like evaluating her listening and communication skills.


    Question 9

    How could you encourage Marta to develop problem solving skills and communication skills?


    The problem solving skills can be developed by enabling her to arrange number and do addition and subtraction independently (Trawick-Smith, Swaminathan and Liu, 2016). This would allow her to think and inbuilt the skill of critical thinking and problem solving and develop the quality of a self-learner as she grows up. A story incorporating an issue can be read out to her and some options would be provided to her to select the one that can solve the issue in the story. Furthermore, she can be given choice of activities from which she would select her own. 

    Communication skill of Marta can be developed by encouraging her to participate in different activities. She should be allowed to communicate with different children and play with them on their own terms (Trawick-Smith, Swaminathan and Liu, 2016). The educators can ask her questions so that she would reply back to them. The words should be repeated often to teach her in class.  


    Question 10

    Discuss the importance of two-way respect and understanding between child and educator as the basis to ensure success of children’s behaviour guidance plan.

    The Quality Area 5 of National Quality Standard on the development of the trusting and respectful relationship with the children for ensuring their well-being, security and belongingness. This type of relationship would create an environment that would enable them to play and learning. The behaviour guidance plan can be successful as the children would be building trust on their educators. The two-way respect and understanding between the children and the educator would give rise to social and emotional competence. When the educators makes use of strength-based and respectful approach for guiding the behaviour of the children then they ultimately empower the children for regulating their own behaviour and enhance their interacting and negotiating skills (Australian Children’s Education and Care Quality Authority, 2018). 


    Question 11

    List 5 professionals and organisations outside the early childhood service you could seek advice, support and resources from. Please include a variety of services including services that are either free or inexpensive.

    Early Childhood Australia for advocating the interest of the young children 

    Kidsafe offer ideas and plans for treating the children effectively 

    Kids Matter to ensure the well-being of the children  

    Emerging Minds works with the children and their families to sup[port the required growth 

    Red Nose for offering evidence based advice on making the babies sleep effectively 

    Part 2 Behaviour plan

    Complete the following behaviour guidance plan for Marta.

    Behaviour guidance plan 
    Child’s name Marta Age3 Years 
    Date08-08-2019

    Child’s background 
    Marta is the first child of her parents. She has a brother of one-year. Her mother works as a senior executive in a corporate organization while her father is in Police. Marta has been a good child and listened to her parents. She has always been a patience and attentive child to her parents and children. However, recently, some significant changes in her behaviour are observed as she peed in her pants and remain often distracted. She also misbehaved with her peers and juniors by hitting and pinching them.  
    Identified behaviour triggers/ factors contributing
    1. The birth of her brother has reduced the concentration of her parents on her 
    2. Her parents remain busy with and provide care to her brothers most 
    3. He parents interact less with her or understand her issues
    Prioritised behaviour 
    1. Marta has started peeing on her pants all the day round which has become a major concern as she has never done this since she has joined the care. 
    2. Marta has become quite aggressive and always hits her juniors and snatches away things from them.  
    Aims (Short Term and Long term)
    Short Term Goals:
    For Marta to....
    1. Play with the children freely and happily 
    2. Share things with them and stop snatching 
    3. Stop hitting others and show care for others 
    Long Term Goals:
    For Marta to...
    1. To develop trust on the educators 
    2. Stop wetting her pants 
    3. Love her younger brother 
    Intervention Strategies
    1. Creating physical environment that would enable Marta to play, run as well as sit quite and ponder on something. 
    2. Offering Feedback for different activities performed by Marta 
    3. Keeping an eye on Marta and making her realise that she special to them
    4. Involving the parents in excursion so that they could spend more time with Marta   
    Support (Internal and External)
    1. Special focus of the educators and other assessors in the Childcare 
    2. Offering Marta with rewards on attaining the short-term goals 
    3. Involving her parents to let them understand the situation she is going through 
    4. Influencing her parents to spend more time and take more care of her 
    Limits

    EVALUATION 
    GoalsSuccessful or UnsuccessfulChanges in behaviour
    Play with the children freely and happily SuccessfulShe now ram happily in the centre and play with others 
    Share things with them and stop snatching SuccessfulShe happily shares objects with them 
    Stop hitting others and show care for others SuccessfulShe has stopped her aggressive behaviour and show care for others 
    To develop trust on the educators SuccessfulShe share ideas and problems with the educators next 
    Stop wetting her pants SuccessfulShe can now tell the educators when she needs to go to toilet. 
    Love her younger brother SuccessfulShe is developing fondness for her younger brother 

    Follow up – what next?
    A special focus would be made on Marta to ensure that she sticks to her normal behaviour. Her parents would be asked to take special care so that she does not feel depressed or emotionally down and feel that nobody cares for her. Special emphasis would be given on her communication and problem skill so that she does not get distracted easily. 
    Link to EYLF and NQS and attach relevant service policy to plan
    The EYLF and NQS has developed certain policies and the strategies are developed based on them as listed below: 
    1. The educators should developed respectful and secure relationship with the children and their families. Following this, the educators have communicated with Marta as well as with her parents to understand the basic problem. 
    2. Developing partnership can encourage the learning ability of children. The educators of Marta has partnered with her parents to address the situation. 
    3. Policy documents are important to show the planning process of the educators. Thus, the educators of Marta would maintain a record of all the activities. 
    4. Having high expectation towards the children so that they can grow and develop and the behaviour plan of Marta is developed with these expectations.


    Answer

     1

    a) The data about the recent events happened with the child forms important source of information analyse concerning behaviour of Marta. 
    b) Information about the child history needs to be gathered to evaluate if the child has undergone any situation of violence in past that has afflicted her attitude towards defence for which she hits others. 
    c) Britto et al. (2017) commented that actions of others determine the behavioural development of an individual. In this case, information about other’s action on Marta needs to be gathered to assess her emotional condition and the reason of wetting her pants and unusual behaviour towards others. 

     2

    a) Anecdotal Records: The accounts of the particular events are recorded and this is done by telling the pictures in words (Bloch, Swadener and Cannella, 2018). The records would offer factual information on the different activities and the reaction of Marta. 
    b) Diary Records: The educator should take daily notes of the behaviour of Marta to evaluate the impression and reaction. The record would be subjective and would have incarcerated the quick response of Marta. 

    c) Observation Checklist: The checklist would record certain behaviour of Marta that the educator feel is important for a child to develop. The checklist would allow systematic collection of information about the child (Bloch, Swadener and Cannella, 2018)

     3

    The correct and background information about Marta can be gathered from her as well as from her parents. Kontos (1991) commented that the family background and the events in a child’s life often shape his or her behaviour. Thus, the parents of Marta should be called and information about her background and recent events needs to be obtained. The educator can also communicate with Marta under the veil of making friends or storytelling and grasp the idea of the events that are going on in her life or if she is encountering any difficult issues which is making her behave abnormally.

    4

    In the Childcare Centre, it is important to contact with the educator of Marta to exactly understand the behaviour exhibited by Marta while she is in the centre. The educator can provide idea about her cognitive, language and social development that would aid in completely comprehending Marta and her attitude. The educator should have to be made aware about the quality care for Marta. 
    Outside the Childcare Centre, the parents of Marta needs to be contacted. The parents play a very important role here in regaining Marta to her original behaviour. Her mother can shed light on the family background, child care quality, social and cognitive skills. Her parents should be informed about the changing behaviour of Marta to let them understand the changes. Her parents have to observe her when she is at home and report the same to the educator. Her parents also need to check their behaviour when they are dealing with Marta.

    5 

    As per the National Quality Framework and Standard for Early Childhood Education and Care, it is important to ensure that all the children have a learning experience that would guide them in the path of attaining success in future (Acecqa.gov, 2019). Thus, guidance plan should include Marta in a respectful manner so that she could realise her mistakes. This can be done by organising constructive everyday interaction with Marta and help her understand the negative outcome of her behaviour. Stories with moral that has link with her behaviour can help her realise the negative outcome of her attitude. To engage Marta in the guide plan, the educator had to engage her in interaction during the play, routine and ongoing projects for stimulating thinking and the learning process of the child. Fenech (2013) commented that the educator has to exhibit respect when interacting with the child and this can generate trust thereby allowing better engagement of Marta in the planning process.  

     6


    The colleague should be communicated formally both through verbal and non-verbal (Press et al. 2011). The colleague should be called in a meeting to make them aware about the behaviour changes that Marta is currently going through. The can be verbally communicated about the specific changes and the issues that are associated with the behaviour of Marta. Non-Verbal communication would involve sending mails and reports about the background, recent events, cognitive and social skills of Marta to the events. This would enable them to comprehend the situation and deal with Marta accordingly.
    The colleague can be involved in the guidance plan in the following ways-: 
    1. They can be engaged in the brainstorming session to put forward ideas of dealing with Marta.
    2. The colleagues must be included in developing trusting relationship with Marta so that she shares her feeling with them.  
    3. The colleagues should understand the sign of distress and deal with Marta accordingly.

     7

    The Quality Area 6 of National Quality Framework stands for establishing relationship with the families of the children. The families would help to understand the culture with which the children are attached with 
    (Ishimine, and Tayler, 2012). In this case, the parents of Marta can be consulted for the guidelines in the following ways:
    1. Carrying out respectful communication with the parents of Marta can create shared understanding of the attitude and the intention of each other. The welcoming environment for the parents would encourage them to take part in the decision making process and give best ideas for their child to develop.
    2. Honest and open communication with the parents of Marta can help in to feel connected with their child’s experiences and thereby become a reliable source of information about the child’s quality care.

    8


    The guidance plan would be evaluated after three months of devising it. The success of the plan would be evaluated with the help of the five questions as listed below: 
    1. Is Marta feeling happy in the class?
    2. Has she been able to develop friendship with the other members? 
    3. Is she is able to trust her educators?
    4. Has she stopped peeing in her pants? 
    5. Does she share her ideas and problems with educators? 
    If the answers of all the questions are ‘Yes’ then the plan would be deemed fruitful. 
    If Marta stays happy in her class and improvement is seen in her behaviour and she treats her juniors with care then the long-term goals are attained. Her rewards for each and every goal are listed below: 
    Goals achievedPractical elementRecording element
    Improved Concentration of MartaOrganising meetings with parents to set new goals Making a Development plan
    Understanding the directions of the educatorsAsking the educators to make her understand about the importance of maintaining hygieneMaking a list of activities of do’s and dont’s for Marta
    Communicating with other childrenMaking her engage with group play activities with the childrenNoticing her performance in group
    Development of trust on the educatorsEducators training her to improve the concentrationEnlisting activities for improving her concentration like evaluating her listening and communication skills.

    9


    The problem solving skills can be developed by enabling her to arrange number and do addition and subtraction independently (Trawick-Smith, Swaminathan and Liu, 2016). This would allow her to think and inbuilt the skill of critical thinking and problem solving and develop the quality of a self-learner as she grows up. A story incorporating an issue can be read out to her and some options would be provided to her to select the one that can solve the issue in the story. Furthermore, she can be given choice of activities from which she would select her own. Communication skill of Marta can be developed by encouraging her to participate in different activities. She should be allowed to communicate with different children and play with them on their own terms (Trawick-Smith, Swaminathan and Liu, 2016). The educators can ask her questions so that she would reply back to them. The words should be repeated often to teach her in class.  

    10

    The Quality Area 5 of National Quality Standard on the development of the trusting and respectful relationship with the children for ensuring their well-being, security and belongingness. This type of relationship would create an environment that would enable them to play and learning. The behaviour guidance plan can be successful as the children would be building trust on their educators. The two-way respect and understanding between the children and the educator would give rise to social and emotional competence. When the educators makes use of strength-based and respectful approach for guiding the behaviour of the children then they ultimately empower the children for regulating their own behaviour and enhance their interacting and negotiating skills (Australian Children’s Education and Care Quality Authority, 2018). 

    11

    Early Childhood Australia for advocating the interest of the young children 

    Kidsafe offer ideas and plans for treating the children effectively 

    Kids Matter to ensure the well-being of the children  

    Emerging Minds works with the children and their families to sup[port the required growth 

    Red Nose for offering evidence based advice on making the babies sleep effectively 

    Part 2 Behaviour plan

    Complete the following behaviour guidance plan for Marta.

    Behaviour guidance plan 
    Child’s name Marta Age3 Years 
    Date08-08-2019

    Child’s background 
    Marta is the first child of her parents. She has a brother of one-year. Her mother works as a senior executive in a corporate organization while her father is in Police. Marta has been a good child and listened to her parents. She has always been a patience and attentive child to her parents and children. However, recently, some significant changes in her behaviour are observed as she peed in her pants and remain often distracted. She also misbehaved with her peers and juniors by hitting and pinching them.  
    Identified behaviour triggers/ factors contributing
    1. The birth of her brother has reduced the concentration of her parents on her 
    2. Her parents remain busy with and provide care to her brothers most 
    3. He parents interact less with her or understand her issues
    Prioritised behaviour 
    1. Marta has started peeing on her pants all the day round which has become a major concern as she has never done this since she has joined the care. 
    2. Marta has become quite aggressive and always hits her juniors and snatches away things from them.  
    Aims (Short Term and Long term)
    Short Term Goals:
    For Marta to....
    1. Play with the children freely and happily 
    2. Share things with them and stop snatching 
    3. Stop hitting others and show care for others 
    Long Term Goals:
    For Marta to...
    1. To develop trust on the educators 
    2. Stop wetting her pants 
    3. Love her younger brother 
    Intervention Strategies
    1. Creating physical environment that would enable Marta to play, run as well as sit quite and ponder on something. 
    2. Offering Feedback for different activities performed by Marta 
    3. Keeping an eye on Marta and making her realise that she special to them
    4. Involving the parents in excursion so that they could spend more time with Marta   
    Support (Internal and External)
    1. Special focus of the educators and other assessors in the Childcare 
    2. Offering Marta with rewards on attaining the short-term goals 
    3. Involving her parents to let them understand the situation she is going through 
    4. Influencing her parents to spend more time and take more care of her 
    Limits

    EVALUATION 
    GoalsSuccessful or UnsuccessfulChanges in behaviour
    Play with the children freely and happily SuccessfulShe now ram happily in the centre and play with others 
    Share things with them and stop snatching SuccessfulShe happily shares objects with them 
    Stop hitting others and show care for others SuccessfulShe has stopped her aggressive behaviour and show care for others 
    To develop trust on the educators SuccessfulShe share ideas and problems with the educators next 
    Stop wetting her pants SuccessfulShe can now tell the educators when she needs to go to toilet. 
    Love her younger brother SuccessfulShe is developing fondness for her younger brother 

    Follow up – what next?
    A special focus would be made on Marta to ensure that she sticks to her normal behaviour. Her parents would be asked to take special care so that she does not feel depressed or emotionally down and feel that nobody cares for her. Special emphasis would be given on her communication and problem skill so that she does not get distracted easily. 
    Link to EYLF and NQS and attach relevant service policy to plan
    The EYLF and NQS has developed certain policies and the strategies are developed based on them as listed below: 
    1. The educators should developed respectful and secure relationship with the children and their families. Following this, the educators have communicated with Marta as well as with her parents to understand the basic problem. 
    2. Developing partnership can encourage the learning ability of children. The educators of Marta has partnered with her parents to address the situation. 
    3. Policy documents are important to show the planning process of the educators. Thus, the educators of Marta would maintain a record of all the activities. 
    4. Having high expectation towards the children so that they can grow and develop and the behaviour plan of Marta is developed with these expectations.


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