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Evidence Guide: CHCECE020 - Establish and implement plans for developing cooperative behaviour

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCECE020 - Establish and implement plans for developing cooperative behaviour

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and apply limits and guidelines for behaviour

  1. Initiate strategies, which are consistent with children’s abilities, to support them to manage their own behaviour
  2. Establish guidelines in consultation with families that are relevant to the culture and background of the children and policies of the service
  3. Develop guidelines in collaboration with children according to their ability to do so
  4. Decide how to respond to incidents in a timely manner and implement response clearly, consistently and calmly
Initiate strategies, which are consistent with children’s abilities, to support them to manage their own behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish guidelines in consultation with families that are relevant to the culture and background of the children and policies of the service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop guidelines in collaboration with children according to their ability to do so

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Decide how to respond to incidents in a timely manner and implement response clearly, consistently and calmly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and review behaviour as required

  1. Gather information from all those involved in caring for the children
  2. Reflect on the wide range of variables that can impact on behaviour
  3. Observe and analyse behaviour to identify triggers or consequences which are maintaining the behaviour
  4. Scan environment and curriculum for possible influences on behaviour
  5. Facilitate an analysis of children’s behaviour with all involved in caring for the children
  6. Seek advice from appropriate authorities as required
  7. Discuss incidents causing concern with families and colleagues as appropriate
  8. Include families and colleagues in discussion about options for response
  9. Discuss needs and concerns of other children who may be affected by the behaviour
Gather information from all those involved in caring for the children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on the wide range of variables that can impact on behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and analyse behaviour to identify triggers or consequences which are maintaining the behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Scan environment and curriculum for possible influences on behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate an analysis of children’s behaviour with all involved in caring for the children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek advice from appropriate authorities as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss incidents causing concern with families and colleagues as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Include families and colleagues in discussion about options for response

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss needs and concerns of other children who may be affected by the behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a plan to guide a particular child’s behaviour where required

  1. Identify long-term and short-term objectives in the plan
  2. Clearly identify more acceptable alternative behaviours
  3. Develop the plan in accordance with the service philosophy and policies
  4. Develop goals of the plan consistent with child’s abilities, age and developmental stage
  5. Ensure that the plan is realistic and that resources are available
  6. Establish plan in consultation with colleagues, family members and others who may be caring for the child
  7. Ensure plan considers relevant cultural practices for responding to behaviour
  8. Liaise with appropriate authorities and referral bodies as necessary
Identify long-term and short-term objectives in the plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly identify more acceptable alternative behaviours

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the plan in accordance with the service philosophy and policies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop goals of the plan consistent with child’s abilities, age and developmental stage

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that the plan is realistic and that resources are available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish plan in consultation with colleagues, family members and others who may be caring for the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure plan considers relevant cultural practices for responding to behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Liaise with appropriate authorities and referral bodies as necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement and monitor behaviour plan

  1. Support the child to understand specific expectations for behaviour
  2. Inform all those involved in implementing and reinforcing the plan of its rationale, limits and strategies
  3. Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour
  4. Support colleagues to implement the plan effectively and consistently
  5. Review child’s behaviour against the plan and modify where necessary in consultation with colleagues, family members and others caring for the child
Support the child to understand specific expectations for behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform all those involved in implementing and reinforcing the plan of its rationale, limits and strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support colleagues to implement the plan effectively and consistently

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review child’s behaviour against the plan and modify where necessary in consultation with colleagues, family members and others caring for the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a plan to guide a particular child’s behaviour where required

  1. Identify long-term and short-term objectives in the plan
  2. Clearly identify more acceptable alternative behaviours
  3. Develop the plan in accordance with the service philosophy and policies
  4. Develop goals of the plan consistent with child’s abilities, age and developmental stage
  5. Ensure that the plan is realistic and that resources are available
  6. Establish plan in consultation with colleagues, family members and others who may be caring for the child
  7. Ensure plan considers relevant cultural practices for responding to behaviour
  8. Liaise with appropriate authorities and referral bodies as necessary
Identify long-term and short-term objectives in the plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly identify more acceptable alternative behaviours

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the plan in accordance with the service philosophy and policies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop goals of the plan consistent with child’s abilities, age and developmental stage

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that the plan is realistic and that resources are available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish plan in consultation with colleagues, family members and others who may be caring for the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure plan considers relevant cultural practices for responding to behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Liaise with appropriate authorities and referral bodies as necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Establish and apply limits and guidelines for behaviour

1.1 Initiate strategies, which are consistent with children’s abilities, to support them to manage their own behaviour

1.2 Establish guidelines in consultation with families that are relevant to the culture and background of the children and policies of the service

1.3 Develop guidelines in collaboration with children according to their ability to do so

1.4 Decide how to respond to incidents in a timely manner and implement response clearly, consistently and calmly

2. Identify and review behaviour as required

2.1 Gather information from all those involved in caring for the children

2.2 Reflect on the wide range of variables that can impact on behaviour

2.3 Observe and analyse behaviour to identify triggers or consequences which are maintaining the behaviour

2.4 Scan environment and curriculum for possible influences on behaviour

2.5 Facilitate an analysis of children’s behaviour with all involved in caring for the children

2.6 Seek advice from appropriate authorities as required

2.7 Discuss incidents causing concern with families and colleagues as appropriate

2.8 Include families and colleagues in discussion about options for response

2.9 Discuss needs and concerns of other children who may be affected by the behaviour

3. Develop a plan to guide a particular child’s behaviour where required

3.1 Identify long-term and short-term objectives in the plan

3.2 Clearly identify more acceptable alternative behaviours

3.3 Develop the plan in accordance with the service philosophy and policies

3.4 Develop goals of the plan consistent with child’s abilities, age and developmental stage

3.5 Ensure that the plan is realistic and that resources are available

3.6 Establish plan in consultation with colleagues, family members and others who may be caring for the child

3.7 Ensure plan considers relevant cultural practices for responding to behaviour

3.8 Liaise with appropriate authorities and referral bodies as necessary

4. Implement and monitor behaviour plan

4.1 Support the child to understand specific expectations for behaviour

4.2 Inform all those involved in implementing and reinforcing the plan of its rationale, limits and strategies

4.3 Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour

4.4 Support colleagues to implement the plan effectively and consistently

4.5 Review child’s behaviour against the plan and modify where necessary in consultation with colleagues, family members and others caring for the child

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Establish and apply limits and guidelines for behaviour

1.1 Initiate strategies, which are consistent with children’s abilities, to support them to manage their own behaviour

1.2 Establish guidelines in consultation with families that are relevant to the culture and background of the children and policies of the service

1.3 Develop guidelines in collaboration with children according to their ability to do so

1.4 Decide how to respond to incidents in a timely manner and implement response clearly, consistently and calmly

2. Identify and review behaviour as required

2.1 Gather information from all those involved in caring for the children

2.2 Reflect on the wide range of variables that can impact on behaviour

2.3 Observe and analyse behaviour to identify triggers or consequences which are maintaining the behaviour

2.4 Scan environment and curriculum for possible influences on behaviour

2.5 Facilitate an analysis of children’s behaviour with all involved in caring for the children

2.6 Seek advice from appropriate authorities as required

2.7 Discuss incidents causing concern with families and colleagues as appropriate

2.8 Include families and colleagues in discussion about options for response

2.9 Discuss needs and concerns of other children who may be affected by the behaviour

3. Develop a plan to guide a particular child’s behaviour where required

3.1 Identify long-term and short-term objectives in the plan

3.2 Clearly identify more acceptable alternative behaviours

3.3 Develop the plan in accordance with the service philosophy and policies

3.4 Develop goals of the plan consistent with child’s abilities, age and developmental stage

3.5 Ensure that the plan is realistic and that resources are available

3.6 Establish plan in consultation with colleagues, family members and others who may be caring for the child

3.7 Ensure plan considers relevant cultural practices for responding to behaviour

3.8 Liaise with appropriate authorities and referral bodies as necessary

4. Implement and monitor behaviour plan

4.1 Support the child to understand specific expectations for behaviour

4.2 Inform all those involved in implementing and reinforcing the plan of its rationale, limits and strategies

4.3 Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour

4.4 Support colleagues to implement the plan effectively and consistently

4.5 Review child’s behaviour against the plan and modify where necessary in consultation with colleagues, family members and others caring for the child