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Evidence Guide: CHCIC510A - 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

 

CHCIC510A - Establish and implement plans for developing cooperative behaviour

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

Identify and review behaviour causing concern

  1. Gather information from all those involved with the child
  2. Review behaviour in a range of situations and contexts, recognising gender impacts on behaviour
  3. Observe and analyse behaviour to identify triggers, or consequences which are maintaining the behaviour
  4. Review program routines and timetabling for possible influence on behaviour
  5. Facilitate interpretation of child's behaviour among others involved with the child
  6. Seek advice as required
  7. Report incidents causing concern to parent/s, colleagues or others as appropriate
  8. Discuss options for response with parent/s
  9. Discuss needs and concerns of other children affected by the incident
Gather information from all those involved with the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review behaviour in a range of situations and contexts, recognising gender impacts on behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review program routines and timetabling for possible influence on behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate interpretation of child's behaviour among others involved with the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek advice as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report incidents causing concern to parent/s, colleagues or others as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss options for response with parent/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss needs and concerns of other children affected by the incident

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and apply limits and guidelines for behaviour

  1. Establish guidelines that are consistent with the abilities of the children
  2. Establish guidelines relevant to the culture and background of the children and policies of the centre
  3. Develop guidelines in conjunction with children according to their ability to do so
  4. Decide how to respond and implement clearly and assertively
Establish guidelines that are consistent with the abilities of the children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish guidelines relevant to the culture and background of the children and policies of the centre

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Decide how to respond and implement clearly and assertively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a plan to guide a particular child's behaviour

  1. Identify longer term and short term objectives in the plan
  2. Clearly identify more acceptable alternative behaviours in the plan
  3. Develop plan in accordance with philosophy and policies of the service
  4. Develop goals of the plan consistent with child's abilities, age and developmental stage
  5. Ensure plan is realistic according to resources available
  6. Set plan in consultation with staff/ parents and others who are caring for the child
  7. Ensure plan considers relevant cultural norms, and processes for responding to behaviour
  8. Identify resource and referral bodies and seek advice as necessary
Identify longer term and short term objectives in the plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly identify more acceptable alternative behaviours in the plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop plan in accordance with philosophy and policies of the service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure plan is realistic according to resources available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set plan in consultation with staff/ parents and others who are caring for the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure plan considers relevant cultural norms, and processes for responding to behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify resource and referral bodies and seek advice as necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement and monitor behaviour plan

  1. Inform child of specific expectations for behaviour in ways appropriate to their level of understanding
  2. Inform all workers involved in implementing the plan of its rationale, limits and strategies
  3. Inform all involved of strategies so all are reinforcing the plan
  4. Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour
  5. Support workers to implement the plan effectively and consistently
Inform child of specific expectations for behaviour in ways appropriate to their level of understanding

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform all involved of strategies so all are reinforcing the plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support workers to implement the plan effectively and consistently

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit could be assessed on the job or off the job through an appropriate workplace simulation for a range of age groups, and a range of conditions, over a number of assessment situations

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment of this unit include access to a range of opportunities defined in the Range Statement, including:

a childcare workplace

children's services, resources and equipment

the local environment

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Stage of development/age appropriate expectations of children's behaviour

Theory of circle of security in behaviour support

Acceptable and unacceptable behaviours - review of own stance and reflection on own values

Culturally based expectations about children's behaviour

Culturally based expectations about responses to children's behaviour

Developmental and emotional reasons for inappropriate behaviour

Different family styles of discipline and norms about behaviour in different cultures and social groups

Rights of children

Relationship based strategies to help children learn about cooperative behaviour

Antecedents of behaviour - learned habits, context influences, social influences

Contributory factors to inappropriate behaviour - recent events, child's history or special needs, actions of others

Organisation standards, policies and procedures

Stages of child development

How children learn

The importance children's input and ideas

Health and safety policies and requirements

Culturally based expectations about communication

Essential skills:

It is critical that the candidate demonstrate the ability to:

Form positive relationships with children, respect of parental expectations and their cultural values and to act within the organisation's behaviour response policy

Interact with children, giving due regard to child's age, development, culture, and needs

Involve children in decision-making and planning, giving due regard to the children's age, development and abilities

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate respect for children's individual differences and choices (e.g. not to participate)

Use stress management strategies to calm down before responding to incidents of difficult behaviour

Demonstrate application of skills including:

using non-verbal communication that reinforces verbal communication

communication skills of questioning, informing, listening, discussing

identifying the capabilities of individual children

collaboration

active listening

interpersonal relationship

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Positive behaviour may be promoted by:

Verbal comments and attention

Physical contact e.g. hug

Providing physical and psychological space

Opportunities that suit the child's preferences

Opportunities to 'let off steam' are created

Acknowledgment and encouragement

Limits and guidelines may cover:

Out of bounds areas

Expectations about behaviour with other children/adults

Procedures for health and safety

Methods to promote positive behaviour will vary according to the age of the child

Some examples are:

For babies, infants and toddlers:

Smiles

Attention

Distraction

For 3 to 5 year olds:

Choice of favourite activity

Praise, encouragement

Anticipating trouble and redirecting or distracting child

For 6 to 12 year olds:

Non-verbal communication appropriate to age and peer group

Talking about feelings

Modelling

For some developmentally delayed children these may be used in addition:

Tangible rewards

Charts

Expectations of children's behaviour will be demonstrated differently according to the age of the child

Some examples are:

For babies and infants

Smiling

Clapping verbal and non-verbal approval

For toddlers:

Modelling

Repetition of guidance's for appropriate behaviour e.g. 'we walk inside'

Talking about appropriate behaviour

For 3 to 5 year olds:

Reasons for guidelines are explained

For 6 to 12 years old:

Children will be involved in the establishing of guidelines

Guidelines are communicated to:

Children, especially those new to the service

Parents

Potential users of the service

Relief or other staff

The application of guidelines and limits will vary according to the age of the child:

For babies and infants:

Saying 'no' and using the child's name e.g. 'James, no' with use of appropriate facial expressions and tone of voice

Remove child from problem/trouble

Distract to another activity

For toddlers:

Patiently respond, provide a consistent message

Acknowledge feelings

Provide appropriate activities to release feelings

Reason for limit is explained in simple terms to child

For 3 to 5 year olds:

Provide a consistent message

Acknowledge feelings

Provide appropriate activities to release feelings

For 6 to 12 year olds:

Children are involved in the establishment of guidelines

Written guidelines can be given to children

Periodically reviewing guidelines

Needs of the child which may influence the worker's response to a serious incident of behaviour may be due to:

Family crisis

Family stress and problems

Major changes in the child's profile

Other circumstances which may influence the workers response include:

Location of incident

Risk to child or others

Other potential or actual consequences

Incidents causing concernmay be reported according to the service's guidelines to:

Parent/s of the child

Parent/s of other children affected

Co workers

Management/supervisor

Service policy and procedures on response to serious incidents or behaviour may include:

Accurate documentation

Report incidents to colleagues and more senior workers

Communication that may be used to consult and collaborate with children include:

Verbal and written and non-verbal

In a group or individual discussions

On regular basis and spontaneous

Surveys/ evaluations

Requests, chatting

Discussions, meetings

Suggestion boxes

Anecdotal

Listening to informal conversations

Ways in which children are encouraged to consider new ideas and interests may be through:

Encouraging children to consult with each other

New and stimulating material is presented to children

Children's ideas are shared with others in a group situation

Resources that are limited may include:

Physical environment

Equipment

Time available

Staff numbers

Budget

Space

Safety and legal requirements may include:

Staff ratios

Behavioural or medical problems

Duty of care responsibilities

'Sunsafe' policy

Staff ratio for excursions

High risk activities

Weather

Location of activity

Children can be consulted about all their interests including:

Food

Discipline policies

Activities

Programming

Behaviour

Parents

Staff