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CHCECE006 Children Behaviour Assignment Help

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CHCECE006 Children Behaviour Assignment Help

CHCECE006 Children Behaviour Assignment Help

General Instructions

Tasks in this assessment need to be completed within an approved and registered early education and care service. Students are required to be attending an early education and care service throughout this cluster. Student is to liaise with their workplace supervisor during the completion of each task. Supervisors are to sign verifying that each task has been completed in accordance with Service policies and procedures.

Assessment Criteria

To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate the following key skills/tasks/knowledge to an acceptable industry standard:

• Liaising and communicating with stakeholders of the service to successfully complete these tasks

• Planning and setting up age appropriate experiences and environments for children

• Implement experiences that extend children’s learning across the developmental domains

This assessment is in three (3) parts:

• Part A – Collect Data

• Part B – Supportive Strategies for social emotional behaviour

• Part C – Implement Strategies for social emotional behaviour

PART A - Collect Data

• Identify two (2) children with behaviours requiring support at your Early Childhood Education and Care (ECEC) service in consultation with your Workplace Supervisor.

• Obtain permission from parents/guardians for all children you will be observing. Use the parent/guardian permission form located on CONNECT. You will need to get signatures from the parent/guardian of each child in order to be able to document your observations and use digital images.

• Observe and Document each child’s behaviour requiring support, including three (3) observations for each child (six (6) in total). Use the observation template provided (Event Sample Template). An Event Sample is a form of anecdotal record simply divided into three (3) parts.

• Analyse each piece of documentation, to identify the frequency, intensity and duration of the behaviour(s) requiring support, as well as the reasons behind the behaviours.

Analysis

What were the antecedents?Were there any triggers identified? What was the behaviour of concern and is this behaviour identified as being within the norms for a child of this age/stage of development? How did the consequence/result of this behaviour contribute to the behaviour either continuing or improving/decreasing over time? What emotions were displayed by the child? Comment on the child’s social skills and strategies used to deal with these consequences.

Antecedents- Hair pulling and screaming at educator and children and telling them to move away.

Triggers- Another child sitting too close to them. The behavior of concern is pulling the hair of a girl next to him and screaming. By this stage of development, it is normal for a child to worry about their personal space and get upset if someone comes too close to them, however, screaming or pulling the hair of the other child is still unacceptable behavior.

At this age it is important to learn the basic concept of patience and display that when someone enters their personal space. Over the next three days. child A behavior improved significantly and the educator did not have to reprimand him. Although whenever the educator felt that things might escalate she would step in and help.

Child A channel his frustration by having him sit near her. Child A displayed emotions of anger and frustration and he must learn how to channel his emotions/aggressive attitudes and appropriately interact with his peers. Although aggressiveness is a routine part of emotional and behavioral growth and almost all children bite, hit, kick and shout when affected by strong emotions but the idea of patience and communication is essential for children so that they can choose to express their feelings by words instead of actions.

Analysis What were the antecedents? Were there any triggers identified? What was the behaviour of concern and is this behaviour identified as being within the norms for a child of this age/stage of development? How did the consequence/result of this behaviour contribute to the behaviour either continuing or improving/decreasing over time? What emotions were displayed by the child? Comment on the child’s social skills and strategies used to deal with these consequences.

Antecedents- Temper tantrum and stomping on the ground.

Triggers- The educator offered a scticker as a prize. The behavior of concern is throwing a temper tantrum in the middle of the classroom as well as crying loudly. By this age of development, temper tantrums are frequent among preschoolers and toddlers but may continue into elementary school if they aren’t addressed quickly. After a few minutes, child A calmed down and his behavior became normal again and the educaot stopped ignoring him. If a situation like this ahpppen again the educator would step in immediately and would use distraction techniques to prevent this behavior .

Child A displayed emotions of outrage and annoyance. Having temper shows that children are trying to learn how to convey their feelings/emotions. This is how they show that they are upset or annoyed. A educator or parent needs to minimize a child’s stress and attempt to consider their poit of view and identify triggers to reduce temper of the child.

Analysis What were the antecedents? Were there any triggers identified? What was the behaviour of concern and is this behaviour identified as being within the norms for a child of this age/stage of development? How did the consequence/result of this behaviour contribute to the behaviour either continuing or improving/decreasing over time? What emotions were displayed by the child? Comment on the child’s social skills and strategies used to deal with these consequences.

Antecedents- Hitting and snatching a toy away from the other child.

Trigger- Seeing someone else play with a preferred toy. The behavior of concern is hitting another child and snatching a toy from him. At this age of development, it is typical of children to act impulsively and multiple examples show that they are familiar with some aspects of sharing and taking turns, therefore hitting and snatching a toy from someone is improper behavior and must be rebuked( scold) As a result, child A behavior did not improved over time and the educator are trying to teach the the child so that he can understand the fundamental concept of taking turns and sharing. at this age 3) children begin to understand the principle of taking turns and sharing in the simplest form but some may not be willing to implement this knowledge into action and maybe grumpy when it comes to taking turns. The educators encourage and teach children the importance of sharing and taking turns therefore they also praising them for taking turns and promoting fair play.

Child A need to improve his self-control and self-regulation. lack of self- control can make children aggressive toward other childrens as well as have difficulty waiting for their turn in games and conversation.

PART B - Supportive Strategies

• Refer to service policies and procedures, the Early Years Learning Framework and the Guide to the National Quality Standards and locate in each document relevant sections that relate to supporting behaviour. List your findings.

• Conduct a Professional conversation with your Workplace Supervisor in relation to each child. Record this conversation on the Record of Conversation template provided. Ensure that you have discussed the following with your supervisor:

• Behaviour issue

• Recording observations – consistently

• Possible strategies/solutions

• Include how you conducted this conversation confidentially

• Any possible impacts the environment and child’s culture may be having on the child’s behaviour Details of Conversation: Discussion topics:

• Behaviour issue

• Recording observations – consistently

• Possible strategies/solutions

• Include how you conducted this conversation confidentially

• Any possible impacts the environment and child’s culture may be having on the child’s behaviour

Record your conversation here:

• Behaviour issue Spitting Hitting Patching other children. Not following instruction when being told.

• Possible strategies/solutions

• Reinforce a positive behaviour

• Praise the child when he do something.

• Give him a correct words to express and communicate his feelings.

• Any possible impacts the environment and child’s culture may be having on the child’s behaviour The child comes 5 days a week that could be the reason way he behave that way. Not being able to express what he is feeling.

• Include how you conducted this conversation confidentially

• The educator and I conduct this information confidently by speaking away from the children.

• Keeping the information privately

• Using a low tone of voice when we talking about the specific child.

• PART C - Implement Strategies

1. Implement the strategies for one child, with guidance from your Workplace Supervisor.

2. Summarise the effectiveness of the strategies in altering the frequency, intensity and duration of the behaviour(s) requiring support.

Part A Collect Data

Observations on two (2) children each child’s behaviour requiring support, including three (3) observation for each child (six (6) in total). Parental permission was obtained to observe all children. Observations included an analyses, each piece of documentation, to identify the frequency, intensity and duration of the behaviour(s) requiring support, as well as the reasons behind the behaviours.

Part B – Supportive Strategies

Refered to service policies and procedures, the Early Years Learning Framework and the Guide to the National Quality Standards and locate in each document relevant sections that relate to supporting behaviour. Findings are listed. Record of Conversation was documented and the following covered:

• Behaviour issue

• Recording observations – consistently

• Possible strategies/solutions

• Include how you conducted this conversation confidentially

• Any possible impacts the environment and child’s culture may be having on the child’s behaviour Identify positive behavioural support strategies and collaborative techniques applicable to the developmental stage of two (2) children. The strategies and techniques are listed.

Part C – Implement Strategies

Implemented strategies for one child, with guidance from Workplace Supervisor. Summarised the effectiveness of the strategies in altering the frequency, intensity and duration of the behaviour(s) requiring support. Demonstrated how they would monitor the strategies in place and adapt levels of support based on the response of the child.

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