CHCECE033_Submission Assessment Task 1 - Questioning

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CHCECE033 
Develop positive and respectful relationships with children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
Page 9 of 43 
 
 
CHCECE033 Develop positive and respectful relationships with children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
ASSESSMENT TASK 1 – QUESTIONING 
Student Details 
Student ID Group 
Student Name 
 
Conditions of 
Assessment 
• The student will have access to the relevant learning resources, listed under 
the learning resource of this document, for this assessment. 
• Questions will be completed in the student’s own time. 
• Responses to the questions must be typed. 
Student 
Instructions for 
completion 
 
 
• This task requires you to complete a written response knowledge assessment. 
• You are required to answer all questions correctly in Assessment Task 1 – 
Questioning. 
• The questions within this assessment relate directly to the integrated 
knowledge contained within the unit of competencies and are fundamental to 
the student’s knowledge and performance evidence. Use of correct grammar 
and spelling is required to demonstrate foundation skills, so please ensure to 
proofread your answers prior to submission. 
• You may have up to three (3) attempts to receive a Satisfactory outcome for 
this assessment. 
• Failure to receive the Satisfactory outcome af ter the three (3) attempts, the 
result for the unit will be deemed Not Yet Satisfactory, and you must re-enroll 
and repeat the unit to be eligible to be assessed again. 
• APA referencing must be used where original sources have been used. Do 
not copy and paste text f rom any of the online sources. SCEI has a strict 
plagiarism policy and students who are found guilty of plagiarism, will be 
penalised. 
• The written assessment standards (8.2) outlined in the PP77 Assessment 
policy and procedure apply to this assessment task. 
Explanation of the 
common command 
words used in the 
Assessment Task 
• List / identify / state / give/provide = present in brief form 
• Outline = provide the main facts about something, more than naming, but not 
a detailed description 
• Describe = Provide full details of characteristics and/or features, more 
needed than an outline or than a list 
• Explain / Discuss = Provide a reasonable argument to discuss cause and 
ef fect and/or make links between things clear in your own words 
• Analyse = Identify parts, the relationship between them, and their 
relationships with the whole. Draw out and relate implications 
• Demonstrate = Present, show or illustrate through example or action 
Assessment 
Procedure 
• You will be provided with a briefing on the assessment and the opportunity to 
seek clarification on the conduct of the assessment. 
CHCECE033 
Develop positive and respectful relationships with children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE033 Develop positive and respectful relationships with children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
• You may seek clarification at any point in time during the assessment task. If 
you feel you need more time to complete the assessment, you must negotiate 
the time needed with the assessor prior to the assessment due date. 
• Following the assessment, your responses will be assessed and marked as 
appropriate. Where responses have been assessed in one (1) or more 
questions as unsatisfactory, students will be required to resubmit these 
questions. For more information, detailed information can be found in PP77 
Assessment Policy and Procedure 
Due Date • 14 days af ter the unit completion date as outlined in the PP77 Assessment 
Policy and Procedure. 
1. Identify the Quality Area in the National Quality Standards that relates most to supporting children with 
behaviour. What is the rationale for this quality area? You need to list at least three (3) reasons. 
 
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The rationales for this quality area are based on the principles that:
(1) every child should be provided with the opportunities to build trustful and responsive relationships, 
(2) be provided with an environment and atmosphere to feel secure, be confident and included, and 
(3) always have his/her rights and dignity respected.
CHCECE033 
Develop positive and respectful relationships with children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE033 Develop positive and respectful relationships with children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
2. In relation to the National Quality Framework: 
a. List the documents that make up the National Quality Framework. 
 
 
b. Which document would you go to identify best practice standards for developing respectful 
relationships with children and families when providing care for children under six years of age? 
 
3. Brief ly explain why National Quality Area Five: Relationships with children can benefit children to achieve 
the learning outcomes in the Early Years Learning Framework. 
 
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Education and Care Services National Law 
Education and Care Services National Law Act 2010
Children (Education and Care Services National Law Application) Act 2010
Education and Care Services National Law (Act) Act 2011
Education and Care Services (National Uniform Legislation) Act 2011
Education and Care Services National Law (Application) Act 2011
Education and Care Services National Law (WA) Act 2012
Education and Care Services National Regulations
National Quality Standard
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I would go to the National Quality Standards as it is considered a benchmark for education quality and
 care services.
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The National Quality Area Five: Relationships with children enforces the building of a positive relationship 
between the child and the educator and other children so that the child can develop the ability to build 
trusting relationships and work in collaboration with others as foreseen in the Early Years Learning 
Framework. For example, for a child to be resilient, as foreseen in the Early Years Learning Framework 
is important for he/she to build his/her self-identity and strong sense of belonging, which are directed by 
the standards of The National Quality Area Five.
CHCECE033 
Develop positive and respectful relationships with children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE033 Develop positive and respectful relationships with children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
4. According to the Quality Area 6 – Collaborative partnerships with families and communities in the National 
Quality Standards, early childhood education and care settings should organise various activities to bring 
together all children, families and the community for achieving quality outcomes of the development of 
children’s prosocial behaviour. Complete the table below to identify an example of activities focusing on 
the following areas, and briefly describe the benefits of arranging such activities for the development of 
children’s prosocial behaviour. 
Area Example Benefits 
Culture 
 
 
Food 
Traditional 
costume 
 
Community 
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Building supportive relationships with the families and
collaborative partnerships, which promotes children’s 
inclusion, development and wellbeing.
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Traditional celebrations, food 
activities, holiday events
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Buildingsupportive relationships with the families and 
collaborative partnerships, which promotes children’s 
inclusion, development and wellbeing.
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Dance, festival, music,
 tradicional celebrations
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Increasing child’s awareness of diversity and sense
of belonging
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Dentist, nurse, aged care
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Building collaborative partnerships with other 
professionals and providing children with a holistic 
approach to meet children’s increasingly heterogeneous
 needs
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Dance, festival, music, food
activities, tradicional 
celebrations
CHCECE033 
Develop positive and respectful relationships with children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE033 Develop positive and respectful relationships with children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
5. Brief ly explain why children having positive and respectful relationships with educators and other children 
can benef it their wellbeing, self-regulation, sense of security and belonging. You must provide two (2) reasons 
for each. 
Having positive and respectful relationships with educators 
 
Having positive and respectful with other children 
 
 
6. March the following communication models to their descriptions. 
A. Aristotle Model of Communication. 
B. Berlo's Model of Communication. 
C. Shannon and Weaver Model of Communication. 
D. Westley and Maclean Model of Communication. 
E. Helical Model of Communication. 
 
Descriptions Communication models 
In this model, sender is considered as the source of information. Their 
thoughts and information are transmitted along with noise and distractions-
external barriers, so the message while reaching the final destination might 
get distorted sometimes. 
It is the f irst to highlight the role of ‘noise’ in communication, which can 
disrupt or alter a message between sender and receiver. 
 
It is the most common model of communication in which the speaker plays 
a key role and sends the information or a message to the receivers to 
inf luence them and make them respond and act accordingly. It focuses on 
f ive elements of a communication event: speaker, speech, occasion, target 
audience and effect 
 
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Having positive relationships with educators are important for the child to develop the ability to build 
trusting and supportive relationships so that the child can feel secure and included, and build his/her 
self-confidence. Positive relationships and respectful relationships with educators are also very 
 to ensure the child’s dignity and rights are respected.
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Positive and respectful relationships with other children are important so the child develops the ability to
 collaborate with others, learn from and also help others. It is also important for the child’s self-regulation,
 as the interaction among children provides the opportunity to regulate their own behaviors and 
appropriately respond to others’ behaviors.
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C. Shannon and Weaver 
Model of Communication.
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A. Aristotle Model of 
Communication
CHCECE033 
Develop positive and respectful relationships with children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE033 Develop positive and respectful relationships with children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
It shows that communication is inf luenced by environmental, cultural and 
personal factors. 
 
It explains communication in four steps: Source, Message, Channel, and 
Receiver. It takes into account the emotional aspect of the message. 
 
It understands communication in broader perspectives. It sees 
communication as a circular process that get more and more complex as 
communication occurs. 
 
7. Identify the three (3) main factors linked to behaviours of concern. 
 
 
8. The environmental risk factors can negatively impact a child’s physical and mental health, and subsequently 
their behaviour. Identify an example of factors for each area in the table below. 
Family risk factor 
Poverty and disadvantaged family 
circumstances 
 
Community risk factors 
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E. Helical Model of 
Communication.
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B. Berlo's Model of
 Communication
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D. Westley and Maclean
 Model of Communication
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The main factors related to behaviours of concern can be of medical (e.g. disease), psychiatric 
(e.g. ADHD) or environmental natural (e.g. separation of the family)
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Family environment, family conflicts, neglected parenting, 
parental substance abuse.
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Separation of the family, unemployment, unstable family 
income, lack of basic sanitation services.
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Violence in the area, conflicts between different groups, 
environmental threats that are uncontrollable to the people.
CHCECE033 
Develop positive and respectful relationships with children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE033 Develop positive and respectful relationships with children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
9. Research Beyond Blue's Building resilience in children aged 0–12: A practice guide, and provide an 
everyday strategy for each of the following areas that an educator can implement to support children to build 
resilience. 
Support the development of good and supportive relationships 
 
Foster independence and responsibility 
 
Teach how to manage emotions 
 
Build self-confidence and ability to master challenges 
 
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 Setting up situations that promote children’s sense of belonging, which can be done, 
for example, by asking and valuing the child’s opinion when working with the family.
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 Providing the child with opportunities to solve problems, during their routine or by 
proposing problem-solving exercises.
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Acknowledging the child’s experiences and feelings in a distressing moment.
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 Providing children with opportunities to experience adversity so that they can learn to 
manage obstacle.
CHCECE033 
Develop positive and respectful relationships with children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE033 Develop positive and respectful relationships with children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
10. Brief ly explain why brain development plays an essential role in emotional development. 
 
 
11. Provide a response to the following. 
a. List three (3) examples of pro-social behaviours in children. 
 
b. Brief ly explain why pro-social skills need to be taught, practised and reinforced in early childhood. 
Provide three (3) benefits of pro-social skills development. 
 
c. Provide three (3) methods that an ECEC educator can use to teach and promote children’s pro -social 
skills. 
 
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Because basic emotions are controlled by the limb system. Therefore, different parts of the limbic system 
will control how we respond to stimuli from the environment and what emotional response will be triggered
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1 - Considering others’ feelings,2 - Volunteering time to help others, 
3 - Caring for animals and the environment. 
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The development of pro-social skills will impact the relationships of children from a very young age, shaping 
the children’s response to others and how others will respond to them. 
The benefits of pro-social skills development are:
1 - Good mental health and wellbeing,
2 - Sense of belonging in their communities,
3 - Getting along with others well.
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1 - Encourage a warm and supportive relationship with the child, 
2 - Talk about others’ emotions to the children,
3 - Talk about how someone’s behaviour affect others.
CHCECE033 
Develop positive and respectful relationships with children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE033 Develop positive and respectful relationships with children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
12. List f ive (5) positive approaches that an educator can take to guide children to establish secure attachments 
and regulate their own behaviours. 
 
13. Outline three (3) resources used for teaching children how to label emotions. 
 
14. During group time, you are reading a picture book about stars, the moon and the night sky. How might you 
respond to the following communications? 
a. Jacob (4 years) calls out, ‘I look at stars with my grandad’. 
 
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1 - Giving responsibility to the children, set proper expectations and trust them,
2 - Fostering a sense of belonging and security,
3 - Approaching situations that require problem-solving from a strengths-based perspective,
4 - Involving families in the children’s behaviour guidance,
5 - Being a positive role model.
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1 - Expressing your own emotions and feelings to be used as a reference for the children observing the 
labelling and its trigger.
2 - Providing the names of the feelings for the children’s emotional expressions.
3 - Including stories, games and songs that bring new vocabulary to describe feelings to the child’s
 routine.
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Activity listening to his commentary, welcoming what he has to say and maybe even exchanging 
information, i.e. presenting one related experience of mine.
CHCECE033 
Develop positive and respectful relationships with children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE033 Develop positive and respectful relationships with children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
b. ‘I have a telomcpoke (telescope) at my house!’ adds Benji (3 years). 
 
c. ‘The sun is a star’, mentions Ari (3 years). 
 
 
15. It’s time to pack up morning activities ready for lunch. This is usually quite a busy and noisy process. 
a. Demonstrate how you would talk to children to create a relaxed and unhurried way for them to pack 
up morning activities, using two (2) examples. 
b. Provide verbal and non-verbal responses to Lara who has begun to assist Hugh to pack up wooden 
blocks. Lara had not been playing with the blocks. 
 
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Activity listening to his commentary, waiting for him to be finished, and then commenting what he just
 said by repeating the proper word out loud, e.g. “oh that is so nice that you have a telescope.
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Acknowledging and appreciating the child’s ability.
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a. “Ok lovebugs, it is time for us to slowly start packing up our morning activities. We have some time, there
 is no need to rush."
b. (Smiling and close to her) “Lara, I see you are helping Hugh to pack up the wooden blocks. That is very
 nice of you, I appreciated your teamwork."
CHCECE033 
Develop positive and respectful relationships with children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE033 Develop positive and respectful relationships with children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
16. Based on the photos below, provide a response to the following. 
a. Identify two (2) verbal communication techniques and two (2) non-verbal techniques that you can use for 
ef fective communication with babies and toddlers, and briefly explain how each technique would stimulate and 
encourage children to sustain a shared conversation with the educator. 
 
Verbal Techniques Reasons 
 
 
 
Non Verbal Techniques Reasons 
 
 
 
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Greet the children
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To build and maintain open and regular communication with the
children and set the mood for interaction everytime you first 
see the children in the day.
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Encourage children to talk during 
conversations
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So the children feel welcome and encouraged to express
 themselves.
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Eye Contact
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To show willingness to open communication and to build a 
trusting relationship so the child feels encouraged to engage 
in the interaction with the educator.
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o show care for the child and warmth so that the child feels
 welcome and encouraged to interact.
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Smiling
CHCECE033 
Develop positive and respectful relationships with children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE033 Develop positive and respectful relationships with children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
b. Describe how the educators participate in the children’s play, show interest and encourage children to be 
involved in the play. 
 
17. Read the given scenarios below and respond in a way that shows your acknowledgment of the child’s 
feelings, skills and abilities, whilst at the same time, promoting or safeguarding the child/ children's self -
conf idence and self-worth. Provide three (3) responses for each scenario. 
Scenario Educator’s responses 
Anna May (2.2 years old) loves to play with bikes and in the 
sandpit. One morning she was in the outdoor area with the rest 
of the toddlers and educators, she was heard screaming and 
crying. Anna May was sitting on the top of the slippery dip. She 
had climbed up the steps but once she reached the top of it, she 
was scared to either slide down or climb down. 
 
The educator in the 3-5 years old conducts Group Time each 
day with the children that includes a ‘News Time’. When 
individual children are asked to come to the f ront of the group 
and show or tell their ‘news’. Steven (5 years 4 months) refuses 
to have his turn when asked though he is happy to talk 
individually to the educator about his exciting weekend 
activities. 
 
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The educators can use active listening, make questions, interact and be responsive, kind and young.
 The educators can also place themselves as role models and encourage children to participate in the
 play, which requires attentive supervision.
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1. “Anna May, is it too high? I am sure a 
brave and adventurous girl like you will 
have no problem to slid down in the
 future. Just take your time, you don’t
 need to go now. Come here with me.”
2. “Anna May, what happened? 
(wait for the response) I see. Do you want
 to slide together, I can help you. It will be
 just as fun.”
3. “Anna May, it is high but I am sure
 you can do it. It isn’t any harder than 
playing with the bikeslike you like doing. 
Do you want to try? I’ll be here watching
 you."
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1. Actively listen individually and after he 
has had the opportunity to express himself 
ask him if he would like to share with the 
rest of the class.
2. Actively listen individually and start 
engaging a few classmates in the talk.
3. Skip his turn, ask him to listen to other 
kids’ news, and then share his own if he 
feels like doing it in the end.
CHCECE033 
Develop positive and respectful relationships with children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE033 Develop positive and respectful relationships with children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
18. Charlie is a Sikh boy in your Center and his family always dresses him up with a turban everyday due to 
religious reasons. One day, you overhear a conversation between a boy and Charlie where he is being told 
that he is not able to wear the turban. ‘Charlie, why do you wear this on your head everyday? You look like a 
girl and not like us, all boys here, you should wear the overalls like us.’ Charlie looks disappointed. 
 
Outline what you could say and do in this situation to teach children how to respect and understand other 
children, cultures and their family choices. Take into account your own cultural beliefs and practices during 
interacting with children. Your description must be more than 80 words. 
 
 
19. Brief ly describe how ECEC educators own cultural beliefs and practices may influence their communication 
with children using two (2) examples. 
 
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I would promote a day for cherishing the diversity in our classroom and ask each child to tell their 
classmates about the origin of their families and show some elements of their culture, like clothes, art and
food. I would also ask them to share with their classmates what they like the most about their culture and
why it is important to them. During this day, I would be attentive to highlighting how everyone can learn 
from others and different cultures, and how everyone is special in a different way.
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 ECEC educators cultural beliefs will interfere with their communication, how they will act as role 
models for the children and how they will engage in collaborations for learning. For example, if the 
educator has a more traditional view of ECEC, he/she will value the communication process in a 
different way than an educator with a more progressive approach, and therefore they both will be 
perceived differently by the children. Another example is if an educator’s personal beliefs include 
prejudices against one group (i.e. thinking this group is not able to thrive as much as others), he/she 
may tend to give less attention to this group, and the children that belong to this group will have a 
harder time to feel connected with this educator or perceive he/she as a role model.
CHCECE033 
Develop positive and respectful relationships with children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE033 Develop positive and respectful relationships with children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 May 2022 
20. Provide three (3) strategies that an ECEC setting can implement to make sure they are inclusive of all 
cultures using the principles of inclusiveness, diversity, equity and access in children’s education and care. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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1 - The first strategy is never to ignore differences or pretend they do not exist but rather respectfully 
explain them.
2 - Send the right message by having a role model (i.e. the educator) to create an inclusive, diverse,
equal and accessible permanent setting.
3 - Raise information on the children’s family background and keep close relationship with them.