Behaviour of Children and Young People with Holistic Development of Children Nursing Assignment Help

Assignment Task

behaviour of children and young people
Support behaviour of children and young people Support the holistic development of children in early childhood CHCECE011 Provide experiences to support children's play and learningCHCECE013 Use information about children to inform practice
Assessment Name Portfolio of Evidence Assessment Task No. AT3
Assessment Due Date Date submitted Assessor Name Student Declaration: I declare that this assessment is my own work. Any ideas and comments made by other people have been acknowledged as references. I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules. I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature.
Student Signature Date Instructions to Student 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.
Information / Materials provided:
Record of Conversation template, Event Sample Template
Work, Health and Safety:
Following service workplace health and safety policies
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
Number of Attempts:
You will receive up to two (2) attempts at this assessment task. Should your 1st attempt be unsatisfactory (U), your teacher will provide feedback and discuss the relevant sections / questions with you and will arrange a due date for the submission of your 2nd attempt. If your 2nd submission is unsatisfactory (U), or you fail to submit a 2nd attempt, you will receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task. For more information, refer to the Student Rules.
Submission details(if relevant) Insert your details on page 1 and sign the Student Declaration. Include this template with your submission.
Assessment to be submitted via
TAFE Queensland Learning Management System: Connect url: https://connect.tafeqld.edu.au/d2l/loginUsername; 10 digit student number
For Password: Reset password go to https://passwordreset.tafeqld.edu.au/default.aspxThe Portfolio of Evidence, attendance sheet and the section of the placement log book MUST all be uploaded in submission for Assessment 3 on CONNECT.
Instructions to Assessor Student will complete the assessment and submit before the assessment due date. The tasks in this assessment are completed by the student in a registered and licensed Early childhood Education service. Assessors are to use the assessment benchmark answers as a guide to student submissions.
Note to Student An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide.

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.
Note
It is a requirement that all of your documentation is professionally presented – i.e. correct spelling, grammar, punctuation, no jargon or slang and easy to understand language. It is important you consider who the audience for your documentation will be.

Event Sample Template 1 Social Child
Child’s Name: Age: Date: Time: A-Antecedent B-Behaviour C-Consequence
What specific activity or event occurred before the behaviour and may have triggered the behaviour? What specifically did the child do or say? What happened after or as a result of the behaviour?
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.
What were the antecedents?
Were there any triggers identified?
What was the behaviour of concern?
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.

Event Sample Template 2 Social Child
Child’s Name: Age: Date: Time: A-Antecedent B-Behaviour C-Consequence
What specific activity or event occurred before the behaviour and may have triggered the behaviour? What specifically did the child do or say? What happened after or as a result of the behaviour?
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.
What were the antecedents?
Were there any triggers identified?
What was the behaviour of concern?
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.

Event Sample Template 3 Social Child
Child’s Name: Age: Date: Time: A-Antecedent B-Behaviour C-Consequence
What specific activity or event occurred before the behaviour and may have triggered the behaviour? What specifically did the child do or say? What happened after or as a result of the behaviour?
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.
What were the antecedents?
Were there any triggers identified?
What was the behaviour of concern?
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.

Event Sample Template 1 Emotional Child
Child’s Name: Age: Date: Time: A-Antecedent B-Behaviour C-Consequence
What specific activity or event occurred before the behaviour and may have triggered the behaviour? What specifically did the child do or say? What happened after or as a result of the behaviour?
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.
What were the antecedents?
Were there any triggers identified?
What was the behaviour of concern?
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.

Event Sample Template 2 Emotional Child
Child’s Name: Age: Date: Time: A-Antecedent B-Behaviour C-Consequence
What specific activity or event occurred before the behaviour and may have triggered the behaviour? What specifically did the child do or say? What happened after or as a result of the behaviour?
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.
What were the antecedents?
Were there any triggers identified?
What was the behaviour of concern?
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.

Event Sample Template 3 Emotional Child
Child’s Name: Age: Date: Time: A-Antecedent B-Behaviour C-Consequence
What specific activity or event occurred before the behaviour and may have triggered the behaviour? What specifically did the child do or say? What happened after or as a result of the behaviour?
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.
What were the antecedents?
Were there any triggers identified?
What was the behaviour of concern?
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.

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.
Service policies and procedures:
EYLF:
NQS:
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

Record of Conversation No. 1 – Social behaviour/s CHILD 1Student Instructions: Students may be required to complete a verbal conversation with a workplace supervisor or industry stakeholder as part of an assessment. Students will need to clearly document the conversation details in the spaces below. This will be submitted as ‘evidence’ of the conversation that occurred.
Student Name: Student Number: Course Code/Name: CHC30113 Certificate III in Early Childhood Education and Care
Cluster Name: Play and Learn Cluster
Date: / / Time: Location: Names of Participants: Student name: Colleague 1: Colleague 2:
Position in Service:(e.g. Lead Educator, parent) Service Contact Numbers: PRIVACY DISCLAIMER: TAFE Queensland is collecting your personal information for assessment purposes. The information will only be accessed by authorised employees of TAFE Queensland. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor and/or TAFE Queensland for audit and/or reporting purposes. Your information will not be given to any other person or agency unless you have given us written permission or we are required by law.
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
Recording observations – consistently
Possible strategies/solutions
Any possible impacts the environment and child’s culture may be having on the child’s behaviour
Include how you conducted this conversation confidentially
Signatures of participants will confirm written evidence above is a detailed summary of the conversation. Name:
Date:
Signature:
Name:
Date:
Signature:
Name:
Date:
Signature:

Record of Conversation No. 2 – Emotional behaviour/s CHILD 2
Student Instructions: Students may be required to complete a verbal conversation with a workplace supervisor or industry stakeholder as part of an assessment. Students will need to clearly document the conversation details in the spaces below. This will be submitted as ‘evidence’ of the conversation that occurred.
Student Name: Student Number: Course Code/Name: CHC30113 Certificate III in Early Childhood Education and Care
Cluster Name: Play and Learn Cluster
Date: / / Time: Location: Names of Participants: Student name: Colleague 1: Colleague 2:
Position in Service:(e.g. Lead Educator, parent) Service Contact Numbers: PRIVACY DISCLAIMER: TAFE Queensland is collecting your personal information for assessment purposes. The information will only be accessed by authorised employees of TAFE Queensland. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor and/or TAFE Queensland for audit and/or reporting purposes. Your information will not be given to any other person or agency unless you have given us written permission or we are required by law.
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
Recording observations – consistently
Possible strategies/solutions
Any possible impacts the environment and child’s culture may be having on the child’s behaviour
Include how you conducted this conversation confidentially
Signatures of participants will confirm written evidence above is a detailed summary of the conversation. Name:

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