Pre-requisites

None.

Co-requisites

None.

Competencies covered

Competency: CHCECE045 Foster positive and respectful interactions and behaviour in children
Element: 1. Develop guidelines that support positive and respectful interactions and behaviour in children.	1.1. Collaborate with colleagues about expectations for positive and respectful interactions and behaviour.
	1.2. Collaborate with children to develop expectations for positive and respectful interactions and behaviour.
	1.3. Identify strategies that support children in managing their own pro-social skills and regulation, and are considerate of individual children’s needs, cultures and backgrounds.
Element: 2. Observe and monitor interactions and behaviour in children.	2.1. Assess the impact of the physical and social environment and curriculum on children’s behaviour.
	2.2. Observe children and provide clear and consistent support to encourage positive interactions and behaviour.
	2.3. Model consistent approaches and provide support to colleagues through coaching and mentoring.
	2.4. Assist children to resolve conflicts appropriate to their age and stage of development.
	2.5. Collaborate with children to develop alternative responses and behaviours.
Element: 3. Identify challenging behaviours.	3.1. Recognise factors that may cause challenges for children’s ability to interact positively and engage in the curriculum.
	3.2. Recognise effects of own life experiences and ideologies on perspectives about children’s behaviour.
	3.3. Observe and document patterns of challenging behaviour according to service policies and procedures.
	3.4. Identify and reflect on the variables and influences that can impact an individual child’s behaviour and how this may inform responses.
	3.5. Identify and respond to the needs of other children who may be affected by the behaviour.
Element: 4. Plan support for children.	4.1. Analyse information regarding identified behaviour and use a collaborative approach to planning.
	4.2. Identify long-term and short-term objectives that are consistent with child’s cultural practices, abilities, age and developmental stage.
	4.3. Identify situations where advice or liaison with other professionals or authorities is needed and take action according to service policies and procedures.
	4.4. Develop and document the plan according to service policies and procedures and in consultation with the child’s family.
Element: 5. Implement and evaluate support plan.	5.1. Collaborate with all those involved to implement the support plan.
	5.2. Support colleagues to implement the plan effectively and consistently through coaching and mentoring.
	5.3. Review child’s progress regularly using critical reflection, and modify plan where necessary in consultation with colleagues, family members and others caring for the child.
	5.4. Critically reflect on own pedagogy to inform future practice.

Unit Description

CHCECE045 Foster positive and respectful interactions and behaviour in children

Topics

TBC

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Unit offerings

Face to face: (Demand based)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.