THIS IS DUE 9AM
ive also have my 4-5 year old focus child his name is Jake Mason anything behavioural would be amazing !!
the images are the permission slips for me observing their child
and Noah's dads name is comrade
and jakes's mums name is elesha
Project Task 3: Report on observations and analysis of childrenâ€™s behaviour
You are required to observe and analyse the behaviour of two children of differing ages and in differing contexts. You must then provide a report of your findings for each child.
Step by step, instructions for this assessment activity are provided in the table below.
Carefully review the assessment criteria provided for this project task (see below) to ensure you fully understand what is expected of you in the assessment. If anything is unclear, you should speak to your trainer/assessor.
Your project portfolio must be judged by the trainer/assessor as satisfactory against all assessment criteria for a successful assessment outcome.
In association with your workplace supervisor choose one focus child in each of the following age groups:
- 2-3 years
- 4-5 years.
Important: You must choose at least one child that routinely exhibits challenging behaviour. The reason for this is that you will use this child as the focus for Project Task 4 where you will implement a behaviour management plan for this child.
With the assistance of your workplace supervisor, you must obtain signed permission from the parent or guardian of each focus child.
This is a mandatory process and your trainer/assessor will provide you with the appropriate permission form to use. These signed forms must be included in your assessment submission.
Use the Jottings template provided at Appendix A to prepare an observation tool that will allow you to record notes whilst you are observing the children. The template provided for you to use.
In preparing for your observations, refer to the Report Guide provided below to ensure that you will capture adequate information to allow you to prepare a report of your findings.
CHC50113 Module 1 Student Assessment Guide V1 January 2015 ACBC Page 21 of 52
ï¿¼Observe and record the behaviour of your two focus children in each of the following contexts:
- Arrival and separation from family
- Participation in a planned physical group experience
- Meal times.
ï¿¼ï¿¼ï¿¼ï¿¼ï¿¼ï¿¼You should also gather additional information about the childâ€™s behaviour patterns from other centre staff or family members. There is space provided to record your notes in the Jottings template provided.
ï¿¼ï¿¼ï¿¼ï¿¼Before preparing a report of your findings, you may like to share the information you have gathered with your trainer/assessor at your next practicum debriefing. This is an opportunity to ensure you are on the right track before developing your final project submission.
ï¿¼Following the Report Guide provided below, prepare a report of findings for each focus child based on your observations and analysis of the childâ€™s behaviour.
Your report for each child must be prepared electronically and should be consolidated into Minimum ONE DOCUMENT for submission to your trainer/assessor.
ï¿¼ï¿¼ï¿¼ï¿¼ï¿¼ï¿¼Upload to CloudAssess your document to your trainer/assessor by the due date published in the Term 1 Assessment Schedule. Your trainer/assessor will have provided you with specific instructions for CloudAssess submissions.
ï¿¼ï¿¼ï¿¼ï¿¼Also by the due date published in the Term 1 Assessment Schedule you should hand the following to your trainer/assessor:
- The signed parent/guardian permission forms for each focus child; and
- Your observation notes for each child (Jottings).
ï¿¼ï¿¼CHC50113 Module 1 Student Assessment Guide V1 January 2015 ACBC Page 22 of 52
The following information should be provided in your report of findings for each focus child: (Minimum 1 page report for each focus child using: Font- Calibri 12)
1. A profile of the child that should include:
a. The childâ€™s name and age
b. Centre attendance information
c. Family background
d. Any other relevant information for the child.
2. The variables that impact the childâ€™s behaviour.
3. Triggers or consequences, which influence the childâ€™s behaviour.
4. The impact of the environment and curriculum on the childâ€™s behaviour.
5. Any concerns for the needs of other children affected by the childâ€™s behaviour.
6. Any incidents of observed conflict involving the child and how it was resolved. You should include some reflections about how well you think the conflict was handled and what you might do differently.*
7. Observed techniques used by the Educator to:
a. Guide and reinforce positive behaviour
b. Provide limits and consequences for inappropriate behaviour.
You should include some reflections about how well you think the techniques were applied and what you might do differently.*
8. Issues that should be raised with the centre supervisor or the childâ€™s family.
9. Recommendations for any follow-up developmental action in relation to the childâ€™s behaviour.
* Please note that your reflections on the actions of Educators during your observations are to demonstrate your understanding of good practice. This information will not be shared with anyone at the centre.
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Your trainer/assessor will be looking for you to meet the following benchmarks for this assessment: - The report of findings for each focus child:
o Addresses all information set out in the Report Guide provided in the Student Assessment Guide; and
o Presents content that is grammatically correct with no spelling errors.
- Observed and recorded relevant information about childrenâ€™s behaviour.
- Recorded observations in a manner that is suitable to be read by childrenâ€™s family members.
- Gathered information from individuals involved in caring for a child.
- Effectively analysed the causes and effects of a childâ€™s behaviour.
- Recognised the impact of a childâ€™s behaviour on those around them.
- Recognised behavioural events that should be discussed with a centre supervisor or a childâ€™s family members.
- Used an analysis of a childâ€™s behaviour to identify opportunities for development.
- Demonstrated an understanding of good practice when responding to conflict between
- Demonstrated an understanding of good practice when guiding and reinforcing positive behaviour in children.
- Demonstrated an understanding of good practice when setting limits and consequences for inappropriate behaviour in children.
CHC50113 Module 1 Student Assessment Guide V1 January 2015 ACBC Page 24 of 52