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Assessment Workbook 3
CHC30113 Certificate III in Early Childhood Education and Care
V6.0 Produced 2 September 2016
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Compliant Learning Resources.
Version control & document history
Summary of modifications made
27 November 2013
Version 1 final produced following assessment validation.
16 April 2014
1.2 – reworded question and benchmark for assessor 1.3 – reworded question 1.8 – added Guidance for student and assessor
5 January 2015
Version 2 final produced following second validation session
1 June 2016
Version 3 final produced following third validation session
5 July 2016
Version 4 final produced following fourth validation session Assessment items have been revised Quiz types have been changed
10 August 2016
Removed assessments mapped to CHCORG303C
2 September 2016
Converted workbook to Inspire cobranded version.
Table of Content
This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word you will need to hold down the Control key while clicking for this to work.
What is competency based assessment? 4
The Basic Principles of Assessing Nationally Recognised Training 5
The Principles of Assessment 5
The Dimensions of Competency 6
Reasonable Adjustment 7
Cheating and Plagiarism 9
The Units of Competency 10
CHCLEG001 Work legally and ethically 10
CHCECE009 Use an approved learning framework to guide practice 11
CHCPRT001 Identify and respond to children and young people at risk 13
Context for Assessment 14
Assessment Methods 14
Resources required for assessment 14
Assessment Workbook Coversheet 16
Knowledge Assessment 17
Case Studies 22
Case 1 22
Case 2 29
Workbook Checklist 35
Some questions cover underpinning knowledge of workplace effectiveness content and concepts. These questions are all in a short answer format. The longer questions requiring the application of concepts are covered in the other assessments. You must answer all questions using your own words. However, you may reference your learner guide and other online or hard copy resources to complete this assessment.
If you are currently working as part of an Early Childhood Education/Child Care team, you may answer these questions based on your own workplace. Otherwise consider what you should do if you were working as part of an Early Childhood Education/Child Care team.
What is competency based assessment?
The features of a competency based assessment system are:
It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.
Assessment should mirror the environment the learner will encounter in the workplace.
Assessment criteria should be clearly stated to the learner at the beginning of the learning process.
Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.
In competency assessment a learner receives one of only two outcomes – competent or not yet competent.
The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.
The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.
Definition of competency
Assessment in this context can be defined as:
The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.
The Basic Principles of Assessing Nationally Recognised Training
Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:
The Principles of Assessment
Assessment must be valid
Assessment must include the full range of skills and knowledge needed to demonstrate competency.
Assessment must include the combination of knowledge and skills with their practical application.
Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.
Assessment must be reliable
Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
Assessors must be trained in national competency standards for assessors to ensure reliability.
Assessment must be flexible
Assessment, where possible, must cover both the on and off-the-job components of training within a course.
Assessment must provide for the recognition of knowledge, skills, and attitudes regardless of how they have been acquired.
Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.
Assessment must be fair and equitable
Assessment must be equitable to all groups of learners.
Assessment procedures and criteria must be made clear to all learners before assessment.
Assessment must be mutually developed and agreed upon between assessor and the assessed.
Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;
Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.
This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.
When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.
This relates to the recency of the evidence and whether the evidence relates to current abilities.
The Dimensions of Competency
The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:
Task management skills
Contingency management skills
Job role and environment skills
Adapted Reasonable Adjustment in teaching, learning, and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:
the same learning opportunities as learners without a disability
the same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:
customising resources and assessment activities within the training package or accredited course
modifying the presentation medium learner support
use of assistive / adaptive technologies
making information accessible both prior to enrolment and during the course
monitoring the adjustments to ensure learner needs continue to be met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, and digital note takers.
Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. For example, if the assessment was gathering evidence of the candidate’s competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.
Cheating and Plagiarism
What is Cheating?
Cheating within the context of the study environment means to dishonestly present an assessment task or assessment activity as genuinely representing your own understanding of and/or ability in the subject concerned.
Some examples of cheating are:
Submitting someone else’s work as your own. Whether you have that persons consent or not.
Submitting another author’s work as your own, without proper acknowledgement of the author.
To allow someone else to submit your own work as theirs.
To use any part of someone else’s work without the proper acknowledgement
There are other forms of cheating not contained in this list. These are merely given as some examples. If you are unsure about whether any particular behaviour would constitute plagiarism or cheating, check with your trainer prior to submitting your assessment work.
What is Plagiarism?
Plagiarism is a form of cheating and includes presenting another person or organisation’s ideas or expressions as your own. This includes, however is not limited to: copying written works such as books or journals, data or images, tables, diagrams, designs, plans, photographs, film, music, formulae, web sites, and computer programs.
How do I avoid Plagiarism or Cheating?
Students are advised to note the following advice to avoid claims of plagiarism or cheating:
Always reference other people’s work. You may quote from someone else’s work (for example from websites, textbooks, journals or other published materials) but you must always indicate the author and source of the material.
Always reference your sources. You should name sources for any graphs, tables or specific data, which you include in your assignment.
You must not copy someone else’s work and present it as your own.
You must not falsify assessment evidence.
The Units of Competency
Each unit of competency can be unbundled to reveal two key assessment components:
the performance criteria
specifying the required level of performance
the evidence guide
Describing the underpinning knowledge and skills that must be demonstrated to determine competence. It provides essential advice for assessment of the unit of competency in the form of:
critical aspects of evidence
the essential skills
the essential knowledge
An outline of the units of competency is included below. Note that some skills that are not able to be observed in the workplace during your Vocational Placement will be assessed utilising Case Studies and/or projects.
CHCLEG001 Work legally and ethically
This unit describes the skills and knowledge required to identify and work within the legal and ethical frameworks that apply to an individual job role.
Identify and respond to legal requirements
Identify and meet ethical responsibilities
Contribute to workplace improvements
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:
completed workplace activities in accordance with legal and ethical requirements in at least 3 different situations
developed appropriate responses to at least 3 different legal or ethical issues relevant to the work role
identified and communicated at least 2 potential work practice improvements designed to enhance workplace responsiveness to legal and ethical requirements
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:
legal and ethical considerations (international, national, state/territory, local) for people working in the community services and health context, how they are applied in organisations, how these impact individual workers, and the consequences of breaches:
children in the workplace
codes of conduct
codes of practice
continuing professional education
dignity of risk
duty of care
Universal declaration of human rights
relationship between human needs and human rights
frameworks, approaches and instruments used in the workplace
privacy, confidentiality and disclosure
rights and responsibilities of workers, employers and clients
industrial relations legislation relevant to employment conditions of role
specific legislation in the area of work – objectives and key components
work role boundaries – responsibilities and limitations
work health and safety
interrelationships, similarities and differences that may exist between legal and ethical frameworks
legal issues in the context of the work role:
type of legal issues that arise
ways to respond
ethical practice in the context of the work role:
type of ethical issues that arise
ways to respond
workplace policies, procedures and protocols:
how they are/should be developed
processes for review, including consultation and mechanisms for input
CHCECE009 Use an approved learning framework to guide practice
This unit describes the skills and knowledge required to enable educators to provide children with opportunities to maximise their potential and develop a foundation for future success.
Identify learning frameworks
Apply the learning framework
The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.
Reading – in order to interpret and apply relevant approved learning frameworks in the context of own work role.
The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:
how to access:
Belonging, Being and Becoming: The Early Years Learning Framework for Australia
My Time, My Place: Framework for School Age Care in Australia
the relevant approved learning framework used in the service if different from those above
how to navigate through framework documents to find areas relevant to this unit of competency
United Nations Convention on the Rights of the Child
key participants in the implementation of the relevant approved learning framework
organisational standards, policies and procedures.
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:
worked collaboratively with at least one other educator to implement an approved learning framework within an approved education and care service, including:
investigating and documenting at least two examples of how the learning framework is demonstrated in the service
researching and documenting at least one example of how each principle of the learning framework is reflected in the service
working closely with others and under supervision to help implement the framework
reflecting on and discussing practice with supervisor and others
investigated and documented their own involvement in at least three examples of pedagogical practices in the service.
CHCPRT001 Identify and respond to children and young people at risk
This unit describes the skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.
Implement work practices which support the protection of children and young people
Report indications of possible risk of harm
Apply ethical and nurturing practices in work with children and young people
The foundation skills described those required skills (language, literacy, and numeracy) that are essential to performance.
Reading lvl 4 – in order to read and understand forms and to make accurate reports
Writing lvl 4 – in order to record details of children and young people at risk and to make reports using handwritten skills and computer skills
Other foundation skills essential to performance are explicit in the performance criteria of this unit.
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks, and manage contingencies in the context of the job role.
There must be demonstrated evidence that the candidate has completed the following tasks at least once:
implemented work practices which support the protection of children and young people, including:
complying with regulations, legislations and duty of care responsibilities
employing child-focused work practices to uphold the rights of children and young people
providing appropriate responses in the protection of children and young people
read and interpreted the procedures for reporting children at risk in line with organisational expectations and legislative requirements.
Assessment for these units will be assessed through completion of Workbook Three (3) and Workbook Seven (7) in the section covering Workplace Effectiveness.
Context for Assessment
To complete the assessment in this workbook, students need to have access to their learning materials and the internet. The written questions and case studies may be completed wholly at the student’s home, or chosen place of study.
Assessment for these units will be assessed through completion of Workbook Three (3) and Workbook Seven (7) in the section covering Workplace Effectiveness.
Workbook Three will focus on three assessment methods:
Written Questions – based on the required knowledge component as described in the Instructions for Assessment
Case Studies – utilising the Sparkling Stars virtual Early Childhood Education and Care Service and Case Study activities set out in this workbook
Assessment Workbook Seven (7) Skills Workbook – participant must attend a Vocational Placement.
Resources required for assessment
To complete the assessments in this workbook, the candidates will need access to:
Computer with internet access, internet browser, MS Word, and Adobe Acrobat Reader
One (1) piece of multimedia recording equipment such as:
Mobile phone or tablet
One (1) volunteer to assist in minor role-play
Things to Consider:
Only submit your workbook once all activities inside are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer. Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed. Your final assessment result will either be competent or not yet competent.
If submitting your assessments please ensure that
All assessment tasks within the workbook have been completed
You have proof read your assessment
Answering the Questions:
If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.
Assessments may not be processed if the above guidelines are not adhered to. To ensure your assessment is processed as quickly as possible, please follow these instructions.
Assessment Workbook Coversheet
FIRST AND SURNAME:
Read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.
By submitting this work, I declare that: I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time. I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook. I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process. This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment. I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.
In the spaces provided, write T if the given statement is true and F if it is false.
The United Nations Convention on the Rights of the Child (CRC) sets out the basic rights of children and the obligations of governments to fulfil those rights.
By law, children must be allowed time to play because it helps develop a wide range of skills, like problem-solving and working with a group.
One of the four fundamental principles of the CRC is to make sure children get high marks in school.
The National Quality Standards is one of the components of the National Legislative Framework.
At school, nobody else is responsible for the protection of the children other than their classroom teachers.
Children must not be verbally abused by educators or staff members of an education and care service facility when they misbehave.
Staff members who are not teachers in an education and care service facility are not covered by Education and Care Services National Regulations’ Regulation 84.
It is the right of the child to have their opinions taken into account when making decisions.
It is important that children with disabilities are separated from other children early on, so that they will learn to cope with how harshly the community will treat them when they are older.
It is important to teach children to be welcoming of other children who come from different cultures and ethnicities.
Breaching the stipulations of the CRC, the National Legislative Framework, Education and Care Services National Regulations, and other pieces of legislation regarding children’s education and care services may have legal implications for the offender.
Sometimes, ethical issues are legal issues as well. Hence, breaching certain codes of ethics may have legal implications for the offender.
Staff of all Education and Care facilities in Australia are required to be aware of and understand the principles contained in the ECA Code of Ethics.
One of the rights of children, according to the CRC, is that they must be able to relax, play and meet with other groups of children, as long as this does not harm others or stop others from enjoying their rights.
There are several different frameworks that guide your conduct as an early childhood educator and carer. Answer the following questions about early childhood education frameworks.
Where must copies of Belonging, Being and Becoming: The Early Years Learning Framework (EYLF) and My Time, Our Place: Framework for School Age Care (FSAC) be located, to be accessible to educators? Select one (1). Educators can only access copies online Copies must be located at the centre Educators must be given their own copy by the centre
All states/territories except Victoria now follow the EYLF and the FASC. What is the name of the framework implemented in Victoria? Write the full name below: The Victorian Early Years Learning and Development Framework (VEYLDF)
Children and families are stakeholders in the development of policies and procedures in an education and care centre. True or false? True False
In each state, a Regulatory Authority will be responsible for administering the National Quality Framework, including approving, monitoring and quality assessing services. Identify the State or Territory Regulator in your current location: Your state or territory: Victoria Regulator: The Victorian Early Years Learning and Development Framework (VEYLDF)
List three (3) pieces of legislation that provide favourable employment conditions for your role as an Early Childhood Educator.
Accident Compensation (work cover insurance) Act 1993 Fair work Act 2009 Workplace Health and Safety Act 2011
Identify whether or not the given scenarios are dynamics of abuse. If they are, indicate if these are an abuse to age, gender, disability, culture, or sexuality.
Maria is four years old. Her aunt often reminds her that if she tells anyone that her aunt is secretly taking items from their house, she will “get into a lot of trouble.” Maria believes her aunt and will lie to her mother when asked where the missing items are.Is this a dynamic of abuse? Yes No If yes, what is the aunt abusing? Maria’s age Maria’s gender Maria’s disability Maria’s culture Maria’s sexuality
Joshua is six years old. He loves eating sweets like chocolates and candy, and he often tries to escape doing homework. In effect, his mum has stopped buying him sweets, and only allows him to play games and watch television after he has finished doing all his homework. Joshua is upset by this.Is this a dynamic of abuse? Yes No If yes, what is the mum abusing? Joshua’s age Joshua’s gender Joshua’s disability Joshua’s culture Joshua’s sexuality
Jae Han is seven years old. His family just moved to Australia from Korea. He does not speak very much English, so his classmates are teaching him the English words for some school items.Is this a dynamic of abuse? Yes No If yes, what are the classmates abusing? Jae Han’s age Jae Han’s gender Jae Han’s disability Jae Han’s culture Jae Han’s sexuality
Paul is a wheelchair-bound child. He is a kind boy, so the community treats him kindly as well. Despite being a sickly child, Paul’s father insists on bringing him out on errands even if he is not feeling well, so that he can use the handicap parking at different establishments.Is this a dynamic of abuse? Yes No If yes, what is Paul’s father abusing? Paul’s age Paul’s gender Paul’s disability Paul’s culture Paul’s sexuality
Alyssa is a seven-year-old girl. Her mother is a very figure-conscious woman who was popular among the boys in her class during her younger years. Whenever Alyssa wants to eat sweets for snacks and dessert, her mother would often make comments like, “Don’t eat too much. You’ll get fat and not have a boyfriend when you’re older” or “Boys only like slim girls.” This scares Alyssa, and compels her not to eat sweets.Is this a dynamic of abuse? Yes No If yes, what is Alyssa’s mother abusing? Alyssa’s age Alyssa’s gender Alyssa’s disability Alyssa’s culture Alyssa’s sexuality
George is being raised by parents to be vegan. At some parties, the hosts find it a hassle to prepare vegan-friendly food for George, but the children enjoy his company. To remedy this, the parents of his friends simply tell George that the foods they serve are vegan because no meat is in it, despite having animal products like butter and milk. They tell him that it only counts if it’s actual meat.Is this a dynamic of abuse? Yes No If yes, what are the parents abusing? George’s age George’s gender George’s disability George’s culture George’s sexuality
Identify two (2) pieces of child protection legislation that apply to your current State or Territory.
Current State or Territory: Children, Youth and Families Act 2005 Relevant Legislation (2): Child Employment Act 2003
Read the following scenario: Ahmet Gadai Ahmet Gadai is 3 years old and is one of Sparkling Stars’ newest attendees along with his sisters A’shadieeyah, age 5, and Rawhiyah, age 7. He is the youngest child and only son of a Muslim family that have recently immigrated to Australia. With English being the family’s second language, you have found this has led to communication issues and Ahmet eventually demonstrating some frustrating behaviour in response. You have also noticed that when the father is communicating with any of the women at the centre, he is very domineering and aggressive in his approach to any discussion regarding Ahmet’s behaviour. To you, the father seems to favour Ahmet over his two older sisters, as you have noticed he will scold the girls publicly in their mother language but does not act in the same manner towards Ahmet. One day, one of your colleagues referred to Ahmet as a ‘little terrorist’. Initially, you thought it was just an inappropriate joke; but over a few weeks, you heard your colleague say it several more times and noticed that she tended to leave Ahmet out of class activities where Ahmet might cause trouble. You know there is an ethical issue to be dealt with but are not sure how to proceed.Think about the ethical issues involved, and then answer the questions that follow.
Identify two (2) conflicts of interest that exist in the scenario. Check the boxes of the correct answer.
Ahmet’s father should Other Article: respect towards women, but he does not want to.
Ahmet is not included in class activities, so that the educator will not have to think about accommodating his needs.
Your colleagues are making jokes about Ahmet, so Ahmet should probably learn more English to prove them wrong.
Ahmet’s sisters should speak up for themselves, but they are too shy.
Your colleague’s inappropriate actions towards Ahmet must be addressed, but you hesitate to do so, for fear of losing them as friends.
Describe three (3) considerations – internal and external – that might influence your own ethical judgement in Ahmet’s situation.
Internal Communication among internal members Age difference within the family members Level of self-respect among the family members
External: Cultural differences among different members among the community Professional relationship within members of workplace Change in food habit and language
Your personal values and attitudes are some of the considerations that may influence your ethical judgment when dealing with ethical issues. Identify one (1) personal value and one (1) attitude, and describe how these may influence the actions that you would take in the above scenario.
How this may influence my actions
This help a person to accept and respect the cultural values of other person. This can also help to increase the cultural consciousness of an individual as they are able to get more insights about the ethical values of other communities
With Positive attitude, it is possible to motivate other people that is needed to maintain good relationship with fellow people in the community. This can influence in taking better harmonious decisions.
How would you take into account these personal values and attitudes you identified in the previous question to ensure non-judgmental practice?
With open mind and positive attitude it is possible to convince Ahmet’s father that he needs to take better decision in communicating with his children and that it is unfair to treat his girl and boy child differently. This can compromise the overall personality development of the young children who will know that it is fine to deprive the women. It is also important to deal with the colleague, who consider Ahmet as a young terrorist. Here, it is important that cultural awareness in the workplace is maintained properly. For this every worker in the child care need to have uniformity in the attitude towards all child irrespective of their cultural background. They should have an open and non-judgmental attitude towards all child that will help them to give maximum and equal good care to all.
Why is it essential that you address this unethical behaviour? Select three (3) reasons.
The child is experiencing cultural abuse. It is in the student’s best interest to resolve the issue.
Speaking out about my colleagues’ unethical behaviour will get them fired, which they deserve.
As part of my duty of care, it is my responsibility to take appropriate action against unethical practice.
My colleagues should not have spoken too loudly.
It is your right, as an educator, to expose the wrong behaviour of others to children, so that they would not follow this bad example.
It is part if the Early Childhood Code of Ethics that I must work to ensure children are not discriminated against on the basis of their culture.
Identify how you will appropriately resolve the situation of your colleague’s unethical behaviour. Write the numbers 1 to 3 on the steps that you should follow, in order, to address the situation. Other steps that are not appropriate measures should be left blank. Guidance: Refer to the Sparkling Stars Grievance Procedures. Click here. (username: learner password: studyhard)
If the behaviour of another staff member is interfering with your work, then advise that person of the problem directly and try to work out a mutual resolution.
If the problem remains unresolved, approach the Director for advice.
If the problem remains unresolved, call the police.
If the dispute is of an extremely sensitive nature or involves the Director, contact the parents of the child.
If the dispute is of an extremely sensitive nature or involves the Director, contact senior management.
A few weeks later, Ahmet’s father approaches you, very upset about what has been said to his son. He wants to make a complaint about your colleague. What protocol should you follow to manage his complaint? Select one (1).
Explain to him that he has no right to complain, because his behaviour towards his daughters is unethical to begin with.
Refer to the organisational policies and procedures for handling complaints from parents.
Refer to the Universal Declaration of Human Rights.
Bring to his attention that a complaint can be filed against him for unethical behaviour.
Speak to him so you can resolve the issue for your colleague.
Answer the following questions concerning the Sparkling Stars policies and procedures for handling complaints from parents. Guidance: Refer to the Sparkling Stars Grievance Procedures. Click here. (username: learner password: studyhard)
In case of conflict between a parent and a staff member, the parent should first discuss the problem with the relevant staff member concerned. True or false? True False
If the parent is not satisfied with the outcome after speaking with the relevant staff member, they may take the matter to the centre Director. True or false? True False
The Director will make the final decision in all conflicts. True or false? True False
Disputes and conflicts at the centre may be avoided if… (Select one (1).) … the staff follows the policy “The customer is always right.” … parents are prohibited from speaking to the staff beyond class hours. … clear guidelines are in place for all to follow.
Read the following scenario. In this scenario, you are a childcare assistant at Sparkling Stars Childcare Centre, based at Cascade Peak in your home State or Territory.Erica Smith It is school holidays, and the usual group of local children are attending care. One of the children, Erica Smith, is 10 years old and you have known her since she started attending the centre 5 years ago. You can view here: Erica’s client records. (username: learner password: studyhard) These holidays you have noticed that Erica is not her usual bubbly self. She has come to the centre a few times in the same dirty clothes she wore the day before. One day you heard her ask a friend for some food at lunch time. One day, when you took the group swimming, Erica did not have her swimming costume with her. When you asked her about it, she responded “My Dad says I’m too fat to swim”. The next morning when Erica arrived at the centre with her father, her eyes were red and puffy. You thought she looked like she had been crying. That same morning, you noticed what might have been some bruises on Erica’s upper arms when she was playing in home corner. Later that day, as you were preparing afternoon tea, Erica approached you shyly, speaking very quietly. You bend down to hear her better and she says “My Dad hurt me.”Answer the questions that follow.
Record a short video, in which you must demonstrate your response to Erica. Follow these instructions: Ask a friend to act as Erica in this scenario. Set up a camera to record you and ‘Erica’ acting out the scenario. Begin the video recording with ‘Erica’ telling you “My Dad hurt me”. Respond to ‘Erica’ as if you were responding to an actual child at a childcare centre. Ask open and non-leading questions that would help you identify in what way Erica was hurt. Save the file as “CHC30113-Subject3-CaseStudy2.” Use a file format that is compatible to most computers, such as .mp4. Submit the video file to your assessor as part of your assessment. There is no minimum time limit, but your video must not be more than three (3) minutes in length. Note: If a video recording is not possible, an audio recording is also acceptable. If you opt for an audio recording, follow these additional guidelines: The tone of voice of in your response must be appropriate. The dialogue must mention the environment or location where your conversation with Erica takes place. Use a file format that is compatible to most computers, such as .mp3.
As an assistant educator, is it appropriate for you to conduct your own investigation into the matter? Select either yes or no, then explain why you chose that answer. Guidance: Refer to the Sparkling Stars Procedure for Disclosures. Click here. (username: learner password: studyhard)
Explanation: In the given the assistant educator is the best person to conduct the case as he was the one present during the time of incident and he had been able to follow the protocols of childcare in the given case. With the policies of child care it is clear that the parents of a child could not abuse their kid and here, Erica’s father has violated this policy. Being the assistant educator it is also the ethical responsibility to involve in investigation and ensure that Erica is able to get proper justice.
Read the Sparkling Stars Procedure for Disclosures. Then, fill out the “Sparkling Stars Recording Form for Disclosures, Observations of Child Abuse and Actions” form.
Click here to access the form. (username: learner password: studyhard)Guidance: Ensure your writing is non-judgmental. Your nominated supervisor is Jan Grant. Assume that the date Erica spoke to you is the date today.Submit this form along with this answered workbook.
In the spaces provided, write T if the statement about mandatory reporting is true and F if it is false.
In New South Wales, an educator has the duty to report any sexual abuse if they suspect on reasonable grounds that a child has suffered such.
In Victoria, any school staff must report that a child is suffering from physical abuse if they have reasonable grounds to do so.
Neglect is a form of abuse, and some states and territories require educators to report to their nominated supervisors if they suspect a child is being neglected.
Exposure to family violence is not a form of abuse if the child is not being physically harmed.
Suspected abuse in any form must be reported immediately to the police.
Early Childhood Education and Care centres will need to work closely with a diverse range of practitioners, across a broad array of professional disciplines.
Early Childhood Education and Care centres will need to work as independently as possible, to make sure that information about their students are not disclosed.
Consent about information regarding a child’s condition is not essential where it is likely to further jeopardise the child or young person’s safety, welfare, or wellbeing.
In considering the most effective response that will ensure the child’s safety and wellbeing, you may need to gather information and facts. One way to do this is continued observation.
The perpetrator of abuse must be confronted immediately.
Identify the steps you must take when there is suspicion that a child is suffering from abuse. In the spaces provided, write the numbers 1 to 4 to identify the steps to making a child protection report. Steps that are not relevant to making a report must be left blank.
Assess the child’s circumstance and consult your findings with appropriate stakeholders.
Regularly interview all students to find out if they are experiencing abuse or neglect.
Identify if there is concerns of possible child abuse and neglect.
The supervisor must call the police immediately once they have been informed of suspected child abuse.
Further assessments may be made by Early Childhood Education and Care workers after your supervisor has notified them of the case of abuse.
Notify your supervisor immediately so they can notify the relevant Child Protection authorities in your state.
Fill out the “Early Childhood Education and Care Reporting Form for Child Abuse”. Ensure the name and address of the relevant agency is correct for your state/territory.
Click here to access the form. (username: learner password: studyhard)Guidance: Ensure your writing is non-judgmental. Compute Erica’s birth year so that she is presently 10 years old.
Submit this form along with this answered workbook.
In the spaces provided, write T if the statement about privacy, confidentiality, or disclosure is true and F if it is false.
It is essential that all of your dealing and interactions regarding the suspected child abuse is treated as confidential.
Unless anything is proven or there is clear physical evidence, a disclosure from a child cannot be held with importance.
It is lawful for two authorised bodies or agencies to exchange confidential information with each other.
Should two authorised agencies exchange information concerning sensitive matters with each other, a written record of the information must be produced.
Children have no right to privacy until they are the age of 12.
Standard forms are an acceptable method of communicating abuse information to relevant agencies.
A child needs to fill up a form first before their concerns can be processed.
One can uphold a child’s need for privacy by talking to them about sensitive matters in a private place, such as a closed office where others cannot hear the conversation.
When you have completed this assessment workbook, review the candidate’s assessment against the checklist below: The candidate has completed all the assessments in the workbook: Knowledge Assessment Case Study 1 Case Study 2IMPORTANT REMINDER Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.
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