Question 1 A
Identify the seven (7) quality areas within the National Quality Standard.
Question 1 B
Which quality areas are most relevant to supporting positive behaviour? Discuss the purpose and requirements of each.
Question 1 C
Choose one quality standard from Quality Area 5 or 6 and reflect on how you could apply this standard in your practices in the service.
Question 2 A
What is the purpose of the Early Childhood Australia Code of Ethics?
Question 2 B
What is the relationship between The United Nations Conventions on the Right of the Child, the Early Childhood Australia Code of Ethics, and an individual organisational code of ethics?
Question 2 C
Outline the core principles of the ECA Code of Ethics that are relevant to ethical interactions with children.
Question 3 A
Briefly explain how and why the United Nations Conventions on the Rights on the Child was developed.
Question 3 B
What are the four core principles that guide the United Nations Convention on the Rights of the Child? Discuss how these principles could be applied in practice.
Question 4 A
Behaviourism can easily be applied to an education and care context, as it is integral to understand how to motivate children and young people to engage in cooperative behaviour and interactions.
In your own words, discuss the philosophy behind Hastings’ theory of positive behaviour support for developing cooperative behaviour and reframing children’s behaviour. In your response, include two (2) positive behaviour support strategies that can be implemented by educators.
Question 4 B
In your own words, discuss B.F Skinner’s theory of operant conditioning, including the three (3) types of responses to behaviour he identified.
Question 4 C
Using Skinner’s theory, discuss how verbal reinforcement can be used to develop cooperative behaviour. In your response, include three (3) examples of positive non-verbal communication.
Question 4 D
Discuss Albert Bandura’s social learning theory, including how this theory differs from Pavolv and Skinner’s theories of conditioning. In your response, identify Bandura’s three (3) models of observational learning.
Question 4 E
How can Bandura’s theory be applied to children’s learning behaviour within the education and care environment? Give four (4) examples.
Question 4 F
Briefly outline the four (4) stages of Erik Erikson’s model of social development as a perspective on child behaviour.
Question 5 A
In your own words, discuss how an educator’s own values and opinions can impact how they perceive children’s behaviour (100 words).
Question 5 B
As an educator, how can you use critical reflection to identify the impact of your own values and what reflective practices can you use to identify these values?
Question 5 C
Discuss how you could implement two (2) of ACECQA’s critical reflection practices to identify and respond to your own values
Question 6 A
Daniel Goldman’s theory cites self-regulation as a critical component in the development of emotional intelligence.
In your own words, define and discuss self-regulation, including the relationship between self-regulation, emotional states, and behaviour.
Question 6 B
Using the example in the Learner Guide, discuss how recent and current events in a child’s life can impact their behaviour.
Question 6 C
Some children may have difficulty regulating their emotions in certain environments and contexts. Discuss this statement and provide three (3) examples of strategies educators can use to support the development of self-regulation in children.
Question 6 D
A child’s ability to regulate their emotions ? and, therefore, their behaviour ? may at times be influenced by the actions of others or when their needs are not being met. Provide three (3) examples of situations where this may occur.
Question 7 A
What are the different stages of cognitive development? Give a brief overview of each stage, the relevant ages associated and the related appropriate behaviour.
Question 7 B
Why is it important for behavioural expectations to align with the child’s stage of development? Discuss in your own words.
Question 7 C
For each of the following age groups, identify three (3) age-appropriate behavioural expectations.
Eight months old
Three years old
Five years old
Question 8 A
In your own words, discuss three (3) cultural factors that may influence behaviour.
Question 8 B
In your own words, discuss how family beliefs may influence children’s behaviour, including the role of family dynamics and circumstances.
Question 8 C
Explain how behaviour management in domestic settings can contribute to a child’s behaviour, why it is important for educators to engage in positive behaviour guidance.
Question 9 A
Discuss the importance of including children’s input when developing behaviour support strategies and provide two (2) examples of how educators can do this within the education and care environment.
Question 9 B
Outline how collaboration affects children’s behaviour and provide two (2) examples of how educators can collaborate with children.
Question 9 C
Discuss how children developing agency can contribute to positive behaviour.
Question 10 A
Discuss relationship-based behaviour guidance, including how positive relationship-building can guide behaviour and increase wellbeing. In your response, provide four (4) examples of strategies to establish positive relationships with children.
Question 10 B
In your own words, discuss restorative justice as a relationship-based strategy for supporting challenging behaviour.
Question 10 C
Discuss two (2) relationship-based strategies you can use when defusing difficult situations.
Question 11 A
The physical and social aspects of the learning environment and educational program may significantly impact children’s ability to develop positive, cooperative relationships with others.
In your own words, discuss the purpose of a learning environment and curriculum and the features that this might include.
Question 11 B
Describe the purpose and features of children’s social environment.
Question 11 C
Discuss how curriculums can support the development of positive relationships and a sense of belonging.
Question 12 A
The purpose of documenting observations is to allow you to refer to your findings, identify any patterns in children’s behaviour, and gain an overall understanding of the observations you have made.
In your own words, discuss the benefits of conducting observations of children, and provide four (4) examples of methods educators can use to observe children in the education and care environment.
Question 12 B
What is the purpose of a Functional Behaviour Assessment (FBA)? Discuss in your own words.
Question 12 C
An ABC chart is used to collect data and record data about a child’s behaviour over a period of time. Define the following components:
Antecedent
Behaviour
Consequences
Question 12 D
Read the following scenario and use the information to fill out the ABC Data Collection Chart
Scenario:
Dirk is five years old and attends a long day care service five days a week. You are employed at the service as an educator and have been asked to monitor Dirk’s behaviour as his parents have expressed concerns around his behaviour in the home environment.
On this particular morning, you are supervising the outdoor area during active free play time. Dirk has been running around with his friends playing a game of tag and begins to get frustrated as he is not fast enough to catch his friends. When he catches up to his friend, he pushes them. The other child falls over and scrapes his knee. Dirk refuses to apologise to his friend and walks off to play on his own.
ABC Data Collection Chart
Child/Student:
Description of identified behaviour:
Observer:
Date Time Incident Behaviour Consequences Location/ experience
Question 13 A
In some cases, behaviours of concern may indicate that you and your team need to make a report to child safety services.
What is mandatory reporting? In your response, include the responsibilities of an educator in regard to the nature of behaviour and mandatory reporting within the education and care environment.
Question 13 B
What are behaviours of concern that may indicate a need for mandatory reporting? Provide five (5) examples and include the domestic issue they are related to.
Question 14 A
It is important to remember that the past experiences and history of children and young people have the potential to severely impact behaviour.
In your own words, discuss how negative experiences can affect a child’s behaviour in the education and care environment.
Question 15 A
Discuss how demonstrating cultural acceptance within the education and care environment increases children’s sense of belonging. In your response, include how a limited sense of belonging may negatively impact a child’s behaviour.
Question 16 A
In every social setting, group dynamics play a part in how members of the group interact with and relate to each other.
In your own words, discuss how the dynamics of a group may influence children’s behaviour.
Question 16 B
How do the different temperaments and personalities of children within a group impact children’s behaviour? In your response, discuss the five (5) temperaments or personality types often found in group contexts.
Question 16 C
How does the size of a group impact behaviour?
Question 16 D
In your own words, discuss how educators can minimize the negative impacts of group dynamics and support positive interactions.
Question 16 E
Discuss how you can support positive interactions and behaviour at both a group and individual level.
Question 17 A
In your own words, discuss how physical illness may impact a child’s behaviour.
Question 18 A
Many children may have issues with sensory processing and input, particularly those with ASD, ADHD, and Sensory Processing Disorder.
What is sensory processing and input? In your response, include four (4) behaviours that may be exhibited by children with sensory processing and input issues.
Question 18 B
What features of a learning environment can support positive behaviours for children with sensory processing issues?
Question 19 A
As children develop an appreciation for the world, they begin to think more intently about themselves and their place in it. As a result, children will eventually develop a concept of self-identity ? a set of attitudes, values, and abilities that define who they are as individuals.
For the following age groups, identify two (2) milestones for the development of a self-concept and discuss strategies you could use to support them.
1-2 years
3-5 years
Question 19 B
What is self-esteem, and why is it important in children’s development? Discuss in your own words.
Question 19 C
Provide five (5) examples of strategies educators can use to support children’s self-esteem.
Question 20 A
In your own words, discuss the importance of resilience in a child’s development and wellbeing, and provide four (4) examples of strategies educators can implement to build children’s resilience within the education and care environment.
Question 21 A
To develop secure, respectful, and trusting relationships with children, it is necessary to understand how attachments are formed and why they are so important.
In your own words, discuss John Bowlby’s attachment theory, and three (3) reason why a child may develop an insecure attachment.
Question 21 B
Outline the key behaviours and traits of each attachment style theorised by Ainsworth (1978).
Question 22 A
Your organisation or service is likely to have procedures in place regarding appropriate steps for the guiding and managing of children’s behaviour. There are various sources of information that may be helpful in analysing a child’s behaviour, however, the best way of identifying behavioural trends, triggers, and underlying problems is to draw upon the knowledge of everybody involved in the child’s life. From here, behaviour support plans can be developed and implemented.
When developing support plans and strategies for guiding and managing children’s behaviour, who should be involved in these discussions?
Question 22 B
Though all services will have differing approaches and procedures for developing and presenting behaviour support plans, there is a general process for how these are created. Outline this process in a numbered list.
Question 22 C
What information must be included within a behaviour support plan?
Question 22 D
Discuss how parents and families contribute to behaviour and ways that you can communicate with families about this behaviour. Include discussion of how you can maintain consistency and why.
Question 22 E
Discuss the purpose of monitoring children’s progress when implementing behaviour support plans and provide four (4) examples of reflective questions you can ask.
Question 23 A
Discuss the definition and purpose of an organisational philosophy.
Question 23 B
Discuss the common factors for organisational policies and how policies and procedures relate to your work. Discuss one (1) example of a policy or procedure you may expect to find in an education and care environment.
Question 24 A
Discuss how you can look beyond a child’s immediate behaviour to understand their relationship needs and how you can plan to meet these needs.
