CHCECE007 - Develop positive and respectful relationships with children

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CHCECE007 - Develop positive and respectful relationships with children

This unit describes the skills and knowledge required by educators working with children to ensure they can develop and maintain effective relationships and promote positive behaviour.

This unit applies to educators who work with children in a range of education and care service settings

The student has communicated positively and respectfully and interacted effectively with at least three (3) children ages 2 to 6 years of age, including:

· Actively listening to children

· Using genuine interactions that take into consideration the child’s age, activities, interests, culture and needs

· interpreting non-verbal cues of children

· Responding to distress in ways that meets the child’s need

· Communicating with children by showing care and respect through all interactions

· The student has assessed and responded appropriately to behaviours of concern

· Encouraged children to respect similarities and differences between each other

Involved and encouraged children in decision-making and planning

The student has communicated positively with children by:

· Responding sensitively and appropriately to all children’s efforts to communicate

· Engaging in sustained conversations with individual children about things that interest the child

· Consistently responding positively to all children who require attention

· Siting and talking with children at mealtimes and help create a relaxed and unhurried routine

The student has interacted positively with children by:

Participating in children’s play and using children’s cues to guide the level and type of involvement

· Responding positively and respectfully to children’s comments, questions and requests for assistance

· Role-modelling positive interactions with others

· Encouraging children to share their stories and ideas

The student has supported and respected children by:

· Assisting children to create an environment that reflects the lives of the children, their families and the local community

· Supporting implementation of practices and routines that honour children, their family and the community context

· Showing genuine interest in, understanding of and respect for all children

· Comfort children who cry or show signs of distress

· Responding positively to the varying abilities and confidence of all children

· Acknowledging children’s efforts and achievements

The student understands Rights of the Child from the UN Conventions Maintain the dignity and rights of children by:

· Assisting in organising spaces, resources and routines to minimise times when children are likely to experience stress or frustration

· Allowing children to make choices and to experience natural consequences of these where there is no risk of physical or emotional harm to the child or another being

· Monitor and respond to children’s play and support interactions where there is conflict

· Acknowledging children when they make positive choices in managing their own behaviour

· Using positive language, gestures, facial expressions and tone of voice when redirecting or discussing children’s behaviour with them

· Be gentle, calm and reassuring even when children strongly express distress, frustration or anger

· Consistently guiding all children’s behaviour in ways that are focused on supporting children to develop skills to self-regulate and preserve and promote children’s self-esteem

· Involving children in developing limits and consequences for inappropriate behaviours

Knowledge Evidence:

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:

  • the National Quality Framework

  • the National Quality Standards

  • the relevant approved learning framework

  • how to navigate through framework and standards documents to find areas relevant to this unit of competency

  • effective communication techniques including verbal and non-verbal ways to show respect

  • techniques to guide children’s behaviour

  • United Nations Convention on the Rights of the Child

  • organisational standards, policies and procedures.

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