1 CHC Community Services Training Package Release CHCECE020 . Establish and implement plans for developing cooperative behaviour E. PL. M. Learner guide Version 1. SA. Training and Education Support Industry Skills Unit Meadowbank Product Code: 5796. CHCECE020 Establish and implement plans for developing cooperative behaviour Acknowledgments TAFE NSW TES Industry Skills Unit, Meadowbank, would like to acknowledge the support and assistance of the following people in the production of this resource package: Writer: Contributors: Louise Holz Kay Cutmore Teacher, Child and Family Services Jennie Chugg TAFE NSW Helen Lane Lisa Wallmeyer Teachers, Child and Family Services TAFE NSW. Reviewer: Vivian Harris Teacher, Child and Family Services E. TAFE NSW. Project Project Manager: PL.
2 Gail Horwood A/ Education Programs Manager Child and Family Services TAFE NSW. M. Enquiries Enquiries about this and other publications can be made to: SA. TAFE NSW - TES Industry Skills Unit, Meadowbank, Locked Bag No. 6. MEADOWBANK NSW 2114. Tel: 02-9942 3200 Fax: 02-9942 3257. Further acknowledgments A considerable amount of the material in this learner resource has been developed from the following TAFENSW resource: CHCIC510A Establish and implement plans for developing cooperative behaviour, version 2 (2012). TAFE NSW (TES, Industry Skills Unit Meadowbank) 2013 Page 3 of 198. TAFE NSW ( Training & Education Support, Industry Skills Unit Meadowbank) 2012 Page 3 of 198. CHCECE020 Establish and implement plans for developing cooperative behaviour The State of New South Wales, Department of Education and Training , TAFE NSW, Training and Education Support Industry Skills Unit, Meadowbank, 2013.
3 Copyright of this material is reserved to TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank. Reproduction or transmittal in whole or in part, other than for the purposes of private study or research, and subject to the provisions of the Copyright Act, is prohibited without the written authority of, TAFE NSW. Training and Education Support Industry Skills Unit, Meadowbank ISBN 978-1-74236-504-6. E. PL. M. SA. Community Services , Health, Tourism and Recreation Curriculum Centre Community Services Program Area TAFE NSW (TES, Industry Skills Unit Meadowbank) 2013 Page 4 of 198. TAFE NSW ( Training & Education Support, Industry Skills Unit Meadowbank) 2012 Page 4 of 198. CHCECE020 Establish and implement plans for developing cooperative behaviour Table of Contents 7.
4 1. General introduction .. 7. 2. Using this learner guide .. 7. Group learning .. 7. Self-directing learning .. 7. Learning 7. 3. Prior Knowledge and Experience .. 9. 4. Unit of competency overview .. 10. Unit description .. 10. 5. Assessment .. 10. How you will be assessed .. 10. Section 1 - Identify and review behaviour causing concern .. 13. Behaviour .. 13. Developmentally appropriate behaviour .. 13. E. Age appropriate and realistic expectations .. 19. Co-operative behaviour .. 20. Positive behaviour guidance .. 20. PL. Positive guidance techniques .. 33. Positive relationships with children and families .. 45. behaviours causing concern .. 47. Challenging behaviours .. 48. Communicating about behaviours of concern reporting incidents .. 79. Section 2 - Establish and apply limits and guidelines for behaviour.
5 83. M. Limits and guidelines .. 83. Developmentally appropriate limits and 83. Culturally appropriate limits and guidelines .. 86. SA. Deciding how to respond, identifying acceptable alternate behaviours .. 87. Involving children and families .. 99. Supporting other children .. 100. Specific programs .. 100. Section 3 - Develop a plan to guide a particular child's behaviour .. 103. developing plans to change behaviour in children .. 103. Consulting with children, families and colleagues in planning and goal setting .. 107. Specialist assistance external resources and referral bodies .. 119. Strategies to teach and support alternate behaviours .. 124. Underlying causes of behaviour .. 126. Needs and concerns of other children .. 126. Behaviour Guidance Plans Putting it all together.
6 126. Section 4: Implement and monitor behaviour plan .. 131. Implementing and monitoring behaviour plans .. 131. Communicating expectations to children .. 132. Communicating about plan and roles to staff .. 134. Documenting expectations and guidelines to ensure consistency .. 136. developing systems to monitor, review and modify strategies .. 140. Further staff support and Training .. 143. The implementation process .. 144. TAFE NSW (TES, Industry Skills Unit Meadowbank) 2013 Page 5 of 198. TAFE NSW ( Training & Education Support, Industry Skills Unit Meadowbank) 2012 Page 5 of 198. CHCECE020 Establish and implement plans for developing cooperative behaviour The monitoring process .. 149. Answer to Activities .. 151. Section 1 .. 151. Section 2 .. 154. Section 3 .. 157.
7 Section 4 .. 160. Appendix 1 .. 163. Appendix 2 .. 181. References .. 183. Resources .. 185. Essential resources .. 188. Other resources .. 189. Journals: .. 191. Videos/ DVD s/ CDRoms .. 192. Organisations and web sites .. 192. E. PL. M. SA. TAFE NSW (TES, Industry Skills Unit Meadowbank) 2013 Page 6 of 198. TAFE NSW ( Training & Education Support, Industry Skills Unit Meadowbank) 2012 Page 6 of 198. CHCECE020 Establish and implement plans for developing cooperative behaviour About this unit This unit describes the skills and knowledge required to support both individual and group plans for developing cooperative behaviour. This unit applies to educators working in a range of education and care Services . Underpinning this unit is knowledge of the National Quality Standard quality areas, standards and elements, the Education and Care Services National Law and Regulations, and the relevant learning framework.
8 Additionally, whilst studying this unit you will need to access a range of other resources and documents, including;. ECA's Code of ethics. United Nations Convention on the Rights of the Child Details of, and/or links to all required resources are listed in the resources section E. at the rear of this Learner Resource. In some cases you will need to use a computer and the internet to access the required resources. Sometimes internet pages can be moved over time if you have difficulty finding the required PL. resources with the link provided, try a google search, and if that fails, ask your facilitator for assistance. M. SA. TAFE NSW (TES, Industry Skills Unit Meadowbank) 2013 Page 11 of 198. TAFE NSW ( Training & Education Support, Industry Skills Unit Meadowbank) 2012 Page 11 of 198.
9 CHCECE020 Establish and implement plans for developing cooperative behaviour Co-operative behaviour What do we mean by co-operative behaviour? Again, let's dissect this a little more. To co-operate' is to: Work or act together or jointly Be of assistance So therefore to be co-operative' is to be willing to co-operate', be helpful, to act in conjunction with others. It is to do with communicating and interacting with others and involves empathy and self discipline. Co-operative behaviour is acting and functioning in a specified, desired way with each other. Before we can expect children to have self discipline we need to assist them to E. deal with emotions and feelings and provide an environment in which they can relate to others in a calm manner. PL. Responsive educators will reinforce children's appropriate behaviour by giving them opportunities to select some behaviours or actions over others, to make decisions and to experience the consequences of their choices.
10 By focusing on the behaviour and not the child we separate any inappropriate behaviour from the child. This avoids labelling and lowering the child's self M. esteem. This will result in children feeling in control and empowered and lead to the development of self discipline. The responsibility of each educator is to guide children in learning appropriate SA. behaviour based on their developmental level and according to their individual needs. Positive behaviour guidance Theoretical perspectives on behaviours of concern In past studies of child development you would have heard and explored the concept of nature versus nurture'. Many theoretical perspectives have ideas on this concept, let's look at some: Behaviourists such as Locke, Watson and Skinner view development as the responsibility of the adult and believe that learning is a result of external forces such as reinforcement and punishment.