CHC50908 Diploma of

Childrens Services

Assessment Workbook
CHCIC510A
ESTABLISH AND IMPLEMENT PLANS FOR DEVELOPING
COOPERATIVE BEHAVIOUR

Assessment Workbook v1.4 July 2012

Copyright 2009 Inspire Education Pty Ltd. All rights reserved. No part of this publication may be reproduced or distributed in any form
or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth),
without the prior written permission of Inspire Education Pty Ltd.

ASSESSMENT TASK TO BE COMPLETED

There are 2 assessment items to be completed for this workbook. You
should always use a variety of resources in researching and compiling
your responses. Such resources should include your Learning Guides,
other reference material, the internet, your workplace policies and
procedures.
THINGS TO CONSIDER

Only submit your workbook once all activities 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.

Use the checklist at the end of your Learning Guide to self-direct your performance,
both during and following the assessment.

Your final assessment result will either be competent or not yet competent.

ASSESSMENT FOR THIS UNIT IS BASED ON EVIDENCE FROM A VARIETY OF

SOURCES. COMPLETION OF THIS UNIT I SBASED ON THE STUDENTS
DEMONSTRATION OF THEIR COMEPTTENCY THROUGH THE FOLLOWING
METHODS.
Assessment Item Checklist
Assessment 1

ASSESSMENT WORKBOOK
CHCIC510A ESTABLISH AND IMPLEMENT PLANS FOR DEVELOPING COOPERATIVE BEHAVIOUR

Assessment 2

PAGE 1

PRESENTATION
When submitting an assessment workbook for marking please fill in the
Cover Sheet.
When sending your assessments via post please ensure that:
1. All assessment tasks have been completed
2. You have proof read your assessment
3. You have read and completed the entire Cover Sheet
4. Assessment submissions are no larger than A4 in size
5. Assessment has NOT been presented in a folder or binder
6. Assessment is NOT stapled. (Please use paperclips or plastic sleeves)
7. If writing on this workbook use BLACK pen only
If uploading your assessments please ensure that:
1. All assessment tasks have been completed
2. You have proof read your assessment
3. You have read and completed the entire Cover Sheet
Please look at the following page for instructions on how to upload your
assessment to the Student Portal
Answering the Questions:
1. 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.

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CHEATING AND PLAGIARISM

Inspire Education has no tolerance for plagiarism or cheating. We will strictly enforce the
penalties outlined below for any student who is found to have engaged in cheating or
plagiarism during any of their submitted assessment documents.
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 elses work as your own. Whether you have that persons consent
or not.
Submitting another authors 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 elses 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, please 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 organisations
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.
What are the Penalties for Plagiarism or Cheating?
If a trainer suspects that you are cheating they will investigate further to establish evidence
to support their suspicion. If evidence to support the suspicion is established your trainer
will then report their concerns to Inspire Educations Training Manager. From there the
following process will be followed:
1. The Training Manager will contact you in writing outlining their concerns with your
submitted work.
2. You will then have an opportunity to respond to any allegations of cheating or plagiarism.
3. If the Training Managers investigation confirms that you have engaged in cheating or
plagiarism you will be advised of one of the following consequences:
a) If it is determined that your offence committed is minor or unintentional, you will be
asked to resubmit your work and be given a formal warning in writing by Inspire
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Educations Training Manager.

OR
b) If it is determined that your offence committed is of a serious and intentional nature
you will be un-enrolled in that unit immediately and have to re enroll if you wish to
complete that unit. Your result for that unit will be recorded as Not Competent. A
cheating/plagiarism note will also be recorded against your student file. Notification
of any such decision will be made in writing by Inspire Educations Training Manager.
4. If the conduct is repeated the students enrolment may be terminated.
What if I dont agree with the decision?
If you disagree with the decision or the penalty imposed you are entitled to lodge an appeal.
This appeal should be addressed to the Training Manager and outline your reasons for
appeal and why you feel the decision to be unjust.
The Training Manager will then investigate your appeal further and respond in writing
within 7 business days.
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 peoples 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.

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SUBMITTING YOUR ASSESSMENT

Uploading
Once you are satisfied with your assessment and are ready to upload your work to the
Student Portal, please ensure that you:
1. Have completed ALL required work in your Assessment Workbook
2. Log in to the Student Portal via https://inspireeducation.jobready.com.au

NEXT
3.

On the left hand side bar, hover over My Documents and select Submit an
Assignment

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This will display the following screen.

4.

IMPORTANT
Please ensure that you select the course unit that your
assignment belongs to from the drop down menu.

(An example of the drop down unit list is shown below)

Please type in the full name of your assessment in the Name

field which includes the unit number and which subject this
assessment relates to.
eg. Establish and Implement Plans for Developing Cooperative
Behaviour (CHCIC510A)
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5. Click on Browse - This will take you to your folder directory. Locate the
Completed Assessment file that you wish to upload.
Once you have found your document
file, select it,
and click on Open

The File field will populate with the location and name of the document you have
selected to upload. If several documents need to be submitted to complete the unit or
subject you will need to submit them at the same time by using the + button to add
each extra document. Please be aware that there is a limit to the number of
submissions for each unit/subject that will be accepted so it is important
that you have all required files ready and upload them in the one
submission.
6. Read the Candidate Declaration under the terms and conditions. If you
understand and agree to the terms and conditions tick the check box I agree to
the terms stated above
7. Click on Upload
8. The following should appear at the top of your screen:
Assignment was successfully submitted.
9. You have now successfully uploaded your Assessment to be marked!
Please do not email your assessments. Any emailed assessments will not
be accepted or marked. Assessments will only be accepted as submitted
when you upload them to the Student Portal, fax them to 1800 008 128 or
post them to GPO Box 1180, Brisbane, QLD 4001

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Via Post
An alternative to submitting you assessment through the portal is to post it to us.
Once you are satisfied with your assessment and are ready to submit your work,
please ensure that:
All assessment tasks have been completed
You have proof read your assessment
You have read and completed the entire Cover Sheet (on the following page)
Assessment submissions are no larger than A4 in size
Assessment has NOT been presented in a folder or binder
Assessment is NOT stapled. (Please use paperclips or plastic sleeves)
If writing on this workbook use BLACK pen only
Mail to:
Child Care Assessments
Inspire Education
GPO Box 1180
Brisbane QLD 4001

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ASSESSMENT WORKBOOK COVER SHEET

COURSE CODE:

CHCIC510A

TITLE:

ESTABLISH AND IMPLEMENT PLANS FOR DEVELOPING

COOPERATIVE BEHAVIOUR

FIRST AND SURNAME:

PHONE:
EMAIL:

Please read and add your name to the statement below to verify
the authenticity of your assessment.
I,
certify that this assessment is my own work, based on my personal
study and/or research. I have acknowledged all material and sources used in
the presentation of this assessment whether they are books, articles, reports,
Internet searches, or any other document or personal communication.
I also certify that the assessment has not previously been submitted for
assessment in any other subject or at any other time in the same subject and
that I have not copied in part or whole or otherwise plagiarised the work of
other students and/or other persons.
Date:

IMPORTANT: Any emailed assessments will not be processed

Assessments will only be accepted as submitted when you upload them to

the Student Portal, fax them to 1800 008 128 or post them to GPO Box 1180,
Brisbane, QLD 4001
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Assessment 1
Short Answer (250 words each, references required)
1) Why do children often behave inappropriately in order to have their emotional needs
met?

b) Identify at least one emotional need that children may try to meet through displays of
inappropriate behaviour for the following age groups:
Babies 0-12 months
Toddlers 12 months-2.5yrs
Kindy children 2.5yrs-3.5yrs
Pre-prep children 3.5yrs-5yrs

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c)

Discuss how and why some children learn to use appropriate behaviours to get their
emotional needs met and why other children use inappropriate behaviour strategies to
meet their emotional needs.

d) Explain why room rules are to be encouraged and how do you create them with the
children. Write a set of rules for meal time.

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2.

Briefly explain why a behaviour change plan must meet the developmental, social,
cultural and emotional needs of a child who is demonstrating inappropriate behaviour.

3.

Briefly explain the importance of the planned environment as part of a behaviour

guidance plan. Consider staff collaboration in developing strategies so that those
factors, which contribute to or maintain inappropriate behaviours are minimised as far
as possible. Show your understanding of how workers can be supported in
implementing the plan effectively and consistently.

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4.

Discuss why you might make the decision to suggest that parents consult a particular
specialist service when you are working with a child whose behaviour is causing you
concern. Show a clear understanding of the importance of collaboration with the
centre, parents and the specialist consulted.

5.

Give two examples of conditions which might lead you to consult a specialist about the
child whose behaviour is causing concern in the group care environment, e.g. autism.
Identify what type of specialist service you would access and the information (if any)
that you would require.

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Assessment 2
Please select two of the four scenarios.
1. What type of recording procedure would you implement goals (long term and short
term), plans and management program to suit the individuals?
2. The plan should include clearly identifiable, acceptable behaviours for everyone who
will be concerned with the implementation of the plan.
3. Identify how you will monitor and evaluate the plan.
4. Set a timetable for monitoring. Include all documentation.
Include in your answers whether you consider the child is exhibiting inappropriate
behaviour due to:

High short term stress;

Situational factors with the group care environment

Due to diverse behavioural expectations in terms of culture and background

Program routines or time tabling

Developmental capabilities of the child in collaborating with others in the group and
expressing their emotions

Factors outside the group care environment

Inappropriate behaviour aimed at meeting emotional needs or goals:

Some combination of these

Ensure in your discussion detailed reasons why you have drawn this conclusion. You should
ensure that appropriate observations are developed and described to support the decision
you have made.
If you decide that the childs behaviour is a reflection of some situational factors from within
the group care environment. Analyse these in terms of:

Why do you consider the particular behaviour is occurring

The needs and concerns of other children and their families within the group context

What factors in the environment are contributing to maintenance of the behaviour

What needs to be done to change the environment

Detailed information about how you will go about changing the situation to
encourage more appropriate behaviour and

Information about how you would assess effectiveness of the change

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Scenario 1
Alex is four years old and has been attending full time day care for the past eight months
settling well into care after some initial separation problems. The caregivers have very little
interaction with his mother and father as they are usually in a hurry to get to work or return
home. Alex usually does as he is asked by the caregivers and relates well to the other
children in the group. The routine requires the children to rest after lunch and Alex has
always resisted this, complaining vigorously that he does not want a rest. The caregivers
always insist that Alex has to spend some time on his mattress.
One morning, Alex arrives and is very quiet with the caregivers and the other children. All the
children are playing quite happily until Alex loses his temper with another child and lashes
out at him with his hand. The caregiver speaks sternly to Alex, requiring him to apologise to
the other child. Alex does this with some reluctance then bursts into tears.
Similar incidents occur over the next week with Alex now being extremely resistant to rest
time and very anxious for the return of his mother. The caregivers are confused about how to
handle the situation and do not understand how to handle him. They alternate between
being very firm and trying to show affection to Alex, but Alex is not responding to either
approach. The trained caregiver approaches Alexs mother and discovers that the family is in
the process of moving house and that Alexs dog has to be sold.

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Scenario 2
George is a 3 year old child who has been in group day care for the past six months. He
recently started in the 3 5 year room. Since being placed in this room George has turned
from a child who is fairly quiet and conforming to one who consistently ignores requests
from the assistant caregiver in the room. Whenever she asks him to do something, for
example, wash his hands for fruit or pack away he simply turns away and continues what he
is doing. This behaviour has been gradually escalating and George is now refusing to comply
with requests from the trained caregiver.
George plays cooperatively with other children and tends to interact more positively with
girls than boys. He enjoys interacting with other children in home corner, playing dress ups,
putting on high heels and long dresses and playing Mummy. The assistant caregiver finds
this very difficult to understand as she considered that this type of play is inappropriate for
boys. Casual observation by the trained staff reveals that the assistant caregiver is always
telling George to go outside and play with the other boys and that he shouldnt be spending
time dressing up in dresses and high heels. The other children are beginning to pick up these
comments and are teasing George about his play calling him a sissy and refusing to play
with him. Two caregivers are very concerned about him and discuss his problem whenever
they meet during outside play.
His mother phones the centre and reports that whereas George was happy to attend day
care whilst in the Toddlers Room; he is now refusing to go and throws tantrums when she
gets him in the car in the morning.

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Scenario 3
Jo is five years old and has group care on a part time basis two days a week for the past six
months. He has two older sisters who he plays with and has had very little contact with other
children of his age. His caregivers are very experienced and have worked hard to make Jo
feel part of the group.
Jo has been very difficult in care since he arrived. He exhibits the following behaviours
consistently throughout the day:
Alternates between clinging to the caregiver and being verbally aggressive towards her
Will not comply with requests to pack away, put his shoes on or any other routine
Is physically aggressive toward the other children
Constantly snatches the toys off the other children particularly the girls in care
Will only sit in a group or listen to a story when seated next to or on the lap of the caregiver
Finds it difficult to take turns or participate in social play
Refuses to eat anything except pasta at lunchtime, saying he only likes what his mum cooks
him. When told he has to eat something else he gets very aggressive, yelling at caregivers
and children until he is told to leave the table,
The trained caregiver has tried handling Jo in a number of ways. She has tried talking with
him, using positive guidance and redirecting him when a problem occurs. None of these
seem to have a major effect on Jos behaviour and at the moment he is being sent to the
director of the centre whenever he is disruptive.

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Scenario 4
Kim is 3 years old and has been in the Toddlers Room of a long day care centre for the past
10 months. Kim is very much used to routines of the centre and enjoys the company of the
caregivers she spends her time with.
There are two new young children (24 months) in the room and they are taking a great deal
of the caregivers time during the day. One day, Kim gets angry and bites another child in the
centre. The caregiver rushes over to intervene and spends time chastising Kim for biting and
explaining how much she hurt the child. The other caregiver is also upset that one of the new
children was bitten and also spends time talking with Kim about the biting incident. When
Kims mother arrives to collect Kim, the trained caregiver also takes a long time to discuss
what happened during the day. At this time Kim is present and listening to the discussion.
Over the next two weeks, Kims biting increases and the other children are beginning to be
frightened of her. Each time a biting incident occurs the caregiver closest to Kim talks to her
trying to indicate how the biting hurts the other child. Kims mother has become very anxious
and constantly inquires whether Kim has bitten anyone.
The caregiver gradually becomes very angry with Kim for causing such a problem in the
Toddlers room, as many of the parents of the other children are now quite concerned and
asking them what they are doing about the situation. Because they are angry they do not
appear to be spending much time with Kim except when she is biting.
After four weeks, Kim is still biting.

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Marking Result Form Assessor Use Only

Student name:

CHCIC510A Establish and Implement Plans for

Developing Cooperative Behaviour

Date:

Check Box if
Satisfactory

Assessor:

Check Box if Not

Yet Satisfactory

Assessment 1
1.
a) Why do children often behave inappropriately in order
to have their emotional needs met?
b) Identify at least one emotional need that children may
try to meet through displays of inappropriate behaviour
for the following age groups:
c) Discuss how and why some children learn to use
appropriate behaviours to get their emotional needs met
and why other children use inappropriate behaviour
strategies to meet their emotional needs.
d) Explain why room rules should always be encouraged
(consider NCAC in your answer).
2. Briefly explain why a behaviour management plan must
meet the developmental, social, cultural and emotional
needs of a child who is demonstrating inappropriate
behaviour.
3. Briefly explain the importance of the planned
environment as part of a behaviour guidance plan.
Consider staff collaboration in developing strategies so
that those factors, which contribute to or maintain
inappropriate behaviours are minimised as far as possible.
Show your understanding of how workers can be
supported in implementing the plan effectively and
consistently.
4. Discuss why you might make the decision to suggest
that parents consult a particular specialist service when
you are working with a child whose behaviour is causing
you concern. Show a clear understanding of the
importance of collaboration with the centre, parents and
the specialist consulted.

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5. Give two examples of conditions which might lead you

to consult a specialist about the child whose behaviour is
causing concern in the group care environment, e.g.
autism. Identify what type of specialist service you would
access and the information (if any) that you would require.

Comments:

Assessment 2
Please select two of the four scenarios on the following
pages. For each of your chosen scenarios, write a
behaviour management plan.
Comments:

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Feedback
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