Course Title: Interact effectively with children

Part B: Course Detail

Teaching Period: Term2 2012

Course Code: HWSS5612C

Course Title: Interact effectively with children

School: 360T Education

Campus: City Campus

Program: C3258 - Certificate III in Education (Aboriginal and Torres Strait Islander)

Course Contact : Robyn Blaikie

Course Contact Phone: +61 3 9925 4838

Course Contact Email:robyn.blaikie@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Fiona Dean: Teacher
fiona.dean@rmit.edu.au
99254650

Nominal Hours: 70

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

No specific pre-requisite and co-requisite.

Course Description

This course describes the knowledge and skills required by anyone working with children to ensure they can develop and maintain effective relationships and promote positive behaviour in the childcare environment .


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCIC301D Interact effectively with children

Element:

1. Communicate positively with children on an ongoing basis

Performance Criteria:

1.1 Use language style that is appropriate for child’s age, developmental stage and culture
1.2 Use key words of meaning to a child
1.3 Ensure non-verbal communication is appropriate and relevant
1.4 Ensure interactions are frequent, caring and respectful
1.5 Use non-gender-specific and non-stereotypical language

Element:

2. Promote positive behaviour

Performance Criteria:

2.1 Communicate to child, positive and realistic expectations of their behaviour
2.2 Regularly identify and explain to children examples of positive behaviour
2.3 Use clear communication that suggests positive options to encourage a child’s cooperation
2.4 Draw child’s attention to positive aspects of the child’s behaviour
2.5 Apply limits to behaviour within service policies

Element:

3. Collaborate with children about their interests

Performance Criteria:

3.1 Consult children using a range of communication forms
3.2 Interact and collaborate with all children in the service on a regular basis
3.3 Encourage children to consider new ideas and interests that haven’t previously been catered for in the service
3.4 Allow sufficient time for children to express their ideas in a variety of contexts
3.5 Positively acknowledge and act upon suggestions whenever possible

Element:

4. Respect similarities and differences and encourage children to respect these differences

Performance Criteria:

4.1 Identify and talk about children’s likes and dislikes
4.2 Talk about differences as resources, not as inferior or a problem
4.3 Respond positively and with respect to different communication styles used by children

Element:

5. Support children in learning about the decision-making process

Performance Criteria:

5.1 Assist children to share their ideas, discuss limitations and solve problems
5.2 Clearly describe to children limitation of resources
5.3 Discuss safety factors and legal requirements that may constrain options
5.4 Assist children to plan implementation of ideas/ suggestions
5.5 Acknowledge suggestions that cannot be used and explore alternatives with the children


Learning Outcomes


Develops the knowledge and skills required by anyone working with children to ensure they can develop and maintain effective relationships and promote positive behaviour in the childcare environment .


Details of Learning Activities

The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects - Completion of Projects will include negotiated independent study time and practical work relevant to the unit of competency.
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations


Teaching Schedule

Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources.

Semester 1

Week 1-4
Theory – Interacting effectively with children
Organisation standards, policies and procedures for interaction with children, Rights of children
Communication and learning, how we learn
Respecting diversity
Positive communication skills; e.g. non-verbal communication, key words of meaning,
respectful, caring interaction, using language style appropriate for age, developmental stage
and culture
Non-gender and non-stereotypical language
Discussion, Q&A activities, Evidence Guide

Week 5-9
Theory – Promoting positive behaviour
Communicating to child, positive and realistic expectations of their behaviour
Identifying and explaining examples of positive behaviour
Communicating suggesting positive options to encourage a child’s cooperation
Applying limits to behaviour within service policies
Discussion, Q&A activities

Project 1 – Research/Q&A Activities

Week 10-14
Theory– Collaborating with children about their interests
Consulting children using a range of communication forms
Interacting and collaborating with children on a regular basis
Encouraging new ideas and interests
Discussion, Q&A activities

Week 15-18
Theory – Respecting similarities and differences
Encouraging respect of differences
Different communication styles, family and cultural practices and expectations
Responding positively and with respect to different communication styles
Acceptable and unacceptable behaviours – review of own stance and reflection on own
values
Contributory factors to inappropriate behaviour
Discussion, Q&A activities
Progress interview – Evidence guide, Q&A Activites, Project 1, Evidence of Practical experience working with children and young people; e.g Observation/Demonstration, Third party

Semester 2
Week 1-4
Theory – Behaviour management strategies
Supporting children in learning about the decision-making process
Assisting in the sharing of their ideas,
Discussing limitations and solving problems
Describing clearly limitations to children; e.g. resources, situation
Discussion, Q&A activities

Week 5-9
Theory – Supporting children in learning about the decision-making process
Discussing safety factors and legal requirements
Assisting children to plan implementation of ideas/ suggestions
Using and exploring alternatives with the children
Discussion, Q&A activities

Project 2 – Research/ Scenarios/Q&A Activities

Week 10-14
Theory– Acceptable and unacceptable behaviours – review of own stance and reflection on own
values
Rights of children
Factors impacting on behaviour, positive steps to support healthy behaviour
Discussion, Q&A activities

Project – Presentation (oral and/or written)

Week 15-18
Theory – Interacting effectively with children
Reviewing and reflecting on experiences working with children
Issues impacting on effective interaction
Ways to support children interacting positively
Discussion, Q&A activities

Assessment interview – review folio of final assessments e.g :
Evidence Guide, Q&A Activities, Project 1 and 2, Evidence of Practical experience working with children and young people, e.g Observation/Demonstration, Third party, Project – Presentation (oral and/or written)


 


Learning Resources

Prescribed Texts


References


Other Resources


Overview of Assessment

You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc


Assessment Tasks

Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency. These are available from the course contact person (stated above).

Course Overview: Access Course Overview