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.

Unit details

Study level:
Vocational and further education (TAFE)
Unit code:


Assessment tasks will be designed to reinforce and extend knowledge and skill competence within set and controlled parameters in accordance with each unit's learning outcomes and performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines. Students will be expected to demonstrate the following required skills: - observed and analysed children's behaviour, on at least three occasions, in a range of situations and contexts; - created, implemented and measured the effectiveness of at least one plan, including: developing long-term and short-term goals and objectives; establishing a baseline for the behaviour; clearly outlining alternative behaviours; communicating expectations with children; supporting and communicating with colleagues to implement the plan, and; revisiting the plan and reflecting on its effectiveness; - developed positive relationships with children, respected family expectations and their cultural values, and acted within the service policy, and; - interacted with children and involved them in decision-making and planning.Students will also be expected to demonstrate the following knowledge: - how to access: the National Quality Framework; the National Quality Standards and the relevant approved learning framework; - how to interpret the relevance of framework and standards documents in guiding work in this unit of competency; - stage of development/age-appropriate expectations of children's behaviour; - appropriate and inappropriate behaviours - review of own stance and reflection on own values; - different family styles of discipline and beliefs about behaviour in different cultures and social groups; - relationship-based strategies to help children learn about behaviour; - possible contributing factors to behaviours of concern, i.e. recent events, child's history, actions of others, or developmental or emotional reasons; - code of ethics; - United Nations Conventions on the Rights of the Child, and; - organisation standards, policies and procedures.

Where to next?

As part of a course

This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.

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