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CHC30113 Certificate III inEarly Childhood Educationand CarePlay and DevelopmentV3.4 Produced 08 July 2020Copyright © 2013 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced ordistributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms ofthe Copyright Act 1968 (Commonwealth), without the prior written permission ofCompliant Learning ResourcesAssessment Workbook 4 Assessment Workbook 4V3.4 Produced 08 July 2020Page 2© Compliant Learning Resources DateSummary of modifications madeVersion30 April 2013Version 1 final produced following assessmentvalidation.V1.027 May 2014Amendments made to Part E, Question 3 regardingthe wordingV1.127 October 2014Amendments made to Part E, Question 3 regardingthe wordingV1.217 November2014Changes made throughout documentV2.09 December 2014Significant Changes made to document followingvalidationV3.018 July 2016Updated unit mapping and formattingV3.123 August 2017Added url to hyperlinkV3.226 February2020Made changes to Child Observation Form B.Updated the link in the workbook.V3.308 July 2020Renamed the link for Child Observation Form B.V3.4 Assessment Workbook 4V3.4 Produced 08 July 2020Page 3© Compliant Learning Resources TABLE OF CONTENTSThis is an interactive table of contents. If you are viewing this document in Acrobat,clicking on a heading will transfer you to that page. If you have this document open inWord, you will need to hold down the Control key while clicking for this to work.INSTRUCTIONS………………………………………………………………………..4WHAT IS COMPETENCY BASED ASSESSMENT……………………………………..4THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING . 5THE DIMENSIONS OF COMPETENCY………………………………………………..6THE UNIT OF COMPETENCY ………………………………………………………… 7ASSESSMENT REQUIREMENTS …………………………………………………… 12REASONABLE ADJUSTMENT ……………………………………………………… 12ASSESSMENT METHODS ………………………………………………………….. 13PRESENTATION…………………………………………………………………….. 14ASSESSMENT WORKBOOK COVERSHEET ………………………………………. 15KNOWLEDGE ASSESSMENT ………………………………………………………. 16PART A – HOLISTIC DEVELOPMENT ………………………………………… 16PART B – SUPPORT PLAY AND LEARNING…………………………………..28PART C – USE INFORMATION ABOUT CHILDREN ………………………….30PART D – RESPECTFUL AND POSITIVE WITH CHILDREN…………………. 33PART E – SUPPORT BEHAVIOUR …………………………………………….. 37CASE STUDY A – HOLISTIC DEVELOPMENT ……………………………………44CASE STUDY B – DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITHCHILDREN……………………………………………………………………………46CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR ………………..49PROJECT – OBSERVING, GATHERING AND ANALYSING INFORMATION …… 54WORKBOOK CHECKLIST………………………………………………………….. 61FEEDBACK ………………………………………………………………………….. 62 Assessment Workbook 4V3.4 Produced 08 July 2020Page 4© Compliant Learning Resources INSTRUCTIONSSome questions cover underpinning knowledge content and concepts. These questions areall in a short answer format. The longer questions requiring the application of concepts arecovered in the other assessments. You must answer all questions using your ownwords. However you may reference your learner guide, and other online or hard copyresources to complete this assessment.If you are currently working as part of an Early Childhood Education/Child Care team, youmay answer these questions based on your own workplace. Otherwise consider what youshould do if you were working as part of an Early Childhood Education/Child Care team.WHAT IS COMPETENCY BASED ASSESSMENTThe features of a competency based assessment system are:• It is focused on what learners can do and whether it meets the criteria specifiedby industry as competency standards.• Assessment should mirror the environment the learner will encounter in theworkplace.• Assessment criteria should be clearly stated to the learner at the beginning of thelearning process.• Assessment should be holistic. That is it aims to assess as many elements and/orunits of competency as is feasible at one time.• In competency assessment a learner receives one of only two outcomes –competent or not yet competent.• The basis of assessment is in applying knowledge for some purpose. In acompetency system, knowledge for the sake of knowledge is seen to beineffectual unless it assists a person to perform a task to the level required in theworkplace.• The emphasis in assessment is on assessable outcomes that are clearly stated forthe trainer and learner. Assessable outcomes are tied to the relevant industrycompetency standards where these exist. Where such competencies do not exist,the outcomes are based upon those identified in a training needs analysis. Assessment Workbook 4V3.4 Produced 08 July 2020Page 5© Compliant Learning Resources THE BASIC PRINCIPLES OF ASSESSING NATIONALLYRECOGNISED TRAININGDeveloping and conducing assessment, in an Australian vocational education and trainingcontext, is founded on a number of basic conventions:The principles of assessmentAssessment must be valido Assessment must include the full range of skills and knowledge needed todemonstrate competency.o Assessment must include the combination of knowledge and skills with theirpractical application.o Assessment, where possible, must include judgements based on evidencedrawn from a number of occasions and across a number of contexts.Assessment must be reliableo Assessment must be reliable and must be regularly reviewed to ensure thatassessors are making decisions in a consistent manner.o Assessors must be trained in national competency standards for assessors toensure reliability.Assessment must be flexibleo Assessment, where possible, must cover both the on and off-the-jobcomponents of training within a course.o Assessment must provide for the recognition of knowledge, skills andattitudes regardless of how they have been acquired.o Assessment must be made accessible to learners though a variety of deliverymodes, so they can proceed through modularised training packages to gaincompetencies.Assessment must be fair and equitableo Assessment must be equitable to all groups of learners.o Assessment procedures and criteria must be made clear to all learners beforeassessment.o Assessment must be mutually developed and agreed upon between assessorand the assessed.o Assessment must be able to be challenged. Appropriate mechanisms must bemade for reassessment as a result of challenge.The rules of evidence (from Training in Australia by M Tovey, D Lawlor) Assessment Workbook 4V3.4 Produced 08 July 2020Page 6© Compliant Learning Resources When collecting evidence there are certain rules that apply to that evidence. All evidencemust be valid, sufficient, authentic and current;Valido Evidence gathered should meet the requirements of the unit of competency.This evidence should match or at least reflect the type of performance that isto be assessed, whether it covers knowledge, skills or attitudes.Sufficiento This rule relates to the amount of evidence gathered It is imperative thatenough evidence is gathered to satisfy the requirements that the learner iscompetent across all aspects of the unit of competency.Authentico When evidence is gathered the assessor must be satisfied that evidence is thelearner’s own work.Currento This relates to the recency of the evidence and whether the evidence relates tocurrent abilities.THE DIMENSIONS OF COMPETENCYThe national concept of competency includes all aspects of work performance, and not onlynarrow task skills. The four dimensions of competency are:Task skillsTask management skillsContingency management skillsJob role and environment skills Assessment Workbook 4V3.4 Produced 08 July 2020Page 7© Compliant Learning Resources THE UNIT OF COMPETENCYEach unit of competency can be unbundled to reveal two key assessment components:1. the performance criteria• specifying the required level of performance2. the evidence guide• Describing the underpinning knowledge and skills that must be demonstrated todetermine competence. It provides essential advice for assessment of the unit ofcompetency in the form of the assessment criteria.The assessments in this workbook cover four units of competency below:CHCECE010 Support the holistic development of children in early childhood• Support physical development• Support social development• Support emotional development• Support cognitive development• Support communication development• Create an environment for holistic learning and developmentApplicationThis unit describes the skills and knowledge to support and recognise the interrelationship betweenthe physical, social, emotional, cognitive and communication development of children from birth to6 years of age.This unit applies to educators working in a range of early childhood education and care services.Performance EvidenceThe candidate must show evidence of the ability to complete tasks outlined in elements andperformance criteria of this unit, manage tasks and manage contingencies in the context of the jobrole. There must be demonstrated evidence that the candidate has completed the following tasks atleast once:• supported the development of children in at least three different situations/activities(including different age groups and abilities), including:• interacting with children to holistically support development and learning appropriate to thechild’s abilities and age• providing a variety of experiences and environments to support the different areas ofchildren’s development (including a combination of physical, creative, social, emotional ,language and cognitive)• performed the activities outlined in the performance criteria of this unit during a period of atleast 120 hours of work in at least one regulated education and care service. Assessment Workbook 4V3.4 Produced 08 July 2020Page 8© Compliant Learning Resources Knowledge EvidenceThe candidate must be able to demonstrate essential knowledge required to effectively do the taskoutlined in elements and performance criteria of this unit, manage the task and managecontingencies in the context of the work role. These include knowledge of:• code of ethics• United Nations Convention on the Rights of the Child• how to access:• the National Quality Framework• the National Quality Standards• the relevant approved learning framework• and how to navigate through framework and standards documents to find areas relevant tothis unit of competency• introductory-level child development for children, including:• early brain development• importance of the early years for subsequent educational success• foundational knowledge of developmental theory• aspects of poor early childhood development, such as:• poor diet• lack of play• limited stimulation of brain development• lack of materials and resources• inconsistent or non-existent emotional support or comfort• trauma• other life experiences which interrupt appropriate childhood activities, and their potentiallong-term harmful impacts• biological and environmental influences on development• symbol systems including letters, numbers, time, money and musical notation.CHCECE013 Use information about children to inform practice• Gather information about the child through observation• Gather information about the child from secondary sources• Record observations appropriately• Use observations and information collected to contribute to program planningThis unit describes the skills and knowledge required to gather information about children throughobservation and other sources as a basis to inform program-planning cycles and to share withchildren and their families.This unit applies to educators working in a range of education and care services.Performance Evidence The candidate must show evidence of the ability to complete tasks outlined in elements andperformance criteria of this unit, manage tasks and manage contingencies in the context of the jobrole. There must be demonstrated evidence that the candidate has completed the following tasks: Assessment Workbook 4V3.4 Produced 08 July 2020Page 9© Compliant Learning Resources • observed, documented and analysed information regarding at least three children of varyingages, including:• gathering and recording information using:• observations• questioning• discussion with families• anecdotal information• learning stories• jottings• digital images• samples of children’s work• analysing observations of the children’s behaviour, including:• aspects of child’s development• knowledge, ideas, abilities and interests• social interactions• reactions to play environment• writing reports that record observations accurately and respectfully to the level ofdetail expected in the service• using information to contribute to program/planning. Knowledge Evidence The candidate must be able to demonstrate essential knowledge required to effectively do the taskoutlined in elements and performance criteria of this unit, manage the task and managecontingencies 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 standards and framework documents to find areas relevant to thisunit of competency• United Nations Convention on the Rights of the Child• code of ethics• reflective practice• child development, in order to analyse information and plan accordingly• observation techniques• report-writing standards and protocols relevant to the context of observation reports• organisational standards, policies and procedures. Further information including the unit description, performance criteria and assessment standardsare available.CHCECE006 Support behaviour of children and young people• Contribute to a safe and supportive environment• Use positive support techniques• Observe and collect data to assist with development of appropriate strategies for support• Implement strategies to support children or young people who require additional support• Monitor and review strategies Assessment Workbook 4V3.4 Produced 08 July 2020Page 10© Compliant Learning Resources ApplicationThis unit describes the skills and knowledge to apply strategies to guide responsible behaviour ofchildren and young people in a safe and supportive environment.The unit applies to workers in a range of community service contexts.Performance Evidence The candidate must show evidence of the ability to complete tasks outlined in elements andperformance criteria of this unit, manage tasks and manage contingencies in the context of the jobrole. There must be demonstrated evidence that the candidate has completed the following tasks:• communicated issues to a supervisor and negotiated solutions in a clear and appropriatemanner at least twice• guided behaviour using positive support techniques with at least two children and/oryoung people• discussed behaviours of children and/or young people to plan and problem-solve incollaboration with others• recorded observations and identified behaviours requiring support of children and/oryoung people using a range of methods• used judgement to determine when to involve other staff for supported intervention. Knowledge Evidence The candidate must be able to demonstrate essential knowledge required to effectively do the taskoutlined in elements and performance criteria of this unit, manage the task and managecontingencies in the context of the work role. These include knowledge of:• definitions of and differences between disruptive behaviour and behaviours of concern• how learning difficulties or mental health issues may affect behaviour• impacts of environment and culture on behaviour of children and/or young people• communicative function of behaviour and positive support strategies to redirect behaviourand defuse situations• organisational standards, policies and procedures. CHCECE007 Develop positive and respectful relationships with children• Communicate positively with children• Interact positively with children• Support and respect children• Maintain the dignity and rights of childrenApplicationThis unit describes the skills and knowledge required by educators working with children to ensurethey 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 servicesettings.Foundation Skills Assessment Workbook 4V3.4 Produced 08 July 2020Page 11© Compliant Learning Resources The foundation skills described those required skills (language, literacy and numeracy) that areessential to performance.• Oral communication – in order to engage in sustained conversations with children.The remaining foundation skills essential to performance are explicit in the performance criteria ofthis unit. Performance Evidence The candidate must show evidence of the ability to complete tasks outlined in elements andperformance criteria of this unit, manage tasks and manage contingencies in the context of the jobrole. There must be demonstrated evidence that the candidate has completed the following tasksat least once:• communicated positively and respectfully and interacted effectively with at least threechildren, including:• active listening• consideration of a 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• communication of care and respect through all interactions• 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• performed the activities outlined in the performance criteria of this unit during a period ofat least 120 hours of work in at least one regulated education and care service Knowledge Evidence The candidate must be able to demonstrate essential knowledge required to effectively do the taskoutlined in elements and performance criteria of this unit, manage the task and managecontingencies 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 thisunit 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. Assessment Workbook 4V3.4 Produced 08 July 2020Page 12© Compliant Learning Resources ASSESSMENT REQUIREMENTSContext of and specific resources for assessment:This unit can be assessed independently, however holistic assessment practice with othercommunity services units of competency is encouragedResources required for assessment include access to:An appropriate workplace and/or simulation of realistic workplace setting whereassessment can take placeRelevant organisation policy, protocols and proceduresCritical aspects for assessment and evidence required to demonstrate this unit ofcompetency:The individual being assessed must provide evidence of specified essential knowledge aswell as skillsThis unit will be most appropriately assessed in the workplace or in a simulatedworkplace and under the normal range of workplace conditionsIt is recommended that assessment or information for assessment will be conducted orgathered over a period of time and cover the normal range of workplace situations andsettings.REASONABLE ADJUSTMENTAdapted Reasonable Adjustment in teaching, learning and assessment for learners with adisability – November 2010 – Prepared by – Queensland VET Development CentreReasonable adjustment in VET is the term applied to modifying the learning environmentor making changes to the training delivered to assist a learner with a disability. A reasonableadjustment can be as simple as changing classrooms to be closer to amenities, or installinga particular type of software on a computer for a person with vision impairment.Why make a reasonable adjustment?We make reasonable adjustments in VET to make sure that learners with a disability have:• the same learning opportunities as learners without a disability• the same opportunity to perform and complete assessments as those without adisability. Assessment Workbook 4V3.4 Produced 08 July 2020Page 13© Compliant Learning Resources ASSESSMENT METHODSAssessment for this unit will be assessed through completion of AssessmentWorkbook Four (4) and Assessment Workbook Seven (7) Skills Journal – Playand DevelopmentWorkbook Four will focus on two assessment methods:1. Written Questions – based on the required knowledge component as described inthe Instructions for Assessment2. Case Studies – utilising the Sparkling Stars virtual Education and Care Serviceand activities set out in this workbook.Further Assessments:Workbook Seven (7) Skills Journal – Play and Development: participant mustattend a Vocational Placement Assessment Workbook 4V3.4 Produced 08 July 2020Page 14© Compliant Learning Resources PRESENTATION Things to Consider:Only submit your workbook once all activities inside are complete. Should you haveany questions regarding your assessments, or not understand what is required for youto complete your assessment, please feel free to ask your trainer.Keep your answers succinct and make sure you are answering the question. Re-readthe question after you have drafted up your response just to be sure you have coveredall that is needed.Your final assessment result will either be competent or not yet competent.If submitting your assessments please ensure that1. All assessment tasks within the workbook have been completed2. You have proof read your assessmentAnswering the Questions:1. If you are using Microsoft Word you will need to click in the grey areaof the box to begin typing your answer.Assessments may not be processed if the above guidelines are not adheredto. To ensure your assessment is processed as quickly as possible, pleasefollow these instructions. Assessment Workbook 4V3.4 Produced 08 July 2020Page 15© Compliant Learning Resources ASSESSMENT WORKBOOK COVERSHEET WORKBOOK:WORKBOOK 4TITLE:Play and DevelopmentFIRST AND SURNAME:PHONE:EMAIL:Read the Candidate Declaration below and if you agree to the termsof the declaration sign and date in the space provided.By submitting this work, I declare that:• I have been advised of the assessment requirements, have been made awareof my rights and responsibilities as an assessment candidate, and choose tobe assessed at this time.• I am aware that there is a limit to the number of submissions that I canmake for each assessment and I am submitting all documents required tocomplete this Assessment Workbook.• I have organised and named the files I am submitting according to theinstructions provided and I am aware that my assessor will not assess workthat cannot be clearly identified and may request the work be resubmittedaccording to the correct process.• This work is my own and contains no material written by another personexcept where due reference is made. I am aware that a false declarationmay lead to the withdrawal of a qualification or statement of attainment.• I am aware that there is a policy of checking the validity of qualificationsthat I submit as evidence as well as the qualifications/evidence of partieswho verify my performance or observable skills. I give my consent tocontact these parties for verification purposes.Name :Signature:Date: Assessment Workbook 4V3.4 Produced 08 July 2020Page 16© Compliant Learning Resources KNOWLEDGE ASSESSMENTPART A – HOLISTIC DEVELOPMENT 1. Nutrition is extremely important in relation to a child’s brain development.a) Explain how adequate nutrition before a child’s birth is important.b) Explain how adequate nutrition after a child’s birth is important.a)b) 2. As an Early Childhood educator it is essential that you support the brain developmentof all children in your care.a) Explain in 4-5 sentences, the importance of discussing children’s interestswith them, in order to stimulate early brain development.Guidance: Refer to the National Quality Standards and the relevantapproved learning framework to support your answer.a) Assessment Workbook 4V3.4 Produced 08 July 2020Page 17© Compliant Learning Resources b) Explain in 4-5 sentences, the importance of using your observations ofchildren to support their development.Guidance: Refer to the National Quality Standards and the relevantapproved learning frameworkb) c) Explain in 4-5 sentences, the importance of using routines as opportunitiesto foster children’s independence.Guidance: Make sure you refer to the National Quality Framework inyour answerc) d) In 4-5 sentences, explain the importance of encouraging children to explorethe environment and biological resources, in order to positively influencelearning and development.Guidance: Make sure you refer to the National Quality Framework inyour answer.d) Assessment Workbook 4V3.4 Produced 08 July 2020Page 18© Compliant Learning Resources 3. As an Early Childhood educator it is essential that you provide play and learningexperiences that support the growth of children across all developmental domains.Complete the tables as instructed for each developmental domain:a) Physical development – Name at least one (1) piece of equipment, gameor toy you could use to support children’s fine motor, gross motor andfundamental movement skills. b) This question has been intentionally left blank. Please proceed tothe next question. c) Emotional/Psychological development – List three (3) decision-makingopportunities in the table below, that you can provide to children to helpsupport their emotional and psychological development. a)EquipmentGamesToysFine motordevelopmentGross motordevelopmentFundamentalmovement skills c)Decision-making opportunities123 Assessment Workbook 4V3.4 Produced 08 July 2020Page 19© Compliant Learning Resources d) Foundational Knowledge of Developmental Theory: Languagedevelopment – Complete the table below listing three (3) experiences you canprovide to children that will expose them to different forms of language andliterature and two (2) experiences that will give children the opportunity toexpress themselves through language. d)Experiences that give exposure to a range of language forms123Expressive language experiences12 e) Creative development – Fill out the table below, by indicating at leastone (1) experience you could provide for children to use each of their sensesand to express themselves in order to support their creative development. e)ExperienceVisualHearingTasteTouchSmellSelf-expression Assessment Workbook 4V3.4 Produced 08 July 2020Page 20© Compliant Learning Resources f) Cognitive development – Write at least one (1) problem-solvingexperience you can provide to support the cognitive development ofchildren in each of the following age groups: 0-2 years, 3-5 years and 6-12years. f)ExperienceProblem-solving(0-2yrs)Problem-solving(3-5yrs)Problem-solving(6-12yrs) Assessment Workbook 4V3.4 Produced 08 July 2020Page 21© Compliant Learning Resources 4. Consider a cultural activity that encourages the use of home languages and familycontributions that can be done within the centre. Write a paragraph of 5-7 sentences,discussing the following points:Ensure you cover the following points for your chosen activity:• Briefly describe or name your chosen activity.• How does your activity value and encourage the use and acquisition ofhome languages?• Which age group you have planned the activity for?• What focus should the introduction and implementation of the activityhave?• What could you do to involve the children in group discussions?• What could you do to encourage contribution from the children’s family?• How does encouraging family’s diverse contribution to learning activitiesbenefit children? Assessment Workbook 4V3.4 Produced 08 July 2020Page 22© Compliant Learning Resources 5. Fill out the table below giving the name of a relevant theorist and a summary of therelevant theory of child development. DevelopmentalTheoryTheoristSummary of TheoryPhysical DevelopmentCognitive DevelopmentEmotional/PsychologicalDevelopmentSocial DevelopmentLanguage Development Assessment Workbook 4V3.4 Produced 08 July 2020Page 23© Compliant Learning Resources 6. In your own words, explain why creativity is important to child development. 7. The incorporation of activities that stimulate a child’s creativity is an essential part ofa centre’s program.a) Which part of the national standards supports this?Guidance: Quote the quality area and standard.b) What learning outcome of the relevant learning frameworks supports this?Guidance: Quote the framework and learning outcome.a)b) Assessment Workbook 4V3.4 Produced 08 July 2020Page 24© Compliant Learning Resources 8. Describe in your own words:a) What is Blooms Taxonomy?b) What are the six cognitive skills revised by Krathwohl in 2000?a)b) 9. Describe in your own words:a) Who proposed Multiple Intelligence Theory?b) How could you include it in learning experiences?c) What are the nine intelligences?a)b) Assessment Workbook 4V3.4 Produced 08 July 2020Page 25© Compliant Learning Resources c) 10. In 4-5 sentences, explain the importance of the early years and early development, inrelation to a child’s subsequent educational success. Assessment Workbook 4V3.4 Produced 08 July 2020Page 26© Compliant Learning Resources 11. Fill out the table below in relation to aspects of poor early childhood development andthe potential long term impacts it can have on a child. Aspects of poor earlychildhood developmentLong term harmful impactsPoor DietLack of PlayLimited Stimulation of braindevelopmentLack of Materials andresourcesInconsistent or non-existentemotional support or comfortTrauma Assessment Workbook 4V3.4 Produced 08 July 2020Page 27© Compliant Learning Resources 12. The table below indicates, two other life experiences, aside from the factors listed inthe above table that may interrupt appropriate childhood activities.a) List their potential long-term harmful impacts. Potential Long-term harmful impactsSerious illness or condition/hospitalisationLoss of parent/family throughdivorce/death or displacement Assessment Workbook 4V3.4 Produced 08 July 2020Page 28© Compliant Learning Resources PART B – SUPPORT PLAY AND LEARNING 1. This question has been intentionally left blank. Please proceed to thenext question. 2. This question has been intentionally left blank. Please proceed to thenext question. 3. This question has been intentionally left blank. Please proceed to thenext question. 4. This question has been intentionally left blank. Please proceed to thenext question. 5. This question has been intentionally left blank. Please proceed to thenext question. 6. This question has been intentionally left blank. Please proceed to thenext question. 7. This question has been intentionally left blank. Please proceed to thenext question. 8. This question has been intentionally left blank. Please proceed to thenext question. 9. How would you use reflective practice in ‘providing experiences to support children’splay and learning’? Assessment Workbook 4V3.4 Produced 08 July 2020Page 29© Compliant Learning Resources 10. How does the United Nations Convention of the Rights of the Child relate to‘Providing experiences to support children’s play and learning’? 11. Fill out the table below: Identify common organisational standards, policies andprocedures that are relevant to a childcare centre. (List 2 of each) Standards:Policies:Procedures: 12. This question has been intentionally left blank. Please proceed to thenext question. Assessment Workbook 4V3.4 Produced 08 July 2020Page 30© Compliant Learning Resources PART C – USE INFORMATION ABOUT CHILDREN 1. Fill out the table below in relation to the United Nations Convention of the Rightsof the Child and Code of Ethics and explain the purpose of each.Guidance: Access the United Nations Convention Website and the EarlyChildhood Australia Code of Ethics website. 2. Which section of the Educators Guide to the EYLF refers to using theories of childdevelopment, in order to analyse information and plan accordingly? Note the pagenumbers of this section. 3. Which section of the Educators Guide to the MTOP refers to using theories ofchild development, in order to analyse information and plan accordingly? Notethe page numbers of this section. PurposeUnited NationsConvention of the Rightsof the ChildEarly Childhood AustraliaCode of ethics Assessment Workbook 4V3.4 Produced 08 July 2020Page 31© Compliant Learning Resources 4. Describe in your own words how you can use observations on child developmentand analyse a child’s information to assist in planning? 5. In the table below, provide a description of the following observation techniquesand outline what they are best used to observe. Observation TechniqueDescriptionBest UseAnecdotalLearning StoriesDevelopmental ChecklistEvent SampleRunning RecordTime Sample/Sociogram Assessment Workbook 4V3.4 Produced 08 July 2020Page 32© Compliant Learning Resources 6. What report-writing standards and protocols should you follow when writingobservation reports? 7. There are certain organisational standards, policies and procedures that arerelevant to the gathering of information about a child to inform practice.a) Name the relevant standard, frameworks, convention and code thatapplies. (There are five in total).a) b) Name the relevant policies.b) c) Name the relevant procedures.c) Assessment Workbook 4V3.4 Produced 08 July 2020Page 33© Compliant Learning Resources PART D – RESPECTFUL AND POSITIVE WITHCHILDREN 1. There are a range of things you need to take into consideration if you want tocommunicate effectively.Complete the table below listing 2 verbal and 2 non-verbal things you need to takeinto consideration when communicating with children and their families. Verbal communicationconsiderationsNon-verbal communicationconsiderations Assessment Workbook 4V3.4 Produced 08 July 2020Page 34© Compliant Learning Resources 2. List 5 examples of how you can interact and communicate positively and respectfullywith children throughout their day and provide examples of what those interactionswould be.Guidance:• Make sure you identify routine times as well as play times in your examplesand include how you would communicate over lunch.• Include an example of how you would respond to distress in ways to meet thechild’s need.• Include verbal and non-verbal communication techniques in your answer. Time of dayExample of interactionSample answer: Arrival timeSmile and greet child and adult, beginspeaking with the child about the day Assessment Workbook 4V3.4 Produced 08 July 2020Page 35© Compliant Learning Resources 3. Describe 3 different ways you can respond in a sensitive, respectful and collaborativeway when communicating with children about their interests, stories and ideas.Guidance: Include verbal and non- verbal methods of communication. 4. Describe 3 different techniques to guide children’s behaviour and how you wouldapply each in the centre. Assessment Workbook 4V3.4 Produced 08 July 2020Page 36© Compliant Learning Resources 5. All centres are required to have a policy that outlines strategies that will be used toguide children’s behaviour as stated in the Education and Care Services NationalRegulations 2011.a. What organisational policies, procedure and guidelines would be in place toassist you in developing limits and consequences for inappropriatebehaviours?b. Which section of the above regulations are you required to follow and whatdoes it state?c. How does this meet the requirements of upholding a child’s rights under theUnited Nations Convention on the Rights of the Child?a)b)c) Assessment Workbook 4V3.4 Produced 08 July 2020Page 37© Compliant Learning Resources PART E – SUPPORT BEHAVIOUR 1. Describe at least 5 (5) characteristics of a safe and supportive environment. 2. Fill out the table below:• Identify one contributing environmental factor that may affect developmentand behavior for each of the examples.• Provide a practice you could use to minimize the factors affects for each ofthe examples. Environmental FactorPracticeChildren with a physicaldisabilityChildren with a learningdifficultyChildren with a mentalhealth issue Assessment Workbook 4V3.4 Produced 08 July 2020Page 38© Compliant Learning Resources 3. List at least four (4) potential impacts on the behaviour of each of these abovegroups, by not implementing safe, supportive and equitable practices? 4. A child in the group has a new baby at home and must keep quiet and play outsideat home. List three ways in which this could this affect the child’s behavior at thecentre? Assessment Workbook 4V3.4 Produced 08 July 2020Page 39© Compliant Learning Resources 5. Discuss four (4) impacts the environment and culture has on the behavior ofchildren. 6. Describe in your own words:a. positive reinforcementb. Why you would use positive reinforcement a)b) Assessment Workbook 4V3.4 Produced 08 July 2020Page 40© Compliant Learning Resources 7. Describe three (3) positive support strategies involving communication that youcould use to redirect behaviors of concern. 8. Discuss how you would diffuse the following hypothetical situation:‘Two children are yelling at each other, one of the children isholding a book about to throw it at the other.’ 9. Describe in your own words how culture and the environment can impact on thebehaviour of children. Assessment Workbook 4V3.4 Produced 08 July 2020Page 41© Compliant Learning Resources 10. What is disruptive behaviour? 11. What is meant by ‘behaviours of concern’? 12. What are the main differences between disruptive behaviours and ‘behaviours ofconcern’? Assessment Workbook 4V3.4 Produced 08 July 2020Page 42© Compliant Learning Resources 13. Rewrite the following instructions using positive language, so that they becomepositive communication behaviour expectations.a) I’ve told you a million times Sienna, don’t run inside.b) Boys are so destructive. Stop throwing the books, Isaac!c) Don’t snatch the toys, Sam. Assessment Workbook 4V3.4 Produced 08 July 2020Page 43© Compliant Learning Resources 14. Describe an activity that would allow children to explore each of the followingsymbol systems with children in your centre:• Letters• Numbers• Time• Money• Musical Notation Activity 1 – Letters:Activity 2 – Numbers:Activity 3- Time:Activity 4- Money:Activity 5 – Musical Notation: Assessment Workbook 4V3.4 Produced 08 July 2020Page 44© Compliant Learning Resources CASE STUDY A – HOLISTIC DEVELOPMENT Download the linked scenario and answer the questions below.Scenario – Kurt SampsonKurt is 6 years old. He has recently enrolled at the School Age Care servicewhere you work as an assistant educator. Kurt is one of several children his ageat the service and he attends each day both before and after he goes to school. Thelead educator you work with lets you know that Kurt’s parents have recentlyseparated and while there are no parenting orders in place, his mother did say thatthings had been ‘messy’ leading up to the separation. Kurt’s mother is the parentyou will have the most contact with as his father works away.Kurt presents as a very quiet and withdrawn child – not unusual for a newenrolment. You and your colleagues ‘buddy’ him up with one of the other childrenhis age and work hard to help him feel comfortable at the service. You are carefulto find out what his likes and interests are to help him engage with the resourcesand other children. After one month, Kurt still has not formed any friendshipsamongst his peers and generally only engages with the educators if they speak tohim first. His mother says that he is becoming a little withdrawn at home aswell. You begin to suspect that there may be an issue with Kurt’s current emotional/ psychological state.1. Write a paragraph to describe your concerns about Kurt and what steps, as anassistant educator you would need to take to respond to those concerns.Guidance: Make sure you include details of how you will record and report your suspicionsand how you would share information with colleagues regarding Kurt’s development andwellbeing. Assessment Workbook 4V3.4 Produced 08 July 2020Page 45© Compliant Learning Resources As a result of your actions, you and your colleagues work with Kurt’s mother to developstrategies that will help him express his feelings and to encourage him to socialise withthe other children at the service.2. List at least 3 strategies that could be used to encourage Kurt to express hisfeelings. 3. List at least 3 strategies that could be used to support Kurt to socialise with theother children in the group. 4. List the National Quality Standard and elements that link to this practice. 5. State the code and the convention that applies in this situation. Assessment Workbook 4V3.4 Produced 08 July 2020Page 46© Compliant Learning Resources CASE STUDY B – DEVELOP POSITIVE AND RESPECTFULRELATIONSHIPS WITH CHILDREN Scenario One (1) : Collaborating with childrenRead the following scenario and answer the questions below.You are one of the educators working with a group of 24 pre-school agedchildren at Sparkling Stars Childcare Centre. At Sparkling Stars there is a verystrong focus on collaborating with the children to build their ideas into theprogram each day.Each day in the Preschool Room starts with a ‘Morning Conference’ where thechildren are invited to share their ideas for what they would like to do for theday.Question 1.a) Imagine you are running the Morning Conference. How will you ensurethere is enough time for all the children to express their ideas?b) Which alternatives can you provide to the children that have difficultyexpressing themselves in front of the whole group?c) How will you make sure you acknowledge each child’s contributions?d) How will you encourage children to share their stories and ideas? a)b) Assessment Workbook 4V3.4 Produced 08 July 2020Page 47© Compliant Learning Resources c)d) Question 2.At this Morning’s Conference, Jackson has an idea to build a rocket which appeals tomost of the children in the group. As you discuss Jackson’s idea, a lot of othersuggestions are added – some of them unsuitable for the care situation.a) Describe how you will explain to the children that their suggestions are notsuitable.b) Write a description of how you will explore alternative options with thosechildren.c) Write 2-3 paragraphs to describe how you will assist the children in makingtheir ideas a reality. a)b) Assessment Workbook 4V3.4 Produced 08 July 2020Page 48© Compliant Learning Resources c) Question 3.During the discussions you had with the children, they showed an interest in finding outwhere all their friends’ families come from. You decide it is a great opportunity to buildmulticultural cooking experiences into the program for all the children. Some of theyounger children are a little hesitant about trying new things.a) Describe at least 2 strategies you could use to encourage the children toparticipate in the multicultural cooking experiences. Assessment Workbook 4V3.4 Produced 08 July 2020Page 49© Compliant Learning Resources CASE STUDY C – UNDERSTANDING CHILDRENBEHAVIOUR Meet Jake. Jake is now 5 years old. He just started going toSparkling Stars Childcare Centre and has been assigned toyour care.You had a talk with his mother, Emilia, to learn more aboutJake. You found out that Emilia had just separated with herhusband after several years in an abusive relationship. Shehad serious concerns for Jake’s safety and how it wasimpacting him, and decided it was best for them to move out.Now Emilia is taking care of Jake on her own as she works full-time as an admin assistantfor an accounting firm. She often has to work until late and has arranged for the school busto send Jake to the childcare centre after his school until she can pick him up on her wayhome from work.Scenario 1:Despite what he has gone through, Jake is a happy and playful kid. He likes being aroundother kids and has no problems meeting new people. However, during his first week at thecentre, it was observed that Jake has violent tendencies when having disagreements with theother kids in the centre.He was caught hitting another kid and using bad language while fighting over some Legoblocks. You have had a talk to Jake about his behavior and how it is not right to use violenceand bad words, however, he started to panic in fear of being punished for his bad behaviour.His heartbeat started to race and he started to breathe heavily and sweat profusely. Hestopped responding to your questions until he calmed down a few minutes after the incident.Guidance:To ensure successful completion of the relevant requirements for this task, include the followinginformation in your discussion:• Identify areas of concern• Recognise any possible developmental challenges or mental health issues of Jake that may havepotential impacts on his behaviour• Identify possible contributing environmental factors• Share your recommendation in determining when to involve other staff for supported intervention 1.1 This behaviour raised your concern and made you decide to discuss it with your supervisor.Simulate a dialogue with your supervisor by creating a video recording of yourselfdiscussing your concerns about Jake. You may do it as a monologue or you may invite afriend to play the part of your supervisor. Keep your recording less than 5 minutes long. Assessment Workbook 4V3.4 Produced 08 July 2020Page 50© Compliant Learning Resources Scenario 2:After the incident on Jake’s first day in the centre, youdecided to conduct further research on Jake’s case to beable to understand and assist him better. For the rest ofthe week, you recorded your observations on Jake’sbehaviour:On the second day, Jake fought with other kids in thecentre twice during the day. Both fights started over adisagreement while playing games. Jake does not likelosing and often resorts to name calling and hitting whenhe cannot have his way. When you talked to him about his behaviour, he displayed severesigns of anxiety and frustration and ended up isolating himself for the rest of the day.On the third day, Jake had a fight with another kid in the centre over losing a group racebecause one of his teammates did not follow the race instructions correctly. He blamed histeammate for losing the game and used bad language to express his frustration.On the fourth day, Jake pushed Lisa, a 5 year old girl who also goes to the centre, after sherefused to share her snacks with him. When Lisa started crying and telling Jake she wouldtell her mum what he did, Jake started to panic and started crying himself.On the fifth day, Jake had a fight again with some of the kids because they didn’t want toinclude him in their games. Jake started throwing things at them and when you tried tocalm him down, he started having another severe panic attack. Assessment Workbook 4V3.4 Produced 08 July 2020Page 51© Compliant Learning Resources 1.2 Collect and record the data presented in the case study using the questionnaire providedbelow: a. What behaviour have you identified as a source of concern? Provide a briefdescription.b. How frequent to you observe this behaviour?c. How much does this behaviour affect the child’s relationships? Describe theintensity of the behaviour.1.3 Behaviours that require support:a. Based on your observations, identify Jake’s behavior/s that may require additionalsupport. Assessment Workbook 4V3.4 Produced 08 July 2020Page 52© Compliant Learning Resources b. Research about the behavior identified and provide two possible methods to providesupport to Jake:1.2.1.4 Create a report offering your findings from your observation as additional support to yoursupervisor:Use the template provided below to write your report:Title:Summary:Introduction:Body: Assessment Workbook 4V3.4 Produced 08 July 2020Page 53© Compliant Learning Resources Conclusion:Recommendations:Guidance:Title: Indicate topic/main findingsSummary: 1. The message of your report2. Outline of your:o methods,o findings,o conclusions,o implications,o recommendations.Introduction: 1. Aim, scope and limitations2. Background or context3. May include an overall answer4. Outline of report structureBody: 1. Provides justification for recommendation(s)2. Presents methods and findings3. Is based on evidence4. Keeps the discussion conciseConclusion: 1. Restates position/key message2. Presents and evaluates possible solutionsRecommendations: Suggests appropriate policy/actions Assessment Workbook 4V3.4 Produced 08 July 2020Page 54© Compliant Learning Resources PROJECT – OBSERVING, GATHERING AND ANALYSINGINFORMATION Assessment Requirements:To complete this project, you will need access to:– A Regulated childcare centre– Three children of varying ages attending the childcare centre– The children’s families for discussion– Samples of children’s work– Important: You are required to complete this project in a childcare setting as aneducator through vocational placement or direct employment.Project Overview:This project requires you to observe, document and analyse information regarding threechildren of varying age in the centre. This project is divided into four parts:1. Gathering and recording information2. Analysing observations of the children’s behaviour3. Writing reports4. Contributing to program planningPart 1: Gathering and recording informationSelect three children of varying ages from the childcare centre and follow the steps below:Step 1: Gather and record their information using the forms provided in the link below:Childcare Templates(http://compliantlearningresources.com.au/network/sparkling-stars/?p=2342)(Download Childcare Information Sheet)Guidance: To ensure successful completion of this step, make sure you follow theinstructions below:– Secure consent to interview from the parents. Download Consent to Interview Form here:Childcare Templates– Interview parents of three children attending the childcare centre– The three children must be of varying age– One form must be completed for each child– Submit the completed forms with this workbook Assessment Workbook 4V3.4 Produced 08 July 2020Page 55© Compliant Learning Resources Step 2: Talk and interact with the children and record your observations.For children 2 years old and above:– Give the child drawing supplies (ensure drawing supplies are child-friendly)– Have the child draw a picture.– Have the child describe and explain the drawing.– During the entire exercise make sure to jot down your observations regarding the child’spersonality and behaviour– Scan the child’s work and save it in his recordsUse the form provided in the link below to record your observations:Childcare Templates(http://compliantlearningresources.com.au/network/sparkling-stars/?p=2342)(download Child Observation Form A)For infants to 1 year old:With the assistance of the parent, interact with the child and record your observations based on:– Anecdotal information– Stories/Accounts from the parentUse the form provided in the link below to record your observations:Child Observation Form B(NOTE: Download Child Observation Form B using this link.) Part 2: Analysing observations of the children’s behaviorBased on your observations, provide an analysis of the children’s behaviour. Use the spaceprovided below to discuss your analyses: Assessment Workbook 4V3.4 Produced 08 July 2020Page 56© Compliant Learning Resources Child 1Name of Child: SAge:Did you identify any behaviour that will require special support for the child?Yes | NoIf yes, please explain:Describe the frequency, intensity and duration of the behaviour of the child that requiressupport:Describe an aspect of the child’s development as reflected by your observation:Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected byyour own observation: Assessment Workbook 4V3.4 Produced 08 July 2020Page 57© Compliant Learning Resources Child 2Name of Child:Age:Did you identify any behaviour that will require special support for the child?Yes | NoIf yes, please explain:Describe the frequency, intensity and duration of the behaviour of the child that requiressupport:Describe an aspect of the child’s development as reflected by your observation:Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected byyour own observation: Assessment Workbook 4V3.4 Produced 08 July 2020Page 58© Compliant Learning Resources Child 3Name of Child:Age:Did you identify any behaviour that will require special support for the child?Yes | NoIf yes, please explain:Describe the frequency, intensity and duration of the behaviour of the child that requiressupport:Describe an aspect of the child’s development as reflected by your observation:Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected byyour own observation: Assessment Workbook 4V3.4 Produced 08 July 2020Page 59© Compliant Learning Resources SampleName of Child: Benjamin BiggsAge: 5Did you identify any behaviour that will require special support for the child?Yes | NoIf yes, please explain:The violent nature of his drawing is something I find very disturbing and I believe requiresfurther evaluation from an expert.Describe the frequency, intensity and duration of the behaviour of the child that requiressupport:Throughout the day within the next 3 days, I asked Benjamin to keep drawing things that interestshim. In all occasions, he drew pictures that showed his interest for violence and killing animals. Inall cases, the pictures he drew are very bloody and gruesome.Describe an aspect of the child’s development as reflected by your observation:Benjamin demonstrated normal cognitive and motor skills throughout the exercise. He was able tounderstand the instructions and he was able to perform the tasks without any difficulty.Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected byyour own observation:Benjamin is a smart kid. The way he communicates and explains his ideas is very clear andelaborate. He likes drawing. When he draws he is completely immersed and focused in the task. Assessment Workbook 4V3.4 Produced 08 July 2020Page 60© Compliant Learning Resources Part 3: Writing ReportsWrite a report summarizing your findings for the three children. You may use any format aslong as the following information are included in your report:– For each of the three children interviewed and observed, you must provide:o A summary of the interview/observation session conducted with the childo A summary of your observationso A summary of your findingso Your recommendationsSubmit a soft copy of your report along with the completed forms from Parts 1 and 2. Part 4: Contributing to program planningBased on your findings and recommendations, create a childcare program for each of thechild interviewed and observed.Your childcare program should provide guidance on how the childcare centre will nurturethe children’s development. It should demonstrate how the centre will offer experiencesthat will help the children learn about themselves and the world around them. Yourprogram should include:– Planned activities– Materials, equipment and staff– Interactions between the children and providers and among other children in the centreYour curriculum must reflect your observations of each of the child’s needs, strengths andinterests. It should build new experiences and expectations based on the children’sbackground. The program should allow educators to be intentional in the methods used tosupport the children’s needs.If available, you may use the template provided by the centre, or you may use the templateprovided in the link below:Childcare Templates(http://compliantlearningresources.com.au/network/sparkling-stars/?p=2342)(Download Childcare Program Planning Sheet) Assessment Workbook 4V3.4 Produced 08 July 2020Page 61© Compliant Learning Resources WORKBOOK CHECKLIST When you have completed this assessment workbook, review the candidate’s assessmentagainst the checklist below:The candidate has completed all the assessments in the workbook:Knowledge AssessmentPart APart BPart CPart DPart ECase Study ACase Study BCase Study CProjectIMPORTANT REMINDERCandidates must achieve a satisfactory result to ALL assessment tasks to beawarded COMPETENT for the units relevant to this cluster.To award the candidate competent in the units relevant to this subject, the candidate mustsuccessfully complete all the requirements listed above according to the prescribedbenchmarks. Assessment Workbook 4V3.4 Produced 08 July 2020Page 62© Compliant Learning Resources FEEDBACKWell done for completing the delivery of this workbook. We hope that yourtraining and assessment experience using our resources has been a seamlessand fruitful journey. At Compliant Learning Resources, we continually strive toimprove our training and assessment resources and heighten the training andassessment experience for you. One way we do this is by seeking feedback. Yourexperience is important to us and we are very keen to hear any suggestions orcomplaints you may have. Click on the button below to let us know what youthink of us and our learning resources.End of DocumentCLICK HERE

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