A European Comparative Study

Student Assessment Workbook
ASSIGNMENT COVER SHEET
Instructions:
 Before you start your assessment task, please read the student declaration below.
 All assignments must be submitted with this attached cover sheet.
 Assignments submitted without this cover sheet or declaration completed, will be returned to the
student for resubmission.
 Please keep a copy of your assignment. Your assignment will not be returned to you.
 Please submit your assignment by hard copy or email the assignment cover sheet with your
assignment to [e-mail]
Email to [e-mail]
Qualification Code/Title CHC50113 Diploma of Early Childhood Education and Care
Competency Code/Title CHCECE018 Nurture creativity in children
Student Name
Student Email
USI Number
Trainer Name
Student Declaration
I confirm: Yes No
I understand the assessment requirements to achieve competence. ☐ ☐
I am ready for assessment. ☐ ☐
I understand the appeals, complaints and grievance procedure (refer to Student Handbook). ☐ ☐
(only complete if you have special needs). I have advised of my special needs and any changes to
the assessment process have been taken into consideration. ☐ ☐
The work in this assignment is my own work. I declare that this assessment item is my own work
unless otherwise acknowledged and referenced. ☐ ☐
I agree:
This assessment may be accessed by the government (Australian Skills Quality Authority,
Government Funding Agencies) or representatives chosen by Alana Kaye Training (eg. Trainers,
Consultant, Industry Representatives) to review the quality and marking of this assessment.
☐ ☐
I have read, understood and accept the above conditions of this assessment.
Signature: Click or tap here to enter text. Date Submitted: DD/MM/YY
Cheating and plagiarism: All work submitted must be your own. If a trainer suspects that you have been involved in
plagiarism, the matter will be referred to the Branch Manager or CEO. If two students submit the same or very similar
assessment both students will need to resubmit their assessment.
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COMPETENCY JUDGEMENT – TRAINER/ASSESSOR USE ONLY
Instructions:
 This document is used by the Assessor to record their feedback about your assessment.
 This competency judgement record will be returned to you. If you do not agree with the judgement,
students can access Alana Kaye’s complaints and appeals process.
Qualification Code/Title CHC50113 Diploma of Early Childhood Education and Care
Competency Code/Title CHCECE018 Nurture creativity in children
Student Name
Assessor Name KIM SMELLIN
STUDENTS MUST NOT COMPLETE THE FOLLOWING FEEDBACK – ASSESSOR ONLY
ASSESSOR’S FEEBACK TO STUDENT
(include resubmission requirements and due date, if applicable)
Assessment Task Result (S = satisfactory; NS = not yet satisfactory) S NS
Assessment Task 1 - Fostering creativity through the physical environment  
Assessment Task 2 - Fostering creativity through the human environment  
Assessment Task 3 - Fostering creativity through a learning framework  
Assessment Task 4 - Providing experiences  
Assessment Task 5 - Evaluating experiences  
Feedback
Assessment Task 6 – Workplace tasks  
Feedback
Assessment Task 7 – Project  
Feedback
Overall Assessor Comments:
Final assessment result: Resubmission result:
☐ COMPETENT ☐ COMPETENT
☐ NOT YET COMPETENT ☐ NOT YET COMPETENT
Assessor Name
Assessor Signature Date
Administration Resulted VETtrak & tracking spreadsheet updated ACS & CJ scanned & saved Copy sent to student
Initial:
Date:
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CHCECE018 Nurture creativity in children
This document comprises of 2 sections:
 Section One – Unit and Assessment Overview
 Section Two – Assessment Tasks
Section One – Unit and Assessment Overview provides you with an overview of the knowledge and skills that you
need to demonstrate in the assessment tasks. The Unit and Assessment Overview also provides you with information
about the assessment conditions, the topics covered in this unit, the Assessor’s role, changes to the assessment
procedure that can be made to accommodate your needs and instructions to students including how to submit your
assessment tasks.
Section Two – Assessment Tasks consists of questions, case studies and work based activities. These tasks are used
to demonstrate that you meet the requirements as detailed in Section One – Unit and Assessment Overview.
SECTION ONE: UNIT AND ASSESSMENT OVERVIEW
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this
unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that
the candidate has completed the following tasks:
 planned and provided at least three programs or active learning environments that foster creativity in for children of
varying ages, including:
o creative experiences initiated by children
o dramatic and imaginative play opportunities
o creative approaches to routines
o opportunities for each child to develop self-expression and skills
 facilitated the active participation of at least three children of varying ages through encouragement, appropriate
interactions and communications
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements
and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These
include knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 how to navigate through framework and standards documents to find areas relevant to this unit of competency
 stages of children’s development, in planning and delivering a range of appropriate activities to stimulate an interest
and love of learning in children
 music, movement, construction, visual art and dramatic play sufficient to engage children and assist them to
implement their ideas
 aesthetic, safe, interesting, challenging environments to encourage curiosity, experimentation, active learning,
literacy and choice
 organisational standards, policies and procedures.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service. In addition, simulations and scenarios must be
used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These
are situations relating to emergency or unplanned procedures where assessment in these circumstances would be
unsafe or is impractical.
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge
would be performed, with all the relevant equipment and resources of that working environment.
Assessment must ensure use of:
 National Quality Framework for Early Childhood Education and Care
 the relevant approved learning framework under the National Quality Framework for Early Childhood Education and
Care.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency
requirements for assessors.
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Topics Covered
The topics covered in this unit include:
 Fostering creativity through the physical environment
 Fostering creativity through the human environment
 Fostering creativity through a learning framework
 Providing experiences
 Evaluating experiences
Additional reference material and research website
If you need to refer to a specific resource to complete your assessment task, we will identify the resource within the
assessment task. Additional resources that you may find useful include:
 www.earlychildhoodaustralia.org.au
 www.ecareconciliationsymposium.com.au
 www.education.gov.au/early-years-learning-framework
 www.aussiechildcarenetwork.com.au
 www.ccccnsw.org.au/wp-content/uploads/EYLF_Ed_Guide_Dec2010.pdf
Reasonable Adjustments
Your Assessor may be able to make adjustments to your assessment based on special needs you may have or if you are
a distance learning student. Please ask your Trainer if you feel that modifications to this assessment are required.
Student Handbook
Please refer to Alana Kaye’s Student Handbook about:
 Educational and Student Support Services
 Trainer Support
 Assessment Strategy
 Appeals, Complaints and Grievances Procedures
Role of the Trainer/Assessor
Your Trainer/Assessor will:
 answer any questions you might have about the assessment
 negotiate assessment activities if reasonable adjustment is required
 inform you of any variations to the assessment which may be required if you have any special needs or if you are a
distance based learner
 assess your competency by making judgements about the evidenced presented in line with the rules of evidence:
validity, authenticity, currency and sufficiency
 give you feedback on the outcomes of the assessment process
 counsel you on the outcomes of the assessment including advising you of your right of appeal if you disagree with
the assessment decision
 help you address the work health and safety requirements of the assessment setting, if appropriate.
Instructions for students
In order to successfully meet the requirements of this unit you are required to undertake all assessment tasks. Each of
these assessment tasks may have a series of activities or questions that you are required to complete.
Please note that at Diploma level it is expected that the questions will be answered in a manner that reflects significant
understanding of the theory associated with the unit of competency. You are required to elaborate upon the answer
sufficiently articulating your understating of the underpinning knowledge required for this unit of competency.
As a guide – each question will generally require 1 - 2 paragraphs to effectively address requirements. In some cases,
this may be more. If you, in the course of answering a question, rely upon a text, document, webpage or other source of
information, you must make reference to where this information came from.
You are required to submit:
 Student Assessment Workbook – this workbook needs to be submitted by the due date identified on your timetable.
Please refer to the Student Work Placement Guidelines for instructions about your work placement. This includes the
assessment requirements of this qualification including:
 Student Work Placement Third Party Report
 Student Workplace Logbook and Learning Activities or letter of tenure to demonstrate the minimum 240 hours of
mandatory work placement.
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Submitting your Assessment and Due Dates
Your Trainer will advise you of the due date for each assessment. Please submit your assessment by the due date. The
process for submitting assessments is provided on the assignment coversheet on page 1 of this document.
Feedback on your Assessment
Your Trainer will mark your assessment within 4 weeks of submission. Your Trainer will provide you with feedback about
your assessment. Your result for the Student Assessment Workbook will either be:
 Satisfactory – you have successfully passed the workbook requirements OR
 Not Satisfactory – you are not yet satisfactory.
If your result is ‘Not Satisfactory’ you will be given an opportunity to improve your assessment. Your Trainer will inform
you of the skill or knowledge gaps in your assessment. You will need to resubmit your assessment with the corrections or
redo the practical exercise until you achieve the ‘Satisfactory’ result. Any student who plagiarises or cheats will be given
a ‘Not Satisfactory’ result and will be required to resubmit their assessment again and may also be required to answer
verbal questions.
Once you have completed both the Student Assessment Workbook and the work placement assessment requirements
your results will be either:
 Competency Achieved – you passed OR
 Not Yet Competent.
Work Placement Guidelines
All students are required to complete 240 hours of work placement in a regulated education and care service, students
must have a minimum Diploma trained staff member supervising them throughout the 240 hours.
Students need to be aware that Family Day Care can only be used as a work placement setting if the Family Day Care
supervising them holds a Diploma and there are at least 3 different children aged 0-2 and 3 different children aged 2-6
enrolled on the same day. School Aged Care settings are not accepted as work placement settings for this course.
The CHC50113 Diploma of Early Childhood Education and Care includes a mandatory work placement of 240 hours to
cover the range of activities as outlined in the evidence requirements of the following units:
 CHCECE003 Provide care for children (if not completed in Certificate III)
 CHCECE005 Provide care for babies and toddlers (if not completed in Certificate III)
 CHCECE007 Develop positive and respectful relationships with children (if not completed in Certificate III)
 CHCECE010 Support the holistic development of children in early childhood (if not completed in Certificate III)
 CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
 CHCECE019 Facilitate compliance in an education and care service (min 120)
 CHCECE024 Design and implement the curriculum to foster children’s learning and development
Supplementary Evidence
Competence in this unit also requires further supplementary evidence. If a Candidate is working within a child care facility
they will be required to provide a Third Party Report and Third Party Evidence Collection Agreement from a suitably
qualified member of staff plus an Alana Kaye Assessor will be required to complete a workplace visit and observe the
candidate in the completion of their tasks.
Working with Children card (Ochre card) NT
It is mandatory for people who have contact or potential contact with children in certain specified areas of employment to
hold a Working with Children Clearance Notice. States and Territories may have different requirements and it is best to
check.
For further information on NT requirements contact: Email: [e-mail]
Phone: Freecall: 1800 SAFE NT (1800 72 33 68 - Australia wide callers only) or [phone]
Complaints and Appeals Procedures
Alana Kaye has a Quality Management System documenting any appeals or complaints to ensure they are addressed
efficiently and effectively. Should you wish to lodge an appeal or complaint in relation to your assessment, please follow
the Complaints and Appeals procedure detailed in the Student Handbook. In the first instance, we encourage you talk
with your Trainer.
SECTION TWO: ASSESSMENT TASKS
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Before you commence this assessment, please read the student declaration on the front page. It
is important that you are ready for assessment and understand the assessment process. Please
speak with your Trainer if you have any questions.
Assessment Task 1
Fostering creativity through the physical environment
Purpose
This assessment task is designed to assess your skills and knowledge in fostering creativity
through the physical environment.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 access to the National Quality Framework, National Quality Standard and the relevant
approved learning framework
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. Research what other Elements and Outcomes are relevant to nurturing creativity in children.
The elements that are relevant to the nourishment of creativity in children are as follows:
The physical, as well as the indoor environment, is one of the most significant elements that tend
to nourish the creativity of children however, the role of the teachers also have great power in the
development of creativity among the children (Gupta 2015). The creative teachers tend to
influence the children more in their creativity in comparison to the teachers who are less creative
and less motivational. The creative workshops and programs conducted in the schools and
societies also enables the children to think differently and work creatively (Baltrėnas, Baltrėnaitė
and Kačerauskas 2015). The schools with the proper environment are also relevant to the
nurturing of creativity in children.
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2. Develop a display that shows parents how their children (individually and/or as a group)
express themselves using creative expression. You may choose to focus on visual art, sensory
exploration, architecture, invention or performance. You must provide enough information for
parents to understand how the creative examples link with the National Quality Framework and
demonstrate age-appropriate experiences.
Provide photos of your display.
Through the making of new figures or architects, the children tend to express their own creative
expression.
The creativity shown in the architecture done by the children for the self-expression helps the
parents to understand that the physical environment is very much important for the children to
grow their interest and talents (Mishra, Fahnoe and Henriksen 2013).This is however linked with
the national quality framework as the interest of the child is being put into the focus.
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3. Plan an activity or experience that provides children with the opportunity to participate in
creative expression in a specific area. The activity should be related to visual art, sensory
exploration, architecture, invention or performance and allow them to express themselves
creatively using a range of age-appropriate natural and found materials.
Create a planning document that includes the following:
 Name of activity/experience
 Number and age of children
 The desired outcome
 Materials
 Time
 How the environment is arranged
 Stages of the activity/experience
 How the activity/experience will be reviewed
 The activity of dancing has been chosen here.
 The number of children who can participate in the performance is about twenty with the
age group from five to ten.
 The desired outcome of the dance performance is to enhance creativity among the child. It
also helps the child to be physically fit. It also helps in managing weight.
 The materials that are required for dance performance is that of the props that are required
for the purpose as well as the right costumes to enhance the performance.
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 The time for the performance is about 7 minutes.
 The environment in which the performance is being held is full of the light dull area will
not enhance the performance of the dance; it must also not be slippery as it may also
cause falls (Dziedziewicz, Gajda and Karwowski 2014)
 Two stages of the dance performance can be included. The first stage is that of the
rehearsals, and the second stage is that of the main performance.
 The parents of the children can review the performance.
Assessment Task 2
Fostering creativity through the human environment
Purpose
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This assessment task is designed to assess your skills and knowledge in fostering creativity
through the human environment.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
Read the case study, and then answer the questions that follow.
Case study
Arissa, 3 years, has come to the service bearing a bag of fabric pieces, a bag of margarine containers
and a bag of egg cartons. They have been saved by her grandma over a long period of time and
Arissa is excited to bring them in and use them to make things. Arissa wants to start straight away
and get her peers involved. Carly, the educator, quickly moves to take advantage of the children’s
excitement and the new materials.
1. Describe how Carly could encourage the children to think of some original ways to use the
materials. What could she say or do? Include some open-ended questions.
One of the ways in which Carly can encourage the children to think of some original ways to use
the materials is that she can give full freedom to the children and ask them to use the materials by
their own. In such a case, she cannot give any instructions to the children. Since the children will
be without any guidance, the children will work as per their knowledge and try to full talent and
creativity to use the materials that are being provided. Another way to encouraging the children to
use the materials as per their original ideas by asking them to contradict with the opinions or
instructions that is being provided by the instructor or Carly. However, when full freedom is
being given to the children, the children tend to get diverted from their goals. Distraction also
tends to prop in when no restriction is being imposed upon them.
2. Explain how Carly would alter her expectations of how the children in the group will participate
if aged:
 2 to 3 years
 3 to 5 years.
When the children belong to the age group of 2, then the instructor, as well as Carly, should
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involve most of her physical actions like dancing, playing and singing to motivate the child to
learn walking and to talk as well. Encouragement should be provided to the child to achieve her
physical developments. The instructor Cally should even participate in the movements to
encourage the child in achieving physical goals.
The children belonging to the age group of 3 to 5 must be allowed to ask several questions by the
instructor Cally so that the creativity of the child gets developed. The child of 3 to 5 years of age
must be provided with a huge amount of knowledge and experiences. The child must also be
allowed to do things differently than that of the conventional style of doing things. The children
of such age group can also be encouraged to tell their own stories. These can be implemented by
Cally to enhance the creativity of the children.
3. What strategies could Carly put in place to ensure each child feels ownership and
responsibility for the materials and equipment they are using, even though they were provided
by Arissa?
The strategy that can be used by Carly to ensure that each child feels ownership and
responsibility for the materials and equipment’s that they are using are that importance of the
materials can be given to the children so that they understand the importance of the materials and
they become conscious of its utilisation. This will also prevent the materials from being lost
(Russ and American Psychological Association, 2014). This will also develop self-consciousness
among the children. Cally can even ask the children to stop complaining. This will help the
children in taking their responsibility and things and not blaming others. The children should also
include the strategy of making rules. On breaking the rules, the children can be given a bit of
punishment so that they feel scared of breaking the rule again. The limitation should also be set
so that the child understand the importance and do not cross their boundaries. Expectations
should also be made from the children. On knowing that they have certain expectations to fulfil,
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the children will work according and take up their own responsibility and ownership of the
materials that they are using.
4. Describe how you might role-model creativity by incorporating the fabric, containers and
cartons in the current play space.
To enhance the creativity among the children through the use of fabric, the children can be asked
to draw as their creativity and stick the fabrics accordingly. Colours and paints can also be
utilised for this purpose (Glover, Ronning and Reynolds 2013)
Through the use of containers, the children can be asked to make puppets or even figures of
containers. This will help the children to enhance their creativity among the children (Stein
2014).
The creativity of the children can be enhanced through the utility of the cartons. The children can
be asked to create playhouses through the cartons. The houses for the kittens can also be created
through the cartons by the children. Cardboard luggage or cardboard robot can also be formed
through the utilisation of the cartons by the children. The process of making such items will
enhance creativity among the children.
5. Describe a creative activity you have been involved in; for example, a music activity,
dramatic play, literature project or art experience. List the number of children in the group and
their ages.
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I have been involved in the activity of the dramatic play of Macbeth. The drama required a huge
amount of practice so that none of the dialogues and important scenes lacked any imperfection.
The dramatic play also required proper costumes and props which helped the play to get the
dramatic effect.
A group of 55 participants, along with extra 10 participants for organizing everything backstage
were required for the performance of the literature play.
6. Explain why it is essential to ensure that a variety of materials are provided to encourage
creative expression, active learning, experimentation and choice.
The variety of materials that are being provided helps to encourage creative expression, active
learning, experimentation as the children tend to learn about the physical properties and the even
the importance of the materials in the world. It also helps in encouraging the thinking process of
the individual. It allows the children to have a new understanding of things. It also enhances the
creativity in an individual by helping the child to experience the world from different and varying
perspectives in life. The materials also help the children to try out new experiments and learn new
things. Trying out new experiments and learning new things helps the child to be creative. The
availability of different materials helps in having different ways of learning, thinking and being.
7.Refer to EYLF Outcome 4: Children are confident and involved learners. One of the
underpinning statements is ‘Children develop dispositions for learning such as curiosity,
cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and
reflexivity’. Explain how this statement was supported in your activity.
The creativity and imagination of the child were enhanced in the dance performance by asking
the children to show their own steps for the dance performance. Participating in a group activity
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helps the child to cooperate. The child also develops the curiosity to learn new steps for this
purpose. The activity of the dance performance helped the child to enhance all the skills that are
being mentioned above.
Assessment Task 3
Fostering creativity through a learning framework
Purpose
This assessment task is designed to assess your skills and knowledge in fostering creativity
through a learning framework.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
Read the scenario, then answer the questions that follow. Use your service curriculum, policies
and procedures as a base for decision-making.
Scenario
You are holding a group time with eight 5-year-old children. You tell a story using a puppet you have
made yourself and the children are excited, all wanting to see how it works.
You decide that the children’s interest in hand puppets is worthwhile pursuing as a series of creative
activities.
You want the children to be involved at all points, from planning to performing puppet shows. One of
the things to do is set up a puppet theatre.
1. Describe at least four activities you could offer the children. Include information about when
they would be offered and what current activities they might replace.
Puppet art and crafts are one of the four activities that can be offered to the children. In this case,
the children can be allowed to create puppets, colour and even draw them. Before the start of the
puppet show, this can be offered. After the creation of the puppet, the children can be asked to
use them for the puppet show. This activity can replace the activity of simple drawing and
colouring.
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The second activity that can be offered to the children is that of the fingerplays. The children can
be asked to draw figures on their hands from which they can be asked to create stories and work
accordingly. This can, however, be utilised by replacing the activity of making puppets. No
materials like that of the cloth will be required for this purpose.
The third activity that can be provided to the children is that of the making of family albums. This
will help the children in understanding the importance of relationships. This activity can replace
the activity of making a normal picture.
The fourth activity that can be provided to the children is that they can make instructed to make
certain figures through the paper cuttings. The creativity of the children will also get enhanced
since the children will be cutting the paper as per their wants and creativity. These paper cuttings
can be further used as figures in later shows, dramas and even in puppet shows. This activity can
also be done by replacing the normal activity of drawing and colouring.
2. Describe how you would encourage children to collaborate and what they would achieve
through collaboration.
The children can be encouraged to collaborate by making them participate in group activities. In
such situations, every child must be given a certain role to perform. The children must be
allowed to take certain turns. To encourage collaboration among the children, teach child should
be made special and no single person must be given any special treatment.
Encouraging collaboration among the children will help the children to have respect for the other
children. This will also help the children to control their emotions. Collaboration with others will
help the children to adjust and even learn to cooperate among the group of people.
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3. How would you allow time for the children to be creative?
Creative experiences gained by the child will help the child to express and even cope up with
their own set of feelings. It also enhances the mental growth of the child by giving them new
chances of trying out new ideas, new ways of solving problems and even new ways of thinking.
However, time should be given to them to develop their skills and talents. The children must be
allowed to develop their skills and pursue their own talents in the upcoming future. Restrictions
must be made on their creativity. Free time must be given to the children so that they develop
their skills and talents independently.
4. For each of the four activities described in question 1, list two questions that you could ask to
encourage children to reflect on the process of their activity.
The two questions that can be asked to the children during the session of the activity are as
follows:
 What are the figures that the children want to conduct during the session of paper cutting?
 Who are the members of the family?
5. Identify one problem or issue that may arise during each of the four activities. For each
problem or issue, explain how you would help the children resolve it.
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The problem with activity 1 was that the children were able to make the puppets but were not
able to conduct any awareness or social issues through the program. The solution to this problem
can be that the instructor can instruct them to create specific figures before the creation of the
puppet so that social awareness can be created accordingly.
The problem with activity 2 was that children were not able to draw with full comfort on their
own hands. This problem was however solved when the children were asked to draw on the
fingers on the other children. Drawing on the fingers of the other children also helped the
children to collaborate with each other.
The problem with activity 3 that is making a family album is that the picture of the family
members was not cut in equal shapes. However, this problem can be solved when the proper
instruction about the size of the picture for the family album is being mentioned.
The problem with the fourth activity is that paper cutting of figures is that the children may hurt
themselves while cutting. However, this problem can be solved by the utilisation of the scissor
that is not that sharp and which would not cause any harm.
6. Prepare a ‘How to’ guide for educators working with 3-year-old children to provide guidance in
the following areas. Research these topics so you can include information other than that provided
in this learner guide.
Techniques to teach children when using materials and equipment (include at least 10 tips)
Displaying children’s work in meaningful ways
The techniques to teach children when using materials and types of equipment are as follows:
1) The children must be instructed directly without asking any sort of questions
2) The instructions must be clear and specified. No confusing explanations must be given
3) All the instructions must be given at a single time. All the instructions must not be given
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altogether.
4) Time should be given to the children to process
5) The instructions about the utilisation of the materials must be given as per the age of the
children.
6) The instructions must be given to the child when the child is close to the instructor instead
of instructing the child when the child is very far away in the room.
7) The instructions about the utilisation of the materials and equipment’s must be given to
the child which are realistic that is the instructions must be such that can be followed by
the child.
8) To teach new techniques about the utilisation of new materials and types of equipment,
pictures or graphics organizations must be used. This will help the children to have a
better understanding of the materials and the equipment that needs to be utilised.
9) Verbal prompts must also be given to the children so that the children learn about the
types of equipment and the materials that are required to be utilised.
10)Videos can also be created for the children which can help the children in understanding
the utilisation of material and types of equipment.
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Assessment Task 4
Providing experiences
Purpose
This assessment task is designed to assess your skills and knowledge in providing experiences for
children.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation
 to maintain confidentiality as required.
1. Give an example of a child displaying creativity in your workplace. This may be through a:
- visual art activity
- dramatic play experience
- music session.
A child showed creativity in my workplace by participating in a music session. The child was
able to sing a beautiful song with the right rhyme and with the utterance of all the right words.
Along with the singing, the child was even able to perform harmonium along with it, which
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added more beauty to her singing.
2.Give an example of how you can use curiosity to encourage creativity in an experience.
The curiosity in the child can be utilised for the encouragement of creativity. However, the
curiosity in the child can be utilised by answering all the questions of the child. The child should
not be restricted within specific limitations; the child should be allowed to grow from within. The
best example that is suiting this situation is in the process of cutting papers. The curiosity to make
new figures while cutting the papers can be considered here. The curiosity of the child can make
the child, create new figures through the paper cuttings. This curiosity of the child should,
however, be encouraged and not restricted
3.Explain why it is important for educators to understand the developmental level of the
children they are planning activities for.
The educator needs to understand the developmental level of the child because this will enable
the educator to plan the programs according to the needs and development of the child. The
programs will be of no purpose if the child does not understand anything or if the program is
beyond its age of development (Rahman 2015). The right program at the right age will enhance
the level of development of the child.
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4.Describe four ways that creativity can be nurtured in children through planned activities.
The four ways in which creativity can be nurtured in children through planned activities are as
follows:
1)Painting animals and birds
2) Playing different roles
3) Making new objects through the regular objects that are being used in an everyday basis
4) Dancing
5. Consider the National Quality Standard, the Early Years Learning Framework and My
Time, our place – Framework for School Age Care in Australia. Describe two policies and
procedures in your service that link with these frameworks. Include in your description:
 the organisational policy or procedure
 the framework it links to
 how the policy or procedure contributes to developing a range of experiences that
nurture creativity
 how the policy or procedure contributes to providing aesthetic, safe, interesting and
challenging environments to encourage curiosity, experimentation, active learning,
literacy and choice.
One of the policies that are being involved in our service is that education is centred around the
child. It is linked to the National Quality Standard. Since the educational program is based on the
development of the child, the maximum opportunity is there for the development of the learning
of the child. It is considered to be one of the best policy for the development of the child because
all the educational programs are based on the development of the child and it is being ensured
that the child develops to the maximum.
The second policy that is being followed is that the health and safety of the child are being
focused on. It is also linked to the national quality standard. The environment in which a child
remains tends to affect the child to its maximum. The safety of the environment ensures that the
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child develops into wellbeing.
Assessment Task 5
Evaluating experiences
Purpose
This assessment task is designed to assess your skills and knowledge in evaluating children’s
experiences.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. In your own words, describe the difference between formative and summative evaluation.
The differences between the formative and summative evaluation are as follows:
a) The formative evaluation takes place during the process of learning whereas the summative
process takes place after the process of learning
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b) In the formative evaluation, the learning process of the student is being monitored whereas
in the summative evaluation, the grades of the student are being monitored.
c) The purpose of the formative evaluation is to improve the learning of the student, whereas
the purpose of the summative evaluation is to evaluate the achievements of the students.
2. Explain why each evaluation method is important by using an example for each.
The importance of the formative evaluation is that it helps to gain feedback from the students that
are utilised by the instructors for the development of the students. However, one of the importance
of the formative evaluation is that it helps the students to understand the strengths and weaknesses
and even target the areas which require more effort. A research proposal is one of the examples of
formative evaluation
The importance of summative evaluation is that it helps in measuring the achievement of the
student. It even helps to boost individuals. The summative evaluation also helps in understanding
the weak areas that require to be worked. The success of the training is also measured through the
summative evaluation. The example of summative evaluation is that of exams, graded papers and
projects.
3. List at least three observations you may make when watching a child at an activity that helps
you make a decision about the child’s level of curiosity and creativity.
1) Watching the reaction of the child in a particular environment can be considered as the first
observation that can be considered for understanding the level of curiosity and creativity.
2) The excitement of the child towards a particular object or thing also tend to understand the
level of curiosity of the child
3) The choices or the decisions that the child takes also indicates the level of curiosity and
creativity in the child
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4. Explain why it is essential for an educator to modify an activity after evaluation. Give at least
two examples of a modification to an activity.
It is very important to modify an activity after evaluation by an instructor because it helps the
children to learn in a better way rather than lacking behind.
One of the examples of modification is that the size of the playing area can be reduced. This
indicates that the lines of the boundary can be made limited or even changed.
The second example of a modification is that rest periods can be additionally included. This will be
giving breaks to the children and also help the children in their further development.
Assessment Task 6
Workplace Task 1
1. Research what other Elements and Outcomes are relevant to nurturing creativity in children.
The elements and the outcomes that are relevant to nurturing creativity in children are as follows:
 The environment is one of the basic element that tends to nurture creativity in the
children. the environment tend to affect the creativity and development of the child both
positively and negatively
 The fluency of ideas or the availability of many ideas
 Flexibility or the ability to change the possibilities
 Unique or the original ideas
Workplace Task 2
1. Evaluate the way materials and spaces are set up in your play environment. Explain how the
environment prompts children to use a range of materials creatively while playing. Describe
how open-ended, natural and found or recycled materials contribute to the effectiveness of
the creative environment. What evidence shows that the materials used are developmentally
appropriate?
All the materials are placed in terms of their utility. The safety of the material is kept first in
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mind.
The environment tends to affect the utilisation of material of the child. A happier environment
tends to make the child more creative and curious towards the utilisation of more materials
(Livingstone and Bovill 2013).
The natural products available in the environment tend to enhance the creativity of the
individuals. Making new products from the products which are available daily tends to enhance
the creativity of the individuals
The flexibility of the material is one of the evidence of the utilisation of the appropriate material.
2. Explain why it is essential to ensure that a variety of materials are provided to encourage
creative expression, active learning, experimentation and choice.
The utilisation of the variety of materials helps the child to think differently and have divergent
thoughts. It develops the creative thinking of the child. The materials help the child about the
physical properties and also helps them in understanding the importance of the materials in the
world (Fox and Schirrmacher 2014). The sensory, as well as the aesthetic property of the child,
can also get transformed as the child utilises it.
Workplace Task 3
1. How do you and the other educators in your room/service providers and foster opportunities
for each child to develop their self-expression and skills?
The methods in which the self-expression and the skills of the child can be developed in the child
by the educators in the room or service or me are as follows:
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 Playing is another method of helping the child to express their own opinions.
 The self-expression and the skills of the child can also be developed through the building
of the blocks (Verdine 2014).Construction of the dollhouses and model robots are some of
the best ways to develop self-expression and skills.
 Full encouragement should be given to the child to express their thoughts and
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2. Give an example of what you would say to invite students to ask questions.
Invitation to the students to ask questions can be done by asking them to participate in open
discussion. Requesting them to participate even in the arguments can also involve the students to
ask questions.
Workplace Task 4
1. Spend a day observing another educator in your room and list the ways they have been an
effective role model for creativity.
Spending a day with another educator in the room helped me to analyse how he has been an
effective role model for creativity. A question friendly environment was created by him which
enabled the children to ask questions. Direct feedback was also given by the student to the
children on their task of creativity. Autonomy was being encouraged among the students by the
instructor.
Workplace Task 5
Participate in a collaborative experience with children.
1. Identify the ways the children collaborated to make decisions about creative
outcomes.
The ways in which the children collaborated with making decisions about the creative outcomes
are as follows:
 They respected each other, and the opinion of every individual was being heard and
considered
 Interdependence was being established among each other which helped in making
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adjustments and collaborations (Van Lange and Balliet 2015).
 Socialization among each other also helped the children to collaborate.
2. Present this as a discussion point with other learners and talk about the different
collaborative opportunities they experienced.
One of the collaborative opportunity that was being experienced is that a group discussion was
being held where everybody was allowed to give their opinion and views. The final decision was
being taken by taking the collaborative ideas of all the opinions that were being provided in the
discussion.
Workplace Task 6
Choose a play space or a specific environment at a service.
1. What space/environment did you choose? Give a brief description or provide a
photograph of the area.
The area of open space was being chosen by me.
The open space or the playground boost the energy of the children. The children tend to get more
sunlight in the open space which stimulates the body for the formation of vitamin D (Nasar and
Holloman 2013). The playground or the open space area helps the children to be physically active
which also helps in their physical development (Chawla 2015). The greenery and the open pace
also helps the child to gain fresh air and not remain confirmed within the boundaries of four
walls.
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2. Describe how the space is safe.
The space is safe since the playground does not have anything that will be causing any harm to
the child. The equipment’s that are available in the playground area is also as per the age group
of the children.
Workplace Task 8
1. Describe a music experience that has been provided to children in your service.
On a bright sunny day, a music session was being given to the children. Various other musical
instruments were also being utilised for the purpose, which was enhancing the beauty of the
session. All the children were given a paper in which the lyrics of the song was written. The song
was being taught and various rehearsals were being conducted before the final performance.
2. Explain how it nurtured creativity in the children and helped them develop music skills.
The music session helped the children to develop their skills and try out new musical instruments.
Getting introduced to new musical instruments helped the children to understand their own
interest over the instrument.
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3. Provide suggestions for how you would enhance the experience and why you would
do this.
The utilisation of drums can enhance the experience. This can also be developed by hearing
music from other genres. Visual effects can also be included for the program.
Workplace Task 9
1. Plan and provide a construction activity for at least three children in a specific age group.
The children of the age group of four can be provided with the activity of construction or making
or playhouses.
2. Reflect on a construction experience that has been provided to children in your service.
Explain:
• the age group the activity is suitable for
• the desired outcome
• whether the activity was suitable for indoors or outdoors
• how the activity is carried out
• How children’s creative skills are supported and encouraged.
 The activity was suitable for the age group of 4 to 6
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 The desired outcome of the activity was that the children were creative enough to
construct their own playhouses. It also helped the children to be creative and collaborative
among each other
 The activity is suitable for both the indoor as well as outdoor activities. However, it is
more suitable for doing it outdoors.
 For the activity to get carried, a carton was being provided along with the other necessary
materials that are required for the making of a playhouse. Then, proper instruction was
being provided to the children about the making of the house, which helped the children
to make the playhouse accordingly.
 The creative skills of the children are being encouraged here in this situation, as the
creativity of the children is also encouraged in this situation. Full freedom is given to the
children to do add on new things in their process of construction of the playhouse.
Workplace Task 10
1. Plan and provide a visual art activity for at least three children in a specific age group.
Explain:
 the age group the activity is suitable for
 the desired outcome
 Whether the activity is suitable for indoors or outdoors
 How you carry out the activity
 How you supported the children and interacted with them to encourage their creative
skills.
The visual activity of the puppet show is being chosen for this task.
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 The activity is suitable for the age group of 3 to 6
 The desired outcome of the puppet show is that the imaginative skills of the children get
enhanced through such activities (Jurkowski 2014). Exploration of new possible reasons
is also conducted through the playing of puppets.
 The activity can be performed both indoor and outdoor. However, it is better suitable for
performing indoors.
 The children can be made engaged and encouraged in the puppet show, by asking them
questions while the show is being gone on. This will make the audience feel that they are
a part of the show in itself.
Workplace Task 11
1. Plan and provide a dramatic play activity for at least three children in a specific age
group.
Explain:
 the age group the activity is suitable for
 the desired outcome
 whether the activity is suitable for indoors or outdoors
 how you carry out the activity
 how you supported the children and interacted with them to encourage their
creative skills.
The dramatic play of Cinderella can be enacted.
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 It is suitable for the age group of 6 to 9
 The desired outcome is that it helps in teaching self-regulation; it also helps in gaining
literacy.
 The activity is better suitable indoors.
 The activity can be carried out by first selecting the character, then, rehearsing the lines as
well as the drama.
 I can carry out the activity by giving proper instructions to all the performer’s engaged in
the activity
 The children’s creative skills were being encouraged by asking them to select the roles of
their own wants and even make the dialogues according to their wants.
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Assessment Task 7
PROJECT
CHCECE018 Nurture children’s creativity
Purpose
The following activity forms part of your assessment of competence. You may also need to provide
various workplace documents or third-party reports. Your trainer will give you guidance in this area.
This assessment activity is designed to assess your skills and knowledge across the whole unit
CHCECE018 Nurture children’s creativity.
Requirements
To complete this assessment activity, you need:
 access to a children’s services environment and its policies and procedures
 access to the National Quality Framework for Early Childhood Education and Care
 access to relevant equipment and resources
 to complete the tasks outlined and submit responses as directed by your trainer/assessor/
training organisation.
Prepare and implement three active learning experiences that foster creativity in children of varying
ages, then evaluate each activity in relation to the outcomes achieved and your role in nurturing
creativity in children. These activities may be the same ones you used to demonstrate your skills in
The programs should involve:
 a different area for each activity/experience; for example, music, movement, construction,
architecture, visual art or dramatic play
 at least one indoor and one outdoor activity
 different age groups
 activities for whole groups as well as individuals.
Complete the following tasks for each activity and include your notes, photographs, documentation
and other records as evidence.
1. Prepare a plan or make notes that include:
 the activity
The activity of making a playhouse can be considered here.
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 the number and age of the children
The group of 20 children from the age group of 3 can participate in the making of the playhouse.
The children can be divided into five groups with four children in each group.
 why these experiences are relevant to the development and learning of the children
The experience of making a playhouse will enhance the level of creativity among the children
(Smith and Davidson 2013). Group work will also enhance adjustments and collaborations.
 the type of materials used and how they are made accessible to the children
The main material that is being required for the purpose is that of the carton. The cartons are
being provided to the children from which they can easily access them.
 How you make an effort to ensure the environment is aesthetically pleasing, safe,
interesting and challenging.
It is to be ensured that the place is safe for the children. It must also be ensured that the place is
full of hygiene. It must be ensured that various materials are available in the environment for the
utilisation. The environment must not be dull and boring.
2. Implement each experience you planned and make observations for your evaluation:
 Explain how you ensured flexibility to respond to children’s interests as they arose and
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allowed children to extend their creative efforts over days or weeks.
Flexibility is being provided to the child by ensuring that there are no fixed rules. It is also
followed by ensuring that the full autonomy is being given.
 Explain how you encouraged children to pursue their ideas and use these in the activity.
Full freedom was being provided to the child, which helped in pursuing their ideas. The children were
asked to give suggestions and ideas which was being implemented by the instructor as well.
 Explain how you encouraged collaboration.
The collaboration was being encouraged by setting goals for the team. It was also encouraged
by creating communications among all the members of the team.
 Explain what you did when children showed curiosity, experimentation, active learning,
literacy and choice.
When the children showed curiosity, all the questions that the children had, was answered.
Curiosity to know the curiosity of the child was also being shown. Motivation was being shown
to the child to pursue with their own interest and wants.
 Explain how you showed a technique to a child to use materials and equipment safely
and correctly.
To give instructions about the utilisation of specific material and equipment’s, the technique of
instructing through videos and pictures were being utilised.
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 Describe how you supported children to feel a sense of ownership and responsibility for
equipment and materials.
To support a sense of ownership and responsibility for the equipment’s and materials for the
children, encouragement was given to the children to pursue their own ideas and thought
processes. Enthusiasm was also being shared among children for creative work.
3.Complete a formative evaluation for each of the experiences using a range of methods.
You may use a table similar to the following to organise your information for the experiences.
Experience:
Documentation type used (for example, learning
story, jotting notes, anecdotal)
Formative evaluation notes
1.
2.
3.
4.
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Summative evaluation against an EYLF outcome:
Three suggestions for improvement to
further stimulate the child’s interests
and meet the EYLF outcome
Reason(s) for modification
1. Identification to the cues of
the child
By understanding the signals of the child, more safety can be
assured
2 A response should be made
sensitively on the children’s
attempt to start an interaction and
conversations
This will help the child to have safe and secure relationships
3. The feelings of distress and
anxiety must be recognized.
This will help the child to have safe and secure relationships
4. Complete a summative evaluation that identifies three further experiences to encourage
participation, expand skills and nurture further creativity.
1) Free time was being given which helped the children to participate
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2) Autonomy was being provided to the children, and no restrictions were being imposed
3) Help was given to the children to pursue their passions.
5. Describe how the activities undertaken in Part B helped you to meet the following:
 EYLF/MTOP Outcome 5: Children express ideas and make meaning using a range of media
 NQS 1.1.2: Each child’s current knowledge, ideas, culture, abilities and interests are the
foundation of the program
 NQS 1.2.1: Each child’s learning and development is assessed as part of an ongoing cycle
of planning, documenting and evaluation
 Organisational standards, policies and procedures
END OF ASSESSMENT WORKBOOK
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References
Baltrėnas, P., Baltrėnaitė, E.D.I.T.A. and Kačerauskas, T.O.M.A.S., 2015. Social environment
of creativity. Filosofija. Sociologija, 26(1), pp.46-54.
Chawla, L., 2015. Benefits of nature contact for children. Journal of Planning Literature, 30(4),
pp.433-452.
Dziedziewicz, D., Gajda, A. and Karwowski, M., 2014. Developing children's intercultural
competence and creativity. Thinking Skills and Creativity, 13, pp.32-42.
Fox, J.E. and Schirrmacher, R., 2014. Art and creative development for young children.
Cengage Learning.
Glover, J.A., Ronning, R.R. and Reynolds, C.R. eds., 2013. Handbook of creativity. Springer
Science & Business Media.
Gupta, S., 2015. Development of creativity: Interplay of biological, psychological and social
factors. International Journal of Research, 3(12), pp.195-202.
Jurkowski, H., 2014. Aspects of puppet theatre. Macmillan International Higher Education.
Livingstone, S. and Bovill, M., 2013. Children and their changing media environment: A
European comparative study. Routledge.
Mishra, P., Fahnoe, C. and Henriksen, D., 2013. Creativity, self-directed learning and the
architecture of technology rich environments. TechTrends, 57(1), p.10.
Nasar, J.L. and Holloman, C.H., 2013. Playground characteristics to encourage children to visit
and play. Journal of Physical Activity and Health, 10(8), pp.1201-1208.
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