CHC30113 Certificate in Early Childhood Education

CHC30113 Certificate III in Early Childhood Education and Care
CHCECE011 Provide play experiences to support children’s
play
Student Name: Nusiba Ahmed
Student Number: XXXXXX
Assessment number: 31841B/02
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File naming
Once you feel confident that you have covered the learning materials for this unit, you
are ready to attempt this assessment.
To help Open Colleges manage your assessment, please use the following file-naming
convention: [student number]_[assessment]_[assessment number].doc
For example 12345678_Provide play experiences to support learning_31841B_02
Assessment submission
When you are ready to submit your assessment, upload the file in OpenSpace using the
Assessment Upload links in the relevant module of your course. If you need further
assistance, the Student Lounge provides a ‘Quick Guide to Uploading Assessments’.
Uploading assessments in OpenSpace will enable Open Colleges to provide you with
the fastest feedback and grading for your assessment.
It is important that you keep a copy of all assessments submitted to Open Colleges.
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Getting started
The assessment tasks in this booklet have been designed to allow you to provide
evidence that demonstrates your competence in the unit CHCECE011 Provide
experiences to support children’s play and learning.
Your trainer will:
 answer any questions that you might have about the assessment
 assess your competence as required by the unit of competency, by making
judgments about the evidence you have presented in line with the rules of evidence:
validity, authenticity, currency and sufficiency
 provide feedback on the outcomes of the assessment process.
Introduction
You are required to complete the written tasks outlined in this booklet for CHCECE011
Provide experiences to support children’s play and learning.
In completing the final assessments, you will show evidence of your ability to:
 create a play environment
 support children’s play and development
 facilitate children’s play, learning and physical activity.
Assessment number Assessment deliverables
31841B/02 Written tasks
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31841B/02 Written tasks
Student instructions
 Read the following questions, case studies and scenarios, and then answer or
complete the required task for each. To answer questions accurately, you may refer to applicable legislation including the
National Quality Standard and Education and Care Services National Regulations,
along with the Belonging, Being and Becoming – The Early Years Learning
Framework, Early Childhood Australia Code of Ethics, policies and procedures
common to early childhood education and care services, position descriptions
detailing an educator’s duty of care responsibilities, and/or other sources such as
professional readings along with the course textbook and identified key resources. Ensure you acknowledge and cite your sources accordingly. This is important
whether you use your own words or quote the author’s words. For more information
on referencing and plagiarism, refer to the ‘Academic reference guide’ in the Student
Handbook.
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Written tasks
1. For each of the following make-believe themes, list five play props (for each theme)
that would support the children’s dramatic play.
Play themes Resources to support play
A flower shop
Colourful papers for making flowers, scissors,
cello tapes, cardboards for making vases,
flower shop bunting banner, flower chart,
flower picture cards, shopping baskets and
cash register for pretend play
A post office
Colourful papers for making post cards.
The activity could be made more
interesting by asking the children to
collect stamps from different countries.
Thermocols for making post boxes,
sketch pens or crayons could be used
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for making the post boxes more
colourful
A hairdressers Printable word cards, doll hair styling
heads, printable hair salon banner,
colourful papers, shining plastic
surfaces for making mirrors, clips for
holding the mirror, printable sign in
sheets for the hair salon
Veterinarians Colourful papers, scissors, cello tapes,
pictures of animals, cardboards for
making stands and rackets for holding
the equipments of a veterinary hospital,
waste paper boxes for making dummy
pet cages, plastic stethoscope , plastic
distilled water bottles, droppers
A doctor’s surgery or hospital Blood pressure cuffs made out of brown
papers and cardboard boxes, plastic
stethoscope, dummy prescription
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papers, health information charts,
handmade scissors, tweezers, medicine
boxes, handmade height charts, stitch
boxes
2. Read the following scenario. In the space provided below, write a short list of play
materials and props that you could provide to support the children’s dramatic play.
Draw a diagram to show how you would arrange the play materials and props in the
outdoor environment of an early childhood education and care setting.
Scenario
Valentino, aged 4, loves being a superhero. Each day to the service he wears self-
designed superhero gear made by his grandmother. He, along with one or two of his
friends, is often observed ‘flying’ when in the outdoor environment. He and his friends
like to ‘fly’ in and out of narrow spaces fleeing, chasing, capturing and rescuing as they
play out their themes based on good and evil, and saving the world. Their play often
involves ‘goodies’ and ‘baddies’ – ‘baddies’ must come to a bad end so that everything
is right in the world and the children are safe.
The service Valentino attends has a policy in place that supports and promotes this type
of pretend play; however, it does ask educators to remind children, as needed, who
engage in superhero play of the need to respect and care for other people and their
environment, and to explain to the children involved in the play that they have no special
rights because of being a superhero. The policy discourages the making of guns or
other weapons for fantasy play, and prohibits the use of any toys that promote war and
violence; in addition, the policy clearly states that these types of toys are to be left at
home. The policy applies to families, children and the educators at the service.
The service Valentino attends provides care for 16 children aged between 3 and 6 years
each day, and is open from 8.00am and 4.00pm daily.
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Play materials and props
Make sure that any play materials and props listed are in accordance with the policy
outlined in the scenario, and support the children’s dramatic play. Your list must include
at least five different play materials and props, and may include activities you could
undertake with the children.
A: The materials and props which could be used for the superhero play are-
Colourful costumes, handmade designer masks, plastic props symbolic of each
superhero such as threads for making spider webs, paper made magic wands,
contrasting costume for the baddies.
The props could be used for organizing children theme superhero play. The children
could be divided into two different groups –the superheroes and the baddies. The
threads could be used to make spider webs representing the weapons used by the most
loved children superhero spiderman. Similarly, some kind of magic wands could be
provided to the children for using in other superhero plays or representing fairies in
plays such as cinderella.
Diagram
You may create your own outdoor play area (you do not need to be working in an early
childhood education and care service to do so). In your diagram, show shaded areas,
fences, fixed play equipment (including climbing frames), a sandpit, digging patch and
vegetable garden. Once you have marked these features, show where and how would
arrange your selected play materials. Be sure to clearly name the play materials in your
diagram, and give consideration to the positioning of them to minimise risks to children.
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Fig 1: Fences arranged in the outdoor playing areas
Wooden sticks could be used by the children for making the fences. They could be
sticked onto large peices of wooden blocks and digged within soft mud in the outside
playing areas. The activity needs to be supervised by a child educator for ensuring that
no children gets hurt with the small peices of wooden blocks while playing.
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Fig 2. Climbing frames for children playing activities palced inside children club
houses with props and toys for playing
The props which had been used over here are plastic toys , signboards indicating
danger, raised dais, small size climbing fences. The climbing fences need to be
played sideways and at a lowered level so that the children donot gey hurt form
them.
Fig 3: digging area for children and is located outside
The props used in the picture are small wooden bblocks, plastic water sprayers,
colourful buckets , plastic vases , hand made paper or fancy flowers. The children
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should not be provided with heavy water buckets or sharp nozzled spareyers as they
may gey hurt using those.
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Fig. 4: A child making her own vegetable garden
The props used over here are a small wooden box, soft cushion with gaps in between
for sowing the vegetables, fancy vegetables made out of rubber or plastics. One thing
should be kept in mind that the child doesnot play with choking materials. In case the
rubber or article is swallowed, it may cause block the process of respiration, suffocating
the child. The process should be executed indoors under the supervision of a child
educator to prevent accidents or hazards , as here the child is seen to be using rubber
articles as fancy vegetable toys.
3. Read the following scenarios and identify which of the educators are:
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 using a knowledge of individual children’s interests and development in their
selection of play resources
 choosing play resources that develop children’s awareness of differences.
Give a brief reason for your answer.
a. Merran was aware that a number of the preschool-age children in her group were
fascinated by the road works that were taking place down the road from the
service. She added the following play resources to the block area: hard work
hats, an assortment of plastic shovels and spades, plastic crates, some toy
diggers and dump trucks, ‘Road works’ signs, and photos of road workers
(showing both male and female workers).
A: Merran made a good use of the resources for educating the children about the
particular of roadside construction work. The hard work hats would develop a feeling of
gratitude in the children towards the construction workers. It would also help in teaching
the children the importance of handwork. The road work signs such as ‘Danger ahead’,
‘Drive slowly’ could help in the intellectual development of the children (Gambaro et al.
2014).
b. Through discussions with Liam, aged 2, Rebecca identified that he has a very
strong interest in animals, particularly elephants. She is also aware that in the
coming weeks, he and his family will be going to the zoo as part of Liam’s third
birthday celebrations. Rebecca set up a long sand tray on a table, and added the
following play resources: a variety of African animals including elephants,
giraffes, zebras, gorillas and lions, and some fern leaves from the service’s
garden. Behind the table, Rebecca displayed a series of animal photographs that
Liam, along with the other children in the room, had selected to display.
A: Rebecca used the interest and love of Liam for animals for educating him
about wildlife. Here, Rebecca has made good show of differences between the
pictures and the toys to provide a realistic idea to the child about wild animals.
However, the ferns used would provide a view to the child regarding the flora
type of the zoo.
c. Renee noticed that Verity, aged 12 months, was fascinated by her own reflection.
She decided to put a large mirror panel against the wall in the manipulative play
area. In front of the mirror, Renee set out the following toys: a set of stacking
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cups, a wooden gear board, and a simple peg puzzle showing similarities and
differences.
A: Renee could have used better props for educating verity as she was only a year
old and was amazed by her reflections. However, the cues used by Renee were
quite complex such as the set of stacking cups, wooden gear board would elicit little
or no responses in the child.
d. Kaine knew from his studies that toddlers are very interested in sensory and
exploratory play. He laid out a picnic blanket in the outdoor environment with the
following musical instruments in a basket: a bamboo rain stick, Aboriginal clap
sticks, an Indonesian gamelan, some Indian finger cymbals, tambourines, a gong
with beater, and Tibetan Prayer bells.
A: Kaine used an outward environmental set up for educating the children better
regarding the musical instruments. Thus, playing instruments in the open air would
create more resonance and crate louder and pronounced sound effects. This would
help the children better imbibe the actual sounds produced by each instruments.
4. Read the following scenario and identify three ways that you could respond to
encourage Nitesh’s play.
Scenario
Nitesh, aged 3, is playing in the home corner. The home corner is equipped with a child-
sized sink, stove and refrigerator, and has a range of cooking and eating utensils such
as mixing bowls, wooden spoons and spatulas, cooking pots, a wok, a rice cooker,
storage canisters full of seed pods and pine cones, coffee and tea pots, tea cups with
saucers, and assorted cutlery.
Nitesh puts the coffee pot on the stove for a few seconds, removes it and pretends to
pour from it into the cups. As you approach him, he offers you a cup.
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A: I can encourage the playful behaviour in the child by appreciating his kind gesture
towards me and praising the coffee made out to me. Additionally, I could appreciate and
discuss delightfully about his small kitchen set up and all his fancy utensils.
5. Read the following scenarios and identify which educators are supporting children’s
play through the flexible use of resources. Give reasons for your answer.
a. Jati, aged 18 months, walks independently and confidently but has had no
experience with climbing stairs. He has recently started care in a family day care
service where the educator’s home has a set of stairs that leads from the house
to the outdoor play area. Jati is fascinated with the stairs but seems frightened by
them. Jati’s educator, Sandra, and his mother agree it is better to let him explore
them and master the skill of climbing safely than to keep him inside. When
outside, Sandra places one of Jati’s favourite toys on the lowest step to attract
his attention. Once Jati is interested and she has his attention, she moves the toy
up onto a higher step (one step at a time). To help Jati understand how to get to
his toy, she demonstrates the actions required to climb with a baby doll.
A: In this context, Jati is a one and a half year old child who is attending services
at a day care centre. The child feels intrigued about the stairs at is educator’s
place but feels scared to climb them. The educator here that is Sandra uses a toy
to attract the child towards climbing the stairs and demonstrates the way to climb
using the toy. This further encourages the child and also reduces the fear in the
mind of the child regarding the same.
b. Achen, an educator in the three- to five-year-old room, has set up an exploratory
play area for the children to investigate the sounds that different homemade
musical instruments make. She added the following instruments to the area: a
long cardboard cylinder taped at each end and filled with some bells, plastic
bottles filled with small gumnuts, paper plates with metal curtain rings attached
around the edge, saucepans with both wooden and metal spoons, maracas
made from recycled materials, guitars made from shoe boxes and rubber bands,
and a xylophone made with tall jars and water.
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A: Achen had made a wonderful setup for explaining id details the sound made
by each home made instruments. This boosts the creativity limit of the child and
tampers the inquisitiveness in the child to study about the individual objects and
their properties. The difference in sounds produced by different objects further
helps the child in differentiating between wind instruments and chord
instruments. Therefore, Achen has been flexible in her approaches thus leaving
the power in the hands of the child to perceive and build opinions.
c. Melinda, an educator in the two- to three-year-old room, has set up the room for
morning play. She has eight children in the room and has provided the following
play resources: a home corner with inclusive baby dolls and beds that have an
assortment of sheets and blankets, a large tray full of rainbow rice with
measuring spoons and cups, funnels and pouring jugs, a tepee with thistle bricks
(a construction toy) inside, a basket full of jungle animals set out on a small table,
and an area for quiet reading and relaxation.
A: Melinda has used rather flexible resources for supporting the learning and
development in the two to five year old child. Here, the educator has provided a wide
array of playful resources for use by the children such as dolls for playing, funnels
and pouring jugs which can be used by the kids as dummy kitchen sets. Thus, the
large number of options available further builds learning and developmental interest
in the children.
6. Briefly outline how you would encourage children to make decisions about the
learning environment, and the everyday routines in place at an early childhood
education and care service.
A: Decision making in the children could be encouraged through active participation
where the children are put into theme plays. Therefore, an exposure through the dummy
situation can prepare the child in developing future objectives for facing similar
situations. The children should be proactively engaged with for gathering their approval
and disapproval regarding a procedure or technique.
7. Identify and list six features of a good learning environment. The identified features
must contribute to making the learning environment conducive to play.
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A: The features of a good learning environment are as follows:
• The students should be encouraged to ask questions proactively
• The question raised by the small children should be answered in an empathetic
manner
• Variety of learning sources should be provided to the children such as toys and
text books
• The children are placed at the centre of the services
• Learning should be personalized meeting the demands of each and every child
8. In the table below, identify what you could do to turn the everyday routine into an
opportunity for learning. For each routine listed, choose just one of the possible
learning opportunities identified to support, then list one action you could take to
support the child’s learning.
Everyday routine Possible learning
opportunity
Actions to take
(intentional teaching
practice) to support
childrens’ learning
Arrival time Social skills
Practicing punctuality in
the interactive sessions
with the children and
greeting the children well
every meeting; which will
inculcate punctuality
manners in the child
Morning Tea Social and language
development, self-help
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skills (self-feeding)
Arrangement of
children theme early
morning breakfast
sessions where the
children will be given
equal chances to
practice and depict their
culinary and table
manners
Bathroom Social, turn taking,
language and self-help
skills (independent
dressing, hygiene and
toileting)
the children should be
provided with sufficient
toilet training but the at
home and classrooms
telling them the
consequences of bad
toileting habits could
have upon their health
Packing up Social, helping skills,
maths, language The children could be given
play boxes and asked to
arrange their clothes in a
proper manner and the most
organized boxes would be
displayed to the whole class
as a token of appreciation
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9. Identify and list three strategies you would use to facilitate and support individual
children’s play and learning experiences.
A: The three strategies which could be undertaken by me to support play and learning in
the children are:
 Engaging better with the children and participating in their plays
 Helping the children in making their props
 Provide the children with proper and relaxing environment to support their playful
activities
10. Consider the ways, outlined in the table below, that show how an educator can
promote EYLF Outcome 1: A child’s strong sense of identity. Identify and record, in
the table, how you will do this in an early childhood education and care setting. What
sort of things might you say and do?
Access the EYLF, as needed, to guide your answers.
Ways to promote a child’s strong sense
of identity
What to say and do?
Display delight, encouragement and
enthusiasm for children’s attempts.
Applauding the works produced by the
children
Support children’s efforts, assisting and
encouraging as appropriate.
The children could be given gifts as a
token of appreciation supporting their
endeavors
Motivate and encourage children to
succeed when they are faced with
challenges.
Engaging in sessions with children where
they could be taught about mending
broken toys. This would encourage
positivity and restorative behavior in the
children
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Encourage children to make choices and
decisions.
The children should be provided with
alternative options to choose from which
would also develop their intelligence level
in the long run
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References
Gambaro, L., Stewart, K. and Waldfogel, J., (2014). Equal access to early childhood education
and care?The case of the UK. An Equal Start?: Providing Quality Early Education and Care for
Disadvantaged Children, pp.29-52.
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