Play and Development in Early Childhood Education and Care

CHC30113 Certificate III in
Early Childhood Education
and Care
Play and Development
V3.1 Produced 18 July 2016
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or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the
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Compliant Learning Resources

Date Summary of modifications made Versio
n
16/01/23 Version 1 final produced following
assessment validation.
V1.0
16/01/23 Amendments made to Part E, Question 3
regarding the wording
V1.1
27 October
2014
Amendments made to Part E, Question 3
regarding the wording
V1.2
17 November
2014
Changes made throughout document V2.0
16/01/23 Significant Changes made to document
following validation
V3.0
18 July 2016 Updated unit mapping and formatting V3.1
Assessment Workbook 4 V3.1 Produced 18 July 2016
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1. TABLE OF CONTENTS
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1.TABLE OF CONTENTS...............................................................3
2.INSTRUCTIONS........................................................................5
3.WHAT IS COMPETENCY BASED ASSESSMENT................................5
4.THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING .................................................................................7
The principles of assessment ..................................................................................... 7
5.THE DIMENSIONS OF COMPETENCY ...........................................9
6.THE UNIT OF COMPETENCY ....................................................10
CHCECE010 Support the holistic development of children in early childhood........10
CHCECE013 Use information about children to inform practice ............................12
CHCECE006 Support behaviour of children and young people...............................13
CHCECE007 Develop positive and respectful relationships with children..............15
7.ASSESSMENT REQUIREMENTS.................................................17
8.REASONABLE ADJUSTMENT.....................................................17
9.ASSESSMENT METHODS ........................................................19
10.PRESENTATION....................................................................20
11.ASSESSMENT WORKBOOK COVERSHEET.................................21
12.KNOWLEDGE ASSESSMENT...................................................23
13.PART A – HOLISTIC DEVELOPMENT.......................................23
14.PART B – SUPPORT PLAY AND LEARNING...............................38
15.PART C – USE INFORMATION ABOUT CHILDREN ....................40
16.PART D – RESPECTFUL AND POSITIVE WITH CHILDREN............43
17.PART E – SUPPORT BEHAVIOUR ...........................................47
18.CASE STUDY A – HOLISTIC DEVELOPMENT.............................57
19.CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL
RELATIONSHIPS WITH CHILDREN................................................59
20.CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR.......62
21.PROJECT – OBSERVING, GATHERING AND ANALYSING
INFORMATION..........................................................................68
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WORKBOOK CHECKLIST............................................................77
22.FEEDBACK..........................................................................78
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2. INSTRUCTIONS
Some questions cover underpinning knowledge content and concepts. These
questions are all in a short answer format. The longer questions requiring the
application of concepts are covered in the other assessments. You must
answer all questions using your own words. However you may reference
your learner guide, and other online or hard copy resources to complete this
assessment.
If you are currently working as part of an Early Childhood Education/Child
Care team, you may answer these questions based on your own workplace.
Otherwise consider what you should do if you were working as part of an Early
Childhood Education/Child Care team.
3. WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will encounter
in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units 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 a competency system, knowledge for the sake of knowledge is seen
to be ineffectual unless it assists a person to perform a task to the
level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these exist.
Where such competencies do not exist, the outcomes are based upon
those identified in a training needs analysis.
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Assessment Workbook 4 V3.1 Produced 18 July 2016
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4. THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The principles of assessment
Assessment must be valid
o Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
o Assessment must include the combination of knowledge and skills
with their practical application.
o Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a number
of contexts.
Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards for
assessors to ensure reliability.
Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
o Assessment must provide for the recognition of knowledge, skills
and attitudes regardless of how they have been acquired.
o Assessment must be made accessible to learners though a variety
of delivery modes, so they can proceed through modularised
training packages to gain competencies.
Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
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o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon between
assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
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