CHCECE003 Provide Care for Children Assessment - Desklib

This page contains the assessment details for CHCECE003 Provide Care for Children. It includes case studies and project work. The assessment aims to evaluate the student's ability to provide physical care, promote physical activity, adapt facilities, help children with change, and settle new arrivals. The page also includes instructions, file naming conventions, and submission guidelines. The assessment requires knowledge of applicable legislation, policies, and procedures. The page provides sample answers and feedback from the assessor.

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CHC30113 Certificate III in Early Childhood Education and Care
CHCECE003 Provide care for children
CHCECE003 Provide care for children
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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
Assessment submission
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identified by the unique Open Colleges Code.
It is important that you keep a copy of all electronic assessments submitted to Open
Colleges.
CHCECE003 Provide care for children
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Getting started
The assessment activities in this booklet have been designed to allow you to provide evidence
that demonstrates your competence in the unit CHCECE003 Provide care for children.
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 judgements
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
For CHCECE003 Provide care for children, you are required to complete one written
assessment task, which has two components, case studies and project.
In completing the final assessments, you will show evidence of your ability to:
provide physical care
promote physical activity
adapt facilities to ensure access and participation
help children with change
settle new arrivals.
Assessment number Assessment deliverables
31836B/01 Written assessment
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2. 31836B/01 Written assessment
Part A – Case Studies
Student instructions
 Read the following case studies and then answer the questions that follow. 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 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.
 When referring to workplace policies and procedures or position descriptions please
submit with your assessment to support your answer.
Case Studies
Case Study 1
Rebecca is a four-year-old child who is about to enrol in the pre-school room. She has a
physical condition known as an ‘imperforate anus’. Imperforate anus is when there is no
opening at the end of the digestive track where the anus normally is. This condition affects
about 1 in every 5000 babies, and is a defect that occurs during the fifth to seventh weeks of
fetal development. As a consequence, Rebecca experiences trouble with bowel control and
continuously leaks fluid from her anus that can be quite strong smelling.
She has attended the service twice with her parents as part of the service’s orientation process
and has spent time in the room with the other children. She has had bowel accidents on both
occasions, which has been noticed and commented on by the other children. With one child
saying ‘Does the smelly girl have to be in our room?’ This was asked in front of both Rebecca
and her parents.
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Complete the following:
1. Identify two strategies you would use with the children to promote understanding and
acceptance of Rebecca and her medical condition?
1. Too aware about the conditions of imperforate anus which Rebecca is suffering
from.
2. Teach children's that anyone can have such type of problems and also reassure the
children's that it will be okay.
Insert your answer in this box. Do not change or edit your original response
The educators must provide education and knowledge to children about safe Toileting. They must
aware children about if the toilet accidents are not effectively managed then it can cause long term
effects on the health of children. Educators must encourage the children to share their emotions
and feelings and the things which affect them most. The educators must establish relationships with
children as it can help to know about health conditions of children.
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Assessor Feedback
, your response here does not reflect the information from the Learner Guide
The question asked you to identify two strategies.
The first response is not clear to me.
PLEASE take your time accessing this valuable RESOURCE
https://www.qcaa.qld.edu.au/kindergarten/qklg/practice/intentional-teaching-practices
It will introduce you to a variety of teaching strategies we use when working with young children.
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This question is about how you will support Rebecca feel a sense of belonging in the classroom.
ONE important strategy is to support Rebecca’s by supporting her peers.
When other children in the classroom understand Rebecca’s needs then this will help Rebecca to
feel accepted.
You as the Educator play a SIGNIFICANT part here by being a role model of inclusion and setting
the expectation that everyone belongs in the classroom.
Never underestimate how important small group time is with children – for stories, discussions,
projects - a powerful opportunity to discuss acceptance, inclusion etc.
I would encourage you to refer to TOPIC 8.2.7 Discuss with children how their bodies work and
the importance of physical activity to people’s health and wellbeing
REMEMBER: Children learn through play.
Consider how you will help children understand through play.
For example: I will display posters in the room with people with disabilities/ additional needs.
 I will read stories to them regarding children with medical conditions.
An intuitive educator will set up a hospital/medical/doctors area for children to explore a variety of
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issues related to health – you may be surprised at how much children actually know!
2. Briefly describe three actions educators can take to help Rebecca manage her toileting
needs in a way that both promotes her independence and also protects her self-esteem?
 Keep a box in the washroom which contains spare clothes or wipes for Rebecca.
 Help her to avoid accidents by reminding her to use the toilets in every few hours.
 Empower her to be independent and help her to rejoin the activities or games.
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Assessor Feedback
, these are appropriate strategies to support Rebecca manage her toileting needs.
This question asks you to describe how YOU would manage Rebecca’s toileting needs.
Rebecca is described as experiencing difficulty with bowel control. This is very different from toilet
training a toddler
When we work with a child with additional needs it is important to gain specific guidelines.
In this situation, it would be appropriate to consult with Rebecca’s parents for practices to support
her.
IMPORTANTLY, educators need to have reasonable expectations about hygiene skills.
Your aim should be to ensure your strategies are relevant and specific to Rebecca.
For example: I will ask the parents for spare clothes
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 I will make sure the Rebecca’s belongings are positioned easily for me to access when an
accident occurs
3. State how the Early Childhood Australia Code of Ethics relate and can be used to
guide your interactions with this child?
http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2016/07/ECA-COE-Brochure-
2016.pdf
Ans. These code of ethics basically guide the decision making in relation to ethical
responsibilities.
It is because every child has its state of interest and capacity to contribute to their society.
These ethics involves children's learning that is play and leisure as it is important in their
development and well-being.
Insert your answer in this box. Do not change or edit your original response
The code of ethics can help educator to know more about the interest and strengths of Rebecca.
Having understanding and knowledge of code of ethics can help educator to understand the
conditions of Rebecca. The code of ethics can provide guidance for making decisions about her
medical condition and help her to get out of it.
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Assessor Feedback
I am pleased to see you have accessed the Code of Ethics.
It’s such a powerful document, that helps to guide all Educators.
The question asks you to describe your interaction with Rebecca.
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So, consider describing how YOU will interact with Rebecca, rather than general statements.
It’s an opportunity to see what the Code of Ethics looks like in daily practice
For instance:
 I will be sensitive to the needs of Rebecca and her family
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4. Identify the policies and procedures, under the National Quality Framework, an
education and care service must have in place that will help guide your actions in this
situation.
Ans. The policies and procedures under the national quality framework must involves a
policy for managing medical conditions, requirement of the communication plan which has
to be developed for staff members and parents, the parents are required to develop a medical
management plan when their children's enroll with specific health conditions.
Office use only
Assessor Feedback
For your own learning, I would encourage you to read the question carefully, and be a little more
discerning
This question simply asked to identify a relevant policy and procedure
I would encourage you to use the clues in the case Study to identify an appropriate Policy and
Procedure.
CLUE 1: The case study describes Rebecca with a medical condition and has additional needs.
CLUE 2: The case study has mentioned that toileting accidents occur.
In every childhood service there are clear and specific procedures to clean faeces or highly
infectious waste.
It would have been sufficient to simply list a policy and procedure such as:
 Hygiene POLICY
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5. Briefly explain how involving Rebecca’s parents in the management of her condition
at the service will reduce their anxiety about leaving her in the mornings?
Ans. At the service, it must involve the policies for managing the medical conditions. It
must include the communication plans which should be developed in between teachers and
parents so that they will know how their children's are feeling at preschool and also get
information about their health conditions.
As knowing about their children's can reduce the parent’s anxiety level about leaving at
workplace.
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Assessor Feedback
Involving the parents is definitely key to reducing their anxiety and meeting the individual needs of
their child.
I like that you value their input and the exchange of information.
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Case Study 2
A family with two children attending the service send their children each day without a hat
on an ongoing basis. The parents have advised the service that they cannot get their children
to wear them so cannot see the point in sending one. On most days both children also attend
in singlet tops with small spaghetti straps.
Complete the following:
1. Write a short script detailing how you would address the issue presented with the
family to ensure children are dressed in a way that protects them from the sun, and
respects the parent’s views.
Ans. According to the above case study, children should wear proper dress or cover their
bodies in order to prevent their skin from sun burn.
They should wear hats or should apply such creams which can protect them from the
harmful rays of the sun.
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Assessor Feedback
The purpose of this task is to help you demonstrate your constructive communication methods, to
help develop partnerships with parents, even when the conversation is challenging.
Your response is brief and does not provide enough information about how you will support the
parents understanding.
Rosy, the question did ask you to write a short script.
It would have been great to see you attempt this style of writing – it will become part of your daily
practice as an Educator
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It is always to your advantage to support your conversations with Families with by referring to
policies and procedures.
Asking the parents to bring in the correct hat and clothing would be required.
Then we, as Educators, can use a variety of strategies throughout the day to reinforce the Sun
Smart procedures.
Remember, we have a role here too to support Parent’s.
TOPIC 8.2.2 Promote the sun protection of children to meet the recommendations of relevant
recognised authorities has a SAMPLE SunSmart policy for early childhood addresses this
It provides valuable information how we can support others Learning and Skills – I would highly
recommend having a copy of this valuable resource
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2. Identify which sections of the Regulations and National Quality Standard could be
referred to when explaining your responsibilities to children with regards to sun
safety.
https://www.legislation.nsw.gov.au/#/view/regulation/2011/653
https://www.acecqa.gov.au/nqf/national-quality-standard
Ans. The quality area 2 which is about children's health and safety defines the
responsibilities to children's about the sun safety.
Insert your answer in this box. Do not change or edit your original response
The regulation 168 and Quality area 2 can provide the information about responsibilities to
children's about the sun safety.
Office use only
Assessor Feedback
I am pleased to see you identify the correct Quality Area 2: Children’s health and safety.
This refers to Sun Safety
Be careful reading this question Rosy.
It asked you to INCLUDE the Regulation
The National Regulations and the National Quality Standard are TWO DIFFERENT DOCUMENTS
LEARNER REFLECTION 6 provides you with a link to ACECQA
This is an IMPORTANT website to be become familiar with
You can access The National Regulations AND National Quality Standards from the ACECQA
website.
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Locate HEADING: Division 2 Policies and procedures
Review the Regulations from 168 – 172
Identify the most relevant regulation for this case study
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3. Identify three strategies you could use to encourage the children’s cooperation with
the service’s sun safe policy?
Ans. 1. Educate children about sun protection.
2. Children's should use the clothes as well as hats which are sun protected.
3. Decrease the outdoor game playing during the peak UV days in order to prevent the sun
burn.
Insert your answer in this box. Do not change or edit your original response
The educators must set a up a table with sunscreen and mirror as well. Before the children
go out for play, the educators must sit next to the table in order to assist and act as a role
model for children how to apply sunscreen all over my face neck and arms. The process
will positively encourage the children to be independent and can build confidence by
putting their own sunscreen. The educators must teach the children with help of sun songs
for example, Slip Slop Slap.
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Assessor Feedback
this response does not reflect the information from the Learner Guide
This question asks how YOU will encourage children’s cooperation.
Children learn by doing and through play.
Your role as an Educator should be of kindness, supportive, gentleness, caring etc.
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In your Learner Guide, there is a whole Topic 8.3.2 dedicated to SUN SAFETY
I am expecting to see something like:
**** I will set up a table with sunscreen and a mirror. Before we go out to play, I will sit next to the
table to assist and role model for children how to apply sunscreen all over my face neck and arms.
This will encourage the children to be independent and build confidence by putting their own
sunscreen
**** Teach the children the sun smart song - Slip Slop Slap
Resubmit using your own examples
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4. Identify four information resources that you could make available to all families at
your service regarding sun safety. In your answer, include the full title of each
information resource, and/or website including the web address to clearly identify the
resources you would direct the parent to.
Ans. 1. The families and their children's should avoid the time which is spent in outdoors
games during the UV peak days so as to prevent the sun burn.
2. Children's should wear proper clothes which can protect them from harmful rays or UV
rays.
3. Always apply sunscreen prior to the exposure of sun in order to prevent sunburn.
4. One should always wear sunglasses that can filters the UV light so that eyes can stay
protected.
Resource: https://www.careforkids.com.au/child-care-articles/article/130/protecting-your-
childs-skin-in-child-care
Insert your answer in this box. Do not change or edit your original response
Information Resource 1: Health, well-being and Nutrition.
Name of Article: Protecting your child’s skin in child care.
Resources for Parents include: Sun Protection: A primary teaching Resources
<https://www.who.int/uv/publications/en/primaryteach.pdf>
Website: <https://www.careforkids.com.au/child-care-articles/article/130/protecting-your-childs-skin-
in-child-care>
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Office use only
Assessor Feedback
It asked you to include the full title and clearly identify the resources you would direct the parent to.
Here is a study tip:
I like to CHUNK this into:
Information Resource 1:
Name of Article:
Resources for Parents include:
Website:
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Case Study 3
You have recently commenced work in the two to three-year-old room at an early childhood
education and care service. This service provides progressive meal times so that children
can choose to eat when they are hungry, rather than according to a timetable. As part of this
mealtime procedure, educators simply place food on a table and move away from the area.
Children approach the table at their own leisure when they notice the snack or meal has
been served. However, you notice at times, not all children eat throughout the day, and they
are not encouraged to eat by the educators.
You also notice during mealtimes educators stand to one side discussing personal matters
until the children have finished eating. Yesterday, a two-year-old choked on a piece of meat
and you were the only educator in the room who noticed.
Complete the following:
1. Which part of the Regulations is being breached?
Ans. The part of regulation which has been breached is the educators should maintain a
proper time table for eating process and should stay at the place where the meals are
distributed among children's in order to prevent children's from any harm.
Insert your answer in this box. Do not change or edit your original response
Regulation 168 policy from NQS 2 has been breached.
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Assessor Feedback
I think in your haste, you have missed reading this question carefully.
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This question is asking you to refer to The Education and Care Services National Regulations
Here is the link: https://www.legislation.nsw.gov.au/#/view/regulation/2011/653
Please resubmit and include the Regulation name and number
2. Who should you consult in regards to the breaches in Regulations, and the lack of
supervision provided by educators when children are eating and drinking at the
service?
Ans. In order to maintain a proper discipline among children's, educators must design a time
table of when the children's get their meal.
In addition to this, while children's having their meal educators should stay with them in
order to supervise them.
Insert your answer in this box. Do not change or edit your original response
The inappropriate behavior of educators must be reported to the higher authority or the management team of
the educational institutions.
Office use only
Assessor Feedback
I am concerned about your comment to discipline children – it seems very authoritarian, rather than
supportive.
Who is responsible for the behaviour of the Educator’s?
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Consider who at the Service should you report to.
3. Give two examples of how children could be transitioned from their activities to meal
times.
Ans. 1. To show the enthusiasm for healthy food by making their mealtime more pleasant
as children's feel much more comfortable if their educators sit with them and share their
meal also.
2. Some fun food activities should be planned to make children's to try some new food
items.
Insert your answer in this box. Do not change or edit your original response
In this, every people is experiencing some of the transitions every day. The children need
encourage in order to manage the alterations so that children do not feel nervous or
overwhelmed. In addition to this, the simple cues can aid the children to predict as well as
prepare for alterations, that in turn can enable the children to feel secure and confident as
well.
1. The educators must provide transition notice to children and provide support to
them.
2. The educators must use play as well as the interest of children.
3. The educators should use visual cues to children and make them understandable.
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Office use only
Assessor Feedback
This question is asking what you as an educator will do to transition children between activities to
mealtimes.
I would encourage you to return to TOPIC 8.4.1 Prepare children for changes in a supportive and
timely manner.
In particular, take your time reading RESOURCE 8538 Plan effective Transitions for children.
In particular page 27 TRANSITIONS – BETWEEN ROOMS, DAILY ACTIVITIES AND BEYOND.
Singing songs, stories, a group game are good examples of transition experiences.
It will outline ways you can include children in a new transition.
Please be aware that transitions are not about issuing a warning
This will help support you for work placement.
Here are 6 steps/techniques/strategies you could use to support children through transitions:
https://www.careforkids.com.au/child-care-articles/article/363/six-strategies-to-help-children-
transition-through-their-day
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 Give transition notice and individual support. ...
 Sing the directions. ...
 Use play and children's interests. ...
 Choose your words carefully. ...
 Use visual cues. ...
 Give specific positive feedback after transitions.
As an Educator, it should be your aim to have a list of songs and games to play to support
transitions
For example, I will have a group of children sit in a circle with me. I will select 1 child to stand up, and as a group we will sing “Five Cup Cakes in the Bakers
Shop” https://www.youtube.com/watch?v=u2KV-0DUzl0
 The lead child will choose a friend to “buy the cupcake” and together they walk to the
bathroom to wash their hands and get ready for lunch
4. Outline two ways that you could include the children in the creation of a new
transition within their daily routine.
Ans. 1. Educator's should add some exercise in daily routine so that children's can move
their bodies as in the preschools it is a great way to make children's more flexible.
2. They should add fun games and fun food activities so that children's can take more
interest in their meals.
Insert your answer in this box. Do not change or edit your original response
The educators must support and motivate the children to use transition games.
The educators must find out about the children, what they like or do not like.
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Office use only
Assessor Feedback
Sadly, this question has been misunderstood Rajan
This question is asking how you could include children in a transition.
Would you stand in the middle of the classroom, and with a raised voice call out ordering children to
‘line up’ and go to wash their hands?
Or….. would you use the same group game every day of the week to transition children?
Consider teaching practices such as ….…. Invite, Ask, Suggest and Seek information from the
children That means, letting the child lead.
It’s a great way to:
*** motivate a child to be included in a transition game.
*** find out what children like or do not like.
*** let the child lead
I would encourage you to access the booklet from the PSC Alliance How to series, ‘Plan effective
transitions for children in education and care services’, RESOURCE 8300)
https://www.ecrh.edu.au/docs/default-source/resources/ipsp/plan-effective-transitions-for-children-in-
education-and-care-services.pdf?sfvrsn=10
In particular read page 27 TRANSITIONS – BETWEEN ROOMS, DAILY ACTIVITIES AND
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BEYOND.
It will outline ways you can include children in a new transition.
For example:
*** During group time, I will ASK a child if she would like to use the Puppet Story as a game.
Case Study 4
Ahmed is a three-year-old boy who has attended the education and care service where you
work since he was 18 months old. He recently moved into the pre-school room on his
birthday. The last two times his mother has dropped him off at the service in the mornings
he has become inconsolable; grabbing at his mother, sobbing and pleading with her to not
leave him.
Complete the following:
Identify two possible reasons for Ahmed’s recent change in behaviour.
Ans. 1. For Ahmed everything is new for him such as new children's, new rules and
regulations.
2. New faces of his educators.
Office use only
Assessor Feedback
a new environment and new faces these certainly will cause Ahmed distress and he will feel upset.
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Did you read the National Quality Standard Professional Learning Program case studies detailed in
‘Transitions: between groups, settings and beyond’?
https://www.ecrh.edu.au/docs/default-source/resources/case-studies/nqs_plp-case-study-
2_transitions.pdf?sfvrsn=10
I liked how the three case studies provided practical examples and insights into helping children with
change and transitions.
Describe three strategies that should have been put in place prior to Ahmed’s transition to the
pre-school room to reduce his anxiety.
Ans.1. To make aware about the various games which are played in a particular preschool
so that Ahmed can build their interest.
2. Interaction with their educators can help Ahmed to overcome his anxiety level.
3. Educators should add some fun activities in preschool so that Ahmed can take part in
the activities and also build their interactions among other children's.
Insert your answer in this box. Do not change or edit your original response
The children need encourage in order to manage the alterations so that children do not feel
nervous or overwhelmed. In addition to this, the simple cues can aid the children to predict
as well as prepare for alterations, that in turn can enable the children to feel secure and
confident as well.
Office use only
Assessor Feedback
I am concerned your response does not reflect the information from the Learner Guide Rosy
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This Case Study is about TRANSITIONS – so your answers should be tailored specifically to
information about transitions
Did you get a chance to access ‘Plan effective transitions for children in education and care
services?https://www.ecrh.edu.au/docs/default-source/resources/ipsp/plan-effective-transitions-for-
children-in-education-and-care-services.pdf?sfvrsn=10
You can locate it in Topic 8.3.1 Prepare children for changes in a supportive and timely manner
It will explore specific strategies to use when you support a child and the family with transitions
For example, I am expecting to see something like:
 Ahmed should have participated in an orientation process.
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3. Describe how you would react to Ahmed’s change in behaviour to reduce his distress?
Ans. Educators should help Ahmed to form trust and a sense of security.
As an educator they should empower Ahmed to explore his surrounding and also his
relationships with others.
Insert your answer in this box. Do not change or edit your original response
As an educator, I will acknowledge his feelings of distress and make him understandable about the situation.
Office use only
Assessor Feedback
Sadly, you have not described how YOU will support Ahmed
In the case study, Ahmed is experiencing distress and separation anxiety because of his transition
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into a new classroom
It is asking how YOU will support Ahmed during this time.
Supporting a child through separation requires a special sensitivity from the Educator
Other ways approaches could include:
• I will acknowledge his feelings of distress.
4. Outline two strategies you could use to support Ahmed’s mother during this time of
transition.
Ans. 1. As a mother, she should provide extra care and attention that includes the kind
words or hugs.
2. she must be available in order to encourage Ahmed through his transition process.
Insert your answer in this box. Do not change or edit your original response
The educators must use the social referencing in order to aid them establish trust with the
children by simply welcoming their families and making them feel comfortable within the
service environment. The educators must start their interactions with the children as well as
can involve the child in the activities which the child has an interest in to aid ease them into
separation.
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Office use only
Assessor Feedback
, you have provided valid statements, but they do not include actual practices you will implement to
help Ahmed’s mother
Consider how you will include Ahmed's mum in her son’s transition
Parent’s will always appreciate it when you let them know they can contact the Centre at any stage
to find out how their child is settling
Here is an excellent article I share with my Team when reflecting on Transitions with children and
families: Plan Effective Transitions for Children
https://www.ecrh.edu.au/docs/default-source/resources/ipsp/plan-effective-transitions-for-children-in-
education-and-care-services.pdf?sfvrsn=10
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Case Study 5
Josh is four and a half years old and lives in an apartment. You have noticed that Josh does
not actively involve himself in ball games that his peers are playing during outdoor play.
During discussions with Josh’s mother, she tells you that Josh does not get to play outdoors
much because both his parents work long hours and he is with an elderly grandparent during
the weekend. You set up an activity with balls and hoops and encourage Josh to participate in
the game. He attempts to kick the ball twice but misses both times. Josh’s peers laugh at him
which causes Josh to pick up a ball and throw it at his peers. He yells at them to ‘go away’,
bursts into tears and runs away. Josh’s peers yell back that ‘he is a cry baby’ and then they
continue with the game.
Complete the following:
1. List five activities that you could participate in with Josh that would help you
determine what developmental level he is at with his fundamental movement skills
and which physical activities interest him.
Ans. 1. Plan daily an unorganized active play.
2. Give him space and time for his free play.
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3. Josh's mother must take regular walks together in order to add some physical activity in
his daily routine.
4. His family must set-up the play-dates which involves various activities.
5. His parents should support and empower their child participating in the activities.
Insert your answer in this box. Do not change or edit your original response
1. Catch (underarm Throwing): stand roughly 3-5meters away from Josh and using underarm
throw the ball back and forth.
2. Dancing: It can help to stay fit. It can also help to enhance the heart, lungs and mental
health conditions.
3. Running: Josh must do running as it can decreases the risk of heart illness by half.
4. Jumping.
5. Kicking.
Office use only
Assessor Feedback
Please read the question carefully
This question asks you to list activities that you could use, so you can understand Joshua’s
physical development - what he is physically capable of.
I am not sure why you are directing the parents in your response
This question asks you to list activities that you could use, so you can understand Joshua’s physical
development - what he is physically capable of.
34

TOPIC 8.1.1 Consistently implement movement and physical experiences as part of the
program for all children provides you with links to valuable resources
In particular, access:
** National Physical Activity Recommendations for Children 0-5 years
http://www.health.gov.au/internet/main/publishing.nsf/Content/pasb
** Kids at Play https://goodhabitsforlife.act.gov.au/kids-at-play/fundamental-movement-skills-fms-1
For example:
Catch (underarm Throwing) – stand roughly 3-5meters away from Josh and using underarm throw
the ball back and forth.
2. Describe how you can involve Josh in setting up the outdoor learning environment.
Ans. In order to involve Josh in setting up the outdoor learning environment, his parents
must provide him his favorite toys or plays which he can play in the outdoor area.
They must provide some extra toys so that Josh can take some interest in other toys also.
Insert your answer in this box. Do not change or edit your original response
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Supporting and scaffolding the learning of children with help of play is much more than the
management and confirmation of learning. Providing Josh an environment which can
support the identification of goal, forward planning, interaction with friends is quite
essential to assist the children to feel confident while participating in the risk taking
activities.
Office use only
Assessor Feedback
The question asked you to describe YOUR actions, Rosy – not his parents.
I would suggest referring to TOPIC 3.5 Engage with children in constructing their own play
settings/environments and create indoor and outdoor environments that stimulate and reflect
children’s interests
Creating an opportunity for a child to feel included will support his sense of agency and ownership –
these are appropriate strategies to use with Josh
For example:
Consider if you will invite Josh to select from the outdoor storage what he would like to see included
in the outdoor learning environment.
3. List three resources that you could make available in the outdoor play environment
that might encourage Josh to participate in spontaneous physical activity.
Ans. 1. Take the Josh's favourite indoor toys or plays to the outdoors.
2. Provide Josh with variety of outdoor toys or games.
36

3. Take Josh to a place where variety of toys or plays are present.
Insert your answer in this box. Do not change or edit your original response
1. See saws.
2. Swings.
3. Spring riders.
Office use only
Assessor Feedback
Careful reading this question
In this question it is asking for resources – physical equipment for Josh to participate with.
Your response is so broad and general, it makes it difficult to assume your knowledge
Please list actual physical resources you could make available in the outdoor play environment that
might encourage Josh to participate in spontaneous physical activity.
You need to list things this child could interact with.
4. Outline how you can embed physical experiences in a daily program to improve gross
motor skills of all children. Refer to the National Physical Activity Guidelines for
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Australians and the Get up and Grow: Healthy eating and physical activity for early
childhood resources to ensure that you are meeting all the necessary requirements.
Ans. There are various physical activities which an educator must add in daily routine in
order to enhance the gross motor skills of all the children's such as balance activities,
jumping ropes, organized sports and many more.
As these such activities can help to encourage the physical development of the muscles
among children's.
More activities should be added among children's such as play hopscotch in order to
develop children's ability to jump and also enhance the motor accuracy.
Insert your answer in this box. Do not change or edit your original response
The guidelines about how much the physical activity is recommended for
infants,toddlers and preschoolers can involve: all the children can have benefits from
various physical activities, inactivities and sleep within each day. The children often
love to move around and can explore their world. It can help the children to maintain
their weight healthy. It can also build strong bones and muscles and can effectively
enhances the balance, their coordination skills and many more.
The educators must involve the daily physical activities for children such as selecting
an activity which is suitable and effective developmentally. While providing activities,
educators must ensure about the safe environment.
Infants (Birth to 1 year): Tummy time for those not yet mobile.
Toddlers (1 to 2 years): Having a variety of age appropriate play equipment will encourage
free play and will get the children moving. Slides, swings, play gyms etc. educator will give
the children opportunities to jump, climb, swing etc.
Preschoolers (3 to 5 years): Have structured play opportunities like ball games, tag, hide and
seek etc. to encourage the children to move around.
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Office use only
Assessor Feedback
Please resubmit this question
This question is asking for TWO actions from you
FIRST:
Access National Physical Activity Guidelines for Australians (simply google this)
It has information about how much physical activity is recommended for children
NEXT:
Outline how you will include physical activities into the Daily Routine/Program – for all aged children
– that means to include infants, toddlers and pre-schoolers
There are many occasions within the Daily Routine/Program that will allow you to embed/include
physical experiences.
I like to CHUNK the question into small parts to make sure I meet each criteria
For example:
Infants (Birth to 1 year) Tummy time for those not yet mobile
 Insert another example
Toddlers (1 to 2 years) Having a variety of age appropriate play equipment will encourage free play and will get the
children moving. Slides, swings, play gyms etc.… will give the children opportunities to
jump, climb, swing etc.…
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 Insert another example
Preschoolers (3 to 5 years) Have structured play opportunities like ball games, tag, hide and seek etc.… to encourage
the children to move around.
 Insert another example
*** I will implement a music and movement experience for transitions, rather than just call a child’s
name
*** I will dramatize a popular finger rhyme into a dance to get children up and moving. (This was
always a success for me during transitions)
*** Organising activities for structured physical activity and play during group times and outdoor play
times, such as Frog Jumping games, dance games, balancing games, ball games and structured
group time activities where they practice different ways they can move their body.
Refer to TOPIC 8 2.6 Foster children’s participation in physical activities for more ideas.
40

5. List three indoor activities that you could use to teach Josh and his peers about the
benefits of physical activity for their bodies.
Ans. 1. Exercising yoga.
2. Card Games.
3. Tennis ball race.
Insert your answer in this box. Do not change or edit your original response
 Age-appropriate books about different activities and sport.
 Jumping Jacks.
 Drawing.
Office use only
Assessor Feedback
Yes, I can see how these can build his interest in physical activity.
It would be great to see you add a little more detail in this response Rosy – otherwise, it makes it
very difficult to assume your knowledge
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For example:
**** I will read age-appropriate books about different activities and sport
This case study is about Josh who shows no interest in physical activity.
As an Early Childhood Educator our aim would be to get Josh moving and being active – rather than
passive or sedentary activities
6. Give an example of how you can use intentional teaching to scaffold the fundamental
movement skill of ‘jumping’.
Ans. Josh's parent should teach him how to play jumping games or they should take their
children's to the playground and let the children's to try to jump down from the surfaces of
varying heights while parents provide them a finger to hold their confidence.
Insert your answer in this box. Do not change or edit your original response
 I will offer direct assistance when the child starts
 I will lead the learning
 I will role model
As an educator, I will use intentional teaching in such a manner for example, I will
offer to hold the child’s hands and do the fundamental movement with them.
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Office use only
Assessor Feedback
I am curious why you have deferred to Josh’s parent to teach.
Rosy - this is an opportunity to describe your actions, and how you will teach a new skill to
another person.– just like you would share a cooking recipe, you would describe it step by step.
The question is asking you to outline a specific example – rather than broad and general statement.
You were first introduced to intentional teaching in Module 1 and Module 2
Intentional teaching involves educators being thoughtful, purposeful and deliberate in their
decisions and actions.
When educators use intentional teaching practices, they take an active and deliberate role in
children’s learning.
Please reflect on your response here
For example:
FIRST: IDENITFY THE SKILL e.g. to jump forward
Some INTENTIONAL TEACHING strategies may include the following:
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When I want to teach a new skill, I will:
 I will lead the learning I will demonstrate I will role model I will offer direct assistance when the child starts
 Then I will step back, but stay very close to offer support and assistance
In practice it could look like: I will put on “five little monkeys” with a video behind me of the monkeys jumping on the bed
and copy the motion, so the child feel more inclined to try to join in and jump as well I will offer to hold the child’s hands and do the fundamental movement with them.
 I will take them through a step process, pointing to their legs and saying bending is the first
step
ADD THIS TO YOUR RESOURCE KIT:
https://healthykids.nsw.gov.au/downloads/file/campaignsprograms/FMSinAction3-5yrolds.pdf
It has fantastic examples & strategies to support intentional teaching of jumping – this fundamental
movement
I also liked reading the NSW Health fact sheet ‘Simple, fun ways to get young children active each
day’
https://www.healthykids.nsw.gov.au/downloads/file/campaignsprograms/
Simpleideastogetchildrenactiveeachday.pdf
It had some good examples of how to encourage this gross motor skill
44

7. When setting up outdoor activities for children, what considerations need to be made
in regards to weather? Identify two considerations.
Ans. 1. It is necessary to ensure whether the outdoor surrounding is sun safe or not and
whether it may provide shades for children's or other members.
2. It is also important to ensure that all the children's or members are well protected from
high exposure to UV rays.
Office use only
Assessor Feedback
I can see you are on the right track here
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It is asking what factors you will consider BEFORE going outdoors for play – related to the weather
– rather than sun safety or resources
Other examples of practice could include:
*** I will consider air temperature
*** I will consider air movement (e.g. is it simply too windy to be outdoors?)
Here is a great resource from your leaner guide that I share with my Team of Educators: Guidelines
to shade” a practical guide for shade development for New South Wales
http://www.cancercouncil.com.au/wp-content/uploads/2011/04/Guidelines_to_shade_WEB2.pdf
8. How would you respond to Josh’s reaction to his peers’ taunts? Explain what tools
you could give him to deal with this situation differently if it occurs in the future and
describe two coping strategies Josh could use.
Ans. Josh's parent must support him and also encourage him to participate in outdoor
activities. His parents should talk to him in order to improve his physical strength. The two
coping strategies which josh could use like firstly, he must improve the communication
skills and the second is he should ask for assistance to his educators.
Insert your answer in this box. Do not change or edit your original response
As an educator, I will walk over to Josh and ask him if he is okay and ask if there is
anything I can do
The coping strategies can involve:
1. Assist Josh with effective suggestions of what he could say to his peers if
46

they were to taunt him again.
2. Ask Josh to name who he should go to when he is feeling upset.
Office use only
Assessor Feedback
Sadly, you have not clearly responded to the question
This Case Study describes Josh’s peers as making fun and taunting him.
Imagine yourself in this scene, and reflect on:
➢ Have you really considered Josh’s feelings?
➢ Did you acknowledge how he is feeling?
➢ Consider what you might say, and throwing the ball at his friends is not the issue here?
This question asked you to describe how you will respond to Josh’s reaction to his peers:
For instance:
*** I will walk over to Josh and ask him if he is okay
*** I will ask if there is anything I can do
What coping strategies can you suggest? You need to provide 2.
This is a great opportunity to use as a teachable moment to support children's emotional learning
about exclusion, taunting, and unfair play.
Some coping strategies could include:
 Assist Josh with suggestions of what he could say to his peers if they were to taunt him
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again
 Ask Josh to name who he should go to when he is feeling upset
Did you find the readings from TOPIC 8.4.3 Identify and respond to children’s feelings openly,
appropriately and with respect supportive?
9. How will you begin a conversation with Josh’s peers’ to make them understand the
effects of their behaviour?
Ans. According to Josh's case study, his parents should talk to his peers and tell or request
them to corporate with their child. Josh's parent should also tell them to play with their child
so that Josh can also feel comfortable within their environment.
Insert your answer in this box. Do not change or edit your original response
As an educator,
48

 I will walk over to the children, and ask for their focused attention.
 I will bring to their attention their behaviour and words are hurting another
person.
 I will find a relevant story and read this to the classroom.
 I will lead group discussions about fairness, caring, etc
Office use only
Assessor Feedback
Please continue to reflect on this
It is not appropriate to have Josh’s parent speak to other children.
This Case Study describes Josh’s peers as making fun and taunting another child.
Imagine yourself in this scene, and reflect on:
 Is this acceptable behaviour?
 Should this behaviour be ignored?
 Consider how you will approach these other children who laughed at Josh?
 Will you stand in the middle of the playground and yell at them so you can speak with them?
This question asked you to describe what you will do:
For instance:
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*** I will walk over to the children, and ask for their focused attention
*** I will bring to their attention their behaviour and words are hurting another person
*** I will find a relevant story and read this to the classroom
*** I will lead group discussions about fairness, caring, etc
I would encourage you to continue to reflect on how to Encourage children to communicate, listen
and treat others with respect (TOPIC 8.4.4)
Avoid ‘hollow’ gestures- Don’t make children say sorry if they do not understand the concept or do
not actually feel sorry.
10. What intentional teaching strategies could you use in the program to highlight the
need to treat others with respect? Give five examples.
50

Ans. 1. Teach children to make polite responses.
2. Discussion about giving respect to others should be there.
3. Praise the behaviours which are respectful.
4. Teach how to correct their mistakes in a positive manner.
5. Respect the physical boundaries.
Office use only
Assessor Feedback
Yes, all these can be used to help teach respect
The aim is to support every child to engage in an ethical manner with each other.
Children need practice in order to learn to take turn turns, resolve conflict and feel the wonder of
friendship
It is IMPORTANT as an Educator, to be present during their play, because children often need help
learning and practicing new friendship skills.
It is IMPORTANT as an Educator, to use play to nurture relationship building skills by:
*** Suggesting
e.g. “I can see you are wondering how to get the little doll to sit in the high chair?
Why don’t you ask David? I just saw him feeding her a few minutes ago.”
*** Asking children to imagine how their behaviour might affect others: “I see that you told Olivia she
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can’t play with you. Her face looks very sad to me. How do you think that made her feel?”
*** Encouraging children to work in groups or as teams
*** Helping children to see others’ points of view, which encourages empathy.
I would encourage you to access the readings from TOPIC 8.3.4 Encourage children to
communicate, listen and treat others with respect for your own learning
Here are a couple of resources I like to reflect on myself and with my team:
MAKING SENSE OF ‘INTENTIONAL TEACHING’
https://www.ecrh.edu.au/docs/default-source/resources/ipsp/making-sense-of-intentional-
teaching.pdf?sfvrsn=4
and
INTENTIONAL TEACHING PRACTICES
https://www.qcaa.qld.edu.au/kindergarten/qklg/practice/intentional-teaching-practices
Case Study 6
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Sparked by some comments that the children had made earlier in the year about their outdoor
environment being ‘boring’ and that there was ‘nothing to do’, you had a critical look at the
service’s outdoor play area and decided that the children were right. Everything was artificial
and plastic. So, in consultation with the children and families, you embark on a project to
improve your outdoor environment. Once finished, your play area will have a ‘fairy garden’
complete with bridge, a wooden jetty and boat, as well as a dry river bed for the children to
play in. A week after your environment ‘makeover’ is finished, a few families (who gave no
input in the planning phase), approach you to express concern about how dangerous they feel
the new features are, and that they would like you to remove them before a serious accident
occurs.
Complete the following:
1. What would be the most constructive way to respond to these families’ concerns?
Ans. The most constructive way in order to respond to the family concern is to first take
their suggestions into consideration and assure them that improvement will be surely done
in the outdoor environments with respect to children's safety.
Their concerns will be seriously considered so that no serious accident will take place
because of the new outdoor environment.
Insert your answer in this box. Do not change or edit your original response
As an educator, I can help to inform as well as educate the parents about modifications and
about the importance of the type of play as provided. And I will provide;
1. The resources such as the Kid-safe websites which educator used in planning the
new environment.
2. Involve 20 minutes of the Planning Committee Meetings to aware about the plays
and its safety for children to their parents.
Office use only
Assessor Feedback
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Rosy, like the previous question in Case Study 2, the purpose of this task is to help you demonstrate
your constructive communication methods, to help develop partnerships with parents, even when
the conversation is challenging.
Sadly, this response does not provide enough detail to be sufficient
Regardless if the families have provided the concern verbally or in writing, the way we would
respond would be the same.
Consider that the families may not understand why the changes happened.
It would have been great to see you refer to relevant sources of information, such as, play and
development and to the latest research on play and development.
As an educator we can help to inform and educate the parents about change and about the
importance of this type of play as you have suggested.
Some important things to share include:
 resources such as the Kidsafe website that you used in planning the new
environment and
 the minutes of the Planning Committee Meetings.
Do not just close them off- Ask them for suggestions as to how we could minimise risk of injury
whilst retaining the new features of the playground.
54

2. Identify five information resources that relate to risk taking, natural environments and
active physical play that you could share with families within the service to justify the
changes you have made. In your answer, include the full title of each information
resource, and/or website including the web address to clearly identify the resources
you would direct the parent to.
1. Environment for learning.
2. Risk in play and learning.
3. Playing space should be provided for children.
4. National Regulations and laws
5. National quality standards.
Insert your answer in this box. Do not change or edit your original response
Information Resource 1: Virtual school lab
Name of Article: Supporting Physical Development: Indoor Environments and Experiences
Resources for Parents include: RISK TAKING IN EARLY CHILDHOOD: WHEN IS IT
APPROPRIATE?
<https://www.brighthorizons.com/family-resources/risk-taking-benefits-children>
Website: <https://www.virtuallabschool.org/preschool/physical-development/lesson-3>
Office use only
Assessor Feedback
Please read the question carefully
Study Tip:
At this stage in the course, it should be your aim to chunk the question, so you meet each criteria
I am expecting to see something like:
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Information Resource 1:
Name of Article:
Resources for Parents include:
Website:
3. Which clause in the Regulations relates to the provision of natural environments?
Ans. It ensures that the spaces provided in the outdoors at care services or education
services enables their children to experience and explore the natural environment.
Insert your answer in this box. Do not change or edit your original response
Regulation: 168.
Office use only
Assessor Feedback
This question asked you to access the National Regulations.
I was hoping to see you identify the Regulation
Please resubmit and insert the Regulation number
56

4. Outline three ways you can engage young children in constructing their own play
environments.
Ans. 1. By presenting an understanding of their interests and also provide material which
are based on their interests.
2. By providing some open ended materials such as boxes, wooden blocks and many more.
3. Reflect the emotions of children's in their play or actions as it validates the feelings of
children's.
Office use only
Assessor Feedback
Yes Rosy. these are valid ways to you can support children to engage in their environment.
Another way to read this question would be:
What does an educator need to do to help children construct their own play?
Some examples of your practice could include:
*** I will observe children carefully to see what they are interested in, and then create an area or add
resources to extend their play
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*** I will have conversations with children and their families to find out what skills they wish to
develop, then I will ensure there are age appropriate resources available
Refer to TOPIC 8.2.5 Engage with children in constructing their own play
settings/environments and create indoor and outdoor environments that stimulate and reflect
children’s interests.
There are several articles to access that will highlight how Educators can support children to create
their own play environment
It’s important to remember that Learning Environments is one of the 8 EYLF Principles…. so it’s
important to reflect on your role here
Access the article “Spaces for Children” from National Quality Standard Professional Learning
Program, e-newsletter 25. https://www.ecrh.edu.au/docs/default-source/resources/eylf-plp-e-
newsletters/eylf-plp-e-newsletter-no-25-2011-spaces-for-children.pdf?sfvrsn=6
For example: Keeping familiar parts of the space and equipment, and only making gradual changes
in collaboration with the children
58

Part B – Design Project
Student instructions
 You have been asked to provide an architect with a description of the requirements
that apply to indoor and outdoor space for children aged 0-2 years so that they can
design new premises for an education and care service.
 Consult the Education and Care Services Regulations 2011 as well as the Guide to the
National Quality Standard to see what legal requirements there are in relation to
facilities for children. Pay particular attention to Quality Areas 2 and 3 of the Guide to
the National Quality Standard.
 Your description must include information that relates to the following:
 Unencumbered floor space indoors (requirements per age group).
 Unencumbered floor space outdoors (requirements per age group).
 Softfall.
 Lighting both natural and artificial.
 Shading.
 Fencing.
 Access to toilet facilities.
 Laundry and Hygiene facilities.
 Ventilation.
 Administrative space.
 Nappy Change facilities.
 Premises design to facilitate supervision.
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 Sleeping facilities for children under two years old.
 In your own words, summarise the requirements for each of the above components
and present the information in a report for the architect. You may either set your report
out in an essay format, or in a table.
 The report should be approximately 500 words in total.
Ans. Indoor plan:
It is important to build a learning environment for children’s where they can feel
motivated to adapt new things within the area. In order to encourage a safe surrounding
and purposeful rules, children’s can feel encouraged to do the things in a right manner
and can help one another, an indoor design is made so that they can enjoy their time
well and also can learn a lot of things which is required in their development. In the
below floor plan, it is divided into many sections such as activity rug area, toy kitchen
area, medical facility area, soft-fall area, a free play open area, sleep area, and many
more.
In the below indoor plan, the activity rug area is purposely used so that children’s do not
harm themselves while playing games or doing various activities.
According to the layout plan, the medical facility also provided for children’s so that
they can access the benefit when they get injured while doing activities.
A free play open area is generally unstructured or children initiated activity which
enables children to improve their imaginations while experiencing as well as exploring
the world around them. As it is an impulsive play that come across unsurprisingly from
children’s love of discovery, natural curiosity and many more.
In addition to this, it also includes a sleep area where the children’s can take rest when
they get tired.
The indoor floor plan also includes the laundry rooms, washrooms or the restrooms for
60

children’s and their parents for easy convenience.
Outdoor plan:
The outdoor plan for children are very important as they have the space as well as
freedom to move around, workout their energy and can sweat. Through physical outdoor
activities, children can build their motor skills or improve their stamina, strength. As this in
return also enhance their self-confidence, and also awareness about their own body. An
outdoor plan for children including age group from 0-2 years involves the play area which
contains different slides, the activity area for puzzles, or an area for playing during raining
or under sunlight.
The outdoor plan includes a fencing which is very important for the children under
the age group of 0-2 years. It is because installing fencing in the outdoor plan provides a
security for the children. As it can protect the valuables and also the members which are
present inside the area by keeping the wild animals out of the area.
The activity area for puzzles are also there as it is also an important part because it
can enhance the mental ability of the children’s. It can make impacts on the physical skills
of the children by improving their fine motor skills through the synchronization of small
muscles. By solving puzzles, they can develop their spatial awareness as well as the
coordination of hand-eye.
This design also includes the sitting area for their parents or the supervision area so
that they can eye on their children’s easily.
Their design also includes the wash-room so that they cannot go away from their
playing area.
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62
FLOOR PLAN (Indoor)
Supervis
or desk
Rug for
softfall
couch couch
S
L
E
E
P
A
R
E
A
Free play open areaE
N
T
R
A
N
c
e
Toy
Kitchen
Restroom
and washing
area
Activity
rug
Laundry area
Nappy
change area
S
H
E
L
F
Guest/Parents sitting
C
O
U
C
H
Medical
facility
area
Ru
g
Sitting area Attractive rug

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FLOOR PLAN (Outdoor)
WashroomWashroom
Entrance/Exit
Supervision
area
Fencing Sitting area Lighting pole
Slides and play
area Walking and
playing area
Shaded area
for playing
during rain
and sunlight
Activity area
for puzzles
and other toy
area

Education and Care Services
Regulations 2011
National Quality
Standard
(Only if relevant)
Unencumbered
floor space
indoors
(requirements
per age group).
0-2 years
2-3 years
3-5 years
Regulation 107: Space
requirements – indoor space
Unencumbered floor space outdoors
(requirements per age group).
Regulation: 108
Soft fall. Regulation: 107 and 108
Lighting both natural and artificial. Regulation: 110
Shading. Regulation: 108
Fencing. Regulation: 104
Access to toilet facilities. Regulation: 109
Laundry and Hygiene facilities. Regulation: 109
Ventilation. Regulation: 110
Administrative space. Regulation: 111
64

Nappy Change facilities. Regulation: 112
Premises design to facilitate
supervision.
Regulation: 115
Sleeping facilities for children under two
years old.
Regulation: 116
Office use only
Assessor Feedback
Thank you for the effort you have put into this assessment
For your own reflection, I would encourage you to READ THE INSTRUCTIONS CAREFULLY.
This assessment task asks you to consult:
**** the Education and Care Services Regulations 2011 as well as
**** Guide to the National Quality Standard
It is expected to include references to the Regulations and/or NQS.
At the very beginning of the Learner Guide, there is a link to the Guide to the National Quality
Standard. TOPIC 8.1.1
Here it is:
https://www.acecqa.gov.au/sites/default/files/2020-09/Guide-to-the-NQF-September-2020.pdf
I would encourage you to review:
 Assessment guide for meeting Element 2.2.1
 Assessment guide for meeting Element 3.1.1
On the ACECQA website, you can access Education and Care Services National Regulations
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Here is the link: https://www.legislation.nsw.gov.au/#/view/regulation/2011/653
These are documents you should become very familiar with.
SAVE them.
READ them
FALL IN LOVE with them 😊
Be patient with yourself and take your time browsing through each document.
It should be your aim to ALWAYS refer to them as you progress through the course.
For example:
When you access Element 2. 2.1 and Element 3.1.1 (from NQS it will make reference to soft fall.
https://www.acecqa.gov.au/sites/default/files/2020-09/Guide-to-the-NQF-September-2020.pdf
You may even consider including reference to relevant Australian Standards for soft fall.
STUDY TIP: I am a very visual learner, so I would suggest creating a simple table
to insert the information on – making it easier to read.
Office use only
Assessment Feedback
Trainer & Assessor
Result
Not Yet SATISFACTORY
Assessor Comments and Marking
66

Office use only
Assessment Feedback
Trainer & Assessor
Result
Not Yet SATISFACTORY
Sadly, there are significant gaps of information in this assessment.
Please engage in the learning material available to you in Open Space
I trust the feedback provided will support you to resubmit.
Rosy, I notice the assessment has been downloaded in a way that affects the formatting.
Because of this, I have attached the list of questions to be resubmitted as a separate attachment.
Please consider contacting Student Support to assist you downloading assessments in their original format.
Your Learner Guide and textbook have some valuable readings
Here are a few learning TIPS to consider: Link your responses to either NQF/NQS/ Code of Ethics/ Rights of the Child/EYLF
 Add an example of daily practice (what could this look like in your teaching practice)
 The Assessments and the Learner Guides are closely linked – so look for the PATTERNS.
You will not need to access popular online forums like Aussie Childcare Network – where the temptation
is to copy & paste the answers.
 Ensure your insert your full name and student number on every assessment
Before uploading – do a final review of your assessment for spelling, grammar and correct numbering.
INSERT YOUR RESUBMISSION IN THIS DOCUMENT
Please send me a message in OPEN SPACE letting me know you have resubmitted,
and I will make it a priority to mark this for you.
TCHCECE003 Provide care for children
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