CHCECE005 Provide care for babies and toddlers Assessment To

CHCECE005 Provide care for babies and toddlers
Assessment
To achieve a competent result for this unit you must satisfactorily complete all the assessments
requirements listed below.
Assessments for this unit are as follows:
Assessment Number Type of Assessment Description and location
Assessment 1 Short
Questions/Multiple
Choice
Questions/True or
False
There are short questions found in this booklet.
You will be given the opportunity to respond to each
question in your own words in a written format. In
special cases you may respond verbally.
Assessment 2 Case
studies/Scenarios
There are Case studies/scenarios in this booklet. Read
the case studies given and answer the questions that
follow. Use your own words in answering these case
studies.
Assessment 3 Research Activity There are research activities found in this booklet. You
are required to research the topic and respond to each
question in your own words in a written format. In
special cases you may respond verbally.
Assessment 4 Personal/Reflective
Journal
Instructions for the journal are in the supervised work
placement booklet
Assessment 5 Third Party
Observation
Will be performed by the workplace supervisor while the
student is on Work Placement.
Assessment 6 Work Place
Observation
Your workplace supervisor observes you in the work
place setting demonstrating the practical application of
the skills and knowledge that you have gained in relation
to these units. Your supervisor is required to observe
you performing tasks in the workplace using the
checklist provided in the third party report. During the
observation your assessor will make a judgment as to
whether you have met the required skill level for the
qualification, or if further practice is required.
Instructions and checklist for work placement are in the
supervised work placement booklet. When an assessor is
unable to visit the workplace they shall liaise with your
workplace supervisor to confirm your ability to perform
the tasks as part of the training package.
Assessment 7 Portfolio In your portfolio you should collect information relevant
to the unit such as the Children’s Developmental Stages,
Playground policies etc.

Instructions to the Student
Please read all the information given to you before you start any assessment task. If you do not
understand some or all of the questions, please ask your trainer/assessor for assistance.
Attempt to answer ALL questions in your own words on the assessment paper provided. The questions
are designed to assess your understanding of the unit as well as your underpinning knowledge. To
satisfactorily complete this assessment task you are required to complete the whole assessment. To do
this you will need to answer all questions correctly and demonstrate you have achieved the required
knowledge to industry standards. This assessment is intended to be fair and flexible. If you feel that we
should change any aspect of this assessment to be fair, equitable or flexible, immediately contact your
assessor who will attempt to make alternative arrangements.
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Assessment Tasks Outcome
Unit: CHCECE005 Provide care for babies and toddlers
Student ID: Click here to enter text.
Student Name: Click here to enter text.
Assessors Feedback
Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy
must be supplied to the office and kept in the student’s file with the evidence.
Tasks included in submission
Assessment
Tasks
Title Satisfactory/
Not yet
satisfactory
Assessor
Signature
Date Re-submission
Satisfactory/ Not
yet satisfactory
Short Questions Assessment 1
Case Study 1-6 Assessment 2
Research
Activity 1
Assessment 3
Satisfactory Not Yet Satisfactory
Assessor Signed: Assessor Name: Date:
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Assessment 1
Short Questions
1. a. Read the statements below and indicate whether it is True or False.
Statement Answer
Early brain development has a significant impact on learning and behaviour
as well as later physical and mental health.
True
Brain development is determined only by our genes. False
Consistency of Educators supports string attachments which in turn supports
brain development.
True
Human interactions and sensory stimulation have a profound effect on how
the brain develops.
True
All children develop in the same way at the same time. False
Brain development is not directly influenced by culture. False
During critical and sensitive periods, specific areas of the brain grow and are
more active in response to sensory stimulation.
True
Positive early childhood experiences are likely to prevent or reduce the
likelihood of learning, social and emotional problems.
True
Rest and nutrition do not affect brain development. False
The provision of warm, nurturing and responsive relationships is essential to
healthy brain development.
True
Reading aloud to children helps stimulate brain development. True
b. List three strategies that Educators can use to encourage children to join in an activity or
experience in a relaxed manner.
1. By praising their behaviour.
2. By increasing and encouraging their self-esteem.
3. by using rewards.
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c. Give three examples of how educators can build healthy and secure attachments and
relationships with the infants/toddlers in their care?
1. The educators should give compliments to the infants and toddlers on a regular basis.
2. The educators must address and care for children’s emotions and self-esteem needs.
3. the educator should respect the children behaviours and needs.
2. Match the care descriptors to the three key components of nurturing care for infants and
toddlers. Please Note: Each descriptor may match more than one component of care.
Care Descriptors
Relationships
Physical
Environment
Care
Routines
a. Educators respond to crying promptly and in ways that meet the baby’s need. a.
b. Educators reinforce and praise infant/toddlers who attempts to communicate. b.
c. Nappy change is used as a prime time for interactions between Educators and
infants/toddlers.
c.
d. Educators ensure that there are peaceful, quiet places for infants and toddlers to rest
and relax.
d.
e. Educators arrange equipment so there is easy access for toddlers. e.
f. Educators are sensitive to cues and ‘personal’ language of each infant/toddler. f.
g. Educators get down to the children’s level so that it is possible to be face-to-face and
have eye contact.
g. g.
h. Educators are aware of each infant/toddler’s comforter such as a dummy, toy or
special blanket.
h.
i. Educators look for and respond to infant/toddlers attempts at non-verbal as well as
verbal communication.
i i
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