CHCECE010 Support the holistic development of children in early childhood

This learner workbook provides a guide of instruction and information in relation to the relevant assessment tasks for CHCECE010 Support the holistic development of children in early childhood. The assessments within this document can be completed through several approaches such as observation, written or oral task, portfolios, questions, or third-party evidence. The purpose of this workbook is to test the knowledge, skills and understanding of the learner in relation to the topics being taught within the course. Subject: CHCECE010, Course Name: Support the holistic development of children in early childhood, College/University: Not mentioned.

Table of Contents
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1.Table of Contents.....................................................................................................2
Assessment instructions...............................................................................................
Assessment Task..........................................................................................................
Assessment requirements............................................................................................
Competency outcome...................................................................................................
Assessment appeals process.......................................................................................
Special needs...............................................................................................................
Additional evidence.......................................................................................................
Confidentiality...............................................................................................................
Academic misconduct...................................................................................................
3.Activities.................................................................................................................11
Activity 1A....................................................................................................................
Activity 1B...................................................................................................................
Activity 1C...................................................................................................................
Activity 1D...................................................................................................................
Activity 2A...................................................................................................................
Activity 2B...................................................................................................................
Activity 2C...................................................................................................................
Activity 2D...................................................................................................................
Activity 2E...................................................................................................................
Activity 2F...................................................................................................................
Activity 2G...................................................................................................................
Activity 2H...................................................................................................................
Activity 2I.....................................................................................................................
Activity 1A to 2I checklist – for assessor.....................................................................
Activity 3A...................................................................................................................
Activity 3B...................................................................................................................
Activity 3C...................................................................................................................
Activity 3D...................................................................................................................
Activity 3E...................................................................................................................
Activity 3F...................................................................................................................
Activity 3G...................................................................................................................
Activity 4A...................................................................................................................
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Activity 4B...................................................................................................................
Activity 4C...................................................................................................................
Activity 3A to 4C checklist – for assessor...................................................................
Activity 5A...................................................................................................................
Activity 5B...................................................................................................................
Activity 5C...................................................................................................................
Activity 5D...................................................................................................................
Activity 5E...................................................................................................................
Activity 5F...................................................................................................................
Activity 5G...................................................................................................................
Activity 6A...................................................................................................................
Activity 6B...................................................................................................................
Activity 6C...................................................................................................................
Activity 6D...................................................................................................................
Activity 6E...................................................................................................................
Activity 6F...................................................................................................................
Activity 6G...................................................................................................................
Activity 3A to 4C checklist – for assessor...................................................................
4.Knowledge Activity (Q & A)..................................................................................54
5.Knowledge activity checklist – for assessor......................................................55
6.Performance Activity.............................................................................................56
7.Performance activity checklist – for assessor...................................................58
8.Supplementary Oral Questions (optional) – for assessor.................................59
Assessment instructions
Overview
The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide
a guide of instruction and information in relation to the relevant assessment tasks. As a learner, you
will be provided with information relating to your assessment, including how they are to be completed
and submitted. Therefore, it is important that you fully understand the assessment instructions given
by your trainer to avoid issues such as academic misconduct, submitting past the due date and
providing incomplete assessments, which you will be required to resubmit. If you fail to understand or
need more clarification on the assessments, you are required to contact your trainer/assessor for
further information.
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Assessment Task
The aim of assessments is to test your knowledge, skills and understanding in relation to the topics
being taught within a given course. This will be done by using an assessment criterion which shows
what you need to do to achieve the appropriate level of competency. For the purpose of completing a
written assessment, you are required to:
 Complete each question, including any sub-questions;
 Provide in-depth research on the topic, using appropriate primary and secondary sources;
 Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion),
including references to the sources used.
All assessments required to be completed are compulsory as it is a required condition of your
enrolment.
Assessment requirements
The assessments within this document can be completed through several approaches such as:
 Observation of real, indisputable actions as they occur;
 Written or oral task such as reports, role play, work samples etc;
 Portfolios;
 Questions, or third-party evidence, in which the relevant document (observation document is
to be completed by the agreed third party.
All documents relating the third-party observation is to be provided to your trainer/assessor as this will
be used in determining your level of competency. Third-party evidence can be obtained from
supervisors (e.g., from the workplace), or clients/customers.
Please be informed that all assessments are to be typed up. Any handwritten assessments will not be
permitted unless approved by the trainer/assessor. You must also comply with assessment policy and
procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
Simulation diary (if required): You will do the simulation tasks as a part of your course in the
designated simulated environment.
During the simulation session, the student is required to meet the following requirements:
 Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)
 Be aware of relevant procedures in case of accident, emergencies, evacuation
 Follow the start and finish times, breaks, work routines, etc.
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 Follow the policies on personal phone calls and personal emails.
 The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring
Student Attendance and Academic Progression policy and procedure.’
 Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student
Conduct Rules’.
 Students should come prepared for the planned activities for simulation.
Observation/demonstration/simulation (if required):
You may be required to perform tasks/works/assessments through observations, simulation, or
demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks,
simulation diary or any other related documents for tasks/works/assessments. The observation,
simulation or demonstration can occur in the workplace, or the training environment such as
workshop, or simulation labs. During observation, demonstration or simulation, you will be provided
with necessary information (e.g., timeframe) and equipment and/or materials to complete the task.
You are required to perform the work, task or assessment in accordance with the required
instructions.
Competency outcome
Upon completing the following assessments, your trainer will either mark the assessment indicating S
for satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive
satisfactory marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In
vice versa, “NYC” for ‘Not yet Competent’, in which your trainer will provide adequate feedback and
give you a chance to resubmit. If your second submission of assessments is still NS, you may be
required to (i) resubmit assessments on the third attempt or (ii) redo the course unit again, which
requires re-enrolment. Please be aware that the third attempt of resubmission or re-enrolment to the
course can result in additional costs/fees.
Assessment appeals process
As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was
made unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging
an appeal. If you are still dissatisfied with the outcome, then a written application of the appeal can be
made to the course coordinator, outlining the grounds for the appeal in accordance with the
complaints and appeals policy and procedures at
https://aibtglobal.edu.au/support/student-forms/policies/.
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Special needs
Learning adjustments can be made for any candidate who has special needs (e.g., a student with a
disability). However, the trainer/assessor must be well informed about this so they can immediately
implement the necessary adjustments and have it ready before commencement.
Additional evidence
If at any event during or after the assessment process, the trainer/assessor requests you to provide
additional information or an alternative submission to establish your level of competency, then you are
required to do so. However, you must do so in a way that avoids any issues of privacy or
confidentiality.
Confidentiality
All information provided to us regarding your job, workplace and employer will be kept confidential in
accordance with the relevant law. However, it is your responsibility to check that all information
provided to us does not involve details unrelated or not agreed upon for disclosure. For example,
information about your employer, colleagues and other related third parties who might be involved.
Although we may require information about these other parties, it is your responsibility to check that
valid consent has been given from these individuals before providing us with the requested
information. This process of obtaining information from the relevant parties must also be done in
accordance with the relevant law.
Recognised prior learning
Any candidate may apply for credit transfer which they wish to count towards their course credit
following the application and assessment process of the credit transfer policy and procedure.
Academic misconduct
Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a
student which attempts to circumvent or defeat the integrity of the College’s assessment process.
Without limiting the scope of the definition of academic misconduct, examples of plagiarism, cheating
and collusion are provided below:
Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This
may include acts such as, but not limited to:
 Copying the direct words of a sentence or paragraph presented in a source, without
referencing it or giving it proper acknowledgement. This also extends to any structure used in
completing the project; and
 Submitting the same project as another learner who either is currently or has previously
completed it and presenting it as their own work.
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Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any
form of assessment. Examples of cheating include:
 Failing to adhere to examination conditions, for example, speaking or communicating with
other candidates in an examination, bringing unauthorised material into the examination room,
reading or attempting to read other students' answers, leaving the examination or test answer papers
exposed to another student’s view;
 Impersonating another student or arranging for someone to impersonate a student in any
assessment task;
 Purchasing assessment items from a contract cheating or ghost-writing service and
presenting them as the student’s own work;
 Allowing others to complete any assessment task and/or submit an assessment task which is
not the student’s own work;
 Fraudulent representation of any required documentation, for example, prior qualifications, or
medical certificates.
Collusion is defined where a learner collaborates with another learner currently enrolled or graduated
to produce an assessment which is submitted as their own. This may involve two or more learners
working together to produce the content of an assessment before submission.
Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to
completing your assessment it is advised that you refer to our Academic Misconduct policy and
procedure at https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If
you are found committing any of these acts, you will be investigated in which the appropriate
disciplinary action will be taken. As a result, it is important that you raise any questions regarding
plagiarism, cheating and collusion with your trainer before submitting the final assessment.
Student Details
Student ID: _____________________________________________________________
Name: _____________________________________________________________
Phone: _____________________________________________________________
Email: _____________________________________________________________
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Declaration
I declare that
 The content in this document is my own work, based on my own study and research and no
part of it has been copied from any other source, except where acknowledgement/reference has been
made.
 The content in this document is my own work and no part of the work has been copied from
any other student who is currently studying or was graduated from the college.
 I have read and understood all instructions and requirements for the work, task, or
assessment that is assessed by my trainers and/or assessors. The understanding includes the
submission date and time.
 I will keep a copy of my submitted work (e.g., logbook, or assessment).
I have read and understood the assessment policy and procedures, and academic misconduct policy
and procedures:
 I will perform my work to the best of my ability.
 I will not commit academic misconduct stated in academic misconduct policy and procedures.
Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.
 I understand if I receive not satisfactory for my work/assessment/task, it will result in not
competent result for the unit of competency. This can result in work/assessment/task resubmission
and re-enrolment of the unit of competency which can incur additional costs/fees to me.
 I understand that any assessment/task/work deemed unsatisfactory will require me to
undergo reassessment which may be different to the one originally submitted.
 I give permission for my assessment/task/work to be reproduced, communicated, compared,
and archived for the purposes of detecting academic misconduct and to fulfil any related College’s
policy and procedures
 I am aware that if I disagree with the assessment/task/work result, I have the right to appeal
the result. I will follow the complaints and appeals policy and procedures at
https://aibtglobal.edu.au/support/student-forms/policies/.
 I take full responsibility for the correct submission of this assessment/task/work in the required
place/channel with the correct cover sheet.
Student Signature: ____________________________________________________________
Date: _____________________________________________________________
ONLY If assessment/task/work is required to be completed as part of a group or in pairs,
details of the learners involved should be provided below:
If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you
or any other student will NOT fill or sign this section below and MUST NOT work in a group or
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in pairs. Failure to comply will result in not satisfactory result of required work, assessment,
or task.
The content of this work/task/assessment is completed by the students named below. All students
acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution
and in accordance with the requirements. All students declare that no part of this assessment, task, or
work is taken from or completed by any other student. If the assessment, work, or task cites or
paraphrases information from other sources, reference and acknowledgement of those sources must
be provided.
Student 1:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 2:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 3:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 4:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Activities
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Activity 1A
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to explain how daily routines can be used as
opportunities to support children to acquire and practice skills
Explain how you can use daily routines as an opportunity to
support children to gain and practice skills.
In your answer, refer to specific examples wherever possible.
Educator have ability to provide those opportunities that support child
development and learning process, there are certain activities which
allow educator to support and develop children, these are:
Outdoor activity: Playing is one of the best outdoor activity that
support child development, educator have to conduct those games
that help children to explore development area like communication
skills, task completion ability, team working skills and leadership
skills. There are number of outdoor activities, these are:
For example: Paint the picture: This activity is conducted outside or
outdoor area where children are asked to paint the scenic view, here
children explore nature with the help of painting and learn about
natural things including mountain, river, trees and leafs.
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Activity 1B
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to explain how an activity can help children
to develop fine and/or gross motor skills and why it is important to encourage
choice and spontaneity in children’s play
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1. Identify an activity and explain how this will help children
to develop fine and/or gross motor skills. Refer to specific
equipment within your answer where possible.
Fine and gross motor skills are one of the most important skills that
allow children to stay active in physical area including exercise and
other activity that promote physical health. Gross motor skills may
include games that need active physical body for example; playing
outside with,
Basketball: This game is best in gross motor skill development
where running, jumping, throwing that promote stretching of arms,
legs and torso. This game is best in gross skills' development
where engagement of children are considered.
2. In your own words, explain why it is important to
encourage choice and spontaneity in children’s physical play.
Choice and spontaneity is one of the most important element that
allow educator to encourage self depended on ability, for example it
is completely choice of children to choice which activity they have to
play. Spontaneity allow children to focus on team working and
leadership skills, children share equipment with each other allowing
them to work actively together and complete their intended task in
the process.
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Activity 1C
Estimated
Time
60 Minutes
Objective To provide you with an opportunity to explain how you can provide
opportunities for babies and young children to develop their physical skills
In 500 words, explain how you can provide opportunities for
babies and young children to develop their physical skills.
Provide examples where applicable.
Babies and young children are two different age group, educator
have to design physical activity accordingly, for example:
Physical activity for babies: For toddler and babies, physical skills
matters a lot, educator have to focus on those activities that allow
babies to stay active and physical move to learn physical skills. It is
very clear that educator has to avoid those activities that can impact
babies and their health for example playing with toys and learning
equipment can harm babies because they do not have sense to
identify hazard. There are certain activities for babies, these are:
Crawling: Crawling is one of the best physical activity that allow
babies to become active physically and learn new skills, crawling
help babies to reach new and new destination in home. Crawling is
process that help babies to stand on their feet and learn to walk, this
stretch legs of babies. Educator can provide certain other activities
that involve physical ability of babies, crawling is perfect as this
allows babies to roam and explore different element that comes in
their way.
Throwing: Babies need those activities which are enjoyable, babies
are happy with playing so educator have to include throwing the ball
activity that help babies to throw balls and collect it by reaching
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thrown ball. Throwing the ball physical activity help to maintain health
of babies, and they try to understand objective with which they
interact.
Physical activity for young children: For young children, physical
activities are some of the most important part of their development.
Young children are capable enough to play with toys and equipment
as they have sense of examining hazard and risk of equipment.
Young children are more active listener and show interest to
complete intended task, educator can involve certain resource in the
process that help children to gain max. knowledge about objects and
their use. Educator can plan those physical activity that allow
children to play, learn and become active, these are:
Digging the treasure: This is fun activity that involve outdoor area,
young children have to dig and find those treasure that was placed or
hide by educator in the garden. Clues and hints are being provided to
children that help in testing their sense and brain power as well,
digging treasure include entertainment that keep young children
involve actively. Young children are curious about treasure, with the
help of team working they find out treasure and distribute it equally
with other member.
Leaf play: Leaf play is good outdoor playing activity that support
young children development, educator have to ask children to find
five different leaf from the garden, later educator can teach children
about leaf and their seasonal change due to climate and season.
This way both physical and mental power is tested. Leaf collection is
process that help young children to collect different shade and
colours of leaf.
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Activity 1D
Estimated
Time
25 Minutes
Objective To provide you with an opportunity to identify a range of ways to encourage
children to take responsibility for their health and wellbeing
Identify three things that you can do to encourage children to
take responsibility for their health and wellbeing.
Children need someone to guide them about self well-being,
educator have to provide those activities that allow children to make
it as habit, these activities may include:
Self maintenance: Self maintenance is one of the most important
thing that allow children to focus on health and well-beingness, this
may include routine activities that bring and maintain health for
example regular brushing, taking bath, changing clothes, changing
and cleaning shoes, cutting nails and hand washing after outdoor
task.
Self counselling: It sounds weird but children can understand their
feeling and act accordingly, self counselling allow children to ask
themselves whether they are happy or need help of elder. It is very
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clear that mental well-beingness is most important thing mainly when
child is one the way of development.
Eating habit: Eating decide physical healthiness of human, children
need to have healthy eating habit that allow them to become
physically strong as well. Educator have to focus on providing right
information to children about benefit of eating healthy foods by
highlighting nutrition, protein and other ingredient.
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Activity 2A
Estimated
Time
40 Minutes
Objective To provide you with an opportunity to explain why it is important for children to
take responsibility for their own actions and identify ways to support this
appropriate to different levels of understanding
1. Why is it important for children to take responsibility for
their own actions?
It is very important for educator to provide useful information and
teaching to children to take responsibility of their own action and
provide solution as well. Children need to have sense of finding
solution, this is only possible if children have sense of understanding
their own mistake. Taking responsibility help children to gain max.
knowledge about task they perform and this aslo help them to
become active. This habit is necessary for every child as this will
help in future development process as well.
2. Identify two different ways to support children to take
responsibility for their own actions. Provide one example
suitable for a toddler (age 1-3) and one example suitable for a
young child (age 3-6).
Different ways to support children to take responsibility for their own
action, these are;
Self maintenance: This is important element where toddler and
children become aware about their own action for example they can
manage their clothes, shoes, brush and other equipment. Children
will take responsibility to manage their own mess of clothes, shoes
and personal things.
Manage waste: Managing waste is another important element or
process that allow children to take responsibility and become active
as well for example; managing waste include; recycling of paper or
wrapper, collecting unuseful things from room, managing waste
occur after completion of task or activity provided by educator.
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Activity 2B
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to identify the benefits of one-on-one
interaction and list potential opportunities to facilitate this
1. Identify three benefits of one-on-one interaction.
Strengthen relationship: One to one interaction are best in creating
relationship between educator and children, during interaction,
children try to share their experience and feeling allowing them to
become free from any mental stress. One to one interaction also
create strong bounding where sharing personal issue become
common.
Improve quality of education: One to one interaction help in
improving quality of education, children gain max. knowledge with
the help of interaction where educator provides useful information to
children. Educator also clear any issue faced by children in the
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learning process, here children can share issue they face in the
process.
Improve communication: One to one interaction improve
communication skills of children, here children become active listener
and educator push them to actively communicate. One to one
interaction is also used in sharpening interpersonal skills where
leader have to effectively communicate with their educator.
2. List one opportunity in which you can facilitate one-on-
one interaction for each of the following age groups:
 Babies (from birth-1 year)
 Toddlers (age 1-3)
 Young children (age 3-6).
For babies (from birth to 1 year old):
Suppertime: This is one of the most important activity that allow
children to interact with their parent or educator, suppertime means
meal time when children talk while eating and share their feeling
about situation or review the food they are eating.
For toddler (one to three year old):
Bathroom training: Bathroom training is most common type of
activity where one to one interaction is been promoted, there are
certain interaction movement during toiletry training which allow
children to gain max. knowledge about maintaining hygiene.
For young children (three to six year old):
Causal interaction: It is important for young children to have casual
interaction with their parent and educator, this age group understand
world and their element. Causal interaction allow children to share
their feelings and experience, connecting with elder and exploring
are of development.
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Activity 2C
Estimated
Time
40 Minutes
Objective To provide you with an opportunity to identify how to promote care, empathy,
or respect
Identify five ways you can promote care, empathy, or respect.
Interest in well-being: Showing interest in well-being is the best
way to promote care, children can develop nature of care where they
learn to care about member associated with them including elder,
parent and other member.
Model of empathy: Showing empathy and building a sense of
empathy is one of the most important element, educator have to
become a role model that promote empathy in the process. Educator
can concern about other member allowing children to learn about
empathy.
Treat peoples with courtesy: Treating people with courtesy allow
children to respect their elder and other member that interact with
them, respecting them with manner treatment. Educator have to
teach children to have politeness when communicating with others
as this will help in promoting respect.
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Kind activities: Promoting kindness is most important element in the
process where children have to perform those activities which show
kindness to other or to them whom children interact on daily bases.
Statements: Sometimes statement of individual promote care,
empathy and respect, children should speak effectively that highlight
their value and positive behaviour towards others.
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Activity 2D
Estimated
Time
60 Minutes
Objective To provide you with an opportunity to discuss a range of ways to encourage
children to join in play and social experiences with other children
A signed observation by either an approved third party or the
assessor will need to be included in this activity as proof of
completion.
Discuss how educators/carers can encourage children to join in
play and/or social experiences with other children and produce
a list of at least four answers.
Common ground: There are number of toys and games that allow
children to play and join in with their own personal interest. Before
starting a plan time, educator can focus on each child and develop
interaction accordingly.
Planning group discussion: Sometimes group discussion become
important when it comes to encouraging social interaction of children
with other children, educator have to plan certain group discussion
on particular topic that allow children to share their experience and
knowledge and become active.
Planning group games: Planning different games that include
building of group and team working, certain games are been
designed that promote social experience allowing educator to
become stable. Educator have to plan certain games for example
finding the treasure, this is the best social game that allow children to
work in team and connect themselves socially.
Respect choice: Sometimes children do not want to get socialize,
there are many cases where children avoid getting socialize because
they believe social connection is bad. Educator have to respect their
choice of not involving in group but have to counsel them to become
socially active.
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Activity 2E
Estimated
Time
50 Minutes
Objective To provide you with an opportunity to identify a range of ways to assist and
support children when they are having difficulty understanding or
communicating with each other and explain how the possession of cultural
competence can help this
1. Identify three ways to facilitate positive and effective
communication between children whilst also helping children to
develop their communication skills.
Understand children: It is very important to understand feelings of
children and the way they communicate with other. Sometimes
children become frustrated which lead to anger because they are not
been understood by elder or other children, this lack of
understanding arrive due to unclear or meaningless words spoken by
children.
Do not interrupt: It is important for educator to avoid interrupting
children while they speak, because sudden interruption of educator
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impact children and make them confused on the topic they were
discussing.
Clear or correct words: Sometimes children speak those words that
have no meaning, educator have to correct the word spoken by
children as this allow children to understand where they are wrong
and how they need to improve. These are some of the best way to
make an effective communication with children and allow them to
develop communication skills.
2. In 150 words, explain how your own possession of
cultural competency can help to support children when they are
having difficulty understanding or communicating with each
other.
Every educator have ability to manage communication difficulties that
allow them to create effective communication skills with children,
there are certain activity performed by educator in the process, these
are:
Share books and reading: Sometimes it is important for educator to
share books and reading things, both educator and children read
books together that improve communication skills of children and
improve their understanding on different words as well. It is very
clear an educator carry more effective knowledge of topic as
compared to children that is why it is important to share books and
topic together.
Difficult words: It is important for educator to use difficult words with
children, at first they will get confused by later they try to copy and
understand meaning of those worlds. Using different words help
educator to improve language and communication, children explore
different words and gain knowledge about native language they
speak.
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Activity 2F
Estimated
Time
50 Minutes
Objective To provide you with an opportunity to explain how your organisation facilities
an environment which encourages children to express ideas, negotiate roles,
and collaborate to achieve goals
Select one of the following, and explain how your organisation
facilitates this into its practices:
 Expressing ideas
 Negotiating roles
 Collaborating to achieve goals.
Children have curiosity to express their idea, it is freedom and right
of children to express their idea in the process. The organization
should provide an environment that promote freedom to express
idea, educator have to allow children to share their diverse thoughts
and become active in understanding the world around them. There
are certain practice that organization have to adopt when focusing on
facilitating expression of idea, these are:
• Allow children to explore their own thoughts and idea, this will
help them to become active and allow them to gain understanding
about world around them. Educator have to encourage children to
speak and share their unique set of idea, children need elder to listen
to their idea and act accordingly.
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• Group interaction round: Group interaction round is one of the
most important practice need to be implemented by organization,
educator have to conduct group interaction round in which children
try to speak with each other and explore social interaction. Here
children can share their idea and gain comments from other children
and educator as well.
Activity 2G
Estimated
Time
60 Minutes
Objective To provide you with an opportunity to discuss how to assist children in
developing trusting relationships with educators and other adults
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A signed observation by either an approved third party or the
assessor will need to be included in this activity as proof of
completion.
Working in small groups, discuss how you can help children to
develop trusting relationships with adults. You may refer to
organisational procedures or personal practices in your answer.
Children want relationship with elder and mainly educator, they
become comfortable with those educators who perform certain
activities or interaction, these are:
Effective interaction: Effective interaction is one of the most
important element or practice for educator, this allows children to feel
valuable when their educator warmth welcome children and use
effective body language. For example handshaking with children
allow educator to create an effective interaction with children creating
a trusting relationship between both of them.
Respect children and their thought: When educator try to respect
each and every child, then children start to depend on educator,
respecting is one of the most important element that impact mentality
of children in the process. Children become comfortable with those
educators who respect them and their thoughts.
One to one interaction: This is another important element where
educator create trusting relationship with children, here one to one
interaction and casual talk about surrounding allow children to
become stable in the process. Children share their feelings and
thought with educator creating an trusting environment between each
other.
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Activity 2H
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to list organisational procedures which aim
to teach children about diversity
List four ways in which your organisation works to teach
children about diversity.
Choose classroom theme: Every classroom need to have theme
that celebrate diversity, educator have to place poster, themes,
picture and other equipment that promote diversity in the classroom.
It becomes very important to focus on theme that promote diversity,
educator need to avoid those decorations that hurt or impact feeling
of an child or their parent who belong to cultural diversity.
Offer books on culture: Sometimes culture can be taught with the
help of books and reading element, educator either can provide
books or can place poster or quotes outside classroom that allow
children to gain max. knowledge about diversity. Different thoughts
and quotes help children to become active, cultural diversity is also
promoted in the process.
Use of different language: using different language allow educator
to promote diversity in the classroom, this practice is important
because educator need to have idea on different language. Using
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diverse language promote diversity in the classroom and allow
children to become aware about diversity.
Toys and games: Toys and games promote diversity in the
classroom, there are certain toys that promote diversity and allow
children to become stable in the classroom. Diversity is promoted
with the help of toys and certain games.
Activity 2I
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to identify a range of choices which might
be provided to children during play and explain why it is important to respect
children’s choice to watch and observe
1. What choices might you offer to children during play
time? List three different answers.
• Choice to leave play time anytime they want as children have
mode to involve themselves in the play time.
• Choice to design games or play activity where children will
become active in designing of games according to their requirement.
• Choice to provide feedback to educator, this is important as
children to provide feedback to their educator according to game or
activity.
2. Briefly explain why it is important to respect children’s
choice to sit out of play.
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It is very important for educator to avoid pushing children to
participate in play time activities, it is completely choice of
children whether they want to include themselves or not. Some
children do not have social interaction skills as they try to avoid
getting in play time, many children sit out of play because they do
not like to interact.
Activity 1A to 2I checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table
below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity
or if reassessment is required.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
CHCECE010 - Support the holistic
development of children in early
childhood
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
The learner’s
performance was: Not yet satisfactory
Sa
tisf
act
ory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3A
Estimated
Time
30 Minutes
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Objective To provide you with an opportunity to identify and explain strategies for
encouraging children to make informed choices about their own behaviours
Identify and explain three strategies for encouraging children to
make informed choices about their own behaviours.
Make their own decision: It is very important for educator to allow
children to make their own decision, this will allow children to control
their behaviour and become stable learner. If decision end up in
wrong way then children will learn about their mistake and bring
change in behaviour accordingly.
Express emotion: Educator have to allow learner to focus on their
emotion, sometimes frustration of child allow them to learn
something, their behaviour can be modified if educator do not involve
themselves in the solution process. Educator sometimes have to
step back and allow children to manage themselves in process.
Avoid direction: Sometimes it becomes important for educator to
avoid providing direction to children what they have to do in the
process. Letting them make effective decision and finding solution for
issue they are facing. Too much guidance can impact learner and
their ability to become self depended in process.
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Activity 3B
Estimated
Time
50 Minutes
Objective To provide you with an opportunity to identify the different achievements which
children might accomplish, explain why it is important to ensure that children
feel proud and confident in their achievements, and list ways to do this
1. Identify three different achievements which children may
accomplish.
• Speaking effectively with little mistake in words and sentence.
• Completion of task provided by the educator for example
writing name.
• Use of different and difficult objectives successfully.
2. Why is it important to ensure that children feel pride and
confidence in their achievements? Present your answer in no
more than 100 words.
It is very important for educator to ensure they encourage children
over their achievement as this boost confidence and promote more
effectiveness in next task that will be provided to children. When
educator make children feel proud over their achievement, then
children try to make their next task perfect. Achievement promote
urge to become perfect, this is an human psychology that state
achievement are source of motivation. Educator have to promote this
motivation with praise and even have to provide gifts if the
achievement it big. Children become confident when social
recognition is provided by the educator in the process.
3. List three ways to ensure that children feel proud and
confident in their achievements.
'Well done': Using the word well done is one of the best way that
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allow educator to praise children for their achievement.
Celebrate with children: Educator can celebrate with children that
allow them to become part of their happiness.
Acknowledgement with gifts: Educator have to acknowledge
children with the help of gifts including toys and other element.
Activity 3C
Estimated
Time
40 Minutes
Objective To provide you with an opportunity to identify and explain techniques for
supporting a child when they experience frustration and explain why it is
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important to encourage children to accept their mistakes
1. Identify three techniques for supporting children when
they experience frustration and explain how they are effective.
Stay calm: It is very important for educator to stay calm when
children are experiencing frustration and anger, educator can
become effective when they remain and manage anger of children
during certain situation.
Empathy: Educator have to keep polite behaviour with children
because anger of educator can make children more frustrated,
empathy is important in the process.
Listening: Listening to children and understanding what exactly they
want, sometimes educator have to carefully listen to children to find
the best possible solution.
2. Provide a short summary explaining why it is important to
encourage children to accept their mistakes.
It becomes every important for educator to make children feel guilty
over mistake and anger they make during certain situation because
this allows them to explore area of improvement and allow children to
examine why mistake are bad. Sometimes educator have to guide
children about their behaviour after making an mistake.
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Activity 3D
Estimated
Time
40 Minutes
Objective To provide you with an opportunity to identify how to encourage children to
express and manage feelings appropriately
A signed observation by either an approved third party or the
assessor will need to be included in this activity as proof of
completion.
Working in pairs or small groups make a list of three ways to:
 Encourage children to express their feelings
Conversation: Conversation is one of the best way that encourage
children to share and express their feeling in the process, educator
effectively communicate with children to make conversation effective.
Respect their feeling: Educator have to respect feeling of children,
this allows them to encourage children to express their feeling and
build a trust with educator and other elders.
Healthy environment: Sometimes it becomes very important to
provide healthy environment to children that allow them to share their
feeling, educator have found the best place where children are
comfortable to share their feeling.
 Help children to manage their feelings.
Provide effective solution: It is very important for educator to
provide solution to children if they are facing any kind of issue in the
process, talk to them and listen them carefully to manage their
feeling according.
Create healthy environment: It becomes very important for
educator to create a healthy environment that bring comfort to
children while sharing information or their feelings with educator in
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the process.
Activity 3E
Estimated
Time
60 Minutes
Objective To provide you with an opportunity to demonstrate how to support children’s
efforts, assisting and encouraging as appropriate
A signed observation by either an approved third party or the
assessor will need to be included in this activity as proof of
completion.
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A child has been working on a maths sum for a long period of
time and they are finding it difficult to get the right answer.
Demonstrate how you can provide support to the child, without
giving them the answer.
Specification: Educator have to be specific while providing
education, half or incomplete information about topic may lead to
confusion that become the biggest obstacle that is why it becomes
important to share right information or detail that allow learner to stay
clear while providing right answer.
Provide hint: Educator have to provide hint to learner that make it
easy to solve the question, educator have to ensure learner get that
hint and solve the question with support of educator and resource
provided by them.
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Activity 3F
Estimated
Time
40 Minutes
Objective To provide you with an opportunity to summarise the meaning of perseverance
and identify how to motivate and encourage children to persevere with
challenges
1. Summarise the meaning of perseverance in no more than
50 words.
Perseverance is one of the most important thing, this simply means
continue to complete specific task even knowing that it is difficult.
Educator have to provide support to learner in difficult time because
here skills of learner are pushed, sometimes even educator face
difficulties but if both educator and learner have urge to complete
that task then it often called perseverance.
2. Identify three ways to motivate and encourage children to
persevere with challenges.
Praising: Educator have to praise learner to motivate them in difficult
times.
Provide incentive: Educator have to provide incentive or gift to
learner for their efforts.
Adjustment: Educator have to make adjustment when learner is
facing difficulties.
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Activity 3G
Estimated
Time
40 Minutes
Objective To provide you with an opportunity to list a range of ways to communicate with
the families of children and explain how to overcome barriers to communication
1. Make a list of four ways to communicate with families.
• Meetings
• Emails
• causal calls
• Chats
2. A child you are caring for has recently moved to the
country with their family. Their parents do not speak fluent
English and you need to communicate with them about the
progress of their child. Explain how you can overcome this
barrier to achieve effective communication with the child’s
parents.
Educator have to provide those solutions that overcome barrier to
education for example if Parent have moved to different nation
and language become the biggest barrier then educator have to
contract subordinate who is well in other language to make
education more effective.
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Activity 4A
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to explain what it means to scaffold
children’s learning and identify techniques which will help to do this
1. Briefly explain what it means to scaffold children’s
learning.
Scaffold children’s learning is one of the most effective approach
that allow educator to focus on ability to solve something with
existing knowledge, every child have better understanding in
early education process. Educator and learner can get rid of
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using same knowledge again and again, in this approach
educational push learner to explore area of development.
2. Identify four techniques which will help you to scaffold
children’s learning.
• Provide hint that make it easy to complete their task.
• Ask question with children that clear their issue and query.
• Modelling make it easy for learner to catch new knowledge.
• Encouragement that motivate children and allow them to work
effectively.
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Activity 4B
Estimated
Time
40 Minutes
Objective To provide you with an opportunity to identify how a range of materials,
resources, technologies and experiences can be used to aid cognitive
development
A signed observation by either an approved third party or the
assessor will need to be included in this activity as proof of
completion.
Working in pairs or small groups, identify how the following
things can be used to aid cognitive development:
 Materials/resources
Material and resource is one of the most important element where
learner feel comfortable while completing their task, educator provide
material and resource that allow leader to become stable in learning
process.
 Technologies
Technologies are important when it comes to education, educator
have to use and provide technology to increase skills and knowledge
of learner. Technological advancement is important in the process
 Experiences.
Experience have to provide to learner to increase their level of
knowledge and advancement, educator have to provide those
situations where learner experience something and gain max.
knowledge.
Refer to specific examples in your answer.
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Activity 4C
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to identify toys/games which can help and
encourage concept development
Identify three examples of toys/games which can help and
encourage concept development.
Puzzle: This is one of the most effective construction toy that allow
learner to understand different shapes, size and colour and construct
something with puzzle.
Construction toys: Educator have to provide construction toys to
learner allowing them to gain max. knowledge about real life
equipment that they will be interacting in the future.
Sorting toys: this is important in learning and development where
child build ability to differentiate between shape and size, learner
build an strong sense of material as well.
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Activity 3A to 4C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table
below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity
or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
CHCECE010 - Support the holistic
development of children in early
childhood
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
The learner’s
performance was: Not yet satisfactory
Sa
tisf
act
ory
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If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 5A
Estimated
Time
50 Minutes
Objective To provide you with an opportunity to discuss how to encourage the use and
acquisition of home languages
A signed observation by either an approved third party or the
assessor will need to be included in this activity as proof of
completion.
Discuss how you can encourage the use and acquisition of
children’s home languages within your service.
After school activities are best where children can read and write and
practice their skills and knowledge.
Educator have to push parent o use cultural language that allow
learner to gain knowledge.
Celebrate different festival and culture to gain max. knowledge
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Activity 5B
Estimated
Time
60 Minutes
Objective To provide you with an opportunity to explain what is meant by
developmentally appropriate, identify how to assess a story for developmental
appropriateness, and explain how the use of props can help to stimulate
children’s enjoyment of language and literature
1. What do we mean by ‘developmentally appropriate’?
Developmentally appropriate means process where educator
change or bring modification in education program as this belief,
child shouldn't have to adjust, program will adjust.
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2. Identify three things which you might look for when
assessing a story for developmental appropriateness.
3. The lengthy books are useless when addressing babies and
toddlers because they will show no interest.
4. Use of words is important as educator have to avoid using
lengthy words when addressing learner and their need.
5. Topic need to be cover when addressing learner and the
complexity of the learning process.
6. In no more than 200 words, explain how the use of props
can help to stimulate children’s enjoyment of language and
literature. Refer to specific examples where possible.
• Puppet that entertain children while learning
• picture that bring enjoyment when learner study.
• Stuffed animal and other soft toys.
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Activity 5C
Estimated
Time
40 Minutes
Objective To provide you with an opportunity to demonstrate how to model effective two-
way communication through questions and careful listening
One on one interaction is one of the best communication methods a
parent or educator can use to talk with infants where it is possible to
understand the speech and conversation. Two communications with
an infant and toddler is the best way where pulling of the faces with
the baby and sounding with baby is the way to talk with infants.
However, with toddler the educator can interact easily while reading
a book within an educator. In younger children, one on one
interaction can be done with various activities like siting with them,
making them comfortable to share their feelings and thoughts.
Activity 5D
Estimated
Time
40 Minutes
Objective To provide you with an opportunity to list ways to encourage children to explore
symbols and patterns in their environment and outline a task or activity which
aims to draw children’s attention to the relationship between letters and
symbols
1. Make a list of at least three ways in which you can
encourage children to explore symbols and patterns within their
environment.
 Offer opened toys
 Praise them for play
 Playing education or word based related games
 For example: A clock game where the child has to stop at the
numerical what educator has told them to.
2. Outline one task/activity which aims to draw children’s
attention to the relationship between letters and sounds.
An educator can write some three alphabets letters at the board and
pronounce them with single alphabets in a rhyming manner from
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where the children also has to repeat the tutor wordings from where
the children can be able to identify and recognise the letters and
alphabets and can understand and differentiate between each other
letter.
Activity 5E
Estimated
Time
60 Minutes
Objective To provide you with an opportunity to identify ways to create opportunities for
group discussions between children and explain why it is important to
encourage children to exchange their views
1. Identify two ways in which you can create opportunities
for group discussions between children.
 Telling stories
 Rhyming
 Different task like puzzle
2. Explain, in no more than 150 words, why it is important to
encourage children to exchange their views.
It is important to encourage and motivate the children and encourage
their views and thoughts in definite manner. In young children, they
have a capability and a sense of humour from where they want to
take decision and exchange their views to each other but the tutor
has to educate them about the right and wrong decision. The
environment of the learning class should be open and conflict free
where the student can express their views in open manner.
Activity 5F
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to explain why it is beneficial to ask and
answer children questions when reading and discussing books or texts
Explain why it is beneficial to ask and answer children’s
questions when reading and discussing books or texts.
As, it has been already known that children have the sharp catching
power and ability in their childhood and at the stage of toddler where
they are able to grab and learn the thing in definite manner. Thus, it
is beneficial to ask the question from the children while they read out
the books as it will help to understand the children learning as they
grab text, language, listening skill, grammar and more.
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Activity 5G
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to explain how to provide children with the
opportunity to communicate in a range of different situations
Explain how you can provide children with the opportunity to
communicate in a range of different situations.
The children should get the opportunity to communicate with each
other in the classroom and also in range of different situation. The
teacher should allow and make the students to play doctor, teacher,
and other roles which will help them to communicate with one
another in effective manner. Also, it is beneficial for the children to
become and adopt a problem solving ability and skill which will help
them to communicate and learn with each other.
Activity 6A
Estimated
Time
60 Minutes
Objective To provide you with an opportunity to identify how to support and initiate the
inquiry process, explain why it is important to encourage children to try new
ideas and take on challenges, and identify resources and materials which offer
challenge, intrigue, and surprise
1. Identify three ways in which you can support and/or
initiate the inquiry process.
 Planning of the different activities around the children and
make them to learn.
 Always be a good role or inspiration model
 Always interact and communicate with the children’s from
where they can be able to feel comfortable and can share
their thoughts.
2. Explain in 50 words why it is important to encourage
children to try new ideas and take on challenges.
It is important for the children to get them encouraged so that they
can be able to manage the stress and deal with the challenges and
can learn particular methods which provide the opportunity to grow
and learn effectively.
3. Identify three resources/materials which offer one or
more of the following:
 Challenge
 Swings/slides and tunnels
 Hopscotch
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 Intrigue
 Natural material like water, sand and clay
 Surprise
 Hide and seek
Activity 6B
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to outline how to promote children’s sense
of belonging and connectedness drawing on organisational policies and
procedures
Drawing on the policies and procedures of your own
organisation, outline five different ways in which you can help
to promote a sense of belonging and connectedness for
children.
Make the good and positive environment
A policy where teacher and parents are able to freely ask the
questions and can express their thought in definite manner.
A proper notice to inform the parents about any particular event and
activity
Regular based meeting to talk about the career and progress of the
child
Always involve the parents and guardians while making any policy.
Activity 6C
Estimated
Time
40 Minutes
Objective To provide you with an opportunity to summarise the term ‘sustained
conversation’ and make a list of ways to help children to engage in sustained
conversation
1. Provide a short summary of the term ‘sustained
conversation’.
Sustained conversation simply benefits the children where it helps
the tutor to get engage with the children in effective manner and can
encourage them to work together which will provide them good
opportunity and solution of the challenges and problems in a serious
way.
2. Make a list of four ways to help children engage in
sustained conversation.
 A interested body language
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 Invite children to feel comfortable and share their feeling and
ideas.
 Speak clear language and make the children to understand
 Always talk about past experience which will develop the
understanding and knowledge.
Activity 6D
Estimated
Time
60 Minutes
Objective To provide you with an opportunity to demonstrate a scenario when the
learning of a child could be facilitated and present to the group
A signed observation by either an approved third party or the
assessor will need to be included in this activity as proof of
completion.
Working in small groups or pairs, think of a scenario when you
could scaffold a child’s learning. Present your scenario to rest
of the group with one member of the group playing the role of
the child.
Enna is a 3 years old girl who likes and wants to play game with their
friends at the school ground but she is having no partner where she
did not able to play the game accurately. The name of the game is
trust walk where Enna will be blindfolded and the partner has to
guide them by the voice and have to reach at the end point. Enna
was sitting alone. Let’s talk to her.
Educator: Hi Enna! Why are you looking so sad?
Enna: I want to play trust walk but I did not able to participate with no
partner.
Educator: Oh! What if I become your partner?
Enna: Yes you can become my partner and can help me to guide
properly. Let’s play!
Activity 6E
Estimated
Time
60 Minutes
Objective To provide you with an opportunity to discuss why it is important to encourage
children to see their mistakes as opportunities to learn and grow and identify
how to help children to learn from their mistakes
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A signed observation by either an approved third party or the
assessor will need to be included in this activity as proof of
completion.
1. In small groups, discuss why it is important to encourage
children to see their mistakes as opportunities to learn and
grow. Refer to your own experiences if applicable.
It is important for an individual educator to guide the children about
their mistakes and should learn from that from where the student can
be bale to get the enough opportunities to grow and develop them
accordingly. Teaching the children to accept their mistake and learn
from them will help them in their future time.
2. Identify three ways to help children learn from their
mistakes.
 Children always need a especial support and care from where
the educator and guardians has to treat them well even after they do
any mistake. They are required to tell and teach them about right and
wrong.
 Help them to overcome mistakes
 Teach them to resolve it by themselves.
Activity 6F
Estimated
Time
50 Minutes
Objective To provide you with an opportunity to identify the different types of
contributions which families can make to the learning community, explain why
families may find it difficult to contribute, and list ways to communicate with
families
1. What sort of contributions can families make to the
learning community? Identify three different examples.
Use message and learning connections
Workshops for families
Helpers for learning
2. Why might parents find it difficult to contribute to the
learning community? Present your answer in 100 words.
There are different reasons where lac of language support or a
barrier or even they may do not have enough time. Some do not
think it is essential to be adopted and feel improper support.
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3. List three methods of communication you can use to
contact children’s families.
A formal notice with information
A communication notebook like diary
Always reach to call in any emergency
Activity 6G
Estimated
Time
90 Minutes
Objective To provide you with an opportunity to outline organisational policies and
procedures regarding sharing information with colleagues about children’s
development and wellbeing
Outline the policies and procedures of your organisation
regarding sharing information with colleagues about children’s
development and wellbeing.
There are mainly three policies which is required to be understood
and adopted with the colleagues where first is respect, second is
trust and third is empathy. These three of the points are important
and should be adopted by the learning institute from where the
educator can provide the accurate amount of knowledge and also
children can grab the effective learning.
Activity 3A to 4C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table
below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity
or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
CHCECE010 - Support the holistic
development of children in early
childhood
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
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competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
The learner’s
performance was: Not yet satisfactory
Sa
tisf
act
ory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
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Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required
knowledge for this unit.
Answer each question in as much detail as possible, considering your
organisational requirements for each one.
1. Identify and summarise in 100 words the code of ethics which you
follow within your organisation.
2. Provide a short summary (no more than 150 words) of the United
Nations Conventions on the Rights of the Child and what it aims to do.
3. Provide the website addresses for the following:
 The National Quality Framework
 The National Quality Standards
 The relevant approved learning framework.
1. Using the website you provided in the previous question, identify and
document the seven key quality areas that are important to outcomes for
children identified in the National Quality Standards.
2. Drawing on your own research, provide a short summary explaining why
the early years of life are important in terms of brain development.
3. How can a child’s early experiences have an impact on their future
educational success? Explain in no more than 200 words.
4. In 75 words, summarise the premise of all developmental theories.
5. Select two of the following and explain how they can have a negative
impact on child development:
 Poor diet
 Lack of play
 Limited stimulation of brain development
 Lack of materials and resources
 Inconsistent or non-existent emotional support or comfort
 Trauma.
1. Produce an essay, no more than 1000 words, explaining how biological
and environmental factors might influence the development of a child. Refer to
specific examples where possible.
2. Identify three strategies to help children to learn symbol systems.
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Knowledge activity checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table
below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity
or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
CHCECE010 - Support the holistic
development of children in early
childhood
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
The learner’s
performance was: Not yet satisfactory
Sa
tisf
act
ory
If not yet satisfactory, date for reassessment:
Feedback to learner:
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Learner’s signature
Assessor’s signature
Performance Activity
Objective: To provide you with an opportunity to demonstrate the required
performance elements for this unit.
A signed observation by either an approved third party or the assessor will
need to be included in this activity as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
 Supported the development of children in at least three different
situations/activities (including different age groups and abilities), including:
o interacting with children to holistically support development and learning
appropriate to the child’s abilities and age
o providing a variety of experiences and environments to support the different
areas of children’s development (including a combination of physical, creative,
social, emotional, language and cognitive)
 Performed the activities outlined in the performance criteria of this unit during
a period of at least 120 hours of work in at least one regulated education and care
service.
Answer the activity in as much detail as possible, considering your
organisational requirements.
1. Throughout the duration of this course, produce a self-assessment
focusing on your performance of the following tasks in reference to THREE
different situations with children of different ages and abilities:
 Interacting with children to holistically support development and
learning appropriate to the child’s abilities and age
 Providing a variety of experiences and environments to support the
different areas of children’s development (including a combination of physical,
creative, social, emotional, language and cognitive).
These tasks should be completed over at least 120 hours of work.
Within your self-assessment, you should provide a brief description of the
circumstances under which you performed each task and identify any
strengths or weakness in your performance.
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When you have completed the self-assessment, you will have a meeting
with your assessor during which you will be required to discuss your self-
assessment and identify three ways in which you can improve your
performance going forward.
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Performance activity checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table
below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity
or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
CHCECE010 - Support the holistic
development of children in early
childhood
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
The learner’s
performance was: Not yet satisfactory
Sa
tisf
act
ory
If not yet satisfactory, date for reassessment:
Feedback to learner:
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Learner’s signature
Assessor’s signature
Supplementary Oral Questions (optional) – for
assessor
The below table is for you to document any supplementary verbal questions you
have asked the learner to determine their competency. For example, if you are
unsure of their answer to a question in the Learner Workbook, you may choose to
ask them a supplementary question to clarify their understanding of the relevant
criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory
Question:
Learner answer:
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Assessor judgement: Satisfactory
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Question:
Learner answer:
Assessor judgement: Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory
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Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the
assessor.
Learner’s name
Learner’s signature
Assessor’s name
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Assessor’s signature
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