Supporting Physical Development in Infants and Toddlers

This assessment focuses on the physical development of infants and toddlers. It includes characteristics of physical development and provides experiences and resources to support children's development.

CHCECE010 Support the holistic development of children in early childhood
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.
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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: CHCECE010 Support the holistic development of children in early childhood
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 1-5 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. In the table below, match the basic needs to the descriptors.
Ans. Basic Needs Descriptors
e. Physical needs a. Access to developmentally appropriate play that fosters
development in all areas.
d. Psychological
needs
b. Acknowledgement of cultural, ethnic and developmental
differences.
b. Acceptance of
individual
differences
c. A supportive environment, where their efforts and
accomplishments are appreciated and acknowledged.
a. Opportunities to
learn
d. Affection, consistency, security, trust, quality interactions and
appropriate.
c. Respect and self-
esteem
e. Shelter, protection, food, warmth, health care, rest and activity.
2. Match the developmental term to the correct descriptor.
Ans. Development
Term
Descriptors
D Fine Motor
Development
a. Refers to the ability to express feelings in a socially/culturally
acceptable manner, the ability to form loving, meaningful and
satisfying relationships and includes the development of self-
concept and self-esteem.
H Developmental
Milestones
b. This term refers to the genetic blueprint that each person is born
with that will determines many, but not all, developmental outcomes.
e. Cognitive
Development
c. Involves the large muscles in the body such as legs, arms, and the
chest.
f Stage of d. Involves the small muscles such as those in the hand, fingers, lips
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development and tongue.
g Height and
Weight Growth
e. Includes information processing, memory/recall, problem-solving,
using logic, organisational skills, creativity as well as understanding
and written using symbols for communication (reading/writing).
B Heredity f. Refers to the acquisition of significant skills typically age-related eg.
crawling, taking first steps, and first words.
C Gross Motor
Development
g. Refers to changes in children’s height and weight as a result of
maturation.
a. Social/Emotional
Development
h. This term refers to the developmental skills/behaviour linked to what
might be typically expected within a defined age range such as
infants, toddlers and pre-schoolers.
3. The following factors may influence physical growth and development. For each factor give a
short explanation and example.
Factor Explanation Example
Maturation 
Readiness:
With cognitive development
comes maturity and with
maturity and understanding
comes – readiness to different
tasks
Readiness to walk ( the child shows
repeated signs of standing up
supported and then unsupported
and then tries to manoeuvre the
surrounding to thrust forward).
Heredity: The genetic blueprint of an
organism that determines it’s
physical and psychological
attributes.
heterochromia
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Culture/family: Culture is the collective set of
values and tradition carried over
a continuous period by a family
or a social unit such as
community.
Hispanic culture
Prenatal
development:
Prenatal development refers to
stage of gestational
development of the foetus.
Germinal – embryonic to foetal stage
Diet: Diet is set of nutritionally
balanced foods to be consumed
by a human, every day. It
includes water as well.
DASH diet
4. Tick the column to indicate the stage of development when you would typically expect to
observe the following behaviours.
Behaviour Infant Toddler Preschooler
Recognise self in mirror tick
Scribble with large markers tick
Crawl well from place to place Tick
Use more than 1,500 words tick
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Try to roll over tick
Listen well to a story read to a large group tick
Feel frustrated easily Tick
Participates well in small groups and large
groups
tick
Enjoy doing the same thing over and over tick
Play peek-a-boo tick
Co-operate quite well with friends tick
Pour from a small jug without spilling tick
Wash and dry hands with help tick
Know what body parts are used for Tick
Babble a string of sounds tick
Talk in short sentences Tick
Get dressed independently tick
Draw person with head, body, legs and
other parts
tick
Reach toward a toy tick
Begin to play with another child tick
Do a one to three piece puzzle tick
Eat well with fork, cut easy food with knife Tick
Do easy sorting by one characteristic Tick
5. List Piaget’s stages of cognitive development and the approximate age range for each stage.
Stage Piaget Stages of Cognitive Development Approximate Ages Related to Stage (years)
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1. sensorimotor 0-2
2. preoperational 2-7
3. Concrete operational 7-11
4. Formal operations 11 plus
6. Choose the correct word to complete each sentence.
Missing Words
● Transition ● Knowledge ● Thinking ● Environment ● Adults ● Related Stages ● Behaviour
Significant ideas
in Piaget’s
cognitive theory
include:
Cognitive (intellectual)
development is
primarily a result of the
child’s independent
interaction with and
exploration of the
environment
Piaget believed that
development occurs
in: four sequential age
related stages
Progress through each
stage is gradual and
predictable and
involves long periods
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of transition
Children have different
and distinct thinking
processes from those
of adults
New knowledge is built
on existing
knowledge
Mental functioning is
seen as the most
important factor in
behaviour
Qualitative changes
occur as a result of
maturation in thinking
7. Explain the term ‘scaffolding’.
Scaffolding in-stills the important skills needed for problem solving in future.
It is determined by "reciprocal teaching," that is used by educators to improve toddler ability and
skills to learn from the context. The educator and the toddler involve themselves in: questioning,
summarizing, clarifying, predicting.
8. Read each statement in relation to Theory of Mind (ToM) and indicate if it is True or False.
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Statement Answ
er
i. ToM is the term used to describe one’s awareness that we each have
our own separate thoughts and may view things from different
perspectives.
True
ii. To have Theory of Mind means that a child will understand that what
they know or think is not necessarily known to others.
True
iii. When a child sees themself as a separate individual they are also able
to begin to develop an understanding of the impact their emotions may
have on others.
True
iv. Object permanence is the understanding that an object continues to
exist even though it disappears or is out of sight.
True
9. Identify how Bronfenbrenner’s theory can be explained in practical terms by matching the
questions to the correct response.
Ans. Questions Responses
c. What might be some of the factors that
support or undermine the capacity of
families to rear young children adequately?
a. Love; Shelter; Food; Clothing; Stimulation;
Acceptance and Sense of belonging etc.
d. What could be features of a child’s
immediate environment that are important
for family functioning and young children’s
development?
b. Wars; Ethnic isolation; Conflict; Physical isolation;
Violent neighbourhoods and Over-crowding e.g.
high-rise housing.
a. What are the core needs that all children
and families have in common?
c. Lack of facilities such as public transport; Libraries;
Schools; Childcare centres and Public health
services etc.
b. What might be some features and qualities
of communities that help or hinder families
in their capacity to raise young children?
d. Financial; Education; Employment or
unemployment; Parenting skills and knowledge;
Disability; Health and well-being of parents and
Substance abuse etc.
10. Match the terms related to brain development with the correct definition.
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Ans. Term Definition
b. Critical periods a. All have the same genetic coding and are shaped for their different
functions by sensory experiences.
c. Sensitive periods b. A narrow window of time during which a specific part of the body is most
vulnerable to the absence of stimulation or to environmental influences.
d. Synapses c. The broad windows of opportunity for certain types of learning.
e. Neurons d. Billions of neurons and trillions of nerve connections.
g. Limbic hypothalamus
pituitary adrenal
e. Determine when specific brain circuits or wiring occurs.
f. Plasticity f. The brain's ability to change as a result of experience or injury.
a. Genes g. Brain development or function at the lower level that directly impacts on
later brain development.
11. Listed below are some general characteristics of the physical development of infants and toddlers.
For each characteristic, list two experiences and/or resources that you can use to support
children’s development and mastery of these skills.
Physical Development
Characteristic
Experiences/Resources to be provided to support
development
Toddlers can walk and hold an object
using two hands. Catching a ball
Treasure hunt
Most infants can crawl by nine or ten
months.
By creating scenic and comfortable textured environment
(especially by using a mat) – to support the child’s
sensory/ perceptual/ anticipatory learning.
Using objects of different colours and size to help the child
crawl towards it.
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Toddlers can walk along uneven
surfaces.
Creating child proof environment. Handholding in the
initial stages followed by encouraging the child to walk
independently on even terrains.
Make the child bare footed but remove sharp or injurious
objects from the surrounding (if any). Bare footing helps in
kinaesthetic and proprioceptive development of the
sensory system of the child – thus helping him/ her to
support better.
Infants can use a pincer grip by six to
12 months. 1. Placing strips of the duct tape on kitchen floor, outside
on sidewalk, or on walls of garage.
2. Keeping lots of stickers on the hand for your child in
order to peel and then stick.
12. Look carefully at the motor skills being demonstrated by the preschool children in the following
photographs.
Examine the photographs and match the descriptor to the appropriate photo.
Motor Skills of Preschoolers
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(a) (b) (c)
(d) (e) (f)
Ans. Preschool Descriptors
C Can kick a ball from a standing position and can kick a rolling ball.
D Participate in ball target games: bats; balls; bean bags, to develop their gross motor skills.
a. Three year old children can typically jump from a height and land smoothly.
F By age five, children usually have a preferred hand and can maintain pincer control when drawing
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and painting.
B Preschoolers can throw a ball overhead and catch a bounced ball with hands.
E Four to five year old Preschoolers can walk along balance beams, and other types of balancing
equipment.
13. List two ways that you could actively support toddlers as they develop their independence and
competence in personal hygiene?
1. Role modelling with washing, drying hands.
2. Displaying posters with the steps of hand washing.
14. What does social and emotional development include?
Social development includes social perception, social interaction, understanding of individual similarities
and differences, patterning, communication and expression and conscious effort to a common action. It is
often emoted by deep overflowing feelings of unique and individualistic nature. This is where emotional
development comes to play. Emotional development refers the conscious development of feelings that
encompasses self-esteem, personal and belonging needs, rise of sentient motives, drive for self-identity
and a complete self-awareness to these changing spirits.
15. Match the Educator strategy experience or environmental factor that could be used to promote
the following aspects of social development.
Ans. Aspect of Social
Development Strategy/Experience/Environmental Factor
f Self–help skills promote
autonomy, confidence and
self-esteem.
a. Once the children in Amie’s group have mastered all
the jigsaw puzzles available, she borrows some more
advanced puzzles from the pre-school room.
C Children learn that friendships
are based on shared interests
and care for others.
b. The Educators display photos, or the actual item, of
children’s buildings, Lego structures etc, for parents
to see. They encourage each child to tell their parent
about their work.
A Play materials offer age-
appropriate challenges that
c. In the Pre-school room, the Educators plan
experiences for groups of up to four children to
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promote competence. complete – e.g. group collage, projects, dramatic play
scenarios.
E Caring for living things helps
children to develop a sense of
shared responsibility.
d. The Educators check to be sure there is soap and
paper towel ready for the children before they go into
the bathroom.
D The children’s service
provides a welcoming
environment that supports a
sense of belonging.
e. It is a routine that at the start of every Group Time, the
gold fish tank and the bird cage are checked by
everyone. Feeding and care of the centre’s pets is an
important aspect of the day.
B Children’s experiences,
achievements and interests
are shared with their family.
f. Beside the parent’s sign in/out folder there is a similar
folder for the children to sign themselves in/out. Each
child then takes the passport size photo of themselves
and Velcro’s it to the “Who’s here today?” chart.
16. Match the Educator strategy to each scenario to support the development of friendships with
pre-schoolers.
Ans. Scenario Educator Strategy
C Mia doesn’t like to lose. She stomps away if she
doesn’t ‘win’ or isn’t first to finish a game.
a. Promote turn-taking and sharing.
E Kael will often make negative comments about other
children’s art work.
b. Promote looking at, listening to and
responding to others.
A The other children exclude Owen from table games
because ‘he can’t wait for his turn’.
c. Promote being a good sport and
completing the game.
B Hassim rarely responds to his peers when they initiate
a conversation.
d. Promote the role of follower as well as
leader.
D Zennie will walk away from a game if the other children
don’t follow her lead.
e. Promote complimenting others on their
efforts.
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17. a. Language development refers to:
Language development (Locke 2017) refers to the process that starts early in early human life.
Infants start without knowing the language but by ten months – they can distinguish between the
speech sounds and they engage in babbling (Morgan and Wren 2018). It has been reported that
language development starts in foetal stage that helps in recognition of the sounds and the
speech patterns of mother's voice.
Children develop a receptive language ability much before the verbal, expressive language
starts to develop. Receptive or sensory language development (Bowler et al. 2018) is an
internal processing to the understanding of a language. Expressive language then begins to
develop slowly.
b. Language development is divided into two areas – receptive language and expressive
language.
i. Receptive language refers to?
Receptive language refers the sensory component of language development and
understanding, analysing of what has been heard.
ii. Expressive language refers to?
Expressive language on the other hand refers to the motor component of speech and
communication.
18. List four ways you can create a literacy rich environment.
Including books in the environment.
Reading books aloud.
By making the different text types visible.
Encourage writing.
19. Read each statement and indicate whether it is True or False.
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Statement Ans
wer
a. For children under 2 years, receptive language is much more advanced than expressive
language.
True
b. By 18 months children understand that some words can be used to convey relationships
such as on or under.
True
c. At the age of 2 years 6 months children typically only have a vocabulary of around 100 words. True
d. By 18 months children demonstrate an understanding that words must be placed in a
particular sequence in order to make sense.
True
e. Toddlers do not typically use personal pronouns such as I or me or mine. False
f. Preschool children are able to use body language to convey their feelings. True
g. Preschool children can describe images from the past in detail. True
h. Preschool children can’t interpret simple or use gestures or facial expressions when
communicating.
False
i. Most preschool children can use language for social interaction by initiating conversation,
smiling and giving eye contact.
True
20. Choose one routine experience (such as morning tea, toileting, lunch) and list the possible
learning opportunities a child can take part in.
Routine Experience:
Social Development
Morning tea routine is often
used by educators to
embrace socialization
amongst the young children.
They can see, observe,
listen and imitate each other
- executing self-help
Language/Communication Development:
Play activities can an essential period of
language development where the children
interact, communicate using verbal and non-
verbal techniques and ideate together towards a
common goal. It is an important socialization
exercise where they need to adapt to each other
rapidly, thus learning about skill diversity and
enhancing their own as a consequence.
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activities of daily life.
Health and Physical Development
Both lunch and other meals plus the
playfulness is important.
Emotional Development
Toilet habits, self-care, self-help fostering in the
children and taking care of individual esteem
needs by giving them privacy and compliments
is critical.
Sustainable Practices:
Lunch, an after activities and pre rest
routine for the toddlers – should be
incorporated in their habits as a sustainable
practices for maintenance of daily nutritional
intake and well-being.
Cognitive Development
All the routines and the child care processes
such as addressing of personal and individual,
social and emotional needs of the child will help
in cognitive development.
Assessment 2
Case Study 1
Alyssa (2 years 9 months)
Alyssa is keen to demonstrate that she can wash and dry her hands all by herself! She tells the Educator
“I can do it.”
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Tick the key motor skills being demonstrated by Alyssa as she washes her hands.
Key Motors Skills Answer
a. Hand–eye co-ordination – using the eye to assist in accurate movement. yes
b. Foot–eye co-ordination – ability to use their eyes and feet together to accomplish
a task.
c. Visual motor control – is the ability to successfully integrate visual and motor
responses into a physical action
yes
d. Co-ordination –the ability of the body to integrate the action of the muscles of the
body to accomplish a specific movement or a series of skilled movements in the
most efficient manner
yes
Case Study 2
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Anshul’s Tower
Anshul, Adian and Jake (3 years 4 months) spent the morning and part of the afternoon working on their
construction. As usual Anshul went straight to the blocks on arrival and started to work on his structure. It
seems that Anshul always has a plan in mind and can’t wait to get started!
Anshul was joined by Aidan and then Jake. Anshul quietly details what he is building to his peers. While
Anshul continues to work on his plan he is happy to allow the other children to add their own ideas. He
asks questions and listens carefully as the other children explain their ideas. Occasionally he gives
positive feedback. “That’s good Aidan.”
“I can make these cylinders balance”, Anshul tells Aidan. It’s interesting to see that Anshul has placed
the larger cylinder on the smaller cylinder.
Anshul continually stands back to look at his structure from different perspective. He looks carefully at the
base of his structure and tells Jake that “The bottom part has to be flat.”
When the boys had finished their construction the Educator smiled and complimented their efforts “Wow
boys you’ve worked well together to build this fantastic tower.” She also suggested to Anshul that he may
like to attempt to draw his construction. Anshul draws on his experience in construction, his prior
knowledge and concept development to create elaborate and sound structures. The Educator later adds
photos of his structure to Anshul’s personal construction log book. Anshul is able to dictate what he wants
the Educator to write in the log book.
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The Early Years Learning Framework Learning Outcome 4: Children are confident and involved
learners, is demonstrated when Anshul:
The children especially Anshul is pretty confident about his ideas about the tower and he does it
nicely with help of his friends Aidan and Jake. He expresses his ideas freely to them and is
open to their ideas as well. This is how a social interaction develops by respecting each other’s
ideas, by promotion of factual knowledge and elimination of personal biases.
The Early Years Learning Framework Learning Outcome 5: Children are effective communicators,
is demonstrated when Anshul:
Receive Adian’s and Jake’s ideas well and implement their combined thoughts towards a
collaboration decision making.
How has the Educator demonstrated interest and enjoyment in Anshuls tower play?
The educator encourages their actions and achievements by praising them.
Suggest one question that the Educator could ask Anshul about his structure or construction
techniques to promote language and his cognitive learning.
Tell me what did you think while making this tower?
Case Study 3
Nailah
Nailah (3 years 3 months) is attempting without success to cut a picture of a horse from a magazine. She
becomes upset and frustrated with her efforts and finally gives up. “Nailah, can I help you?” asks the
Educator.
“I want this horse but I can’t cut it!” Nailah responds.
The Educator sits down to help her. “Well, the best way to cut a picture from a magazine is to tear out the
page first, like this. Then it’s a bit easier to cut. I’ll hold it for you while you cut… That’s great. You’ve cut
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all the way across to the top. Now I’ll turn it around and you can cut along the bottom of the picture…
Good work! You did it. I’m glad I could help you, Nailah.”
In the following scenario, the Educator has used the technique known as ‘scaffolding’ to help Nailah
persevere and achieve success.
Explain how the Educator scaffolds Nailah’s learning?
The collaborative approach taken up educator and Naillah to the problem included questioning,
summarizing, clarifying and predicting the outcome. This is how – in a stepwise manner – the
educator has assisted Nailah in a pragmatic learning process.
What would be the positive outcomes for Nailah in relation to her social and emotional
development?
Emotionally, she is guided by the educator all the way through and her actions, self-confidence
are addressed well by the educator and this incident would help Nailah to have more positive
experiences like this in the future.
Case Study 4
For each of the following scenarios consider how the Educator could respond to the child to promote the
development of verbal communication skills.
William
William (3 years 1 month) taps on your leg and points at his shoelace, which has come undone.
Suggest an open-ended question which will require William to verbalise his needs instead of
simply pointing.
What do you want me to do William?
Owen
Owen (3 years) approaches during morning play time to show you a drawing he has completed. He says
“See” as he holds the drawing up for you. You cannot clearly make out what he has drawn.
Suggest what you could say to Owen to encourage him to speak in a complete sentence.
That’s amazing! Tell me what you have drawn Owen.
Max
Max (4 years 6 months) is looking upset, his arms are folded and his head is bowed.
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Suggest an open-ended question which will require Max to express his feelings.
Oh dear! Something might have happened. Why are you sad Max?
Case Study 5
Music, movement and dance engage children on many different levels. Look closely at the photographs of
the children and answer the related questions.
Movin’ and Groovin’
Music, Multisensory Learning and Music Play
These preschool children are provided with different songs and music, and different types of instruments
and movement materials during their large group time music experiences.
Describe the key emotional experience that music is providing the children in the photographs.
The music has surely stirred joy, happiness, amusement and extreme delight in these little
children. They look exhilarated and moved by the rhythmic joyous flow of musical notes and
strings.
How does the experience support creative development?
The children of the group are interacting non-verbally and verbally with other through emotions,
expressions and gestures – guided by a conscious stream of mellifluous sound that is binding
them in a special situation of happiness. They are recruiting their fluid and abstract intelligence
to rejoice in the waves of music.
How does the experience support social development?
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As mentioned above – the musical exercise has surely bought the children together, enjoying
and responding together to a common stimulus.
How does the experience support language development?
As language development is about reception and expression – hearing the sounds of music is
surely helping them to lip and sing the same song which is broadening the children’s vocabulary
with new words embedded in the lyrics and thus helping in language development.
How does the experience support physical development?
Physical mobility, stretchability and flexibility are being enhanced by dancing and grooving
which is helping in physical development.
How does the experience support cognitive development?
All these processes have improved the overall cognitive development.
Assessment 3
Research Activity 1
Research and describe each of the following stages of Erikson’s theory.
Stage Answer
Stage 1
Child Develops
Trust or Mistrust
(0 – 1 year)
Gaining on the child’s trust through kindness, compassion and amiable
behaviour and interaction is important, so is addressing of the child’s love and
belonging needs.
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Stage 2
Child Develops
Autonomy or Shame
and Doubt
(1 – 3 years)
Addressing the child respect, integrity and esteem needs properly will develop
autonomy in the child otherwise self-doubt and delayed milestones. That is
acknowledging the child’s actions are crucial to developmental milestones.
Stage 3
Child Develops
Initiative or Guilt
(3 – 6 years)
If the child’s sudden vomiting or toileting is addressed with care and affections
– the child develops self-confidence and takes initiative to positive behaviour
otherwise it leads to guild and withdrawal.
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References:-
Bowler, R., Bisi, E., Thomas, A., Carlson, C. and Wilson, B.J., 2018. The role receptive and
expressive language on social initiations in young children with autism.
Morgan, L. and Wren, Y.E., 2018. A systematic review of the literature on early vocalizations
and babbling patterns in young children. Communication Disorders Quarterly, 40(1), pp.3-14.
Morss, J.R., 2017. The biologising of childhood: Developmental psychology and the Darwinian
myth. Routledge.
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