CHCECE010 Support the Holistic Development of Children in Early Childhood Theory Assessment Tasks

This unit provides the opportunity to demonstrate evidence of the required knowledge and skills to support and recognise the interrelationship between the physical, social, emotional, cognitive and communication development of children from birth to 6 years of age. It contains 6 individual theory tasks covering physical, social, emotional, cognitive, and communication development, and creating an environment for holistic learning and development. The required readings include Kearns, K. (2017). Birth to Big School: Working in Children’s Services (4th ed.). Centage Learning, Victoria, ACECQA Starting Blocks, ACECQA Developmental Milestones, and more.

Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the required
knowledge and skills to support and recognise the interrelationship between the physical, social, emotional,
cognitive and communication development of children from birth to 6 years of age.
Elements
The following elements define the essential outcomes of this unit:
 Element 1 Support physical development Element 2 Support social development Element 3 Support emotional development Element 4 Support cognitive development Element 5 Support communication development Element 6 Create an environment for holistic learning and development
Assessment Requirements
This unit of assessment contains 6 individual theory tasks
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Course
CHC30113
CHC50113
Assessment Version
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TAFE NSW
© 2014
Theory Assessment Tasks Task Completed
1.1: Physical Development
1.2: Social and Emotional Development
1.3: Thinking and Talking
1.4: Communication
1.5: Support Holistic Development
1.6: Quiz
CHCECE010
Support the Holistic Development of Children in
Early Childhood
Theory Assessment Tasks
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma in Early Childhood Education and Care

Required Readings
In order to complete this unit of competency you are required to access the following key resources.
 Kearns, K. (2017). Birth to Big School: Working in Children’s Services (4th ed.). Centage Learning,
Victoria
 ACECQA Starting Blocks – Your child’s development. Retrieved from:
http://www.startingblocks.gov.au/your-childs-development/
 ACECQA Developmental Milestones Retrieved from:
http://files.acecqa.gov.au/files/ACECQA/2014/developmental-milestonesDevelopmental%20Milestones
%20and%20the%20EYLF%20and%20the%20NQS.pdf
 Australian Children’s Education and Care Quality Authority. (January 2017). Guide to the National
Quality Standard. ACT: Commonwealth of Australia. Retrieved from
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF-Resource-03-Guide-to-
NQS.pdf
 Ministerial Council for Education, Early Childhood Development and Youth Affairs. (2011). Education
and Care Services National Regulations. Retrieved from
http://www.legislation.nsw.gov.au/sessionalview/sessional/subordleg/2011-653.pdf
 Australian Government Department of Education, Employment and Workplace Relations. (2010).
Educators’ Guide to the Early Years Learning Framework for Australia.Canberra: DEEWR.
 Australian Government Department of Education, Employment and Workplace Relations. (2009).
Belonging, Being and Becoming: The Early Years Learning Framework for Australia.Canberra: DEEWR.
 Healthy Kids – Munch and Move Resources: www.healthykids.nsw.gov.au/campaigns-programs/munch-
move-resources.aspx
 Raising Children Retrieved from: http://raisingchildren.net.au/
ACECQA Starting Blocks Retrieved from: http://www.acecqa.gov.au/families/starting-blocks
1.2Social and Emotional Development
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CHC50113
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Theory Assessment Task 1.2 – Question 1
Question 1a.
Question 1b.
What does social and emotional development include?
Social and emotional development refers to the child’s ability of understanding thoughts and
feelings of other people, while controlling his/her feelings and behaviors (Crane, 2014). It enables a child
to communicate and interact with other children. It also fosters effective relationships with adults. It also
involves development of empathy towards others. The core features facilitate an accurate understanding
and comprehension of the mental state.
What does being socially competent mean?
Being socially competent encompasses a wide range of emotional, social and cognitive skills. A
socially competent person is able to control affect, has proper skills for thinking and reasoning, and is
able to demonstrate effective conversation skills. It also refers to the ability of an individual to rake
another person’s perspective regarding a particular situation. A socially competent person learns from
previous experiences and applies that learning in social interactions (Schonert-Reichl et al., 2015).
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CHC30113
CHC50113
Assessment Version
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3 of 11
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© 2014

Theory Assessment Task 1.2 – Question 2
Question 2a.
Match the educator strategyexperience or environmental factor that could be used to promote the
following aspects of social development.
Aspect of Social
Development Strategy/Experience/Environmental Factor
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.
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.
In the Pre-school
room, the educators
plan experiences for
groups of up to four
children to complete –
e.g. group collage,
projects, dramatic play
scenarios.
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.
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.
Play materials offer
age-appropriate
challenges that
promote competence.
c. In the Pre-school room, the educators plan experiences
for groups of up to four children to complete – e.g.
group collage, projects, dramatic play scenarios.
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.
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.
The educators check
to be sure there is
soap and paper towel
ready for the children
before they go into the
The children’s service
provides a welcoming
environment that
supports a sense of
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.
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bathroom. belonging.
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.
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.
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Question 2b.
Explain how each of the following strategies supports the social development of toddlers.
Strategy How it supports social development in toddlers
Recognising and responding
promptly to a child’s emotional cues.
This makes the child understand that his/her feelings are being
given due importance and are being cared for. It makes the child
realise that adults are sympathetic towards them and are a source
of strong emotional support.
Responding to and comforting
children when they are upset or hurt.
This makes the child understand that their feelings are similar to
that of adults and the former demonstrate a willingness to know
about matters that affect a child in a negative way.
Providing predictable and consistent
routines that allow the child to feel a
sense of security.
It creates provision for the child to develop a sense of self-control. It
also enables the child to control the surrounding environment. It
further facilitates anticipation of events before they actually occur.
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Theory Assessment Task 1.2 – Question 3
Question
Talking about feelings and the
feelings of others.
It inculcates in the child a sense of security. It also acts as an
effective step in trust building and fosters a good relationship and
rapport with adults.
Helping children to express their
emotions in socially acceptable and
age-appropriate ways.
It makes a child realise that regardless of their age, their feelings
and behaviour are given due importance by all. This reinforces self-
confidence.
Read each statement and identify whether it is true or false.
Statement Answer
Providing children with genuine choices supports social development. True False
Consistent, predictable routines support children’s emotional and psychological True False
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Theory Assessment Task 1.2 – Question 4
Question 4a.
development.
Preschool children are too young to be encouraged to take responsibility for their
own actions.
True False
Actively involving children in decision-making supports their emotional and
psychological development.
True False
Requiring children to care for and respect the service’s resources supports children’s
social development.
True False
Educators should always step in and quickly resolve preschool children’s conflicts. True False
Educators should allow children to give up on tasks that they find too challenging. True False
To provide a quality program for a child an educator needs to understand the child,
and family’s background, circumstances, experiences and needs.
True False
Match theeducator strategy to each scenario to support the development of friendships with pre-
schoolers.
Scenario Educator Strategy
Promote being Mia doesn’t like to lose. She stomps a. Promote turn-taking and sharing.
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a good sport
and
completing the
game.
away if she doesn’t ‘win’ or isn’t first to
finish a game.
Promote
complimenting
others on their
efforts.
Kael will often make negative comments
about other children’s art work.
b. Promote looking at, listening to and
responding to others.
Promote turn-
taking and
sharing.
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.
Promote
looking at,
listening to
and
responding to
others.
Hassim rarely responds to his peers
when they initiate a conversation. d. Promote the role of follower as well as leader.
Promote the
role of
follower as
well as leader.
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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Question 4b.
Read each of the following scenarios and suggest a strategy that the educator could use to support the
child’s social and emotional development.
Scenario Educator Strategy
Tilly (4years 6 months) is crying because the other
girls have excluded her from their play because
Tilly was being too bossy and would not share the
equipment.
Make Tilly understand the virtue of sharing and
performing tasks as a team. Inculcate in her the idea
that sharing with others would make them develop love
and admiration for her and she will become friends with
them.
Harry (4years) is quiet and shy. He tends to talk so
softly he can barely be heard. He usually talks with
his head bowed.
Set an example by smiling at all people, and taking in
generous voice tone. Investigating the underlying
factors that make him behave this way. Teaching him
the basics of maintaining eye contact during
conversation.
Clancy (4years 7months) complains that nobody
every listens to her. Clancy tends to talk over
others and has a loud voice.
Teach her the basics of a soft conversation. Make her
practice skills such as active listening. Inculcate in her
the virtue of paying attention to what others have to
say before speaking in a loud voice.
Arran (4years 4months) appears unaware of how
others might be feeling. He does not seem to pick
up on body language/facial expressions.
Teaching him appropriate nonverbal skills such as a
smiling face, nod of the head, eye contact, facial
expression, hand gestures and body language.
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CHC50113
Assessment Version
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Validation Date Date revalidation Validating Teachers initials Page
10 of 11
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© 2014

References
Crane, K. (2014). Social and Emotional Development. Retrieved from-
https://www.carmelunified.org/cms/lib07/CA01000917/Centricity/Domain/421/Newsletter
%20May1314.pdf
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A.
(2015). Enhancing cognitive and social–emotional development through a simple-to-administer
mindfulness-based school program for elementary school children: A randomized controlled
trial. Developmental psychology, 51(1), 52.
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/tmp/15584960847610594597.docx Date
30/6/14
Course
CHC30113
CHC50113
Assessment Version
2
Validation Date Date revalidation Validating Teachers initials Page
11 of 11
TAFE NSW
© 2014