CHCECE010 Theory Assessment Tasks

This unit of assessment contains 6 individual theory tasks that provide 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. The assessment tasks cover elements such as supporting physical, social, emotional, cognitive and communication development, and creating an environment for holistic learning and development. The required readings include resources such as Kearns (2017), 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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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

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CHC50113
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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
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Theory Assessment Task 1.4 – Question 1
Question 1a.
1.4Communication
Language development refers to:
Language development refers to the process that starts in infancy. Children begin to know a
language and by the age of 10-11 months are able to distinguish between speeches. They often engage in
babbling. According to research studies, earliest language development begins in the uterus when the
fetus is able to recognize speech patterns and sounds of mother's voice. Productive language
development begins with free verbal communication. In later stages infants are generally found to use
vocalizations and gestures in order to make their intent known to other people (Barrett, 2016). Old
functions are replaced by new forms and a child begins to learn a wide range of words. These words help
a child to express communicative functions, which were earlier expressed with the use of incoherent
words. Thus, language development is imperative to the overall development of a child.
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Question 1b.
What are the four major language and cognitive developments that take place in early childhood?
Thinking of a child travels through a series of four major stages that enhances their language and
cognitive skills. These stages unfold naturally and help a child to explore the surrounding environment.
Furthermore, according to the psychologist Lev Vygotsky, language acquisition forms an essential part of
cognitive development. With appearance of first words, children often make similar sounds made up of
same syllables. This results in babbling. On reaching 18 months of age they achieve a mental system that
can be used to represent sounds of language. Thus, speech sounds become more consistent. The first
words are understood by an infant at 5 months of age, followed by production of first words between 10-15
months of age. A child is able to reach a 50 word milestone vocabulary around the age of 18 months, and a
100 words vocabulary till the age of 21 months. Continuous development makes a 6 year old child have an
estimate vocabulary of 14000 words.
The four major stages of cognitive are mentioned below-
 The sensorimotor stage- This occurs still a child reaches 2 years of age. A child is usually
fascinated by the world around. The motor activities and sensory perception help in driving whole
idea of the surroundings (Moore, 2014).
 The preoperational stage- This ranges between 2-7 years of age, and helps a child to master a
particular language. However, during this stage it is difficult for a child to understand concepts
related to logic, and information control. The child is also not able to understand view points of
other people in this change.
 The concrete operational stage- This occurs during aces between 8-0 years the face when a child
is able to understand the functioning of several mental operations. Logical thinking skills get
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Question 1c.
enhanced. However, hypothetical concepts and abstract still pose a problem (Ministerial Council
for Education, Early Childhood Development and Youth Affairs, 2011).
 The formal operational stage- This period ranges between 11 years of age still adulthood, when a
child is finally capable of grasping concepts related to abstract topics. The stage involves
enhancement of several cognitive abilities related to systematic planning, deductive reasoning,
and logical thinking.
Language development is divided into two areas – receptive language and expressive language.
i. Receptive language refers to?
It refers to understanding of a language input. Receptive language often encompasses sound
understanding of gestures as well as words. It extends beyond vocabulary skills, and enables a person to
interpret questions. It helps in understanding of complex grammatical forms such as phrases. Therefore, it
refers to the ability to comprehend directions vocabulary questions and concepts. It also comprises of
memory attention and sustained concentration (Ray-Subramanian & Weismer, 2012).
ii. Expressive language refers to?
Expressive language refers to output of a language and explains how a person expresses his/her
preferences and demands. In addition to words, it also includes rules of grammar that dictate the way
words can be combined into phrases in order to form paragraphs are sentences. It also makes use of
facial expressions and gestures. Thus, it encompasses verbal as well as non-verbal communication skills,
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Theory Assessment Task 1.4 – Question 2
Scenario
William
William (3 years 1 month) taps on your leg and points at his shoelace, which has come undone.
Question 2a.
Scenario
Perri
Perri(1 year 8 months) is busy washing the dolls. As you approach she holds the doll up. “Look
dolly.”
and the way by which they are used by an individual, in order to explain what is intended to be
communicated (Ray-Subramanian & Weismer, 2012).
For each of the following scenarios consider how the educator could respond to the child to promote the
development of verbal communication skills.
Suggest an open-ended question which will require William to verbalise his needs instead of simply
pointing.
“How did it happen William?” “Can we do something to fix it?”
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Question 2d.
Suggest a response that allows you to model language skills by expanding upon what Perri is doing.
“How beautiful dolly looks! Did you wash her and give her a bath? Did dolly put on new clothes?”
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Theory Assessment Task 1.4 – Question 3
Question
List four ways you can create a literacy rich environment.
A literacy rich environment refers to the context where children most of them engage in activities
based on their interest with responsive adults. Search enlightenment emphasize on the importance of
reading speaking and writing. It involves selection of appropriate materials which will facilitate literacy
opportunity and language development among children (Guo et al., 2012). A good literacy rate
environment will also help the children to reflect on their thoughts and actions. 4 ways by which a literacy
rich environment can be achieved are as follows-
1. Including books in the environment- A practice of leaving board books near the tables with
children sit or beside their beds, create a provision to read something always, when they feel
distracted or wake up from their sleep.
2. Reading books aloud- Books can be read aloud to toddlers even with a short attention span.
Such reading aloud will help in developing their awareness on language. In addition to enhancing
their vocabulary, it would also help children to develop content knowledge.
3. Encouraging writing- Writing areas such as white boards, doodles, chalkboards or window
markers should always be present in rooms where children spend most of the time. This would
encourage them to express their ideas and thoughts in the form of drawings or words, thereby
increasing their vocabulary (Hartas, 2012).
4. Making different types of text visible- Children should be encouraged to learn the alphabet by
singing alphabet song. Alphabets made up of colorful plastics should be used to decorate the
room where they stay. This decoration would increase their attraction towards learning the
alphabets, thereby improving their literacy.
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Theory Assessment Task 1.4 – Question 4
Question
Match the literacy concept to the example of the preschool child’s skill.
Concept Demonstrated Skill
Begin to
imitate
print –
they form
a series of
shapes or
lines
which they
call
‘writing’
and will
‘read’ what
has been
written
Preschoolers can begin to understand
that printed symbols have meanings.
a. Recognise and verbalise brand names such
as fast food outlet signs
Recognise
and
verbalise
brand
Preschoolers can ‘read’ familiar signs
and brand names.
b. Will experiment with sound patterns by
making up nonsense word
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names
such as
fast food
outlet
signs
Will notice
if you try
to skip a
page or
abbreviate
when
reading
aloud.
Preschoolers are beginning to
understand left-to-right and top-to-
bottom orientation of print.
c. Begin to imitate print – they form a series of
shapes or lines which they call ‘writing’ and
will ‘read’ what has been written
Will
experiment
with sound
patterns
by making
up
nonsense
word
Preschoolers can make up rhyming
words and nonsense words.
d. Will notice if you try to skip a page or
abbreviate when reading aloud.
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Theory Assessment Task 1.4 – Question 5
Question
Read each statement and indicate whether it is True or False.
Statement
a. For children under 2 years, receptive language is much more advanced than
expressive language.
True False
b. By 18months children understand that some words can be used to convey
relationships such as on or under.
True False
c. At the age of 2 years 6 months children typically only have a vocabulary of around 100
words.
True False
d. By 18months children demonstrate an understanding that words must be placed in a
particular sequence in order to make sense.
True False
e. Toddlers do not typically use personal pronouns such as I or me or mine. True False
f. Preschool children are able to use body language to convey their feelings. True False
g. Preschool children can describe images from the past in detail. True False
h. Preschool children can’t interpret simple or use gestures or facial expressions when
communicating.
True False
i. Most preschool children can use language for social interaction by initiating
conversation, smiling and giving eye contact.
True False
j. Preschool children can speak in sentences and understand the back-and-forth rule
of conversation.
True False
k. The ability to read and write does occur naturally. True False
l. Knowing that letters make words when placed in a certain order and that words have
meaning occurs gradually.
True False
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References
Guo, Y., Justice, L. M., Kaderavek, J. N., & McGinty, A. (2012). The literacy environment of preschool classrooms:
Contributions to children's emergent literacy growth. Journal of Research in Reading, 35(3), 308-327.
Hartas, D. (2012). Inequality and the home learning environment: Predictions about seven‐year‐olds’ language and
literacy. British Educational Research Journal, 38(5), 859-879.
Ray-Subramanian, C. E., & Weismer, S. E. (2012). Receptive and expressive language as predictors of restricted
and repetitive behaviors in young children with autism spectrum disorders. Journal of autism and
developmental disorders, 42(10), 2113-2120.
Barrett, M. (Ed.). (2016). The development of language. Psychology Press, 23-54.
Moore, T. E. (Ed.). (2014). Cognitive development and acquisition of language. Elsevier, 37-49.
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
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© 2014