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

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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/tmp/tmproxlbdtf2002638_368977134_2000362392878990010COGNITIVETA.docx Date
30/6/14
Course
CHC30113
CHC50113
Assessment Version
2
Validation Date Date revalidation Validating Teachers initials Page
1 of 11
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
Disclaimer: Printed copies of this document are regarded as uncontrolled.
/tmp/tmproxlbdtf2002638_368977134_2000362392878990010COGNITIVETA.docx Date
30/6/14
Course
CHC30113
CHC50113
Assessment Version
2
Validation Date Date revalidation Validating Teachers initials Page
2 of 11
TAFE NSW
© 2014

Theory Assessment Task 1.3 – Question 1
1.3Thinking and Talking
Disclaimer: Printed copies of this document are regarded as uncontrolled.
/tmp/tmproxlbdtf2002638_368977134_2000362392878990010COGNITIVETA.docx Date
30/6/14
Course
CHC30113
CHC50113
Assessment Version
2
Validation Date Date revalidation Validating Teachers initials Page
3 of 11
TAFE NSW
© 2014

Question 1a.
Question 1b.
Question 1c.
The Early Years Learning Framework Learning Outcome 4: Children are confident and involved learners, is
demonstrated when Anshul:
The fact that Anshul demonstrated confident and involved learning can be established by the way
he explored and tried out new ideas suggested by his peers. Trying new ideas while making the
construction helped them develop confidence. Involvement of his peers further enhanced learning.
Collaboration, exploration, and problem solving during the tower play help in enhancing their curiosity,
creativity and persistence, which the children had gained from their learning. Thus, Anshul presented
himself as an effective learner who was able to adapt and transfer the knowledge gained to the playful
episode. The outcome was further evidenced when Anshul initiated and contributed his ideas to the play
experience, and remained persistent even when balancing the tower was a difficult task.
The Early Years Learning Framework Learning Outcome 5: Children are effective communicators, is
demonstrated when Anshul:
Anshul was able to achieve outcome related to effective communication during the play experience
by exchanging his thoughts ideas and feelings with his peers. He effectively made his peers understand
his objective of constructing a tower during the episode. Literacy helps in incorporating a plethora of
communication modes, which include listening, talking, writing, and reading. Anshul gave positive
feedback to his peers by accepting their ideas related to construction. Furthermore, verbal and nonverbal
interaction initiated by Anshul made his peers engage in an enjoyable interaction. Interacting with each
other helped them to explore new ideas and enhanced challenged thinking.
Disclaimer: Printed copies of this document are regarded as uncontrolled.
/tmp/tmproxlbdtf2002638_368977134_2000362392878990010COGNITIVETA.docx Date
30/6/14
Course
CHC30113
CHC50113
Assessment Version
2
Validation Date Date revalidation Validating Teachers initials Page
4 of 11
TAFE NSW
© 2014