CHCECE011 | Provide Experiences to Support Children's Play and Learning

CHCECE011 Provide experiences to support children's play and learning
Knowledge Questions Marking Guide v1.2(2017/12/18)
CHCECE011 Provide experiences to
support children's play and learning
Name Ashlee STROCHNETTER
Email address [e-mail]
Assessment© 2017 Australian Institute of Personal Trainers Pty Ltd and its licensors (AIPT)
Commonwealth of Australia Copyright Regulations 1969
Warning - This material has been reproduced and communicated to you by or on behalf of
AIPT, pursuant to Part VB of the Copyright Act 1968 (the Act).
The material in this communication may be subject to copyright under the Act. Any further
reproduction or communication of this material by you may be the subject of copyright
protection under the Act.
All rights are reserved and you must obtain the prior written permission of AIPT for the
republication or redistribution of any content. Do not remove this notice.
Knowledge Questions
Please carefully read through each question. Reflect on your learning unit
including video links, links to other resources and your own research.
Please note: Where the responses do not sufficiently demonstrate your
knowledge in this assessment, your submission will be returned to you for
resubmission.
1. Jasmine (4 years, 10 months) has very good gross motor skills. She attends
the centre until very late and spends the last two hours of child care in the
Toddler room, or junior yard. She gets very bored and gets in trouble often
during this time. She runs around the small toddler room, or plays roughly
with the toddler toys.
What strategies can you put in place to keep Jasmine behaving
appropriately?
Jasmine should be guided to the constructive play areas where she can
explore or furnish her gross motor skills. Jasmine shall always be
engaged in some other classroom activities, especially in the last two
hours, for example some quite play activities or sensory activities.
Some of the major resources that could be used by the educators to
enhance the gross motor skills of Jasmine are trampolines, balls and
balloons and pedal cars. In order to assist her educator, Jasmine can
pay attention to the instruction given by the instructor during different
types of Gross motor skill developing activities.
2. Toby (2 years, 3 months) wakes up from his nap, the Educator puts a 50
piece cardboard jigsaw puzzle in front of him, and takes out all the pieces.
Toby looks at the pieces, looks confused, then pushes all the pieces to the
floor.
a) Why did Toby push the puzzle away?
1

CHCECE011 Provide experiences to support children's play and learning
Knowledge Questions Marking Guide v1.2(2017/12/18)
Children tend to develop an attitude of denial for things, which they do
not get or cannot solve. Toby pushed the puzzle away because of the
fact that he got frustrated, for not being able to solve the puzzle and
thus wanted to get rid of it. Another reason that justifies this action of
Toby is that a 50 piece Jigsaw puzzle is too complex for Toby age. Thus
he immediately developed lack of interest in the play. Children between
age 2 to 2 and a half years should start 3 to 4 big pieces of Jigsaw
puzzles since young children are fumbling with their newly found skills.
Along with this, Jigsaw puzzles should accommodate matching pictures
underneath each piece in order to support hand, eyes and visual skills
of perception.
b) What should the Educator have provided for Toby instead?
A 50 piece cardboard jigsaw puzzle is certainly not appropriate for a
2years old child. Solving a jigsaw puzzle requires an advanced short
term memory and an excellent visual spatial reasoning skills. Toby
might be lacking these skills. A smaller Jigsaw puzzle could have been
provided. Some other activities like play dough or threading beads
could have been provided. It improves both hand eye coordination and
sensory skills in children.
2

CHCECE011 Provide experiences to support children's play and learning
Knowledge Questions Marking Guide v1.2(2017/12/18)
3. How would you ensure the safety of the children in your care while coming
into the room from the outdoor environment in the morning, and going
outside in the afternoon?
`After the children have finished their outdoor activities and have
returned to the classroom, I would check and ensure, that none of them
has had any injuries or if anybody has soiled their clothes. They should
be kept seated. Their hands and legs should be cleaned and should be
provided with water for drinking.
Before going out in the afternoon, it should be ensured that sun-screen
lotions have been applied and everyone in carrying a cap, umbrella and
a water bottle.
Also it is highly crucial for me as an educator to check all the children
are present. For this, both during the time of departure for an outdoor
play and during entering the classroom from the same, I will conduct
roll call with the help of the attendance register in order to make sure
that the number of students who left the classroom for outdoor activity
and the number of students who have come back from the same are
same.
4. How could you involve the children in planning procedures to implement
during fire evacuations and lockdown drills?
Children should be given clear instructions about hazard identification,
the assembly points, the alarm tests and the factors related to the
efficacy of the escape plan. Children should be discussed about the
different signs along with the possible dangers through which a fire can
break out in the childcare setting. In order to efficiently teach children
the planning procedure to be implemented during the fire evacuations
as well as lockdown drills, the school management can invite an
experienced fire-fighter officer. He or she, since fire fighter possesses
practical knowledge on fire safety will be able to effectively
demonstrate the actions to be done in front of the children.
5. How could you use group time with 3-4 year olds to help you with planning
and getting feedback about the program in your room?
After the entire planning of the fire evacuation drill, children can be
asked about, whether they liked the plan and whether they think they
will be able to complete the drill within the stipulated time limit. They
can be asked about the possible injuries that can occur or what they can
do to reduce stress or panicking.
In order to obtain feedback from the children questions like “Do you like
the program?”, “Tell me what have you learnt from this activity?”, “Do
you want to learn more about fire safety in future?” can be asked to the
children.
6. The children are setting up chairs in a line, one behind the other, inside the
room. A few of the children are sitting on the chairs, and one is pretending
to be a train driver. Another child comes up and also wants to be the train
driver.
3