CHCECE013 Use Information about Children to Inform Practice

This document provides information about the assessments, types of observations, professional considerations, and motor skills development for the unit CHCECE013 Use Information about Children to Inform Practice. It includes short questions, case studies, and explanations of observations. The document also suggests play experiences and strategies to support social and language development. The subject is Early Childhood Education and the course code is CHCECE013.

CHCECE013 Use Information about Children to Inform Practice
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,
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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: CHCECE013 Use Information about Children to Inform Practice
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 1-4 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. State four reasons why Early Childhood Educators observe and record information about
children in their care?
Observing children in the care helps you better understand the weakness and weaknesses of
each individual.
The observations can guide the programming to make adjustments to care environment;
To improve behaviour (Gewirtz, et al. 2019) and to facilitate learning (Dimitrova, Özçalışkan and
Adamson 2016).
Regular observation of child’s behaviours can also help build a strong relationship between child
and educator in a meaningful way (Brebner et al. 2015).
2. List the types of narrative observations that may be used in a children’s service.
Anecdotal Records.
Running Records.
Learning Stories.
Jottings.
3. a. What are the key challenges in relation to observations and assessment?
1. Observational bias
2. Hindsight bias
3. observation expectancy bias
4. Clustering illusion
b. List the three key factors that should be considered in relation to the connection between
observation and assessment.
informed planning
informed understanding of a child’s current competence levels
reflection on the appropriateness of provision
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4. Match the intended purpose of the observation to each child’s situation.
Answer Child’s situation Purpose of observation
e. Kasim (3 years 6 months) has been attending the centre
for 18 months. He tends to spend a great deal of time
standing and watching others but does not join in their
play.
a. To understand how children
use the environment
d. Nadia (8 months) has only been at the centre for 2
weeks. Her mother asks how she is coping.
b. To assess the children’s
self-help skills
f. Erin (4 years) loves puzzles. The Educator has
presented her with a new geometric puzzle that he
thinks will challenge Erin.
c. To assess motor skills
b. The Educator in the 2’s room is reviewing her goals for
the children in relation to the children’s developing
independence.
d. To assess how the child has
adjusted to the service
c. Jie (2 years) seems to fall over quite often when playing
outdoors.
e. To assess the child’s self
confidence and self-esteem
a. The Educators are working on a design to revamp the
outdoor area. They need to decide what elements of the
play space to replace and what elements to keep.
f. To understand how the child
responds to learning
challenges
5. Working with young children and their families requires Educators to behave in an ethical manner.
In the table below, explain each of the ‘professional considerations’.
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Professional Consideration Explanation
Confidentiality Maintaining the child’s confidentiality increases self- perception, self-
identity in the child. It also helps to address privacy and esteem needs.
Recording /documenting
without bias
There are different biases that comes to play while researching on a
group or recording someone’s behaviour. It is important to keep these
biases out of the calculation because on the whole and at last – it
makes a great difference to the assessment. For educators – it is
critically important to be self-aware and be impartial with doing the
analysis.
Correct use of spelling,
grammar and punctuation
The syntax is very important aspect of verbal learning. Incorporation of
wrong spellings or wrong grammar can get embedded in the child’s
mind and hence , using immaculate syntax and sentence structures is
very necessary.
Avoiding jargon and
generalisations
Jargons are something which gives an effect when enough knowledge
about the subject is already acquired and it holds no ‘true’ meaning for a
child who is at the beginning of education. Generalisations can too an
adverse effect on true learning as it digresses from the essence of
making a child know a word’s true intensity and impact.
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6. Read each statement and indicate whether it is objective or subjective?
Objective: Presents facts without opinion
Subjective: Represents personal opinion which may not be accurate
Statement
a. Anwar (4 years) is a selfish boy. Objective
b. Olivia (2 years) is very spoilt, she always wants everything her own way! Subjectiv
e
c. Leo (12 months) finds it difficult to settle into a sleep routine. Objective
d. Tilly (3 years) never does as she is asked, she is very willful. Subjectiv
e
e. Cara (4 years 9 months) has poor receptive language skills. Objective
7. The following statements would be considered as unprofessional.
Match each statement with the descriptor that best defines why the statement is unprofessional.
Descriptors:
a. Educator is demonstrating cultural bias.
b. Educator demonstrates lack of respect for child/family.
c. Educator is making assumptions that may or may not be correct.
d. Educator is making a personal value judgment.
Descriptor Statement
d. Brooke (2 years 3 months) is extremely spoilt. She screams and tantrums if
her needs are not met immediately.
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a. Jiang (4 years) has three sisters. Like all Asian families, as the only male
child he is completely indulged by his parents. He does nothing for himself
and expects others to do everything for him. He is lazy and conceited.
b. Barika (9 months) has very poor motor skills and poor muscle tone. I have
heard that Barika’s mother used illegal drugs during her pregnancy which are
the likely cause of Barika’s poor development.
c. Logan (3 years) is an extremely aggressive child. He kicks, hits and uses
abusive language. These behaviours are probably copied from his father who
is a very unpleasant person with poor social skills.
8.
Look at the photos of Mitch (9 months) who is an active crawler. Match the observations of
Mitch’s motor skills to the photographs.
A.
B.
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C.
D.
Photograph Observation
D Mitch holds on with one hand while manipulating another object on the table.
C Mitch shifts to a crouching position while manipulating the objects.
A Mitch is able to sit without support, move his body forward and reach out with his
arm while maintaining balance
B Mitch is able to pull himself to a standing position, maintaining his balance by
holding onto the table. He is able to stand by holding on with one hand. When
standing his legs are wide apart.
The Educator would like to extend and develop Mitch’s motor skills.
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i. List an experience/Educator strategy for the program that will support this goal
ii. Explain why you chose this and how it meets the goal?
i.He can put more objects of intricate details and raise the table’s height a bit.
ii.This would improve the child’s differentiating skills and the sense of diversity. He will
maneuverer the objects that would enhance his depth and sensorimotor perceptions as well.
The increase in table’s height will make him stand in a erect posture that would again
strengthen his larger muscles required for gross motor action.
Assessment 2
Case Study 1
The Educator is responsive to the verbal and visual cues young babies display and engages in
reciprocal interactions to foster their social development.
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Educator Says: “Hello Ryan, I can see
you. Can you see the cow? Here it comes.
Here comes the cow Ryan, it’s getting close!
Ooh! What’s that? The cow says beep!
That's a Funny noise for a cow!
I thought cows said moo.
Do you think that's funny Ryan?
Do you think when a cow says beep that’s funny?
Here it is. Here’s the cow Ryan.
Here it is. Here’s the cow Ryan.
Beep, Beep!”
How did Kate initially engage Ryan’s attention?
Kate has engaged Ryan’s attention by repeating her name and the name of the soft toy (which
is a cow).The vibrant colour has already caught Kate’s attention from the beginning.
How does Kate know she has Ryan’s attention?
The child giggles and laughs which tells Kate that Ryan’s got her attention.
How does Kate maintain Ryan’s attention?
By constantly repeating same lines and same phrases and using the child’s name. So, the child
perceives it as a meaningful stimuli.
What does this observation tell us about Ryan’s social development?
It tells that Ryan’s visual and auditory skills are good and she is socially interactive and
respondent.
What does the observation above tell us about Ryan’s language development?
It tells that Ryan’s reception language skills are good and she is going well with social
development.
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The Educator would like to extend support and foster the development of Ryan’s social and/or language
development.
i. Suggest a play experience for the program that will support this goal.
She can use different soft toys of different animals on different weekdays and converse with
Ryan for a longer period of time.
ii. Explain why you choose this experience, equipment or Educator strategy?
This would help Ryan learn about differential stimuli, object discrimination and ecological
diversity on the whole. Different colours, different features, different texture would enhance and
beautify her sensory experience – helping in her social/language development.
Case Study 2
Mr Crocodile!
Each day before morning tea the Educator, Sue, sings a favourite rhyme to the babies. Today it’s ‘Mr
Crocodile’. The children squeal with delight and anticipation as Sue begins to sing.
‘What does Sue have on her hand? It’s Mr Crocodile, here he comes!”
The babies never fail to be delighted by this favourite rhyme. Sue knows that by singing it each day the
children become familiar with the words and rhythm of the song and can anticipate the appearance of ‘Mr
Crocodile’ which causes great excitement. All eyes are on the crocodile!
Look at the photographs above and read the information in ‘Mr Crocodile’ and provide a reason for why
the Educator has used each strategy.
Educator Strategies Purpose
The Educator has arranged the children’s seating
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in a
semi-circle in front of her.
So that they can see the crocodile properly and
clearly from all angles. With regards to Gestalt
psychology – the educator completes the circle
and she gives the idea to the children – that she
is one of them.
The Educator has ensured the table/highchair
trays are
clear of toys. So that they toy is projected as an object of
utmost interest coming from a higher view.
The Educator is sitting on a low chair at the table
and
leans forward towards the children.
Proximity is an important non-verbal technique
that leads to trust and relationship building. The
effect of the role play is more realistic.
The Educator uses the hand puppet during the
Experience.
Hand puppets are useful for a non-verbal
language development. Here, in addition to the
educator’s usage of the engrossing and thrilling
words related the crocodile’s action – has
created a playful learning experience through a
verbal and non-verbal language experience.
The Educator uses animated facial expressions
and an
enthusiastic singing voice.
Tone modulation and expressions are important
methods of non-verbal stimulation.
The Educator chooses to sing the same rhymes
each
morning as part of the morning tea routine.
To create rhythmicity in the children’s learning.
To get them habituated and focussed to a single
poem.
Case Study 3
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Read each observation. In the analysis/interpretation column, document what the observations
tell you about:
● Misha’s development – language, motor, social, emotional, and cognitive skills
● Misha’s relationship with the Educator
● Misha’s personality, temperament, her self-confidence/self-esteem
● Misha’s ability to make purposeful play choices
Example Observation Example Analysis/interpretation
“I do it!” Misha (2 years 4 months) concentrates as she
carefully climbs up the
A-frame. She uses her hands and feet (no shoes) to
steady
herself. When she reaches the top of the A-Frame
Misha smiles
and calls to the Educator (who is standing nearby)
“Look me!”
Educator: “Well done, Misha!”
Misha sat astride for a moment at the top and carefully
climbed
down the other side of the frame.
Misha held onto the top of the frame with two hands
and thenreleased one hand and carefully turned
herself around so that she was able to climb onto the
slide.
When she reached the bottom of the slide she smiles,
gave
herself a clap and said “Misha clever girl!”
● Able to climb up and over small
frame with confidence.
● Able to plan movements in a
purposeful manner.
● Well-developed balance skills.
● Able to reflect on and celebrate
own skills/accomplishments.
● Seeks approval of Educator.
● Purposeful motor planning
Observation 1 Analysis/interpretation
Misha is pushing a doll around the room in a pram.  Misha is modelling a
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She has a
shopping basket over her arm and is wearing a hat
and shoes
from dress-up. As she walks along Misha stops to look
at her doll,
she smiles and sometimes gives the doll a kiss.
Misha attempts to manoeuvre the pram around two
children who
are playing with blocks on the floor.
Misha accidentally runs over the foot of one of the
toddlers, who
although not hurt, begins to cry. Misha immediately
stops, goes
to the toddler and puts her arms around her. Misha
then turns to
the Educator: ‘Tilly cry. Sorry Tilly, sorry.’ The
Educator praises
Misha for being kind. Misha nods, smiles and then
continues on
her way.
behaviour like others
( mothers) do with their babies
in the surrounding.
 She is affectionate and
expressive.
 She exhibits purposeful motor
planning,
 She is aware of other children
and thinks of their safety –
that makes are socially
oriented.
 She is kind and
compassionate as addresses
other toddler’s emotional
needs and respond to their
distress, kindly.
Observation 2 Analysis/interpretation
Misha approaches the Educator Alec and taps him on
the leg,
and says: “Where Dolly?” (Dolly is a black doll with
long dark
hair – Dolly is Misha’s favourite doll)
Alec: “I’m sorry, Misha. I can’t find Dolly. I think she
might be in
 Misha is kind and
committed to her favourite
doll
 She has good receptive
and expressive language
skills
 She has good reasoning
and understands Dolly
should be searched for as
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the other room.”
Misha nods, takes Alec’s hand and drags him towards
the door.
She looks up at Alec and says, “Dolly.”
Alec: “I can’t look for Dolly now, Misha. I’ll ask Heather
to see if
she can find her. Is that okay?”
Misha: “Dolly gone.”
Alec: “Yes Misha, Dolly must have gone for a walk.
We’ll have
to see if Heather can find her.”
Misha nods, hugs Alec around the legs and says
“Dolly gone
Walk”
Alec: “Would you like me to get you a teddy Misha?”
Misha: “Teddy” (Nods)
Alec: “Which teddy would you like Misha? The big blue
teddy or
the little brown teddy?”
Misha: “Big teddy”
Alec hands Misha the teddy, which she hugs to
herself.
she is gone.
 This makes her a caring
and affectionate person.
 She is a good listener and
responds accurately.
 She trusts her educator
and believes in him.
 She is aware of her play
choices and has definite
preferences.
Suggest two areas of play that are of interest to Misha:
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1. Object play
2. Creative play
Choose one area of Misha’s development and write a goal to support further development in this
area?
She is emotionally intelligent and socially, she is a responsive and responsible person. Misha’s
cognitive skills can be enhanced more with deep play, mastery play and socio – dramatic play
that would enhance her memory, thinking, problem solving, judgement, adroitness, decision
making, remembrance and reasoning exceedingly well.
Assessment 3
Research Activity 1
Look at each photo and scenario.
Tick the two most appropriate developmental areas/skills that could be observed as the children
engage in these various experiences.
Photo and Scenario Developmental area/skill Research an activity you
could provide to support
this developmental
area/skill
Troy is jumping on the
trampoline, counting each jump
 Fine motor- hand- eye
coordination
 Gross Motor- Dynamic
balance
Threading and lacing
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‘one two three….
The
Educator and the children are
discussing plants whilst
gardening together.
 Social – interactions
with others
 Language –
talking/listening
Roll the ball
Michael is working
independantly, thinking about
how to use the various cooking
utensils to make his spaghetti
and meatballs.
 Fine motor – hand eye
coordination
 Cognitive- problem
solving
Tower building
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The babies and toddlers are
sitting at table eating their
dessert at lunch time.
 Fine motor – hand eye
coordination
 Social- self-help skills
Roll the ball
Sarah, Jacob and Joel are
planning and building a railway
station for the block area
together.
 Social- interactions
with others
 Cognitive- problem-
solving
Wool webs
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The Educator is singing, talking
and tickling Abigal whilst she is
playing.
 Social – interactions
with others
 Language –
talking/listening
Object play and animal play.
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Toby and Jed are off on a
‘Prirate Adventure’ they are
looking for hidden treasure by
reading the treasure map they
drew.
 Language- Literacy
 Social – interactions
with others
Scavenger hunt
The Educator and the children
have gathered around in a
small group to read the
storybook.
 Language –
talking/listening
 Social - interactions
Turn talking for babies.
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References
Brebner, C., Hammond, L., Schaumloffel, N. and Lind, C., 2015. Using relationships as a tool:
early childhood educators’ perspectives of the child–caregiver relationship in a childcare
setting. Early child development and care, 185(5), pp.709-726.
Dimitrova, N., Özçalışkan, Ş. and Adamson, L.B., 2016. Parents’ translations of child gesture
facilitate word learning in children with autism, Down syndrome and typical
development. Journal of Autism and Developmental Disorders, 46(1), pp.221-231.
Gewirtz, A.H., Lee, S.S., August, G.J. and He, Y., 2019. Does giving parents their choice of
interventions for child behavior problems improve child Outcomes?. Prevention Science, 20(1),
pp.78-88.
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