CHCECE024 Design and Implement the Curriculum to Foster Children’s Learning and Development

This assessment aims to assess your skills and knowledge that are required for this unit. Use the Learning Resources that the Trainer provides you and also your Trainer to assist you in completing this booklet with accuracy. The assessment covers key elements that must be present for the effective delivery of quality early childhood education and care, the National Quality Standard, approved learning frameworks, and mandatory licensing requirements for early childhood services.

CHCECE024 Design and Implement the Curriculum to Foster Children’s
Learning and Development
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Unit Code (e.g. HSBH1006) CHCECE024
Unit Name Design and Implement the Curriculum to Foster Children’s
Learning and Development
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Trainer’s Signature Date
Instructions to Student:
The aim of this assessment is to assess your skills and knowledge that are required for this unit. Use
the Learning Resources that the Trainer provides you and also your Trainer to assist you in
completing this booklet with accuracy.
This section of the assessment incorporates the unit scope, underpinning knowledge, critical
aspects and the appropriate employability skills. This assessment can be given as a self-paced
written assessment, administered orally by an assessor or a combination of both. Whichever
method is used, the answers to the questions will be recorded on this assessment schedule.
The Student must complete ALL questions correctly. If an answer is not correct, the Assessor
must investigate the level of understanding. The Assessor will then document any discussions in the
Assessor Box provided at the bottom of each page. If the Assessor asks any additional questions,
these will be documented in the Assessor Box and include the Student's answer.
If the Student does not demonstrate the required underpinning skills and knowledge, then the
Student is deemed not yet competent in this unit. Some possible solutions to achieve competence
are:
• Any incorrect questions may need to be completed again and re-submitted
• Additional training may be required
• Additional research may be required
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Knowledge Assessment
1. Listed in the table below are some of the key elements that must be present for the effective
delivery of quality early childhood education and care.
For each element listed, describe one way it can be translated in early childhood settings. Think
about policies, procedures, curriculum and routines.
Element How it can be translated into practice.
a. Recognition of the family and
relationships within the family
as critical to healthy child
development.
To help children recognize and value family relationships, a
play based session can be planned where children are
asked to enact the role of their mother or father or other
members of the family. A child may be asked in the play
sessions to describe about their family and the things they
like about their families. They may be encouraged to say
positive things about their family. Such activity will create a
sense of connectedness and children will experience pride
after sensing and respecting their family relationship
(Newman and Newman 2017). As children constructs
meaning about family relationship in different ways,
educators can intervene to teach children to show respect
for their family members.
b. A key focus on the principles of
development, learning and play.
Play based learning can be implemented in child care
setting which targets specifics areas of development,
encourages learning as well as play in children. It helps
children to learn through discovering things while
completing activities. Meaningful play activities can
develop language skills, fine and gross motor skills and
social skills in children (Edwards et al. 2017). For example, a
group of 5-6 children may be asked to engage in a dramatic
play related to some moral stories. Through this kind of
play, children will learn cooperation and self-help skills.
Enacting the play in a group will develop social skills and
encourage them to freely talk with others. Apart from this,
specific moral story based dramas will make children make
sense of their role in society and awareness regarding
desirable behaviour in community.
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c. Early childhood programs
recognise that learning occurs
in a social context and that
family, cultural and
environmental factors impact
significantly on learning
opportunities and learning
outcomes for young children.
In the social context, making children aware about
diversities in society is important to promote learning and
development. Hence, in child education setting, a cultural
dress program can be arranged where children are asked to
dress up according to their culture. Such activities in child
care setting can make children aware about social and
cultural context around their environment. It will give them
the opportunity to learn about different cultural aspects and
it will act a new experience of learning for children
(VanHoorn et al. 2014). Children may be asked to try on
dress of different culture and the educator in turn can give
short speech about that culture. Such educational activities
engage children in learning and they can be related to
cultural and social aspects that they see around them.
d. Recognition of the early years
as a unique period.
Educators can facilitate recognition of early years as a
unique period respecting and recognizing the unique
qualities and abilities of each child. Children can be
provided opportunities for unique learning by arranging
outdoor plays for children (McClintic and Petty 2015).
Shifting to outdoor space instead of teaching in a confined
room provide opportunities for unique play and learning.
They will learn to engage in physical activities, develop
gross motor skills and make sense of the environment.
Outdoor spaces are dynamic and it can promote educators
to take flexible approach to provide unique learning
opportunities to children and establish their connection with
the natural world.
Assessor Notes:
2. To complete this task go to your text and refer to the following reading:
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 Guide to the National Quality Standard (pp. 7-9 and pp. 21-22), ACECQA (2011).
a. What is the name of the National legislative framework?
The National legislative framework is known as the National Quality Framework which is
underpinned by Education and Care Services law and Education and Care Services National
Regulation (ACECQA 2011).
b. What are the 2 legislative documents that underpin the national framework?
The two legislative documents that underpin the national framework include Education and Care
Services law and Education and Care Services National Regulation. They are also known as National
law and National Regulations respectively (ACECQA 2011).
c. List the National Quality Standard (NQS) and Element that instructs educators on curriculum.
The national Quality Standard is one of the elements of the National Quality Framework that gives
guidance to users about quality of education and care services. The NQS has 18 standards and a
total of 58 elements for the standards. The standards has been arranged in seven quality areas of
educational program and practice, children’s health and safety, physical environment, staffing
arrangements, relationships with children, collaborative partnership with families and communities
and leadership and service management. The list of standards includes the following:
 Approved learning framework promotes development of curriculum according to each
child’s learning needs and development
 Educators need to active and reflective to develop and design program for each child
 The health of each child needs to be promoted
 Programs for children incorporates healthy eating and physical activity
 Protection of each child is necessary
 Design and location of premise should be considered for service operation
 An inclusive environment should be provided that promotes competence and
individualized learning through play
 The services should be actively involved in protecting environment
 Staffing arrangement is necessary for children’s learning and the safety of children
 Ethical action and respectful behaviour are the key attributes for educators, co-ordinators
and staffs members
 Equitable relationship established for each children
 Responsive and sensitive relationship is built with each children
 Child care staffs maintain supportive relationship with families
 Families are given ideas related to parenting role and values needed to rear children
 Child care service collaborates with other organizations to promote well-being of children
 Effective leadership in child care service fosters positive organizational culture and
professional learning environment
 Commitment to continuous improvement is a priority
 Administrative systems play a role in proper management of quality service (ACECQA
2011).
d. What is the approved learning framework?
The approved learning frameworks are two national learning frameworks that is part of the National
Quality Standard. It supports child learning from birth and provides guidance to develop quality
programs for children. The two approved learning frameworks are as follows:
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 Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF)
My Time, Our Place: Framework for School Age Care in Australia (MTOP) (ACECQA 2011).
Assessor Notes:
e. What is the general purpose of learning frameworks?
The general purpose of the learning framework is to support child learning from birth and provide
necessary guidance to develop quality programs to enhance child learning. For example, the EYLF
provides guidance to educators about the early childhood principles and practices needed to
facilitate learning from birth to five years of age. The MTOP specifically provides guidance regarding
practices and principles for children attending school age care settings (ACECQA 2011).
f. According to the text, what suggested elements should be typically included in a curriculum
framework?
According to ACECQA (2011), the curriculum framework should have the following:
 Child’s knowledge, culture and interest should be the foundation of curriculum framework
 The routine for children should be arranged in way that enhances individualized learning for
each children
 The child’s program documentation should be made available to families
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3. Early childhood programs function within, and are shaped by, the social and cultural context in
which they exist.
Explain what is meant by the term cultural context.
Cultural context refers to the family background and cultural identity within which the child has
been raised (Roskos 2017). Hence, when any early childhood programs are shaped by cultural
context, it means program is developed by incorporating cultural interest of children to make
experiences relevant and engaging. By this approach, child’s learning is promoted without
compromising their cultural identities.
4. Quality Children’s Services is made up of both structural and process components.
Explain the ‘structural components’ that make up quality children’s service provision?
The structural components of Quality Children’s Services include those components that can be
measured within child’s service environment. For example, staff training, qualification of staffs,
group size and staff-child ratios are examples of structural components (Rch.org.au. 2018).
Assessor Notes:
5. Explain the ‘process components’ that make up quality children’s service provision
The process component is defined as those components that relates to experiences and dynamics
within child service environment (Rch.org.au. 2018). Some example of process components
includes staff skills, workings conditions in child care services, child-carer relationship and stability
between staffs.
6. List the key areas that are generally included in mandatory licensing requirements for early
childhood services
The areas that are included in mandatory licensing requirement for early childhood services includes
the following:
 Name of proposed education and care service and applicant’s name
 Date of operation of service
 Proposed age of children to be educated in the service
 Estimated maximum number of children to be educated in the service
 Estimated hours and days of operation
 Details regarding nature of education and care service
 Statement regarding compliance of policies and procedures with regulation 168 (Little and
Sweller 2015)
7. Describe the pedagogical practices that typically occur in an early child education context.
Pedagogical practices relates to strategies used by teachers to support learning of children in
different context. In early child education context, the key pedagogical practices include:
 Implementing play-based learning to help children develop social skills
 Promoting children’s communication skills by group based activities
 Use role play to explore aspects of identity in children
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Assessor Notes:
8. Explain the key principle ‘Belonging: family, culture and wider community.’
The belonging principle emphasizes that child belongs first to a family, culture and wider
community. This means children’s relationship with others helps them to define identity. These
relationships create a sense of belonging in children. This principle encourages maintaining secure
and respectful relationship (dss.gov.au 2009).
9. Explain the key principle ‘Being: self, relationships with others and meeting life’s challenges.’
The principle ‘Being: self, relationships with others and meeting life’s challenges recognizes that
children needs to make sense of the world. This involves knowing about present, exploring oneself
and engaging in life’s joy as well as challenges to understand the importance of being here and
now. This principle incorporates concepts that can prepare children for future as well as the present
(dss.gov.au 2009).
10. Explain the key principle ‘Becoming: reflects the process of continuous change in self,
knowledge, relationships, understandings, skills and capacities.’
The key principle ‘Becoming’ is based on the concept that children’s knowledge, skills and
relationship change during childhood. Hence, the principle indicates the process of significant
changes in children in early years that facilitate their learning and development. According to this
principle learning is necessary to actively participate in society works (dss.gov.au 2009).
11. The photographs below show typical play experiences that may be provided for children on a daily
basis to support learning and development.
For each experience:
i. Identify a learning outcome linked to the EYLF.
ii. Identify the key developmental areas which may be supported by the play.
iii. Identify the key role of the educator in supporting children’s learning
Play Experience
i. Learning outcome: Outcome 4: Children are
confident and informed learners
ii. This kind of play will support children in
developing problem solving skills,
experimentations kills and inquiry skills. It
develops spatial sense and motor abilities in
children.
iii. The educators can support children by responding
to children’s learning interest and encouraging
them to improve. By giving feedback, they can
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a. Block play help children to try new ideas and take on
challenges. They also provoke imagination and
confidence in children through block play.
b. Gardening
i. Learning outcome: Outcome 2: Children are
connected with and contribute to their world.
ii. Gardening may support children to develop their
thinking abilities and make sense of how the world
works. They start showing respect for environment
and nature.
iii. By engaging in gardening acts, educators promote
sense of community and teach them to use
environmental resource in an effective manner. By
providing access to plants and flowers, educators
can develop children’s appreciation and respect for
natural environment.
a. Learning Areas
i. Learning outcome: Outcome 4 and 1
ii. Different learning area is relate to developmental areas
of language, social development, approaches to learning
and movement skills.
ii. By providing toddlers the opportunity to engage
in play with dolls, educator can enhance enquiry
and teach children to develop reasoning for
different acts. Complex concept and thinking can
be facilitated by these acts.
b. Shared Experiences
i. Learning outcome: Outcome 1, outcome 2 and 4
ii. Shared experience relates to emotional and
social developmental areas of children
iii. Child educators can help children to learn about
fairness and negotiation skills by shared
experiences. Educator’s can expose children to
issues of fairness by sharing experiences.
Children become socially responsible through
such experiences.
12. Match the examples of educator interactions with one of the specific types of strategies used to
scaffold learning:
a. Facilitating.
b. Collaborating as a learning partner.
c. Making learning explicit.
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d. Building connections.
e. Extending children’s thinking to develop deep understandings.
Educator Interactions
i. Drawing children’s attention to learning and everyday situations in which
learning is used.
C
ii. Inquiring and investigating together. b
iii. Providing opportunities for choice. e
iv. Assisting children to make connections between experiences. d
v. Collaborating and working alongside children. b
vi. Making language and thinking strategies explicit. c
vii. Providing environments for independent and collaborative learning. a
viii. Assisting children to pose and solve problems. e
ix. Negotiating and collaboratively planning projects and experiences. b
x. Drawing on children’s prior knowledge and making links to new experiences. c
xi. Discussing and explaining meanings and ideas. e
xii. Using teachable moments. a
xiii. Verbalising and modelling thinking and problem-solving strategies. e
Assessor Notes:
13. Identify the Element within the NQS that refers to children’s strengths and capabilities with regards
to program development
The element 1.1.2 relates to the children’s strength and capabilities with regards to program
development as it states that children’s abilities and interest are the foundation of the program
(ACECQA 2011).
14. Identify the Element within the NQS that promotes children as active learners and decision makers.
The element 1.1.6 promotes children as active learners and decisions makers as it states when
children’s agency view child as active participants, they can move beyond preconceived
expectation of children (ACECQA 2011).
15. Identify the Element within the NQS that outlines the importance of utilising planned and unplanned
interactions, experiences, routines and events to foster children’s learning.
Element 1.1.3 focuses on interactions, experiences, routines and events to foster children’s
learning (ACECQA 2011).
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Assessor Notes:
16. In relation to Element 1.1.2 of the NQS, list five ways educators can demonstrate evidence of how
they utilise each child’s current knowledge, ideas, culture and abilities as a foundation for the
program.
The five ways by which educators can demonstrate evidence of fulfilling element 1.1.2 are as
follows:
1. Educators can interact with children for certain time to get idea about current knowledge and
thinking in children. Inquiring them about any topic can make them aware about child’s idea
and their culture too.
2. An educator can also engage children in plays like cooking or mimicking their mother to
analyse the culture of children and incorporate respect for culture in programs.
3. Educators can also give short task to students such as drawing or showing some creativity to
assess the capability of children
4. Educators can also give children’s solving puzzle task to assess the interest and enthusiasm
in solving the puzzles. This can give idea about a child’s imagination and concentration
during complex activities
5. Educators can also arrange outdoor play to sense children interaction with the environment
and they can use it develop specific programs to respect diversity in environment.
17. Define the concept of a ‘teachable moment’ and give two examples
A teachable moment is an unplanned activity done by child educators in class where they seize
certain opportunity to develop certain concept in children based on their interest (Perry 2015). The
two examples of teachable moments are as follows:
1. During lunch time, one children suddenly asked why we need to use napkins all the time
while taking lunch. Based on this inquiry of children, the teacher can convert this moment
into a teachable moment by teaching children about the importance of table manners.
2. During one of the class, a child suddenly asked why we need to do to home and do
homework. The teacher used this opportunity to create a teachable moment where the
teacher first asked all children what they think about homework. After collecting student’s
idea, the teacher engaged in 15 minute session to explain children that homework helps
children to practice lessons that they have learned in class and develop their grasp in
subject.
Assessor Notes:
18. To complete this task refer to the following reading:
 Guidelines for planning, Kearns Education (2013).
a. Explain the purpose of group goals in early childhood education settings.
Group goals are used in early childhood education setting to consider different context of children’s
lives and plan developmental needs of children. Group based goals help to track, support and
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improve children’s progress in relation to specific plan. It facilitates learning, development and
individual child’s learning (Malekoff 2015).
19. Group experiences, if well planned can provide rich collaborative learning opportunities for children.
Explain why it is important to limit numbers when conducting small group experiences with young
children.
Group experiences provide children with learning in the area of collaborative and inclusive
education. While providing children group experience, it is important to limit numbers because
small groups facilitate students to close observe each children. Children also tend to learn well
when working in small groups. By conducting small group experiences, children can easily learn
lessons about cooperation, compromise and conversation with other. A large group may make
children inattentive and they may not pay attention to the experiences. Another advantage of a
small group is that more focused attention is given to each child when they complete task and
activities. Hence, it can be said that teachers get the opportunity to closely observe each child and
priorities specific lesson for each children.
Assessor Notes:
20. What might be considered a reasonable number of children for a small group experience with the
following groups and experiences?
Group and Experience Number of Children
a. Toddlers - Sharing a story 3-4
b. Toddlers - music & dance 8-10
c. Pre-schoolers - sharing stories, dramatisation 5
d. Pre-schoolers - exploring maths & science
concepts
5
21. What should be considered when planning for a small group experience?
When planning small group experiences for children, the following things should be considered:
 Size of the group: The size of the group should be decided based on learning objective and
the judgment regarding appropriate members to promote the ability to work efficiently.
 Role of each member of the group: After deciding specific group experience, it is
necessary to consider the role of each member to achieve desired results from the
experience.
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 Group dynamic: It is necessary to consider group dynamics while planning small group
experiences to encourage proper collaboration and sharing perceptions among children. This
can influence the success of interaction in small group experiences.
22. Explain some of the difficulties and limitations of large/whole group experiences.
The challenges and limitations of large/whole group experiences are as follows:
 Executing activities in a large group is difficult due to size of the group
 Large groups limit’s educator’s ability to closely pay attention to each child. Such
experiences are chaotic and does not serve the purpose of group experiences
 Large group experiences becomes stressful for teachers and targeted learning is not
disseminated to all group members
 A large group makes many children feel socially isolated as they are left behind in
discussion. Hence, full attention to all group members is not possible.
Assessor Notes:
23. What are the primary benefits of project work in relation to children’s learning?
Project work in early child care setting is an opportunity for nurturing young children’s idea and
helps them achieve unmet learning objectives. Project works are open ended everyday topics in
which developing children’s idea and thinking is necessary. The main advantages of project work for
small children are as follows:
 It enables educators to value young children’s idea and nurture them
 It facilitates working on those areas where student’s learning needs are not met
 Project work provides enriching learning experience to students as children discover their
answer at field.
 Project work develops thinking and promotes in-depth understanding about concepts in
children
 It helps educators to adapt flexible framework to plan experiences based on targeted
learning behaviour (Temple et al 2017).
24. What is the key difference between a learning centre and a project?
A learning centre is a permanent area or organization where lesson and activities for children are
planned. In learning centres, the curriculum for teaching is pre-planned and executed periodically in
class. In contrast, a project is an activity that can be done in any location based on identifying topic
areas that are of interest to student. A project work is more flexible approach as it enables planning
learning experiences based on daily observation of children. However, in case of learning centre,
everything is pre-planned and executed in a set time-period.
25. Suggest two maths/science concepts that could be explored through a learning centre with 4-5 year
olds.
The two maths concepts that can be explored through a learning centre with 4-5 years old children
are as follows:
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 Children can be taught counting up to 100 by engaging them in task like counting chocolates
or distributing sweets to children.
 The number sense of children can be developed by giving them block or pencil and asking
them questions like ‘I you have 10 blocks and I take away 5, how much will you have left?’.
This activity in learning centres helps children to start estimating or setting the objects to
add or subtract numbers.
Assessor Notes:
26. What does Element 1.2.1 of the NQS aim to achieve?
The main aim of the Element 1.2.1 of the NQS is to maintain an ongoing cycle of planning,
documentation and evaluation of children by using variety of strategies to assess child’s learning.
The element encourages educators to use variety of strategies to evaluate children’s learning
(ACECQA 2011). Hence, it aims to regularly track a child’s progress during learning activities and
identify their strengths, skills and learning abilities.
27. To complete this task go to your text and refer to the following reading:
 Guidelines for planning, Kearns Education (2013).
Read the scenario and answer the related questions.
The Coffee Morning – Mardi – Observation taken 12/9/xx
Mardi (4 years 8 months) decided it was a beautiful day to have coffee in the garden. “I just need
to get some things for my coffee morning”, she told me. “Do you need any help?” I asked. “No
thanks Brooke; I know where to get things. You can come for coffee when I’m all ready OK?”
“OK, sounds wonderful. I’ll see you later.”
Mardi busied herself with her preparations. She pulled the red table over near the rain tank, and
then added a cloth & flowers. Next came the chairs. I was intrigued to see Mardi rearrange the
table three times until it was in the right spot. As she worked she talked to herself. “No, too hot,
just here. Oh, I think I need to move it. There. “Now there’s no room for the picnic.” Mardi moved
the table for a third time then went inside and gathered her bits and pieces in one of the large
baskets. Lilly wandered over and asked Mardi what she was doing.
“Actually I’m making a coffee morning. That’s when you sit in the garden and drink coffee and eat
cakes with your best friends. You say, ‘Oh that looks delicious. I’ll just a have a little tiny bit.’
“I can be your friend and come to the garden Mardi”, said Lilly.
“Yes you can. Brooke is coming too so you will have to sit on the picnic blanket.”
“OK”, said Lilly.
Mardi set out her picnic blanket and her flowers. She also had a bug catcher, shells, a drink bottle,
paper, coloured pencils and some rocks. “There, it’s ready now, time for coffee.” Mardi sat at the
table and pretended to drink coffee. “Would you like some delicious cake Lilly?”
The girls continued to pretend to eat and drink for a few minutes.
“Now it’s time to look at my shopping. See what I bought? Do you love this?” Mardi started to show
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Lilly the various items she had set out, discussing each one, the shop it came from and the cost.
Lilly seemed a bit overwhelmed by Mardi’s lengthy descriptions and kept smiling and nodding her
head.
“Well I’ll just go and put on the kettle and make some fresh coffee. I think Brooke is coming soon.”
a. Provide an analysis of Mardi’s learning and development as evidenced in the observation
By analysing the observations related to the coffee morning preparations by Mardi, a 4 years 8 months old child,
it can be said that she is an active learner and good sense about community and her environment. Through her
plans to arrange things for coffee morning, it Is clear that Mardi has her own concept in her mind and she is very
clear about what she needs for her coffee table. This indicates good social development in the child as Mardi
must have acquired those skills by relating to what she sees other do on a coffee table. The way she arranges
coffee table three times depicts her gross motor skills and her strong perception regarding spatial identities.
Mardi also seems to have good cognitive skills as she was very organized and arranged her picnic blanket and
flowers one by one. Mardi’s communication skills are also evident from the observation while interacting with
Brookes and Lilly. She was courteous and well mannered while asking for Brooke to come for coffee. The
knowledge and thinking pattern of Mardi is also understood from the way she discussed her shopping items with
Lilly. This depicts that Mardi has good sense of understanding about basic things that happens in daily life.
b. From your interpretation identify ways you could extend on this experience for future learning
opportunities.
Since Mardi is a confident and active learner, her activities can be extended by encouraging Mardi to take part in
pretend play by acting as her parents. By this skill, her respect towards family and understanding about family
relationship can be explored. The conversations like what her parents does for her can gives idea about sense of
relationship and social aspects of societies. In pretend play, the child may be asked to cook or bake minicakes to
enhance imagination and creative thinking in Mardi.
28. With reference to Element 1.1.4 of the NQS, list five ways educators can communicate, exchange
information, gather feedback and engage families in the program?
In accordance with the Element 1.1.4 of the NQS, educators can communicate, exchange information and gather
families in the program by the following ways:
 Teachers can arrange regular family meeting with parents to share information related to their child’s
progress. Teacher can inform parents about their philosophy and teaching practices so that parents
understand the level of development in their children. They can communicate with parents to inform them
about ways they can reach them and inquire about their child’s progress. The parents can also be engaged
to participate in program by recognizing them regarding their help in making notes or projects for their child.
 Teachers can send newsletters to parents to infirm them about class activities and progress in behaviour of
parents. Through this form of communication, parents can always be aware about class lessons and the
way their child in nurtured in childhood setting. This can enable parents to give their own feedback to
strengthen or improve class lessons for their children.
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 When any special program is held in early childhood setting, then teachers can invite parents to see how
their children perform in activities. This process of family engagement increases trust of parents in the
program and good relationship with them is maintained during child’s learning process.
 The communication with a child’s family can be increased by giving brief to families each day regarding
what their child did that particular day. Any commendable acts by their child should also be informed to
them so that effective communication continues with parents too.
 When educators arrange any field trips for children, then they can encourage parents to volunteer in such
activities. In this way, parents remain actively involved in the program and this increases their satisfaction
with the child care service too. By volunteering, parents get the opportunities to directly witness their child’s
enthusiasm in field trips and new learning activities.
Assessor Notes:
Assessor Notes:
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References:
ACECQA 2011. Guide to the National Quality Standard. Retrieved 11 February 2018, from
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF-Resource-03-Guide-
to-NQS.pdf
dss.gov.au 2009. BELONGING, BEING & BECOMING Retrieved 11 February 2018, from
https://www.dss.gov.au/sites/default/files/documents/05_2015/belonging_being_and_becoming_the_
early_years_learning_framework_for_australia.pdf
Edwards, S., Cutter-Mackenzie, A., Moore, D. and Boyd, W., 2017. Finding the balance: A play-
framework for play-based learning and intentional teaching in early childhood education. Every
Child, 23(1), p.14.
Little, H. and Sweller, N., 2015. Affordances for risk-taking and physical activity in Australian early
childhood education settings. Early Childhood Education Journal, 43(4), pp.337-345.
Malekoff, A. 2015. Group work with adolescents: Principles and practice. Guilford Publications.
McClintic, S. and Petty, K., 2015. Exploring early childhood teachers’ beliefs and practices about
preschool outdoor play: A qualitative study. Journal of early childhood teacher education, 36(1),
pp.24-43.
Newman, B.M. and Newman, P.R., 2017. Development through life: A psychosocial approach.
Cengage Learning.
Perry, A.J., 2015. The magic in teaching: Exploring teachable moments in early childhood
practice. Early Education, 58, p.16.
Rch.org.au. 2018. Quality in children’s services. Retrieved 11 February 2018, from
https://www.rch.org.au/uploadedFiles/Main/Content/ccch/PB2_Qual_childsrv.pdf
Roskos, K.A. ed., 2017. Play and literacy in early childhood: Research from multiple perspectives.
Routledge.
Temple, C.A., Ogle, D., Crawford, A.N. and Freppon, P., 2017. All children read: Teaching for literacy
in today's diverse classrooms. Pearson.
VanHoorn, J., Nourot, P.M., Scales, B. and Alward, K.R., 2014. Play at the center of the curriculum.
Pearson Higher Ed.
Questions
Reviewed Date:
Satisfactory Un-Satisfactory
Assessor
In ticking each task above and signing below, I declare that I have observed the Student demonstrate successfully the
required tasks within the workplace to industry standards. I declare the Student can perform the ticked tasks
independently with no additional training required.
Signature: _____________________________ Date: __ / __/ ________
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CHCECE024 Design and Implement the Curriculum to Foster Children’s
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Student’s signature
In signing, I declare that I have sufficiently demonstrated the individual tasks required within this unit, and I am ready for
the practical assessment component.
Signature: _____________________________ Date: __ / __/ ________
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