Compliant Learning Resources (Compliant Learning Resources) - Certificate III in Early Childhood Education and Play and Development

Assessment must cover competency standards 4 The basic principles of assessing nationally recognised training 5 The dimensions of competency 6 The unit of competency 7 Assessment Requirements 12 Reasonable Adjustment 12 Assessment Methods 13 Presentation 14 Assessment Workbook Coversheet 15 Knowledge Assessment 16 Part A – Holistic Development 16 Part B – Support Play and Learning 28 Part C – Use Information about CHildren 30 Part D – Respectful and Positive with children 33 Part E – Support Behaviour 37 Case Study A – Holistic Development 44 Case Study B - Develop positive and

CHC30113 Certificate III in
Early Childhood Education and Care
Play and Development
V3.1 Produced18 July 2016
Copyright © 2016 Compliant Learning Resources. All rights
reserved. No part of this publication may be reproduced or
distributed in any form or by any means, or stored in a database or
retrieval system other than pursuant to the terms of the Copyright
Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources
Assessment Workbook 4

Date Summary of modifications made Versio
n
30 April 2013 Version 1 final produced following
assessment validation.
V1.0
27 May 2014 Amendments made to Part E, Question 3
regarding the wording
V1.1
27 October
2014
Amendments made to Part E, Question 3
regarding the wording
V1.2
17 November
2014
Changes made throughout document V2.0
9 December
2014
Significant Changes made to document
following validation
V3.0
18 July 2016 Updated unit mapping and formatting V3.1
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TABLE OF CONTENTS
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INSTRUCTIONS........................................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT...................................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING.......5
THE DIMENSIONS OF COMPETENCY...............................................................6
THE UNIT OF COMPETENCY..........................................................................7
ASSESSMENT REQUIREMENTS....................................................................12
REASONABLE ADJUSTMENT........................................................................12
ASSESSMENT METHODS............................................................................13
PRESENTATION.........................................................................................14
ASSESSMENT WORKBOOK COVERSHEET......................................................15
KNOWLEDGE ASSESSMENT.........................................................................16
PART A – HOLISTIC DEVELOPMENT........................................................16
PART B – SUPPORT PLAY AND LEARNING................................................28
PART C – USE INFORMATION ABOUT CHILDREN......................................30
PART D – RESPECTFUL AND POSITIVE WITH CHILDREN.............................33
PART E – SUPPORT BEHAVIOUR.............................................................37
CASE STUDY A – HOLISTIC DEVELOPMENT..................................................44
CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH
CHILDREN................................................................................................ 46
CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR............................49
PROJECT – OBSERVING, GATHERING AND ANALYSING INFORMATION..............54
WORKBOOK CHECKLIST............................................................................61
FEEDBACK............................................................................................... 62
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INSTRUCTIONS
Some questions cover underpinning knowledge content and concepts. These
questions are all in a short answer format. The longer questions requiring the
application of concepts are covered in the other assessments. You must
answer all questions using your own words. However you may reference
your learner guide, and other online or hard copy resources to complete this
assessment.
If you are currently working as part of an Early Childhood Education/Child
Care team, you may answer these questions based on your own workplace.
Otherwise consider what you should do if you were working as part of an Early
Childhood Education/Child Care team.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will encounter
in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose.
In a competency system, knowledge for the sake of knowledge is seen
to be ineffectual unless it assists a person to perform a task to the
level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these exist.
Where such competencies do not exist, the outcomes are based upon
those identified in a training needs analysis.
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THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING
Developing and conducing assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The principles of assessment
Assessment must be valid
o Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
o Assessment must include the combination of knowledge and skills
with their practical application.
o Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a number
of contexts.
Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards for
assessors to ensure reliability.
Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
o Assessment must provide for the recognition of knowledge, skills
and attitudes regardless of how they have been acquired.
o Assessment must be made accessible to learners though a variety
of delivery modes, so they can proceed through modularised
training packages to gain competencies.
Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon between
assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
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When collecting evidence there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current;
Valid
o Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the
type of performance that is to be assessed, whether it covers
knowledge, skills or attitudes.
Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects of
the unit of competency.
Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance,
and not only narrow task skills. The four dimensions of competency are:
Task skills
Task management skills
Contingency management skills
Job role and environment skills
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THE UNIT OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
 specifying the required level of performance
2. the evidence guide
 Describing the underpinning knowledge and skills that must be
demonstrated to determine competence. It provides essential advice
for assessment of the unit of competency in the form of the
assessment criteria.
The assessments in this workbook cover four units of competency
below:
CHCECE010 Support the holistic development of children in early
childhood
 Support physical development
 Support social development
 Support emotional development
 Support cognitive development
 Support communication development
 Create an environment for holistic learning and development
Application
This unit describes the skills and knowledge to support and recognise the
interrelationship between the physical, social, emotional, cognitive and
communication development of children from birth to 6 years of age.
This unit applies to educators working in a range of early childhood education
and care services.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated
evidence that the candidate has completed the following tasks at least once:
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 supported the development of children in at least three different
situations/activities (including different age groups and abilities),
including:
 interacting with children to holistically support development and
learning appropriate to the child’s abilities and age
 providing a variety of experiences and environments to support the
different areas of children’s development (including a combination of
physical, creative, social, emotional , language and cognitive)
 performed the activities outlined in the performance criteria of this unit
during a period of at least 120 hours of work in at least one regulated
education and care service.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this
unit, manage the task and manage contingencies in the context of the work
role. These include knowledge of:
 code of ethics
 United Nations Convention on the Rights of the Child
 how to access:
 the National Quality Framework
 the National Quality Standards
 the relevant approved learning framework
 and how to navigate through framework and standards documents to
find areas relevant to this unit of competency
 introductory-level child development for children, including:
 early brain development
 importance of the early years for subsequent educational success
 foundational knowledge of developmental theory
 aspects of poor early childhood development, such as:
 poor diet
 lack of play
 limited stimulation of brain development
 lack of materials and resources
 inconsistent or non-existent emotional support or comfort
 trauma
 other life experiences which interrupt appropriate childhood activities,
and their potential long-term harmful impacts
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 biological and environmental influences on development
 symbol systems including letters, numbers, time, money and musical
notation.
CHCECE013 Use information about children to inform practice
 Gather information about the child through observation
 Gather information about the child from secondary sources
 Record observations appropriately
 Use observations and information collected to contribute to program
planning
This unit describes the skills and knowledge required to gather information
about children through observation and other sources as a basis to inform
program-planning cycles and to share with children and their families.
This unit applies to educators working in a range of education and care
services.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated
evidence that the candidate has completed the following tasks:
 observed, documented and analysed information regarding at least three
children of varying ages, including:
 gathering and recording information using:
 observations
 questioning
 discussion with families
 anecdotal information
 learning stories
 jottings
 digital images
 samples of children’s work
 analysing observations of the children’s behaviour, including:
 aspects of child’s development
 knowledge, ideas, abilities and interests
 social interactions
 reactions to play environment
 writing reports that record observations accurately and respectfully
to the level of detail expected in the service
 using information to contribute to program/planning.
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Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this
unit, manage the task and manage contingencies in the context of the work
role. These include knowledge of:
 how to access:
 the National Quality Framework
 the National Quality Standards
 the relevant approved learning framework
 how to navigate through standards and framework documents to find areas
relevant to this unit of competency
 United Nations Convention on the Rights of the Child
 code of ethics
 reflective practice
 child development, in order to analyse information and plan accordingly
 observation techniques
 report-writing standards and protocols relevant to the context of
observation reports
 organisational standards, policies and procedures.
Further information including the unit description, performance criteria and
assessment standards are available.
CHCECE006 Support behaviour of children and young people
 Contribute to a safe and supportive environment
 Use positive support techniques
 Observe and collect data to assist with development of appropriate
strategies for support
 Implement strategies to support children or young people who require
additional support
 Monitor and review strategies
Application
This unit describes the skills and knowledge to apply strategies to guide
responsible behaviour of children and young people in a safe and supportive
environment.
The unit applies to workers in a range of community service contexts.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated
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evidence that the candidate has completed the following tasks:
 communicated issues to a supervisor and negotiated solutions in a clear
and appropriate manner at least twice
 guided behaviour using positive support techniques with at least two
children and/or young people
 discussed behaviours of children and/or young people to plan and
problem-solve in collaboration with others
 recorded observations and identified behaviours requiring support of
children and/or young people using a range of methods
 used judgement to determine when to involve other staff for supported
intervention.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this
unit, manage the task and manage contingencies in the context of the work
role. These include knowledge of:
 definitions of and differences between disruptive behaviour and
behaviours of concern
 how learning difficulties or mental health issues may affect behaviour
 impacts of environment and culture on behaviour of children and/or
young people
 communicative function of behaviour and positive support strategies to
redirect behaviour and defuse situations
 organisational standards, policies and procedures.
CHCECE007 Develop positive and respectful relationships with
children
 Communicate positively with children
 Interact positively with children
 Support and respect children
 Maintain the dignity and rights of children
Application
This unit describes the skills and knowledge required by educators working
with children to ensure they can develop and maintain effective relationships
and promote positive behaviour.
This unit applies to educators who work with children in a range of education
and care service settings.
Foundation Skills
The foundation skills described those required skills (language, literacy and
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numeracy) that are essential to performance.
 Oral communication – in order to engage in sustained conversations with
children.
The remaining foundation skills essential to performance are explicit in the
performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated
evidence that the candidate has completed the following tasks at least once:
 communicated positively and respectfully and interacted effectively with
at least three children, including:
 active listening
 consideration of a child’s age, activities, interests, culture and needs
 interpreting non-verbal cues of children
 responding to distress in ways that meets the child’s need
 communication of care and respect through all interactions
 assessed and responded appropriately to behaviours of concern
 encouraged children to respect similarities and differences between
each other
 involved and encouraged children in decision-making and planning
 performed the activities outlined in the performance criteria of this unit
during a period of at least 120 hours of work in at least one regulated
education and care service
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this
unit, manage the task and manage contingencies in the context of the work
role. These include knowledge of:
 how to access:
 the National Quality Framework
 the National Quality Standards
 the relevant approved learning framework
 how to navigate through framework and standards documents to find
areas relevant to this unit of competency
 effective communication techniques including verbal and non-verbal
ways to show respect
 techniques to guide children’s behaviour
 United Nations Convention on the Rights of the Child
 organisational standards, policies and procedures.
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ASSESSMENT REQUIREMENTS
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice
with other community services units of competency is encouraged
Resources required for assessment include access to:
An appropriate workplace and/or simulation of realistic workplace setting
where assessment can take place
Relevant organisation policy, protocols and procedures
Critical aspects for assessment and evidence required to demonstrate this unit
of competency:
The individual being assessed must provide evidence of specified essential
knowledge as well as skills
This unit will be most appropriately assessed in the workplace or in a
simulated workplace and under the normal range of workplace
conditions
It is recommended that assessment or information for assessment will be
conducted or gathered over a period of time and cover the normal range of
workplace situations and settings.
REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities, or installing a particular type of software
on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
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ASSESSMENT METHODS
Assessment for this unit will be assessed through completion of
Assessment Workbook Four (4) and AssessmentWorkbook Seven (7)
Skills Journal -Play and Development
Workbook Fourwill focus on two assessment methods:
1. Written Questions – based on the required knowledge component as
described in the Instructions for Assessment
2. Case Studies – utilising the Sparkling Stars virtual Education and Care
Service and activities set out in this workbook.
Further Assessments:
Workbook Seven (7) Skills Journal- Play and Development: participant
must attend a Vocational Placement
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PRESENTATION
Things to Consider:
Only submit your workbook once all activities inside are complete.
Should you have any questions regarding your assessments, or not
understand what is required for you to complete your assessment, please
feel free to ask your trainer.
Keep your answers succinct and make sure you are answering the
question. Re-read the question after you have drafted up your response
just to be sure you have covered all that is needed.
Your final assessment result will either be competent or not yet
competent.
If submitting your assessments please ensure that
1. All assessment tasks within the workbook have been completed
2. You have proof read your assessment
Answering the Questions:
1. If you are using Microsoft Word you will need to click in the
grey area of the box to begin typing your answer.
Assessments may not be processed if the above guidelines are not
adhered to. To ensure your assessment is processed as quickly as
possible, please follow these instructions.
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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 4
TITLE: Play and Development
FIRST AND SURNAME:
PHONE:
EMAIL:
Read the Candidate Declaration below and if you agree to the terms of the declaration
sign and date in the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made aware of my
rights and responsibilities as an assessment candidate, and choose to be assessed
at this time.
 I am aware that there is a limit to the number of submissions that I can make for
each assessment and I am submitting all documents required to complete this
Assessment Workbook.
 I have organised and named the files I am submitting according to the
instructions provided and I am aware that my assessor will not assess work that
cannot be clearly identified and may request the work be resubmitted according to
the correct process.
 This work is my own and contains no material written by another person except
where due reference is made. I am aware that a false declaration may lead to the
withdrawal of a qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of qualifications that I
submit as evidence as well as the qualifications/evidence of parties who verify my
performance or observable skills. I give my consent to contact these parties for
verification purposes.
Name : Signature: Date:
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KNOWLEDGE ASSESSMENT
PART A –HOLISTIC DEVELOPMENT
1. Nutrition is extremely important in relation to a child’s brain development.
a) Explain how adequate nutrition before a child’s birth is important.
b) Explain how adequate nutrition after a child’s birth is important.
a) Adequate nutrition during infancy and early childhood is essential to
ensure the growth, health, and development of children to their full
potential. Inappropriate nutrition can also lead to childhood safety
which is an increasing public health problem in many countries.
b) Sufficient nourishment is imperative to a youngster's mental health
amid after birth as it gives all the suitable supplements for example folate,
protein, fats, zinc, nutrient A, which is crucial for sound mental health. This is
also their growth period and proper nutrition is an essential growth factor.
2. As an Early Childhood educator it is essential that you support the brain
development of all children in your care.
a) Explain in 4-5 sentences, the importance of discussing children’s
interests with them, in order to stimulate early brain
development.
Guidance: Refer to the National Quality Standards and the
relevant approved learning framework to support your answer.
a) Giving responsive, sustaining and animating encounters set up the wiring
of the cerebrum associations. Youngsters who are very much bolstered and
sustained physically, inwardly, socially and mentally will build up a large
number of neural associations that will work well for them for an incredible
duration course. A tyke's advantage and interest are the inspirations that
make new associations with obtain new aptitudes. Each new expertise
expands on an ability officially learned. Curriculum decision making
contributes to each child’s learning and development outcomes in relation
to their identity, connection with community, wellbeing, confidence as
learners and effectiveness as communicators. Each child’s current
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knowledge, ideas, culture, abilities and interests are the foundation of the
program.
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b) Explain in 4-5 sentences, the importance of using your
observations of children to support their development.
Guidance: Refer to the National Quality Standards and the
relevant approved learning framework
b) Viewing the youths in your thought can help you with bettering fathom the
characteristics and deficiency of each individual tyke. Your recognitions
would then have the capacity to coordinate your programming and help
you make changes as per your thought condition to upgrade a child's
direct and support learning. Similarly, common observation and careful
examination of their practices and character ascribes can empower you to
manufacture a more grounded relationship with each youth and interface
with them in an undeniably imperative way. Assessment of each child’s
learning and development is part of an ongoing cycle of planning, documenting
and evaluation. It is an interactive process that drives development of the
program.
c) Explain in 4-5 sentences, the importance of using routines as
opportunities to foster children’s independence.
Guidance: Make sure you refer to the National Quality
Framework in your answer
c) Foreseeing designs and the progression of time bolster the youngster's
feeling of being. Schedules likewise cultivate a tyke's freedom, by
permitting them the chance to settle on choices autonomously – for
instance, a straightforward daily schedule of washing hands and sitting
before morning tea – a youngster's Independence and certainty is
bolstered when they start to see when they have to this, without grown-
up bearing. The documentation about each child’s program and progress
is available in an accessible format and opportunities are provided for
discussion with families who are willing to provide shelter for foster child.
d) In 4-5 sentences, explain the importance of encouraging children
to explore the environment and biological resources, in order to
positively influence learning and development.
Guidance: Make sure you refer to the National Quality
Framework in your answer.
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d. The significance of urging kids to investigate the earth and assets:
Catering for every one of youngsters' interests and capacities in the
middle and giving a domain of chance, urging kids to investigate will
upgrade physical movement, mental health, social aptitudes, net/fine
engine, coordination. Youngsters will pick up trust in themselves and
discover pleasure through being dynamic. Critical reflection on children’s
learning and development, both as individuals and in groups, is consistently
used to implement, review and revise the program.
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3. As an Early Childhood educator it is essential that you provide play and
learning experiences that support the growth of children across all
developmental domains. Complete the tables as instructed for each
developmental domain:
a) Physical development - Name at least one (1) piece of
equipment, game or toy you could use to support children’s fine
motor, gross motor and fundamental movement skills.
b) This question has been intentionally left blank. Please proceed
to the next question.
c) Emotional/Psychological development - List three (3) decision-
making opportunities in the table below, that you can provide to
children to help support their emotional and psychological
development.
c)
Decision-making opportunities
1 Choice of toys
2 Choice of games
3 Choice of play area
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a)
Equipment Games Toys
Fine motor
development crayons puzzle Play dough or clay
Gross motor
development Tricycle throw and catch ball
Fundamental
movement skills seesaw balancing seesaw

d) Foundational Knowledge of Developmental Theory: Language
development - Complete the table below listing three (3) experiences
you can provide to children that will expose them to different forms of
language and literature and two (2) experiences that will give children
the opportunity to express themselves through language.
d)
Experiences that give exposure to a range of language forms
1 singing
2 reading
3 Story telling
Expressive language experiences
1 encouraging the listening skills
2 reading stories
e) Creative development–Fill out the table below, by indicating at
least one (1) experience you could provide for children to use each
of their senses and to express themselves in order to support their
creative development.
e)
Experience
Visual Painting
Hearing Sound bingo game
Taste tasting different food items
Touch touching soft things
Smell taking aroma
Self-expression making friends
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f) Cognitive development - Write at least one (1) problem-solving
experience you can provide to support the cognitive development
of children in each of the following age groups: 0-2 years, 3-5
years and 6-12 years.
f)
Experience
Problem-solving
(0-2yrs) puzzle
Problem-solving
(3-5yrs) Building blocks
Problem-solving
(6-12yrs)
Informative DVDs
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4. Consider a cultural activity that encourages the use of home languages
and family contributions that can be done within the centre. Write a
paragraph of 5-7 sentences, discussing the following points:
Ensure you cover the following points for your chosen activity:
 Briefly describe or name your chosen activity.
 How does your activity value and encourage the use and
acquisition of home languages?
 Which age group you have planned the activity for?
 What focus should the introduction and implementation of the
activity have?
 What could you do to involve the children in group discussions?
 What could you do to encourage contribution from the children’s
family?
 How does encouraging family’s diverse contribution to learning
activities benefit children?
 Dress as you like
 Different outfits portray the diverse background of various culture
 3-10 years
 To encourage the creativity of children
 Every child should be encouraged to prepare a speech.
 Parents should encourage to participate in the activities along with the
children.
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5. Fill out the table below giving the name of a relevant theorist and a
summary of the relevant theory of child development.
Developmental
Theory Theorist Summary of Theory
Physical
Development Arnold gessell
Gross (or large) motor skills involve larger muscles
including the arms and legs. Actions requiring gross
motor skills include walking, running, balancing and
coordination. When evaluating gross motor skills,
the factors that experts look at include strength,
muscle tone, movement quality and the range of
movement. Fine (or small) motor skills involve the
smaller muscles in the fingers, toes, eyes and other
areas. The actions that require fine motor skills tend
to be more intricate, such as drawing, colouring,
threading, writing, grasping objects, throwing,
tearing, crumpling, waving and catching.
Cognitive
Development Jean Piaget
This is the process of acquiring intelligence and
problem-solving ability. This is the development of a
person’s ability to learn. Cognitive development
refers to growth in the area of language (speaking,
using body language and gestures, communicating,
and understanding what others say) to gather
information, organize and use it, thinking and
learning skills including attention, planning,
problem-solving and memory. An important concept
in cognitive development is that ‘Teaching’ should
be age-appropriate. That is, teaching should take
place at a level that is neither too difficult and
stressful nor too easy and boring. E.g. It is not a good
strategy to try to push children to read before they
are developmentally ready; but when they are ready,
reading materials of the appropriate level should be
presented to them.
Emotional
/Psychological
Development
John Bowbly Children’s abilities for recognizing,
understanding and managing their
emotions are influenced by the ways the
adults who care for them acknowledge
and respond to their feelings. Children
who are emotionally stable and healthy
benefit by being more attentive to
learning, feeling good about themselves,
having more friends and being able to
better control their behaviour. So it’s
very critical that parents provide support
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and guidance for their children’s
emotional development.
Social Development Albert Bandura
Social development refers to the
process by which a child learns to
interact with others around him/her.
As they develop and perceive their
own individuality within their
community, they also gain skills to
communicate with other people and
process their actions. Social
development most often refers to how
a child develops friendships and other
relationships, as well as how a child
handles conflict with peers. Social
development is learning how to
behave and get on well with others.
Language
Development John Watson
Language not only refers to the spoken word but
it also incorporates gesturing, facial expressions
and verbal sounds. This is why language
development for infants begins from when your
baby is born. Infants are aware of sounds in the
environment. They listen intently to other's
speaking and begin to cry if they hear an
unexpected noise. This is all part of your infant's
language development.
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6. In your own words, explain why creativity is important to child
development.
creativity is important for children so that they can develop their intellectual
skills, physical skills, motor skills and learn to express themselves. Creative
experiences can help children express and cope with their feelings. Creativity
also fosters mental growth in children by providing opportunities for trying
out new ideas, and new ways of thinking and problem-solving.
7. The incorporation of activities that stimulate a child’s creativity is an
essential part of a centre’s program.
a) Which part of the national standards supports this?
Guidance: Quote the quality area and standard.
b) What learning outcome of the relevant learning frameworks supports
this?
Guidance: Quote the framework and learning outcome.
a) Quality Area 1 - Standard 1.2 - Educators and coordinators are engaged,
dynamic and intelligent in structuring and conveying the program for every
child. Curriculum decision-making maximizes each child’s learning and development
opportunities.
Quality Area 3 - Standard 3.2 - nature is comprehensive, advances fitness,
autonomous investigation and learning through play. Outdoor and indoor spaces
are designed and effectively organized to engage every child in quality experiences
involving the built and natural environments. The spaces provide the flexibility to
respond to children’s individual needs, development, self-initiated play and
exploration.
b) A sense of security and sound wellbeing gives children the confidence to
experiment and explore and to try out new ideas, thus developing their
competence and becoming active and involved participants in learning. Children
are more likely to be confident and involved learners when their family and
community experiences and understandings are recognised and included in the
early childhood setting. This assists them to make connections and to make sense
of new experiences. Active involvement in learning builds children’s
understandings of concepts and the creative thinking and inquiry processes that
are necessary for lifelong learning. They can challenge and extend their own
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thinking, and that of others, and create new knowledge in collaborative
interactions and negotiations. Children’s active involvement changes what they
know, can do, value and transforms their learning.
8. Describe in your own words:
a) What is Blooms Taxonomy?
b) What are the six cognitive skills revised by Krathwohl in 2000?
a) Bloom's Taxonomy was made in 1956 under the initiative of instructive
analyst Dr Benjamin Bloom so as to advance higher types of reasoning in
training, for example, breaking down and assessing ideas, procedures,
methodology, and standards, instead of simply recalling realities (repetition
learning). It is regularly utilized when structuring instructive, preparing,
and learning forms.
b) remembering
understanding
analysing
applying
evaluation
creation
9. Describe in your own words:
a) Who proposed Multiple Intelligence Theory?
b) How could you include it in learning experiences?
c) What are the nine intelligences?
a) Howard gardner
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b) Development is adhered in all strata’s by using the intelligences
c) Linguistic intelligence
• Logical-mathematical intelligence
• Spatial intelligence
• Bodily-Kinesthetic intelligence
• Musical intelligence
• Interpersonal intelligence
• Intrapersonal intelligence
• Naturalist intelligence
10. In 4-5 sentences, explain the importance of the early years and early
development, in relation to a child’s subsequent educational success.
The early years are significant for the improvement of a protected passionate
connection and the aptitudes that assistance youngsters prevail throughout
everyday life. Advancing and building up these abilities alongside reinforcing
families are essential approaches to enhance long haul results for kids.
Supporting families and guardians through imaginative quality based parent
instruction programs have been fruitful and help enhance parent-youngster
connections while likewise forestalling kid abuse. Vital segments of these
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projects incorporate connecting with guardians in the advancement of their
youngsters, concentrating on positive child rearing and tyke practices, and
learning methodologies for better overseeing pressure. Research
demonstrates that the improvement of vital passionate, psychological, and
conduct aptitudes happens from the get-go throughout everyday life. These
primary abilities are not just vital for a fruitful progress to class, yet in
addition for later scholastic accomplishment and social alteration.
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11. Fill out the table below in relation to aspects of poor early childhood
development and the potential long term impacts it can have on a child.
Aspects of poor early
childhood development
Long term harmful impacts
Poor Diet Child will develop poor digestive system which
can also be fatal.
Lack of Play Child could be physically unfit and hormonal
growth could be hampered severally.
Limited Stimulation of
brain development
This could result in inability to understand basic
things and finally the intelligence of child.
Lack of Materials and
resources
Lack of foundation materials can limit the
knowledge of the child.
Inconsistent or non-
existent emotional support
or comfort
This could impact the ability to understand and
process emotions of self and others.
Trauma
This could restrict the child from having the
intelligence and emotional capabilities of a
normal person required to live a happy and
healthy life.
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12. The table below indicates, two other life experiences, aside from the
factors listed in the above table that may interrupt appropriate childhood
activities.
a) List their potential long-term harmful impacts.
Potential Long-term harmful
impacts
Serious illness or
condition/hospitalization
Afraid of being normal and enjoying
life like others
Loss of parent/family through
divorce/death or displacement
Emotional instability, not being able
to understand others feelings
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PART B –SUPPORT PLAY AND LEARNING
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9. How would you use reflective practice in ‘providing experiences to support
children’s play and learning’?
Intelligent practice gives a superior comprehension of why things occur. It
helps you to perceive great practice just as change and enhance what isn't
functioning admirably. Critical reflection involves closely examining all
aspects of events and experiences from different perspectives. Educators
often frame their reflective practice within a set of overarching questions,
developing more specific questions for particular areas of enquiry.
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10. How does the United Nations Convention of the Rights of the
Child relate to ‘Providing experiences to support children’s play and
learning’?
The UN Convention on the Rights of the Child is a global bargain that sets
out generally acknowledged rights for kids. It is a benchmark against which a
country's treatment of its youngsters can be estimated. It unites in one far
reaching code the advantages and security for kids until now dispersed in an
assortment of different understandings, including the Declaration of the
Rights of the Child received in 1959. The UN Convention additionally
confirms that human rights contained in different settlements apply similarly
to child. Article 31 of the U.N. Convention on the Rights of the Child (adopted
by the General Assembly of the United Nations, November 20, 1989), which
states that the child has a right to leisure, play, and participation in cultural
and artistic activities.
11. Fill out the table below: Identify common organisational
standards, policies and procedures that are relevant to a childcare
centre. (List 2 of each)
Standards: National Regulations and National Law
The National Standard
Policies: Safe Food Policy
Health and hygiene policy
Procedures: All the equipment of the child care centre should be sanitized
regularly.
All educators and staffs should practice cleanliness and the
highest levels.
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12. This question has been intentionally left blank. Please
proceed to the next question.
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PART C –USE INFORMATION ABOUT CHILDREN
1. Fill out the table below in relation to the United Nations Convention of
the Rights of the Child and Code of Ethics and explain the purpose of
each.
Guidance: Access the United Nations Convention Website and the Early
Childhood Australia Code of Ethics website.
Purpose
United Nations
Convention of the
Rights of the Child
The United Nations Convention on the Rights of the Child
(UNCRC) is a legally-binding international agreement
setting out the civil, political, economic, social and cultural
rights of every child, regardless of their race, religion or
abilities.
Early Childhood
Australia Code of
ethics
The Code of Ethics is a set of statements about appropriate
and expected behaviour of early childhood professionals. It
reflects current pedagogical research and practice,
providing a framework for reflection about the ethical
responsibilities of early childhood professionals.
2. Which section of the Educators Guide to the EYLF refers to using
theories of child development, in order to analyse information and plan
accordingly? Note the page numbers of this section.
linking theoretical practises and beliefs, page 14.
3. Which section of the Educators Guide to the MTOP refers to using
theories of child development, in order to analyse information and plan
accordingly? Note the page numbers of this section.
Educators Guide to the MTOP, page 21
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4. Describe in your own words how you can use observations on child
development and analyse a child’s information to assist in planning?
 Each observation should be completed on the template provided in your
assessment pack. Your observations must be detailed and include
information of the child’s learning and conversations. Observations
should be collected at different times of the day and in different
locations.
 Each observation must be completed with sufficient analysis of
children’s skills and development and make relevant and meaningful
links to the EYLF and the National Quality Standards.
 Each observation must include further planning ideas that are connected
and linked to the observation.
5. In the table below, provide a description of the following observation
techniques and outline what they are best used to observe.
Observation Technique Description Best Use
Anecdotal Record details of what
the child does and how
they say things
Take notes throughout
the day to observe
behaviour.
Child’s ability to read,
write and learn
Learning Stories A learning story provides
and informative approach
to document a child’s
learning. It uses
storytelling to describe a
child’s learning process.
Learning domains here is
Cognitive.
To talk and read
Developmental Checklist It is not enough to consider
age alone, to individualise
each learning strategy, the
educator must also
consider the child’s
development level. To
Grooming creative skills
and motor skills
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observe developmental
milestones (brain
development)
Event Sample Events build up a
pattern of a child’s
behaviour over a period
of days or weeks.
Creative, emotional
Running Record This is made by the
educator writing down
everything that happens
over a period of time and
are written in the present
tense and are done over a
short period of time of
about 3-5 minutes. To get a
precise sample of child’s
behaviour and skills in a
specific situation.
Physical development
Time Sample/Sociogram A sociogram is a map or
diagram of friendships and
interactions within a group
of children. A Time
samples is a snapshot of
child’s day.
Emotional
6. What report-writing standards and protocols should you follow when
writing observation reports?
I should follow the code of Ethics, use they EYLEF, NQS and relevant frameworks for relevance of
observations.
Reporting should be simple, clear and accurate. It should support children’s development with further
relevant planning.
Educators should:
-View documentation as an important part of their work with children and families.
- Capture children’s voices and ideas in planning, documentation and evaluation.
- Try different methods to find what is realistic, achievable and relevant for children, families, educators, then
set and establish some benchmarks that are reviewed regularly.
- Be selective in what they choose to document because it is not possible to capture all of the rich
experiences and learnings that occur every day.
- Share documentation efforts and experiences, and continue to learn, grow and develop.
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- Be open to change as the dynamics of the children’s group or team change.
- Constantly review and remind themselves why they are documenting and for whom.
- Make it relevant for the setting, as documentation will look different across different settings. For example,
long day care, family day care, outside school hours care and preschool require different methods of
documenting, given that children vary in ages and amounts of time spent in the service.
- Be clear about what the standards, learning frameworks and, if relevant, the funding agreements are asking
you to do.
-Gathering and analysing information about what children know, can do and understand is part of the
ongoing cycle that includes planning, documenting and evaluating children’s learning.
7. There are certain organisational standards, policies and procedures that
are relevant to the gathering of information about a child to inform
practice.
a) Name the relevant standard, frameworks, convention and code
that applies. (There are five in total).
a) NQS Quality Area 5.1 Relationships with Children
NQS Quality Area 6-Collabarative partnerships with families and communities
1.2.1 Each child’s learning and development is asses as part of an ingoing
cycle of planning documenting and evaluation.
ECA code of ethics: 10. Maintain confidentiality and respect the right of the
family to privacy.
The UN Convention on the Rights of the ChildArticle 16 (right to privacy)
b) Name the relevant policies.
b) Respectful and equitable relationships are developed and maintained with
each child.
Encouraged to talk with the nominated supervisor, educators and co-
ordinators about the values and expectations they hold in relation to their
child’s learning.
The provisions made support families during the enrolment and orientation
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process
How information is gathered from families to support continuity of care
between home and the service
-Communicating with families
-Observations/Documenting for children
- Orientation
- Parent/Educator Meetings
c) Name the relevant procedures.
 Provide family services for those seeking a place where it provides easy-
to-read information how the service operates and what it can provide.
 Service has made some preparation to communicate with families that
English is not their first language and provide easy communication.
 Monitor each child’s placement
 Provide ongoing support for educators, families and children
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PART D –RESPECTFUL AND POSITIVE WITH CHILDREN
1. There are a range of things you need to take into consideration if you want
to communicate effectively.
Complete the table below listing 2 verbal and 2 non-verbal things you need
to take into consideration when communicating with children and their
families.
Verbal communication
considerations
Non-verbal communication
considerations
Talking to them about their hobbies Facial expression
Making them feel important and loved Tonality of the voice
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2. List 5 examples of how you can interact and communicate positively and
respectfully with children throughout their day and provide examples of
what those interactions would be.
Guidance:
 Make sure you identify routine times as well as play times in your
examples and include how you would communicate over lunch.
 Include an example of how you would respond to distress in ways to
meet the child’s need.
 Include verbal and non-verbal communication techniques in your
answer.
Time of day Example of interaction
Sample answer: Arrival time Smile and greet child and adult, begin speaking
with the child about the day
Morning time Greet, Smile, and hug
Afternoon time Enquire the child for his or her needs
Evening time Assisting the child to the playground and
playroom.
Mid afternoon Discuss with the child about studies and
curriculum.
Bed time Greet and make sure the child is
comfortable.
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3. Describe 3 different ways you can respond in a sensitive, respectful and
collaborative way when communicating with children about their interests,
stories and ideas.
Guidance: Include verbal and non- verbal methods of communication.
Observing and analysing the behaviour of the child for any abnormalities.
Looking after their food habits.
Making them understand true values and moral ethics.
4. Describe 3 different techniques to guide children’s behaviour and how you
would apply each in the centre.
Focus on the Behaviour, not the Child
When you focus on the child's behaviour, rather than on the child, you offer
positive guidance for developing positive behaviour. However, when
focusing on the child rather than the behaviour, this will generate feelings
of guilt, shame and the child will develop low self esteem. After all it's the
behaviour that's the problem, not the child.
Provide Choices to the Child
Providing choices to a child will be helpful in avoiding power struggles
(especially for young children). When offering real alternatives to a child,
you are providing an opportunity to exercise choice and it is likely that the
child will co-operate with the task.
Allow time for Child to Respond to Expectations
Children react better when they are offered cues and warnings (not threats).
This helps them to prepare for change. Give children time to respond,
rather than demanding immediate results.
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5. All centres are required to have a policy that outlines strategies that will be
used to guide children’s behaviour as stated in the Education and Care
Services National Regulations 2011.
a. What organisational policies, procedure and guidelines would be in
place to assist you in developing limits and consequences for
inappropriate behaviours?
b. Which section of the above regulations are you required to follow and
what does it state?
c. How does this meet the requirements of upholding a child’s rights
under the United Nations Convention on the Rights of the Child?
a) Quality Area 5 - Relationships with Children - Element 5.2.2
b) Each child is supported to manage their own behaviour, respond
appropriately to the behaviour of others and communicate effectively to
resolve conflicts.
c) In the Education and Care Services National Regulations 2011, regulation
168- Education and care service must have policies and procedures (j)
interactions with children, including the matters set out in regulations 155
and 156. Regulation 155-Interactions with children include giving each
child positive guidance and encouragement toward acceptable behaviour.
This requirement meets the UN’s Right of the Child’s policy as it is to
protect their dignity and guide them to behaviour appropriately.
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PART E – SUPPORT BEHAVIOUR
1. Describe at least 5 (5) characteristics of a safe and supportive
environment.
1. Nurturing
2. Very Patient
3. Clear Precise Communication
4. Friendly and Welcoming
5. Teamwork
2. Fill out the table below:
 Identify one contributing environmental factor that may affect
development and behavior for each of the examples.
 Provide a practice you could use to minimize the factors affects for
each of the examples.
Environmental Factor Practice
Children with a
physical disability
Problem in accessing
basic facilities
Basic facilities, like
bathroom, toilets should
have special provisions
for disabled children.
Children with a
learning difficulty
Problem in learning
even the basic
resources
Specialist should be
brought in to assess the
child.
Children with a mental
health issue
mental health issue
restricts a child to develop
the resilience to cope with
the stress of daily life and
the demands of a happy
and healthy life
Special care should be
adopted to teach them
because their learning
capability are not at par
with normal children.
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3. List at least four (4) potential impacts on the behaviour of each of these
above groups, by not implementing safe, supportive and equitable
practices?
1. Unable to understand activities
2. Meltdown from over stimulation
3. Difficulty in accessing basic facilities
4. Difficulty in coping up with curriculum
4. A child in the group has a new baby at home and must keep quiet and
play outside at home. List three ways in which this could this affect the
child’s behavior at the centre?
 Isolation: this could lead to growth of hatred in the child for his or her sibling.
 Jealousy: Infants demand a certain degree of attention and it has been often
noticed in case when a new infant is present the elder one feels rejected and
hence the sense of jealousy could arise.
 Sibling rivalry: In many cases the demands of the elder child is neglected to
facilitate the needs of the infant which could give rise to a lifelong sibling
rivalry.
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5. Discuss four (4) impacts the environment and culture has on the
behavior of children.
 Things: When toys and materials are in good supply, familiar and
developmentally appropriate, children are encouraged to focus and
become involved in productive learning experiences.
 Space The way in which space is used can either encourage or
discourage desired behaviour. Where space is sufficient, children can
play and work in a relaxed setting.
 People — (Adults and Children) Adults who are committed to nurturing
and guiding young children create an atmosphere which fosters trust,
security, and comfort. An adult’s verbal and physical communications
skills are critical in modelling the behaviour they wish children to learn.
 Time / Program Schedule Schedules, routines, and transitions serve as a
framework from which children gain trust, security, and order. While
these can be flexible to some degree, they must provide children with
clear guidelines about what is expected.
6. Describe in your own words:
a. positive reinforcement
b. Why you would use positive reinforcement
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a) it is generally used in context to teach behaviour to children.
b) for the improvement of the child’s behaviour.
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7. Describe three (3) positive support strategies involving communication
that you could use to redirect behaviors of concern.
Do not become annoyed, threatened or hurt
Help the person find a more appropriate method of communicating the
massage to you
Avoid crisis management. The technique we use in managing crises generally
do not teach new communication.
8. Discuss how you would diffuse the following hypothetical situation:
‘Two children are yelling at each other, one of the children
is holding a book about to throw it at the other.’
Making the situation calm by talking to them and solving the conflict among
them.
9. Describe in your own words how culture and the environment can
impact on the behaviour of children.
A child’s cultural upbringing has a substantial impact on their behaviour. The
family unit is where the child is first exposed to relationships, behavioural
expectations and how to communicate with others. There are some significant
differences between cultures and what is expected. Cultural behaviour can
affect every aspect of raising a child – from feeding, toileting, communicating,
discipline and reasoning.
In Western cultures (Australia, America, And The UK) Children are
encouraged to be assertive and to value independence. Being quiet,
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withdrawn and unassertive are taken for being shy fearful and socially
awkward. Whereas in East Asian cultures (South Korea & China for example)
Inhibited and quiet behaviour is viewed as being respectful, obedient and well
mannered.
10. What is disruptive behaviour?
Disruptive behaviour is defined as behaviours that hamper the ability of
instructors to teach and students to learn. Common examples of disruptive
behaviours include, but are not limited to: Eating in class. Ringing cell phone.
Monopolizing classroom discussions. A behaviour of concern refers to any
behaviour that causes physical harm to the person with a disability or another
person, or destroying property resulting in the risk of harm to the person or
any other person.
11. What is meant by ‘behaviours of concern’?
A behaviour of concern refers to any behaviour that causes physical harm to
the person with a disability or another person, or destroying property
resulting in the risk of harm to the person or any other person.
12. What are the main differences between disruptive behaviours and ‘behaviours of
concern’?
Disruptive behaviour is defined as behaviours that hamper the ability of
instructors to teach and students to learn. Common examples of disruptive
behaviours include, but are not limited to: Eating in class. Ringing cell phone.
Monopolizing classroom discussions. While, a behaviour of concern refers to
any behaviour that causes physical harm to the person with a disability or
another person, or destroying property resulting in the risk of harm to the
person or any other person.
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13. Rewrite the following instructions using positive language, so that
they become positive communication behaviour expectations.
a) I’ve told you a million times Sienna, don’t run inside.
Please remember to walk inside Sienna. You can run when you get back
outside.
b) Boys are so destructive. Stop throwing the books, Isaac!
Please be gentle with the books Isaac, that is one of your favourites!
c) Don’t snatch the toys, Sam.
Please do not snatch the toys tom, you can play by sharing them.
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14. Describe an activity that would allow children to explore each of
the following symbol systems with children in your centre:
 Letters
 Numbers
 Time
 Money
 Musical Notation
Activity 1 - Letters:
Matching the letters with their names
Activity 2 - Numbers:
Matching cards with numerals and quantities of objects.
Activity 3- Time:
Learning the various position of the minute and hour hand.
Activity 4- Money:
Learning the various motifs on the currency notes.
Activity 5 – Musical Notation:
Matching the jingles with rhythms on toy pianos.
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CASE STUDY A – HOLISTIC DEVELOPMENT
Download the linked scenario and answer the questions below.
Scenario – Kurt Sampson
Kurt is 6 years old. He has recently enrolled at the School Age Care
service where you work as an assistant educator. Kurt is one of several
children his age at the service and he attends each day both before and
after he goes to school. The lead educator you work with lets you know
that Kurt’s parents have recently separated and while there are no
parenting orders in place, his mother did say that things had been
‘messy’ leading up to the separation. Kurt’s mother is the parent you will
have the most contact with as his father works away.
Kurt presents as a very quiet and withdrawn child – not unusual for
a new enrolment. You and your colleagues ‘buddy’ him up with one of
the other children his age and work hard to help him feel comfortable at
the service. You are careful to find out what his likes and interests are
to help him engage with the resources and other children. After one
month, Kurt still has not formed any friendships amongst his peers and
generally only engages with the educators if they speak to him first. His
mother says that he is becoming a little withdrawn at home as well. You
begin to suspect that there may be an issue with Kurt’s current
emotional / psychological state.
1. Write a paragraph to describe your concerns about Kurt and what
steps,as an assistant educator you would need to taketo respond to those
concerns.
Guidance: Make sure you include details of how you will record and report
your suspicions and how you would share information with colleagues
regarding Kurt’s development and wellbeing.
When observing children, it's important that that the educator uses a range of
different observation methods from running records, learning stories to
photographs and work samples. Using a variety of different observation
methods can assist you in observing a child's interest, skills, abilities, and
needs. It provides a foundation for a child's individual assessment and
planning. Collecting a series of observations before interpreting and planning
will provide a well-rounded and holistic picture of the child. In this given
scenario Kurt has clearly shown symtoms of psychological trauma and it can
be assessed using the following ways:
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 Anecdotal Records
 Jottings
 Sociograms
I will then compile the entire data into sheets and discuss it with my
colleagues to find out that whether Kurt requires medical help or not.
As a result of your actions, you and your colleagues work with Kurt’s mother
todevelop strategies that will help him express his feelings and to encourage
him to socialise with the other children at the service.
2. List at least 3 strategies that could be used to encourage Kurt to express
his feelings.
 Interacting with other peers by participating in games and sports of his liking.
Playing a sport will generate adrenaline which will stop this mood swings.
 Taking part in creative activities like crafting. It will regenerate the motivation
in Kurt.
 Sharing the difficulties with a confidante will help him to reduce stress and
improve focus.
3. List at least 3 strategies that could be used to support Kurt to socialise
with the other children in the group.
 Playing name games so that Kurt can know the names of the children.
 Interacting with various learning resources could unblock the mind of
Kurt.
 Exercising will generate adrenaline which will decrease the stress level
of Kurt.
4. List the National Quality Standard and elements that link to this
practice.
2.1.1Each child’s health needs are supported.
QA 5 - Relationships with Children
5.1 Respectful and equitable relationships are developed and maintained with
each child.
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Element 5.2.2 Each child is supported to manage their own behaviour,
respond appropriately to the behaviour of others and communicate effectively
to resolve conflicts.
standard element 5.1.3 each child is supported to feel secure confident
5. State the code and the convention that applies in this situation.
Article 2.1.
States Parties shall respect and ensure the rights set forth in the present
Convention to each child within their jurisdiction without discrimination of any
kind, irrespective of the child’s or his or her parent’s or legal guardian’s race,
colour, sex, language, religion, political or other opinion, national, ethnic or
social origin, property, disability, birth or other status.
CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL
RELATIONSHIPS WITH CHILDREN
Scenario One (1) : Collaborating with children
Read the following scenario and answer the questions below.
You are one of the educators working with a group of 24 pre-school
aged children at Sparkling Stars Childcare Centre. At Sparkling Stars
there is a very strong focus on collaborating with the children to build
their ideas into the program each day.
Each day in the Preschool Room starts with a ‘Morning Conference’
where the children are invited to share their ideas for what they would
like to do for the day.
Question 1.
a) Imagine you are running the Morning Conference. How will you
ensure there is enough time for all the children to express their
ideas?
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b) Which alternatives can you provide to the children that have
difficulty expressing themselves in front of the whole group?
c) How will you make sure you acknowledge each child’s
contributions?
d) How will you encourage children to share their stories and ideas?
a) They will write it in a piece of paper which will be collected by the
educator and then he or she should go through every one of them
and then have a small discussion on them the following day.
b) Children who face difficulty in expressing should be given special attention
and they should always be encouraged to share their thoughts firstly with
a small group and then gradually increasing the size of the group.
c) talking to each one of them and praising their ideas and motivate them.
d) communication with them.
Question 2.
At this Morning’s Conference, Jackson has an idea to build a rocket which
appeals to most of the children in the group. As you discuss Jackson’s idea,
a lot of other suggestions are added – some of them unsuitable for the care
situation.
a) Describe how you will explain to the children that their suggestions
are not suitable.
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b) Write a description of how you will explore alternative options with
those children.
c) Write 2-3 paragraphs to describe how you will assist the children in
making their ideas a reality.
a) Asking question on how the child will implement his or her plan will help
them to find the fault in their own ideas and then they can be explained
how they can fix their ideas.
b) Be honest and let them know why it isn't suitable
Get them other options/suggestions
Collecting materials that the children want/setting up an area/get child to
collect things
c) Get children to bring in photos of their family
Do a world map of the families
Question 3.
During the discussions you had with the children, they showed an interest in
finding out where all their friends’ families come from. You decide it is a great
opportunity to build multicultural cooking experiences into the program for all
the children. Some of the younger children are a little hesitant about trying
new things.
a) Describe at least 2 strategies you could use to encourage the children
to participate in the multicultural cooking experiences.
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 Organizing a cultural festival where each child has to dress up in their
authentic cultural outfits and will have to share a small speech on the
importance of their culture.
 Involving their parents will enhance their experience and knowledge.
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CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR
Meet Jake. Jake is now 5 years old. He just started
going to Sparkling Stars Childcare Centre and has
been assigned to your care.
You had a talk with his mother, Emilia, to learn more
about Jake. You found out that Emilia had just
separated with her husband after several years in an
abusive relationship. She had serious concerns for
Jake’s safety and how it was impacting him, and
decided it was best for them to move out.
Now Emilia is taking care of Jake on her own as she works full-time as an
admin assistant for an accounting firm. She often has to work until late and
has arranged for the school bus to send Jake to the childcare centre after his
school until she can pick him up on her way home from work.
Scenario 1:
Despite what he has gone through, Jake is a happy and playful kid. He likes
being around other kids and has no problems meeting new people. However,
during his first week at the centre, it was observed that Jake has violent
tendencies when having disagreements with the other kids in the centre.
He was caught hitting another kid and using bad language while fighting over
some Lego blocks. You have had a talk to Jake about his behavior and how it
is not right to use violence and bad words, however, he started to panic in fear
of being punished for his bad behaviour. His heartbeat started to race and he
started to breathe heavily and sweat profusely. He stopped responding to your
questions until he calmed down a few minutes after the incident.
1.1 This behaviour raised your concern and made you decide to discuss it
with your supervisor. Simulate a dialogue with your supervisor by
creating a video recording of yourself discussing your concerns about
Jake. You may do it as a monologue or you may invite a friend to play the
part of your supervisor. Keep your recording less than 5 minutes long.
Guidance:
To ensure successful completion of the relevant requirements for this task,
include the following information in your discussion: Identify areas of concern Recognise any possible developmental challenges or mental health
issues of Jake that may have potential impacts on his behaviour Identify possible contributing environmental factors Share your recommendation in determining when to involve other staff
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for supported intervention
Scenario 2:
After the incident on Jake’s first day in the centre,
you decided to conduct further research on Jake’s
case to be able to understand and assist him
better. For the rest of the week, you recorded
your observations on Jake’s behaviour:
On the second day, Jake fought with other kids in
the centre twice during the day. Both fights
started over a disagreement while playing games.
Jake does not like losing and often resorts to name calling and hitting when he
cannot have his way. When you talked to him about his behaviour, he
displayed severe signs of anxiety and frustration and ended up isolating
himself for the rest of the day.
On the third day, Jake had a fight with another kid in the centre over losing a
group race because one of his teammates did not follow the race instructions
correctly. He blamed his teammate for losing the game and used bad language
to express his frustration.
On the fourth day, Jake pushed Lisa, a 5 year old girl who also goes to the
centre, after she refused to share her snacks with him. When Lisa started
crying and telling Jake she would tell her mum what he did, Jake started to
panic and started crying himself.
On the fifth day, Jake had a fight again with some of the kids because they
didn’t want to include him in their games. Jake started throwing things at
them and when you tried to calm him down, he started having another severe
panic attack.
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1.2 Collect and record the data presented in the case study using the
questionnaire provided below:
a. What behaviour have you identified as a source of concern?
Provide a brief description.
Fighting, hitting and bad abusive language
b. How frequent to you observe this behaviour?
Daily
c. How much does this behaviour affect the child’s
relationships? Describe the intensity of the behaviour.
The behaviour of Jake is isolating him from other children and
soon isolation will take a toll on him which can be very
disastrous. Other children are afraid of him and this has also
given rise to a sense of arrogance which could further impact the
situation.
1.3 Behaviours that require support:
a. Based on your observations, identify Jake’s behavior/s that may
require additional support.
He needs to take care of his abusing behavior which is isolating from other kids.
He needs to be involved in team activities which will help him to get along with others easily.
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b. Research about the behavior identified and provide two possible
methods to provide support to Jake:
1. Teaching him the breath and stop technique to control his anger.
2. Do appreciate Jake when he is behaving fairly.
1.4 Create a report offering your findings from your observation as
additional support to your supervisor:
Use the template provided below to write your report:
Title: To assist Jack to change his bad behavior.
Summary: Five years old Jack's use of violent tendencies, bad
language, hitting, pushing, and has anxiety issues and
panic behaviors that has been a challenge for the rest of
the week. Jack's behavior may require support
strategies which to ensure that other kids feel safe in
the environment.
Introduction: Development of the brain is important in the initial
times and in the time of pregnancy. The behaviour of
the child needs to take care of. Home should be healthy
as they observe what goes on inside.
Body: Through my observations, I observed Jack's behavior for
the rest of the week, his behaviour might cause hurt to
other children. On day second, Jack fought with other
kids twice over a disagreement while playing games. He
was using bad language and hitting them and also I
talked to him about his behavior as it might hurt them.
He displayed severe signs of anxiety and frustrated and
ended up isolation himself for the rest of the day, but he
was continuing with his act. on the third day, he had
another fight again with other kid because he lose a
group race and blaming his friend for losing the game
and used bad language to express his frustration. On
the fourth day, Jake pushed Lisa, a 5 year old girl
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because she refused to share her snacks with him. On
the fifth day, Jake had a fight again with some of the
kids because they didn’t want to play with him in their
games. Jake started throwing things at them and when I
tried to calm him down, he started having another
severe panic attack. So, I discussed about his behaviors
with other educator and trying to understand why he is
doing all this. We decided when ever Jack hits, use of
bad language / pushes we would repeat the rules then
distract him. " I don't like it when you are pushing other
kids or hurts them , then provide a new toy or activity to
settle him. By not removing Jack from the situation we
are allowing him a chance to develop his self regulation
and to increase his awareness of the needs and right
other.
Conclusion: Based on the observation of Jack's behaviour, he has
violent tendencies and uses bad of language while
playing with other children. He also had anxiety issues
and panic attacks. The strategy that I used for dealing
with Jack's bad behaviour during indoor play I was
telling him that it is wrong as it might hurt other
children, but he did not stop his bad behaviour.
Recommendations: To suggest behaviours
To after their bad language
Give quality education
Guidance:
Title: Indicate topic/main findings
Summary: 1. The message of your report
2. Outline of your:
o methods,
o findings,
o conclusions,
o implications,
o recommendations.
Introduction: 1. Aim, scope and limitations
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2. Background or context
3. May include an overall answer
4. Outline of report structure
Body: 1. Provides justification for
recommendation(s)
2. Presents methods and findings
3. Is based on evidence
4. Keeps the discussion concise
Conclusion: 1. Restates position/key message
2. Presents and evaluates possible solutions
Recommendations: Suggests appropriate policy/actions
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PROJECT – OBSERVING, GATHERING AND ANALYSING INFORMATION
Assessment Requirements:
To complete this project, you will need access to:
- A Regulated childcare centre
- Three children of varying ages attending the childcare centre
- The children’s families for discussion
- Samples of children’s work
- Important: You are required to complete this project in a childcare
setting as an educator through vocational placement or direct
employment.
Project Overview:
This project requires you to observe, document and analyse information
regarding three children of varying age in the centre. This project is divided
into four parts:
1. Gathering and recording information
2. Analysing observations of the children’s behaviour
3. Writing reports
4. Contributing to program planning
Part 1: Gathering and recording information
Select three children of varying ages from the childcare centre and follow the
steps below:
Step 1: Gather and record their information using the forms provided in the
link below:
Childcare Templates
(Download Childcare Information Sheet)
Guidance: To ensure successful completion of this step, make sure you follow
the instructions below:
- Secure consent to interview from the parents. Download Consent to
Interview Form here: Childcare Templates
- Interview parents of three children attending the childcare centre
- The three children must be of varying age
- One form must be completed for each child
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- Submit the completed forms with this workbook
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Step 2: Talk and interact with the children and record your observations.
For children 2 years old and above:
- Give the child drawing supplies (ensure drawing supplies are child-
friendly)
- Have the child draw a picture.
- Have the child describe and explain the drawing.
- During the entire exercise make sure to jot down your observations
regarding the child’s personality and behaviour
- Scan the child’s work and save it in his records
Use the form provided in the link below to record your observations:
Childcare Templates
(download Child Observation Form A)
For infants to 1 year old:
With the assistance of the parent, interact with the child and record your
observations based on:
- Anecdotal information
- Stories/Accounts from the parent
Use the form provided in the link below to record your observations:
Childcare Templates
(download Child Observation Form B)
Part 2: Analysing observations of the children’s behavior
Based on your observations, provide an analysis of the children’s behaviour.
Use the space provided below to discuss your analyses:
to take care of his bad language which is needed to be treated.
violence is needed to be controlled
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Child 1
Name of Child:Jake Age:5 years
Did you identify any behaviour that will require special support for the child?
yes Yes | No
If yes, please explain:
His bad language and violence is needed to be controlled by giving attention.
Describe the frequency, intensity and duration of the behaviour of the child
that requires support:
Very frequent so it needs added support.
Describe an aspect of the child’s development as reflected by your
observation:
reflection
Describe an aspect of the child’s knowledge, ideas, abilities and interests as
reflected by your own observation:
Making friends
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