Early Childhood Education and Care Compliant Learning Resources

In this assignment we will discuss about childhood education and care and below are the summaries point:- Focused on what learners can do and meets industry criteria Assessment mirrors workplace environment Assessment criteria clearly stated to learners at the beginning Holistic assessment aims to assess multiple elements/units of competency Learner receives either competent or not yet competent outcome Assessment must be valid, reliable, flexible, fair, and equitable Valid assessment includes full range of skills and knowledge needed for competency, combination of knowledge and skills with practical application, and judgements based on evidence from multiple occasions and contexts Reliable assessment must be consistent and regularly reviewed, assessors trained in national competency standards Sufficient evidence is imperative to satisfy competency requirements Authentic evidence is learner's own work Current evidence relates to current abilities.

CHC30113 Certificate III
in
Early Childhood Education
and Care
Play and Development
V3.1 Produced 18 July 2016
Assessment Workbook 4

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
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:
 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
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 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
 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
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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.
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.
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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 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
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 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
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
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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.
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
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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 Assessment Workbook Seven (7)
Skills Journal - Play and Development
Workbook Four will 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 before ate nutrition is important for the
development of the child's brain and other domains of development.
The right nutrition and food contribute to the appropriate nutrients
that are essential for a child’s development before birth. Nutrition is
an access to environmental resources that exert their potential effects
on brain growth and development of a child (Rosales, Reznick, &
Zeisel 2009, p.2). Deficiency of folic acid and iron during the first
trimester of pregnancy can lead to neural tube defects (Rosales,
Reznick, & Zeisel 2009, p. 3).
b) Nutrition plays an essential role in postnatal brain and behaviour
development during the toddler and pre-school years (Rosales, Reznick, &
Zeisel 2009, p. 2). Food insecurity and malnutrition have been linked to
developmental deficits among infants and toddlers. Children who have
endured high-risk pregnancies due to poor nutrition before birth and after
birth, are likely to experience cognitive and behavioural and manifest
maladaptive functioning due to lack of access to adequate nutrition.
2. As an Early Childhood educator it is essential that you support the brain
development of all children in your care.
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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.
As an Early Childhood educator, it is essential to support the brain
development of all children and understand how nutrients influence the
neurotrophic factors of brain and impact behavior development. It is equally
important to know the right their delivery of the nutrition during the critical
periods of brain development (Rosales, Reznick, & Zeisel 2009, p. 4). In
order to stimulate early brain development, it is essential to provide the
children good quality nutrition at the right time and within the right range
for postnatal brain and behavior development during the pre-school years
(Rosales, Reznick, & Zeisel 2009, p. 12).
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) Observing the children can help one to better understand them, their
strengths and weakness and how to adjust the care environment based on
the individual needs of each child. Maintaining a healthy diet is essential
for their development and keep them protected from any immediate and
long-term health risks. Their gender, size, weight and socioeconomic
status can be studied to design adequate nutritional needs and determine
the nutrient requirements and boos their neuropsychological functions
and growth.
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) It is important to support the child’s sense of being and independence by
using routines as opportunities. Those daily routines and patterns can
help a child to make decisions independently without the need for any
adult direction or intervention. Children’s identities, understandings,
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skills, and relationships get shaped by their circumstances (Australian
Government Department of Education 2009, p. 6). Everyday routines can
be used as opportunities for active participation and engagement to
create new experiences in early childhood to foster independence among
the children.
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.
d) Early childhood educators should encourage children to explore the
environment regardless of their diverse abilities and influence their
learning and development positively. They should believe in the children’s
capacities to succeed and hold high expectations. They need to follow an
integrated, holistic approach to teaching and foster children’s capacity by
being responsive to them and at the same time keep in mind the diversity
of their cultural and social contexts (Australian Government Department
of Education 2009, p. 4). When children are encouraged to participate in
everyday routines collectively, and they gain new experiences to learn to
live interdependently.
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.
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a)
Equipment Games Toys
Fine motor
development Threading beads Puzzle games and
building blocks Balls
Gross motor
development Crawling tunnel Walk on tip-toes Balance along a plank
Fundamental
movement skills
Sand pit for
moulding,
digging, patting
Throwing and
catching ball Pedal a tricycle

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
Let the child decide if he wants to colour or play with blocks or do any
other activity of his interest. The decision will help the child to learn as
well as develop confidence by, using positive interactions(Commonwealth of
Australia 2014, p. 2).
2 Let the children decide who wants to be the king or queen for the day
and foster children’s social and emotional development.
3 Let the children decide about who is going to be the host and who will
come for the party in the classroom.
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 Everyday experience of reading aloud the different language and
literature and organize reading workshops.
2 Create word wall with a display of words for a language-rich
environment and let the children add new words each day to the wall.
3
Play a game with newly learned words and use different ways of
expressions. The above listed experiences will expose the children to
high quality language in different forms.
Expressive language experiences
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1 Expressive language experience of having the child get involved in an
imaginary or real phone call with his family to express himself.
2
Expressive language experience of involving the children in a memory
game of naming different items placed in a tray or drawn on the black
board.
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
Use art making to allow the children to express their
visual senses and to express themselves to support their
creative development and employ artistic activities like
fainting, pasting, colouring and folding paper.
Hearing
Use music to get children involved and motivate them to
sing to music, play drums and other musical instruments
as an effective means of self-expression.
Taste
Use different food items to engage the child and acquit
him with different tastes like sweet, bitter, sour, salty and
bland food to express himself.
Touch
Use different materials with varying textures to support
creative development of the child, for example small
boards pasted with a small sheet of foam, silk, sand board,
wool, wood, and many more form the real world.
Smell
Use different smelling objects within the classroom and
encourage children to smell them and express themselves,
for example, different jars carrying flowers, grass, food
items, spices, medications and more.
Self-expression
Dramatic play is a good means of engaging the children
and develop their creative imagination and responses to
problems. The pretend play allows them to express
themsl3eves and describe their experiences.
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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)
Roll a ball under a table or behind the shelf, and ask the
toddler to get the ball. The activity promotes development
of children.
Problem-solving
(3-5yrs)
Involve the child in puzzle games and building blocks that
develops their problem solving skills, when alone or when
working with a group.
Problem-solving
(6-12yrs)
Give set of new words to the children and ask them to
write a story based on those words. The activity will not
only improve their vocabulary and writing skills, but also
develop problem solving.
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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?
The name of the chosen activity is “A look into my world,” and it will involve
family members who would come to the classrooms dressed in their native
costume and give a presentation on their culture and language. The age
group the activity has been planned for is five to eight-year-old. The focus of
the activity is to make the children aware of other cultures, customs, and
languages. Children could be encouraged to use new words learned when
communicating with each other. The family can be encouraged to bring
some popular snacks from their country and share them with the children.
Encouraging family involvement benefits growing children as it gives them a
sense of importance and makes them feel proud of their culture and identity.
They learn to respect and understand different cultures.
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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
Freud's
Psychosexual
Developmental
Theory
Freud's Psychosexual Developmental
Theory states that conflicts that occur
during each phases of physical
development and influence the
personality and behaviour.
Cognitive
Development
Piaget's
Cognitive
Developmental
Theory
Piaget's Cognitive Developmental
Theory states that assimilation and
accommodation are used by children
for their cognitive development
(Early Childhood Ireland 2018, p. 43).
Emotional
/Psychological
Development
Erikson's
Psychosocial
Developmental
Theory
Erikson's Psychosocial
Developmental Theory discusses the
emotions growth throughout life, due
to n social interaction and conflicts at
different stages of development.
Social Development
Bandura's
Social
Learning
Theory
Bandura's child development theory
proposes that observation plays a
critical role in learning and social
development.
Language
Development
Vygotsky’s
theory
Vygotsky’s theory asserts that
children develop their language and
cognitive skills when mediated by
words, language, and psychological
tools for facilitating the development
(Early Childhood Ireland 2018, p. 51).
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6. In your own words, explain why creativity is important to child
development.
Creativity is important for child development as it promotes sensory
exploration and motor skills as well as fosters mental development. Creative
play develops a free environment for the children for their healthy
development and enhances new ways of thinking and helps them to acquire
social skills.
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) United Nations Convention on the Rights of the Child support the
incorporation of activities that stimulate a child’s creativity.
b))The relevant learning frameworks supports that education is the right of
every child.
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8. Describe in your own words:
a) What is Blooms Taxonomy?
b) What are the six cognitive skills revised by Krathwohl in 2000?
a) In simple worlds. Bloom’s Taxonomy is a graded ordering of cognitive
skills that can help and asset the teachers when teaching and students to
learn.
b) Knowledge, Comprehension, Application, Analysis, Synthesis and
Evaluation are the six cognitive skills revised by Krathwohl (Armstrong
2018).
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 proposed Multiple Intelligence Theory.
b) The theory of multiple intelligences carries strong implications for
childhood learning and development as it can involve a wide range of
lessons using art , music, play and multimedia to foster learning.
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c) The nine intelligence include Linguistic intelligence , Spatial intelligence,
Logical-mathematical intelligence, Musical intelligence, Bodily-
Kinesthetic intelligence, Intrapersonal intelligence, Interpersonal
intelligence and 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 years and early development hold significant importance in the child’s
educational success as it develops a strong foundation for mental health and
wellbeing for developing the skills and behaviours to experience positive
physical and mental growth as an adult.
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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 Poor mental and physical growth
Lack of Play Lack of social skills and team work
Limited Stimulation of
brain development Weaker brain development
Lack of Materials and
resources Lack of confidence and exposure
Inconsistent or non-
existent emotional support
or comfort
Poor mental health and wellbeing
Trauma
Higher risk of developing mental illness, such
as depression, anxiety disorders or substance
dependence.
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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/hospitalisation
Negative experiences and lower
energy levels
Loss of parent/family through
divorce/death or displacement Stress and mental health issues
PART B – SUPPORT PLAY AND LEARNING
1. This question has been intentionally left blank. Please proceed
to the next question.
2. This question has been intentionally left blank. Please proceed
to the next question.
3. This question has been intentionally left blank. Please proceed
to the next question.
4. This question has been intentionally left blank. Please proceed
to the next question.
5. This question has been intentionally left blank. Please proceed
to the next question.
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6. This question has been intentionally left blank. Please proceed
to the next question.
7. This question has been intentionally left blank. Please proceed
to the next question.
8. This question has been intentionally left blank. Please proceed
to the next question.
9. How would you use reflective practice in ‘providing experiences to
support children’s play and learning’?
Reflective practices such as gathering information about the child and his
family background can be sued to support children’s play and learning’. The
educator develops certain strategies base on his observations and analysis.
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 sets cetin benchmarks for
providing experiences to support children’s play and learning in the Article
31 that asserts that “every child has the right to rest and leisure, to engage
in play and recreational activities appropriate to the age of the child.”
11. Fill out the table below: Identify common organisational
standards, policies and procedures that are relevant to a childcare
centre. (List 2 of each)
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Standards: The National Standard
National Law and National regulations
Policies: Child protection policy
Health Hygiene and safe food policy
Procedures:
Move We Move Program
Get Up & Grow
12. This question has been intentionally left blank. Please
proceed to the next question.
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
To provide appropriate legal protection, before as
well as after birth and essential care for his growth
and development.
Early Childhood
Australia Code of
ethics
Set statements about appropriate behaviour of early
childhood professionals and provide a framework
about the ethical responsibilities of early childhood
professionals.
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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 beliefs and theoretical perspectives with practice section of
Educators Guide to the EYLF refers to using theories of child development
(Australian Government Department of Education 2010, p. 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.
Linking beliefs and theoretical perspectives with practice section of
Educators Guide to the MTOP refers to using theories of child development
(Australian Government Department of Education 2010, p. 14).
4. Describe in your own words how you can use observations on child
development and analyse a child’s information to assist in planning?
Observation of a child and his information can assist in planning for a
certain activity for the child’s development and progress. The child’s skills
and abilities would be observed to plan a learning experience with a for
specific purposes.
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 Observation of past
events
Focus on child’s
interests and skills
Learning Stories Tell a story with Make an informative
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different experience
and the events.
approach of the
experience and the
events.
Developmental
Checklist
The milestones of
development
Measure the progress of
child against those
milestones
Event Sample short observations of a
child's response
Get to know possible
causes or consequences
of a behaviour
Running Record Keep a student's
reading progress
Evaluate the student's
progress by
systematically
evaluating.
Time Sample/Sociogram Keep track of a child’s
behaviour
Help understand the
cause behind a certain
behaviour
6. What report-writing standards and protocols should you follow when
writing observation reports?
When writing observation reports, one should follow the code of Ethics and
relevant frameworks for relevance of observations. Reporting should be
accurate and unbiased with further support for children’s development.
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
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communities
ECA code of ethics: 10. Maintain confidentiality and respect the right of
the family to privacy.
The UN Convention on the Rights of the Child
b) Name the relevant policies.
b) Respectful and equitable relationships.
Encouraged to talk with the nominated supervisor, educators and co-
ordinators
c) Name the relevant procedures.
c) Communicating with families
Observations/Documenting for children
Parent/Educator Meetings
art 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
Use soft and clear tone Avoid harsh facial expressions
Make the right choice of words Use positive and encouraging body
language
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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
Lunch time Smile at the child and discuss their tiffin
and appreciate their goodies.
Play time Hold hands with the children and say
cheerful words as you play with them.
Art and craft time Sprat the art class with an excited and
cheerful tone and appreciate the artwork
of each child
Music lesson time Sing softly with the children , motivating
them to sing and dance and smile a lot.
Good bye time Say good by to each child, hugging them
and thanking them to have come to
school .
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.
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Encourage children to share their interests and note down their interests on
the black board.
Educator can plan activities based on the interests of toddlers to promote
their interests and emerging abilities.
Encourage children to create their own play spaces and develop learning
opportunities.
4. Describe 3 different techniques to guide children’s behaviour and how
you would apply each in the centre.
Involve children in setting up the environment and create their own learning
spaces.
Encourage children to choose materials and equipment
Create opportunities for group interactions by allowing them to make
choices about who they will interact with
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?
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a) National Quality Framework Resource Element 5.2 develops limits and
consequences for inappropriate behaviours?
b) Each child is supported to build and maintain responsive relationships
with other children and adults and communicate effectively to resolve
conflicts.
c) National Quality Framework Resource Element meets the UN’s Right of
the Child’s policy as it is to protect their dignity and guide them to
appropriate behaviour.
Part E – Support Behaviour
1. Describe at least 5 (5) characteristics of a safe and supportive
environment.
Outdoor and indoor spaces, facilities and resources are suitable for their
purpose.
Locations, furniture and equipment are safe, hygienic and well maintained.
Staffing arrangements ensure the safety and wellbeing of children’s learning
and development.
Effective hygiene practices are endorsed and applied.
Healthy eating and clean drinking water is promoted
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
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Children with a
physical disability
indoor and outdoor
environment not
suitable for the child on
a wheelchair
Develop sloping ramps
Children with a
learning difficulty
The teaching staff is not
trained to teach the
child
Employ suitable staff for
the child with a learning
difficulty
Children with a mental
health issue
Insensitive attitude of
the staff and the class
Create a warm and
nurturing environment
3. List at least four (4) potential impacts on the behavior of each of these
above groups, by not implementing safe, supportive and equitable
practices?
If adequate safe, supportive and equitable practices are not applied for the
above cases of children with a physical disability, a learning difficulty and
mental health issue will lag behind in their physical and mental
development, develop stress and anxiety, increase their vulnerability to
abuse and may lead to permanent disabilities.
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?
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The child could feel lonely and isolated as he is not paid attention to.
The child could feel jealousy towards the new born baby.
The child could develop sibling rivalry to get attention from parent.
5. Discuss four (4) impacts the environment and culture has on the
behavior of children.
Children with a good supply of toys show productive learning experiences.
An adequate and sufficient space for children play and learning environment
keeps them relaxed and more social.
Caring and nurturing adults with positive verbal and physical
communications encourage caring and cooperative relationships among
children.
Schedules and routines develop security among children and make them
more disciplined.
6. Describe in your own words:
a. positive reinforcement
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b. Why you would use positive reinforcement
a) Positive reinforcement refers to encouraging the introduction of a
desirable stimulus after a behaviour.
b) Positive reinforcement is an effective way to teach or train and it is a lot
easier to implement and doesn’t involve negative consequence. It is more
effective in the long term.
7. Describe three (3) positive support strategies involving communication
that you could use to redirect behaviors of concern.
Make positive comment about the desired behaviour rather than criticizing
the behaviour
Set a good example by following the behaviours as children follow by
example.
Remove the child form the location so that he is not encouraged to follow
the undesired behaviour.
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.’
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The child who is about to throw the book can be told to avoid throwing the
book as the book can get torn and would not serve the purpose.
9. Describe in your own words how culture and the environment can
impact on the behavior of children.
The culture and the environment leave a direct impact on the behaviour of
children as it
develops their Knowledge, assertiveness and risk-taking behaviours.
10. What is disruptive behaviour?
Disruptive behaviour in children refers to behaviours that are expressed
when the child has difficulty controlling his actions and the behaviour can
develop in both private and social settings. Examples include temper
tantrums and impulsiveness.
11. What is meant by ‘behaviours of concern’?
Behaviours of concern are challenging behaviours that may be a problem for
both the child or others as these stressful behaviours can seriously hurt
people.
12. What are the main differences between disruptive behaviours and ‘behaviours of
concern’?
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While Disruptive behaviours are more about emotional outbursts, the
behaviour of concern refers can cause physical harm to the person or any
other person.
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.
Sienna let us do some running outside as it as a lot more enjoyable.
b) Boys are so destructive. Stop throwing the books, Isaac!
Isaac, please take care of your book and I know you are good boy who loves
his books!
c) Don’t snatch the toys, Sam.
Sam, let us paly a different game that is a lot more enjoyable and fun.
14. Describe an activity that would allow children to explore each of
the following symbol systems with children in your center:
 Letters
 Numbers
 Time
 Money
 Musical Notation
Activity 1 - Letters:
Introduce the letters with the name of each child and list it on the
blackboard.
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Activity 2 - Numbers:
Number the seat of each child and let them get used to them naturally.
Activity 3- Time:
Having a play clock to help children use the measurement language of
time
Activity 4- Money:
Give fake coins to each child and make them buy goods from a fake
shop.
Activity 5 – Musical Notation:
Dancing to music and singing o helps children develop stronger
coordination of arms and legs.
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
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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 take to 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.
Kurt is not able to adjust to the separation of his parents and is already
showing development of behavioural problems as he has still not formed any
friendships and is very quiet and withdrawn. His mental state can lead to
negative self-concept and further social problems. It is essential to counsel
him and give him a caring, positive and nurturing environment.
As a result of your actions, you and your colleagues work with Kurt’s mother
to develop 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.
Kurt’s mother should maintain a quality parent-child relationship and create
healthy and positive environment for him at home.
Kurt should be re-assured that he will have the love of both parents’ love
and explained how things will work.
Kurt’s mother should talk to him about other children going through divorce
and encourage him to share his feelings.
3. List at least 3 strategies that could be used to support Kurt to socialise
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with the other children in the group.
Kurt’s mother should spend time with him in his class and motivate him to
play with his friends.
Kurt’s mother should invite his friends at home and keep him busy with fun
activities.
Kurt’s mother should encourage him to spend night outs with the friends
he is fond of.
4. List the National Quality Standard and elements that link to this
practice.
National Quality Standard and elements that link to this practice involve
Collaborative partnerships with families and communities.
5. State the code and the convention that applies in this situation.
The code and the convention that applies in this situation include 6.1
Respectful supportive relationships with families and 6.2 Families are
supported in their parenting role.
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.
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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?
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) As there are 24 children, the time for Morning Conference would
be of at least half an hour so that all the children can express
their ideas.
b) The children can be assigned in groups to discuss a common
idea.
c) Listen to each child carefully , motivate them and be patient
with them.
d) In order to encourage the children, one should show a genuine
interest and positive.
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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.
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) One should be honest with the children to show why their ideas are
not suitable.
b) They should be given other suggestions to explore alternative options.
c) The children can be assisted to turn their ideas into a reality by
collecting the material and equipment required for their ideas.
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.
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a) Describe at least 2 strategies you could use to encourage the
children to participate in the multicultural cooking experiences.
Introduce them to cooking ingredients used for the recipe and encourage
them to small and taste the ingredients.
Allow parents to hold a cooking class for the children and motivate them to
participate in the cooking program.
ase 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
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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 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
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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.
Jake is showing behaviour problems and social difficulties, due to
his psychological distress.
b. How frequent to you observe this behaviour?
Jake’s aggressive and violent behaviour is observed almost every
day at the Sparkling Stars Childcare Centre.
c. How much does this behaviour affect the child’s relationships?
Describe the intensity of the behaviour.
Jake’s aggressive and violent behaviour is harming his social
relationship and a regular pattern indicates the risk of serious
violent behaviour during adolescence.
1.3 Behaviours that require support:
a. Based on your observations, identify Jake’s behavior/s that may
require additional support.
Based on observations, it is apparent that Jake needs
support because of his violent tendencies and use of bad
language. He requires support strategies to ensure the
safety of other children at the center.
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b. Research about the behavior identified and provide two possible methods to
provide support to Jake:
1. Ask the parent to remain up to date with what is going on
in Jake’s life and get more involved.
2. Create a positive environment and confine
negativity in Jakes’ life with private therapy sessions or
conversations with friends outside the home.
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: Observations on Jack's behaviour
Summary: Jake’s parents are divorced and despite being a playful
child, he shows violent tendencies when with other
children and uses bad language.
Introduction: Five years old Jack's shows violent tendencies, use of
bad language and has anxiety issues. He is always
hitting and pushing other children and when cheeked
shows behaviours. There is a strong need to create
positive and safe environment for all children at the
centre.
Body: Jake’s behaviour can hurt to other children and he is
consistently on a bad behaviour with other children and
hitting them almost every day. He displays signs of
anxiety and often ends up in isolation for the rest of the
day. When confronted, he shows panic attacks and uses
bad language to express himself. It is essential to look
for strategies to improve Jakes’ behaviours and keep the
other children safe and protected. He needs a positive
environment and regular encouragement to keep him
distracted and settle down with other children. Jack
can be kept in the same situation so as to encourage
self-regulation within him and motivate him to make
conscious and positive changed within him.
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Conclusion: The case study suggests that children from divorced
homes need special care and environment to adjust to
divorce and new situations in their life. Disruptions and
negligence caused by divorce affects children both
before and after the incident.
Recommendations: Based on the observation of Jack's behaviour, he needs
support to stop his bad behaviour while playing with
other children. He needs regular counselling and
motivation to curb his violet behaviour and sue of bad
language.
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
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 center 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
- 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: Analyzing 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:
Child 1
Name of Child: John Age: 5 years
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Did you identify any behavior that will require special support for the child?
Yes | No
If yes, please explain:
In his class, he is the only one who sucks his thumb and faces difficulty
interacting with other students and is often very short tempered.
Describe the frequency, intensity and duration of the behaviour of the child
that requires support:
John hardly finishes his classwork or homework and although he can
complete oral assignment, he has never completed his written assignments for
the past few weeks.
Describe an aspect of the child’s development as reflected by your
observation:
John normal cognitive and motor skills and carries the potential to excel but
his problem is self-discipline. Most of the time he sucking his thumb or
copying someone else's work.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as
reflected by your own observation:
John is a smart kid who has a shorter attention span than an intermediate
student. As he really did not want to complete his work, it was easy for him to
get distracted and lose his focus.
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Child 2
Name of Child: Sara Age: 6
Did you identify any behaviour that will require special support for the child?
Yes | No
If yes, please explain:
Sara is moody and sad without any reason and withdraws from social
situations and stutters when she speaks.
Describe the frequency, intensity and duration of the behaviour of the child
that requires support:
Throughout the week, Sara showed the same consistent behaviour and clearly
did not fit within the class. I learned that she began stuttering when she was
three years old.
Describe an aspect of the child’s development as reflected by your observation:
Sara demonstrated normal skills but serious emotional problems. She is sad
and irritable all the times and has no interest in school. Although she is able to
understand the instructions, she has no motivation to complete the task.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as
reflected by your own observation:
Sara was separated from her mother when she was young. Clearly, the
separation was a traumatic experience for her and now she finds herself a
misfit in her class. As she is excluded by her classmates, she is lonely and sad.
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Child 3
Name of Child: Kevin Age: 4
Did you identify any behaviour that will require special support for the child?
Yes | No
If yes, please explain:
Kevin ha issues expressing himself and conveying his thoughts. He did receive
a short speech therapy for a while but has shown little improvement.
Describe the frequency, intensity and duration of the behaviour of the child
that requires support:
Throughout the class, it is observed that although Kevin can easy understand
and follow instructions and can discriminate between the left and right, he is
unable to express and organize his thoughts when speaking or writing.
Describe an aspect of the child’s development as reflected by your observation:
Kevin enjoys good health and displays normal cognitive and motor skills
throughout the exercise. However, phonetic session with a speech therapist
trivial that he suffers from a general immaturity and his speech difficulties are
a result of that.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as
reflected by your own observation:
Kevin does not show any anxiousness or stress, and loves playing with other
children. He is smart, outgoing and an easy paging child. He needs further
assessments regarding his speech and language.
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Part 3: Writing Reports
Write a report summarizing your findings for the three children. You may use
any format as long as the following information are included in your report:
- For each of the three children interviewed and observed, you must provide:
o A summary of the interview/observation session conducted with the child
o A summary of your observations
o A summary of your findings
o Your recommendations
Submit a soft copy of your report along with the completed forms from Parts 1
and 2.
Part 4: Contributing to program planning
Based on your findings and recommendations, create a childcare program for
each of the child interviewed and observed.
Your childcare program should provide guidance on how the childcare centre
will nurture the children’s development. It should demonstrate how the centre
will offer experiences that will help the children learn about themselves and
the world around them. Your program should include:
- Planned activities
- Materials, equipment and staff
- Interactions between the children and providers and among other children in
the centre
Your curriculum must reflect your observations of each of the child’s needs,
strengths and interests. It should build new experiences and expectations
based on the children’s background. The program should allow educators to be
intentional in the methods used to support the children’s needs.
If available, you may use the template provided by the centre, or you may use
the template provided in the link below:
Childcare Templates
(Download Childcare Program Planning Sheet)
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WORKBOOK CHECKLIST
When you have completed this assessment workbook, review the candidate’s
assessment against the checklist below:
The candidate has completed all the assessments in the
workbook:
Knowledge Assessment
Part A
Part B
Part C
Part D
Part E
Case Study A
Case Study B
Case Study C
Project
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks to be
awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject, the
candidate must successfully complete all the requirements listed above
according to the prescribed benchmarks.
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References
Rosales, F. J., Reznick, J. S., & Zeisel, S. H. (2009). Understanding the role of nutrition in the brain
and behavioral development of toddlers and preschool children: identifying and addressing
methodological barriers. Nutritional neuroscience, 12(5), 190-202.
Australian Government Department of Education (2009) Belonging, Being & Becoming. The Early
Years Learning Framework for Australia, 1(1), pp. 1-47.
Commonwealth of Australia (2014) Developing children’s social and emotional skills. Australian
Early Childhood Mental Health Initiative, 1(1), pp. 1-27.
Early Childhood Ireland (2018) Physical and Cognitive Development. Educational Psychology
Online Learning Centre, 1(1), pp. 32-65.
Assessment Workbook 4 V3.1 Produced 18 July 2016
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CLICK HERE

Armstrong, P. (2018) Bloom’s Taxonomy cft.vanderbilt.edu [Online] available from:
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ [Accessed 7 Feb 2019].
Australian Government Department of Education (2010) Educators. Early Years Learning
Framework for Australia, 1(1), pp. 1-58.
Australian Government Department of Education (2010) Educators My Time, Our Place. Early
Years Learning Framework for Australia, 1(1), pp. 1-87.
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