Early Childhood Development Theories

This assignment delves into various prominent theories of early childhood development. It requires students to analyze and compare these theories, examining their core principles, strengths, limitations, and practical applications in educational settings. The focus is on understanding how these theoretical perspectives influence our understanding of child learning and inform effective teaching strategies.

CHC30113 Certificate III
in
Early Childhood Education
and Care
Play and Development
V3.1 Produced18 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
Assessment Workbook 4 V3.1 Produced 18 July 2016
Page 2 © 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
This is an interactive table of contents. If you are viewing this document in
Acrobat, clicking on a heading will transfer you to that page. If you have this
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clicking for this to work.
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
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 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 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
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 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
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
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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 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.250
a) Explain how adequate nutrition before a child’s birth is important.
b) Explain how adequate nutrition after a child’s birth is important.
Nutrition helps to pro-active the immune system and protects a child from
disease and impedes the process of recovery. Healthy birth of a child is
expected and therefore, it is required to intake essential nutrition by a
pregnant woman, otherwise there will be a possibility to give birth of an
underweight baby (Aarts Burk and Riksen-Walraven 2016). Nutrition also
helps to develop the brain of the child when he or she is in the mother’s
womb. It has been observed that the malnourished children are suffering
from disabilities on majority basis. The vital micronutrients are responsible
for the growth of a child’s organ and tissues and also play an effective role in
case of the formation of blood, brain and bones. According to Academics of
Nutrition and Dietetics, a pregnant woman needs to gain additional three
hundred calories and that can be maintained by follow a proper diet.
Thorough intake of folic acid during pregnancy will help to protect the spinal
cord of a child. Apart from this, prenatal supplements can be used for the
overall improvement of the child.
Nutrition is important after the birth of the child as up to the age of three,
the period is considered as the growing time for the child (Abraham 2014).
Certain nutrition like foliate, proteins, fats, zinc and Vitamin A are important
for the brain development. Breast milk is helpful for the overall development
of the child. Critical blocks are built at this time and the DHA and chorine
helps to build the respiratory system of the child. The nutrition is helpful for
maintain the body weight of the child.
a)
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
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development.
Guidance: Refer to the National Quality Standards and the
relevant approved learning framework to support your answer.
Mental stimulation is helpful for a newly born baby as brain is the foremost essential part of the human body. Thinner
cortex is important for the brain development and according to Martha Farah; cognitive development will help to
develop the cortex. According to Andrea Danese, home environments are playing important role in the early childhood
brain development (Alkon et al. 2014). All the critical improvements are done up to the age of four years. Parents are
playing important role for the development of the brain at the early childhood stage. Karen DeBord concentrates over
the role of the parents and according to him, consistent love will help to develop the brains of the children.
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b) Explain in 4-5 sentences, the importance of using your
observations of children to support their development. 100
Guidance: Refer to the National Quality Standards and the
relevant approved learning framework
The National Quality Standards provides the essential improvements on the
continuous basis. All the policies taken by it are applied to the day care,
kindergarten stages. Proper supports are needed for the overall mental
development of the child and care should be taken by the parents. Breast
milk is playing an effective role and therefore, the mother should intake
proper nutrition. The presence of the parents can be effected the brain of the
child (Amaro et al. 2015). Proper brain development process should be
adopted by the parents in the early childhood of the baby.
b) Explain in 4-5 sentences, the importance of using routines as
opportunities to foster children’s independence. 100
Guidance: Make sure you refer to the National Quality
Framework in your answer
Routine is working as an integral standard and it allows the children to steer
the daily challenges in a particular way. In the routine process, certain tasks
are allocated to the children and the stipulated time period will increase their
skills. The organizational skills will be sharpening by follow the proper
routine and development can be possible regarding the common sense of the
children (Becker Ramsey and Byars 2015). Routine is important to make the
child punctual from their early childhood and it helps to improve the motor
skills of the children too. The competitive nature of the routine process will
motivates the children so that they can be able to learn more things. Social
skills are also should be included under the routine method.
c) 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. 100
Guidance: Make sure you refer to the National Quality
Framework in your answer.
It is required to encourage the child so that they can explore them in the
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environmental atmosphere. It is important for them to explore the natural
resources. It will increase their capability to identify all the environmental
materials and this process helps to develop their brain and social skills.
According to, Becker Ramsey and Byars (2015) playing in the environment
will help them to increase their coordination system and playing will help
them to keep active all the time and they will learn the importance of nature.
This will help to enrich their mind and develop their knowledge. It is
important to encourage them to participate in the environmental protection
program so that they can be familiar with the natural art and craft.
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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. 100
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. 150
c)
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a)
Equipment Games Toys
Fine motor
development
Fine Motor
Olympics that
consists of cards
with colourful
pictures that
develop the brain
of a child.
Letter Treasure
hunt that consists
of letters and that
helps the child to
learn the word
puzzles through
gaming.
Squeezing innovative
therapeutic toys that
develop the fine motor
skills of a child
strategically.
Gross motor
development
Jungle Jumparoo
is one of the most
effective and safe
equipment to
increase gross
motor
development skills
of a child.
Big blocks are
effective game for
the child where
they can learn
how to concoct a
structure.
Colour Count Mini
Trampoline that make
a balance in between
the spatial awareness
and coordination of a
child.
Fundamental
movement skills
Coloured Chalk,
Markers and
Masking tape are
certain
equipments.
Skipping, vertical
jump, gallop are
certain games
that increase the
fundamental
movement skills.
Frog jumping helps to
make the children pro-
active and that will
also help to develop
the muscle power of
them.

Decision-making opportunities
1
It is important to help the child so that they can their day to day decision and this process will
increase their ability to inculcate their skills. This process will also help to develop their brain
and will help them to make daily list for the events.
2 The children should take decision regarding their dress code and group play. This process will help them to
increase the choice-making skills (Bettendorf Jongen and Muller 2015).
3
The children should take decision regarding their mistake they had made and they have to
understand all the loopholes and that will help them to develop their emotional and
psychological skills.
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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
Talking to the child: this process will help to motivate the child for communication. It is
important to talk to the child and wait for his or her reply. They will respond and in this way,
their language skill can be developed.
2
Everyday talking: at the early childhood period, the more word the child will hear, the more
he will respond. Therefore, it is important to talk to the child on the everyday base and that
will make their sense and the word skill will enhanced (Bick 2016).
3
Reading with them: it an important step for making a good language skills of the child. It is
important to read certain complex books so that they can develop a good linguistic
knowledge. However, the voice of the reader should be clear so that they child can easily
understand and hear the stories (Bick 2016). Reading stories will also help the child to make
a communication with the spoken words.
Expressive language experiences
1
Express languages are important so that the child can express their ideas and thoughts. The
process of attention and concentration will help the children to express their feelings and the
process should be without any distraction. It is required to let the child make proper choices.
In this way, their ability of gesture will be enhanced.
2
It is important to ask them question regarding any stories. This will help them to express their
ideas through gestures (Bick 2016). The more time one can spend with the child, the more
they learn. It is required to sing a song with the child so that they can imitate the gestures of
the others and this process is one of the helpful processes to be adopted in making the child
more eligible to express their thoughts and ideas.
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. 300
e)
Experience
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Visual
Visual cues are important method to improve ocular skills of a child. In this case, certain
dots are used to make certain gestures that can help the child to improve their
understanding capabilities. Directional arrows are one of the most effective methods to
understand the starting position of any field. The directional arrows are helping the child
to identify the directions in a more prominent way (Bundy et al. 2017). It is important to
highlight the important phrases or verses in a story so that the children can easily
understand the most effective sentences and in this way, the children can develop their
visual criteria and they will learn to identify the most important lines in a systematic way.
Hearing
The sound comprehension and distance methods are important for the future upbringing
of a child (Bundy et al. 2017). It can be increased by dropping a ball in the ground and
letting the child search for it in the ground. Further, let all the members of the family to
talk to the child so that he can recognize the voices.
Taste
Taste of a newly born baby is sensible. The breast milk will build the sweet tasting ability
of the child. After six months, he will take certain semi-solid foods and his taste will be
changed in this way.
Touch
The touch of a newborn baby is quite sensitive and therefore, proper care is necessary to
handle the matter.
Smell
A newborn baby is habituated with the smell of his mother. After this, the
smelling power of the child will be developed. After one months of the
birth, he will learn to smell different things and that will help him to
identify the objects by their smells. After six months, the children are
started to smell the foods and they express their consent or denial over the
foods.
Self-expression
Early childhood is the learning stage for a child and they will learn from the gestures from
the people around him. Let the child express the gestures about something first and guide
him if any wrong gesture has been made by the child. Games are helpful in case of self
expression of a child.
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)
Problem- the child can face behavioural problems at this age and could not
able to adapt the policies to deal with the situational demands.
Solving: Assimilation and accommodation are the solution to this problem.
Problem-solving Problem: The brain of the child has started to develop at this stage and the
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(3-5yrs)
memory of the child has begun to sharpen. Children of this age are suffering
from memory related issues.
Solving: Clifford game, puzzles, recall sequence will be effective for this
stage.
Problem-solving
(6-12yrs)
Problem: this is the time for physical and mental growth for the children.
However, the social skills of the children may not grow up properly and
they will face dilemma in case of making friends, work as a team etc.
Solving: Concrete direction should be provided to them so that they can
solve the problems.
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4. Considera 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?
 Howdoes encouraging family’s diverse contribution to learning
activitiesbenefit children?
Communication is an essential thing for the children. A child should have to communicate with his parent and this
process will help him to enhance their home language skills. This process requires meeting and greeting with the
parents. Process relating to the cultural identity is important in this case, as firm cultural identity helps to develop the
psychosocial skill of a child. The proper age for the thing is 1 to 2 years (Charrois et al. 2017). The skill will develop
the mental upbringing of the child and all the proactive factors will be improved. The process can be introduced by
way of lingual communication, storytelling and by certain traditions and routines. All these things are not possible
without active participation of the family. Social networks are also playing an important role in this case. However,
certain other grounds are also prescribed here to increase the communication skill and the process will also narrate the
process so that the child will be engaged in this learning process. The parents are playing an important role in this.
They have to talk with the child and have to discuss all the daily activities in front of him. Storytelling is one of the
most effective methods. The parents have to tell the story so that the child can learn the word pronunciation and also
learn the expression skills. This can help him in case of communication. Wilful collaboration of the parents is required
in this case and parent training classes can help the parents in this case. Mother or the father is the closest person of a
child therefore; they need to learn the process of behaviour properly. Certain daily activities will keep the children
healthy and will develop the brain of the child.
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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 Gesell
According to his theory, there is a genetic table
that helps the child in the process of maturation.
It has been observed by him that every child’s
physical development can be divided in two
parts such as early life and career . The theory of
Gesell is known as Maturational theory.
Cognitive
Development Jean Piaget
Piaget has given concentration over the
development of intelligence. According to him,
the cognitive development is based on mental
growth and that results from biological
maturation and natural experiences (Chen 2015).
Emotional
/Psychological
Development
Lev Vygotsky
He has mentioned certain essentials upon which
the psychological development of a child
depends. The essentials are attention, sensation,
perception and memory (Cook et al. 2017). In
the words of Vygotsky, socio-cultural
environment are working as higher mental
function of a child. It has been observed by him
that memory of a child is abounding by
biological factors and the mental development of
a child is depended on the effective intellectual
adaptation.
Social Development Lev Vygotsky
According to him, the brain of a child is
developed through active participation of the
child in the society. It will improve the thinking
capacity of the child, but the social interaction
process must be done with skilful tutor. The
parents should allow a child to work
independently so that they can involve with the
society in a more prominent way.
Language
Development John Watson
In childhood, language skill and learning process
is gradual and continuous. Therefore, it is
important to make a development in a systematic
way. The language of a child is influenced by
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his home language. However, he has given much
value to the parents for this job as they are the
closest person of the child. Language will help
to improve the expression skills of the child and
the future development of the child is depended
on it. However, the language development
process of a child is based on the imitating
power.
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6. In your own words, explain why creativity is important to child
development.
One of the most important parts of a child is brain and all the early childhood
processes should include the process to develop the brain and thinking
capacity of the child. Creativity plays an important role in this case because
the creativity enriches the mind of the child and increases the imagination
power and communication of the child. Certain creativities involve physical
exertion and these influenced the physical growth and interpretation power of
the child. The emotional expression of a child can be developed through
various creative sessions (Del Boca 2015). For instance, a tutor should play
different genre of music before the child to see the expression of the child.
Drawing is also an effective method for developing the creativity skill of the
child. Creativeness in singing, dancing and play are helping to develop the
social skills of the child. These are also help to promote the gross motor skills
of a child. Play or act helps the children to develop their linguistic skills and
various types of instruments can be exposed to them by this process.
Creativity will also help to promote the cognitive development of the child. It
has been observed that the child has engaged their mind in the creative
learning process. This helps the children to develop their mathematical
approach and cultural creation. According to Ellis P. Torrance, creativity has
four elements such as fluency, flexibility, originality and elaboration. Fluency
and flexibility are motivated the child to make experiment in different situation
and originality gives the children to generate new ideas. Elaboration will help
the children to extend their ideas in a more wise way.
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) National Quality Standard is dealing with early childhood education in
Australia. The main objective of the NQS is to develop the standard of children
and look after the health and growth of the children in a more particular way.
There are certain elements present in the National Quality Standard.
However, the National Standard has concentrated over the child’s growth by
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way of play and teaching therapy and this will help to develop the creativity
power of the child (Fleer 2018). Early Years Learning Framework is dealing
with the matter and it has been prescribed under Elements 1.2.2. It is a
learning outcome based process that emphasized the creativity of a child and
considered the same as an essential part of child learning.
b However, it is important to identify the program and plans regarding the
Early Years Learning Framework. There are certain approaches present under
the EYLF system such as holistic approach, learning through play, intentional
teaching, cultural competence and assessment for learning. Play-based
learning is objected to educate the children through play method. This will
increase the creativity power of the child and they will learn while playing. It
is a fact that the children are communicating with the social world through
playing. According to the learning outcome 1 and 4, the children must be free
from all the rules that will make them confident and competent. According to
the learning outcome 2, the childhood should not be limited within the narrow
goals, rather the children should learn through play. Different types of plays
will develop the intellectual skill of the children and the thinking capacity of
the children will be enhanced in a greater way. The children will get involved
in the societal matters through playing which will provide good mental
outcome. It is important to provide secure environment to the child so that
they can promote interaction with the natural resources (Fung 2017)).
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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) The doctrine of Bloom taxonomy is derived its origin from the thesis made by Dr. Benjamin
Bloom. He provides certain concepts that help to analyzing the concept and principle of
learning. His theory is used to design the framework of education and learning process.
According to him, there are three domains present in the learning method such as cognitive,
affective and learning motor. Cognitive domain deals with the knowledge enhancement,
affective domain deals with the attitude and psychomotor deals with physical skills. Considering
the importance of the taxonomy, it is regarded as “goals of the learning process”.
b) David Krathwohl was an eminent psychologist who along with Anderson has
made certain changes in the Bloom’s taxonomy on six cognitive skills. Bloom
had divided the cognitive domain into six levels such as knowledge,
comprehension, application, analysis, synthesis and evaluation. Bloom had
defined the six parts in the year 1956 and Krathwohl had modified the six
skills in 2001. The modifications are as follows:
(a) Knowledge: as per Bloom, knowledge means retrieving the previous learning material.
Krathwohl was opted to recall the knowledge from memory.
(b) Comprehension: as per Bloom, comprehension is the ability to construct the meaning from
material. As per Krathwohl, comprehension includes certain activities like interpreting,
exemplifying, classifying, summarizing and explaining.
© Application: as per Bloom, the process of application is related to implementation of materials in
concrete situation. Krathwohl had changed the term in applying and considered it as a process of
implementation of products like model, presentation or interview.
(d) Analysis: According to Bloom, it is the ability to distinguish the material into components with
an intention to understand its structure. Krathwohl has stated that this process is inter-relating the
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structure of learning ability and concentrated over the mental functions.
(e) Synthesis: the process by which the several parts form together and establish a unique structure
is known as synthesis. On the other hand, Krathwohl had changed the name of the process as
evaluating and stated that judgment making policies are based on certain criteria and standard that
include critiques and recommendation.
(f) Evaluation: Bloom had stated that evaluation helps to judge, check and critique the value of
material for certain specific purpose. The last level is also renamed by Krathwohl as creating and
includes the process of making a coherent structure of a process by planning and producing different
new forms.
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) Dr. Howard Gardner has propounded the theory of multiple intelligences. This theory does not
support the view that intelligence is a unique general ability. According to this theory, it consists
of certain moralities and it is necessary to meet eight criteria such as linguistic intelligence,
reasoning-based intelligence, spatial intelligence, bodily intelligence, musical intelligence,
interpersonal intelligence, intrapersonal intelligence and naturalist intelligence. He had pointed
out that in the school level, most of the focuses are given on the first two intelligence. However,
he thought that it is necessary to concentrate over the rest criteria too. The theory has firm
implication over the adult learning process.
b) It is important to know the applicability of these theories in case of learning
process. According to Dr. Gardner, in case the teacher is facing certain
hurdles to teach the student in traditional linguistic way. In this case, the
other criteria will help the teacher to get rid of the problem. The theory will be
included in the learning experiences by way of certain means such as words,
numbers, pictures, music, self-reflection, physical experience, social
experience and naturalist intelligent. In an Economics class, the use of graphs
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and charts are common thing. This is an example of spatial intelligence. In
certain times, the law of the natural world is a common thing. This is an
instance of the naturalist intelligence (Havnes and Mogstad 2015). However, it
is not mandatory to provide teaching in all the eight ways; it is required to
reflect the possibilities of the learning and decide the effective ways to resolve
the dispute. The theory of multiple intelligences is so intriguing because it
expands our horizon of available teaching/learning tools beyond the
conventional linguistic and logical methods used in most schools.
c) There are nine intelligences consisted in the multiple intelligence-based
activities. The first intelligence is called as musical intelligence where the
thinking capacity is depends on the musical rhythm. The process is based on
the multimedia presentation and it creates different effect on the learners. All
the lectures given under this intelligence are quite helpful. The second
approach is known as linguistic intelligence where the expressions are made
through certain eloquent conveyance. The third approach is known as logical
intelligence where all the structures are revealed in a logistic way and by
manipulation of numbers (Havnes and Mogstad 2015). The group discussions
are considered as a good example of linguistic intelligence. The fourth process
is known as bodily intelligence. In this process, the entire body of a person is
used to solve certain problems. This intelligence includes dancing, play, and
athletic mediums. In this process, coordination between the hand and eye has
been done and keep the mind shunned. The next intelligence includes
intrapersonal intelligence power where depth understanding is required to
resolve or assess any method of learning. It is a required process in case of
research or philosophy. The next level is known as the interpersonal
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intelligence. Under this study, it is important to understand the matter
properly and learn from the others. The next process is known as the
naturalist intelligence, where a connection will be made in between the
natural resources. The main two career fields in this case are biology and
botany. The last process is known as the existential intelligence. This process
is inserted in subsequent stage. It includes the questions relating to purpose
of life and death of the individual.
10. In 4-5 sentences, explain the importance of the early years and early
development, in relation to a child’s subsequent educational success.
Early years are necessary for the overall development of a child as the brain of the child is getting developed from this
stage and the learning capacity of the child is also getting enhanced. All the experiences they will gain in this stage will
help them to increase their ability to take challenges. The early brain development process is started during the parental
period and new connection is made with the outer world in this stage. Apart from this, the emotional, social and
physical development of a child is also grown up at this stage. Therefore, this stage is very important for the upbringing
of a child. Self-regulation is an important component in this case. It regulates the child’s growing ability in this case. It
has been observed that all the developments are interconnected to each other (Havnes and Mogstad 2015). Therefore, a
cautious investment is necessary in this stage. Proper nurturing can stimulate the early childhood process. The future
development of the child is based on the early stage. The cultural and educational backgrounds become strong if proper
care can be taken; therefore, both the stages are important.
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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
Lack of Play
A child is needed to play as it helps to develop
their brain and motivates them to enhance their
bodily activities. It has been observed that play
helps the child to get connected with the natural
resources and with the outer world. Games help
the child to build their structure in a more
particular way and assist them to be organized
and enhanced the social development process of
the child (Heath et al. 2015). Therefore, every
child is needed to take active participation in
play. Adverse situation may happen at any time
if any laxity observed in the playing process. The
organized nature of the child could not be
formed and they will face a real hurdle to
communicate with the others and it will create
certain long-term effect on the child’s future
development.
Limited Stimulation of brain development
Lack of Materials and
resources
A lack in material and resources will make all the judgment
on morality harsher. It reduces the ability of an individual to
cope with the harmful behavior. It has been observed that the
impact of inflation creates a stronger approach to the low
income individual. The whole principle is based on moral
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psychology.
Inconsistent or non-existent emotional support or comfort
Trauma
Proper care should be taken in the early
childhood stages. However, if the child gets any
trauma at the early childhood that will definitely
harm the brain of the child. He could not able to
lead a normal life and he will go under extreme
stress. The nervous system of the child will also
get affected. The brain of the child could not be
developed in a full-fledged way (Heath et al.
2015). There is a possibility to be engaged in
anti-social activities in future.
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12. The table below indicates, two other life experiences, aside from the
factors listed in the above tablethat may interrupt appropriate childhood
activities.
a) List their potential long-term harmful impacts.
Potential Long-term harmful impacts
Lack of sleep
Poor sleep will give birth to stress and
the child will become absence
minded. They could not focus in their
job and potential medical risks can be
cropped up in subsequent
events((Helmerhorst et al. 2017). The
diseases will include obesity, diabetes
and heart related problem. The health
condition of the child will be
deteriorated in case of lack of sleep.
Sleep apnoea is a common factor that
has been observed in case of a child.
Lack of sleep creates harmful effect
on the brain of a child and certain
problems will be taken place during
the decision making process. The
immunity power of a child will be
weaken and fatigue can be affected
the body of the child. The mental
wellbeing of a child is depended on
the proper sleep. Another long term
effect of lack of sleep is that the
female child will have to face
problems during pregnancy.
Loss of parent
Death of a parent will create
psychological effect on the child as
the children are emotionally attached
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with the parents. Death of the parent
is an emotional stress for a child.
Difficulties can be observed in case of
the behaviour of the child and
psychological distress can be
observed. An optimum anxiety can be
noticed in the child. Grief is the
common psychological effect and the
child has to face lots of dilemma in
adjusting with the daily life.
According to International Journal of
Behavioral Development, the women
are become more stressed after the
demise of the parents and that creates
mental stress in the upcoming future
of the child.
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PART B –SUPPORT PLAY AND LEARNING
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to the next question.
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9. How would you use reflective practice in ‘providing experiences to support
children’s play and learning’?
. The word reflective practice denotes the learning process where
education can be obtained from the everyday’s situation. It is an important
practice regarding the early childhood setting. It has been observed that the
daily issues are important factors for the wellbeing of a child and that helps
the child to follow a routine process (Helmerhorst et al. 2017). This will effect
on the decision making process of the child. The reflective process also helps
the child to inspect different aspects of the life and the knowledge power of
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the child is enhanced by this process. It is an ongoing process.
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 United Nations Convention on the child’s right has come into force in the year 1990 and by
this convention; the right of the child’s are established for the first time. The rights of the children
were inserted in the international human right law. Special protection has been given to the
children due to their vulnerable nature. The right to get education and to play has been recognised
by this convention. It is to be advised that the voice of the children should have to be heard with
utmost priority. According to article 31 of the convention, it has been held that every child will
participate in the cultural program freely and the right of the children was established through
Article 28 of the convention. Child care services have been provided to the child under Article 19
of the convention. This convention had supported the learning process of a child and secured the
interest 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)
Standards:  National Quality standard- it delivers the better quality of education
to the children that includes long day care, family day care,
preschool process. It focuses on the good quality education of the
child.
 National law and regulation: national law includes Education and Care
Services National Law and national regulation includes Education and
Care Services National Regulations (Jensen et al. 2015). This process
applies on the day care process of the child and supports the operational
requirements for the educational perspectives.
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Policies:
 Child protection policy: these policies are adopted to promote
the cultural safety among the children mainly those who are
aboriginal in nature. It has been mentioned under the policy that
the emotion of the children are needed to be protected and
optimistic reaction should be given to the children. It is
necessary to identify the potential risks of the children.
 Health hygiene and safe food policy: the main objective of the policy
is to protect the health of the child and provide good quality food to
the children (Jensen et al. 2015). The potentiality of the infectious
diseases should be reduced with ultimate priorities. It gives a holistic
approach to the wellbeing of the children.
Procedures:
 I move we move program: it is a physical activity handbook
that are useful for the preschoolers. The manual has been
developed by the New South Wales Health. It includes certain
activities and skills for the development of the children such as
physical activity, fundamental movement skills, sedentary
behaviour of the children and developmental movement’s
activities.
 Get Up & Grow: this procedure has been generated through certain
guidelines that include cooking for children, family books (Jensen et
al. 2015). It concentrates over the healthy food to the children so that
they can grow up in a healthy process.
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 for the rights of Child
developed in the year 1989 is the first legally binding
international instrument to incorporate the full range of the
human rights for children. This includes civil, economic,
political and social cultures. The purpose of the following
rights is to protect the rights of the children rights by setting
standards in health care, civil, social services and legal
services.
Early Childhood
Australia Code of
ethics
The new version of the following code of ethics is a set of statements
about the appropriate and expected behaviour of early childhood
professionals. The following reflects the current research and
practice that provides the framework reflecting on the ethical
responsibilities of the professionals who are involved in early
childhood education programs.
The purpose of the following code of ethics is too recognize the
aboriginal and Torres Strait islander people have been nurturing and
teaching children on the particular area from a long time back
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(Johnson 2016)
.
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.
The section of the Linking Beliefs and Theoretical Perspectives With Practice
refers to the using of the theories of the child Development, in order to analyze
information and the plan accordingly.
The page Number is 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.
The section of the Theoretical perspectives of MTOP refers to the use of the
theories of Child Development.
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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?
The most important part of the documentation method that must be given special
attention to the observations. Observations forms a very important part of the early
childhood settings. They are used to assess the understanding skills of the children,
the interests, abilities and provide special concentration on what activities they
perform. The observation takes place in different intervals. However the most
common form of observation is noted on a daily basis (Johnson 2016). This includes
the child’s reaction to the external environment or the interactions they do with the
others in the house, the interactions they perform with the members of the house or
the interactions they do with the educators or the fellow children of the education
institution. The main purpose of such an observation is to;
a. Plan a proper curriculum for the child to help him participate and engage
properly and efficiently in the environment.
b. To provide a proper input about the child’s development to the parents
c. To help the child achieve the goals
d. To present the child with a proper and friendly environment to make him
feel comfortable
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 The following type of
observation is recorded after
the completion of the event and
is generally refereed in the past
form.
Recording of significant
programs or actions that
describes clearly the
development of the child,
interests of the child, body
language and other related
things like facial expressions,
voice tone and reaction to
external events
Learning Stories As the name suggests it is a
story that tells a certain tale to
The following story provides a
narrative or acts as an
informative approach to the
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the readers events that occur as a
particular.
Developmental Checklist The following is a particular
checklist on the progressive
development of the child over a
certain period of time
The developmental checklist
helps the educators to employ
the best possible techniques for
the proper development of the
child according to his progress
Event Sample The following observations can be
referred to the short term watch of the
child’s response to a particular
situation (Jones et al. 2014).
The different information
gathered will help to assess the
reason behind the certain spark
of response to a particular
situation by the child.
Running Record The following helps to provide
the educators the story of a
child’s behaviour. This is a
type of flow chart that shows
the particular child’s behaviour
of a certain period of time
Useful to get the idea of the
Child’s behaviour about why
the child has been behaving in
the particular way for such a
long time.
Time Sample/Sociogram The particular observation is
used to record the occurrence
of a child’s behaviour and keep
an updated track on the number
of times the specific behaviour
has been observed
The time samples are helpful as
because it helps to get an
updated list of progress of the
child at every hour
6. What report-writing standards and protocols should you follow when
writing observation reports?
The code of ethics must be followed while formulating the observation report.
The reporting format must be simple, clear and accurate in nature so that it is
easy to be understandable. The task of the educators is to;
a. Get hold of the children’s voices, ideas in planning, documentation and
evaluation.
b. Try out new and innovative methods to find out what is realistic, achievable
and suitable for the children, family’s educators and then set out different
benchmarks that are reviewed on a regular basis.
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c. Be open to change with the changing demand of the children
d. The documentation must be kept simple enough for easy implementation of
the policies.
e. A proper, efficient and constant review
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).
The five policies or standard guidelines are as follows;
a. NQS Quality Area 5.1- Relationships with Children
b. NQS Quality Area 6- Collaborative Partnerships with families and
communities
c. ECA code of Ethics 10- Maintain confidentiality and respect the rights of the
family to privacy
d. The UN Convention on the Rights of the Child Article 16 (Right to Privacy)
e. Respectful and Equitable Relationships are developed and maintained
within the child
b) Name the relevant policies.
 Relationships with Children
 Collaborative Partnerships with families and communities
c) Name the relevant procedures.
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 Maintain confidentiality and respect the rights of the family to privacy
 Right to Privacy
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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. 200
Verbal communication
considerations
Non-verbal communication
considerations
The main forms of verbal
communications include the use of the
different positive speeches between
the child and the parents as well as
the educators.
The child will get an idea of the non
verbal communication after he will
learn the different things from the
elders. The child might be standing
beside a friend and will feel
uncomfortable. At this point of time
the child can be given a space to
make him feel more comfortable.
Verbal communications in the family includes the use of
the different types of the verbal communications of the
child with the family members (Jones et al. 2014)
Non Verbal Communication within the families can be a
fun to develop as because it is a very fun way to develop
as a family (Lamb et al. 2014). Video recording with the
family can be of real help and everyone can watch it
together to enjoy such a funny incident. Communication in
the form of gestures, hugs, eye contact are some of the
ways of non verbal communication with the families
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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. 200
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
Departure time Say good bye in smiling face and the process can be
applied in case of both the children and the adult
person.
Discussion time Speak positively with the children and motivates
them. The communicational processes should be
friendly in nature.
Educational practice session Children must get freedom during the educational
session. Freedom will help them to explore them
more efficient way.
Everyday all the time practice The children and the adults should be welcome in
warmth way and smiling face should be given to all
of them for the betterment of the relationship.
Motivation The acts of the children must be acknowledged and
all the attracted offers should be made so that they
can be influenced. They should get certain freedom
and the children should get proper guidance
regarding the behavioural manners.
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3. Describe 3 different ways you can respond in a sensitive, respectful and
collaborative waywhen communicating with children about their interests,
stories and ideas. 100
Guidance: Include verbal and non- verbal methods of communication.
There are certain communicational provisions regarding how to behave with the children. The
processes can be divided into three main parts such as collaborative, effective and reflective
process. Collaborative process includes family centered practice, partnership with professional
and expectation from each child.
There are certain effective principles presents in certain circumstances such as equity and diversity,
respectful relationship with the children and their families, integrated teaching process and
learning assessment process. This process includes the verbal as well as the non-verbal system.
Apart from both of these categories, there is a provision relating to the reflective process that is
playing an important role in the learning process. The ideas and creativity of the children will be
influenced in these processes.
4. Describe 3 different techniques to guide children’s behaviour and how you
would apply each in the centre. 100
All the rules should be simple and the children should understand the inner
meaning of the rules. The behaviour of the children should be changed in a
systematic way. They need to help each other and should take reasonable care
of the toys (Zainal 2017).
The words that are provided to the children should be used in a cautious way
during the guidance provided to the children (Sullivan Billari and Altintas
2014). Children often don’t pay concentration when you are talking (or
shouting) “at” them. Guidance is much more effective when you talk to
children at their eye level. Look them in the eyes, touch them on the shoulder,
and talk with them. Resist the urge to simply lecture. Instead, give children
time to respond, and listen genuinely to their points of view.
The children should be motivated so that they can learn in a greater way and also manage to deal
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effectively.
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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 is 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?300
 establish that children have the same rights as adults; and
 Recognises the values and celebrates the differences and similarities
that exist in all persons.
 Families should use appropriate strategies to guide children to
recognize, manage and learn from their behaviors and express their
emotions in positive, non-threatening and productive ways.
 encourage acceptable forms of behaviour by using strategies that build children’s confidence
and self-esteem;
 Provide children with support, guidance and opportunities to manage
their own behaviour.
b) Article 38, article 21, article 19 and article 49 of the regulation.
c) According to the Article 29, education should be given to every child. As
per Article 30, children have the right to learn. According to article 31, the
children have right to play.
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PART E – SUPPORT BEHAVIOUR
1. Describe at least 5 (5) characteristics of a safe and supportive
environment.
A Safe environment is one which offers no risk or harm to the child and the child
himself feels secure. The harm from which the children or the students feel secure
includes the different types of physical or environmental threats. The environmental
threats include dangers in the environment, matters that involve threats from
architecture or construction, lighting, space and other facilities and the safety plans
of the building (Singer, E., 2017).
On the other hand physical threats refer to physical abuses, sexual harassment,
verbal abuses, threatening gestures, racial abuses and many more as such. On the
other hand a supportive environment refers to the overall effective development of
a student in the learning environment. This includes the social, emotional, physical
and academic development of the children and the students. Some of the main
characteristics of a safe and supportive environment are as follows;
1. The use of the most effective learning environments to bolster the overall
growth of the child
2. To provide the child with the best safety in the environment
3. Avoiding any forms of unruly behavior from teachers or the other
administrators towards children
4. Ensuring the presence of a proper safety plan for the organization to make
sure the child does not get harmed
5. The maintenance of the building safety rules is a mandatory rule for the
organization to maintain.
2. Fill out the table below:
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 Identify one contributing environmental factorthat 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
Institutionalization- Children
with disabilities have the right to
be part of their family whether
they are biological, adoptive or
foster in nature. However in
many of the countries these
children are placed in residential
care institutions as because these
type of institutions are believed
to be the most ideal for the
disabled students.
In many of the emerging
economies of the world, some
eastern European countries and
the commonwealth states the
practice of enrolling the disabled
children in the residential
institutions is quite common till
date. However institutional
environments do not help in the
proper development of the
children as perceived. Such
environments damage the
development of the child, delays
the progress of the child and in
many cases there has been
instances of serious misconduct
by these institutions.
Children with a
learning difficulty
The children with learning
disabilities faces problems in
adapting to the lear4ningg
atmosphere easily and thus faces
problems to understand the subjects
offered to them. Earlier studies
indicate the incapability of such
students to encounter the challenges,
activity demands and the
environmental barriers. These
children face problems in attending
schools and other institutions with
the other normal students and thus
face social isolation
There have been problems with
selecting the type of education
programs for the children with
learning disabilities. In many
developed countries as well as
developing countries the government
as well as the private players has
opened up special schools for these
children. These schools are designed
in such a way that each of the child
gets special care to help them develop
in an organized way and face the
different challenges of the modern
competitive world.
Children with a mental
health issue
Environmental differences between
the families have a very little
consequence on the mental health of
a child. The children who suffer from
mental health diseases are seen to
have developed such diseases mostly
during their birth (Singer, E., 2017).
The environmental effects have been
shown not only in infancy but also in
middle childhood and also in the
adult life. The chances of risk is
There are many institutions that have
been established to cater the different
needs of the psychologically weak
children.
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quite large than assumed.
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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?
Some of the main impacts on the compromise of a safe and supportive behavior are as follows;
1. The mental, physical, emotional, social and cognitive behavior of the child is bound to get affected
and will lead to underdevelopment on the absence of a proper safe and supportive environment
2. The children with disabilities will face serious issues on the absence of a cooperative environment.
This may include abusive behaviours, sexual harassment, racial abuses and many other forms of
related problems (Lara-Cabrera et al. 2016)
3. The children will be deprived off the chance of getting a proper experience of the real world
environment and thus they will face problems to face the real challenges in life
4. The absence of a safety plan in the buildings of the residential institutions and the schools where the
children studies or are enrolled can lead to serious problems. Fatal accidents can happen in case of
emergencies
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?
a. The child will feel isolated at home which will also tend to make him quite in the centre and will surely be
unresponsive to the teachers and the fellow children
b. As because the child is not allowed to play and shout indoors at home he may tend to indulge in different types of
playful activities in school which may lead to disturbance in the classroom
c. The child may indulge in naughty acts in the school which will lead to serious complain against him from the
school authority
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5. Discuss four (4) impacts the environment and culture has on the
behavior of children.
a. The children acquire a positive mindset if they are able to get a positive environment from the birth. This depends
on the positive vibes in the house, presence of a cool and calm atmosphere inside the house, proper schooling and
other such related elements
b. In European and western cultures children are given much too freedom from a very small size which can be
harmful in some cases whereas too much conservative societies present in Asian countries can have either positive
or negative consequences
c. The behavior of the child depends on the behavior of the parents. This is true with almost every single household
as because the parental behavior of the children is mostly incorporated by them and they display the same kinds of
behaviors and instincts
d. The children have a tendency to keep a keen eye on their surroundings and thus they emulate the same kind of
behavior which they see around them
6. Describe in your own words:
a. positive reinforcement
b. Why you would use positive reinforcement
a) Positive reinforcement refers to the addition of the reinforcing stimulus that is
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done after following a particular behavior that increases the chance of a similar re
occurrence of the behavior in the future. The particular behavior or response will
gain in stature again when such a similar behavior takes place.
b) Positive reinforcement can be used when,
A child needs verbal affirmation
The time when the child needs to speed up his character development process
Positive reinforcement can be used to stimulate the intrinsic motivation of the child
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7. Describe three (3) positive support strategies involving communication that
you could use to redirect behaviors of concern.
The use of positive behavior supports is more than just politically correct approach
to the management of the behavior o9f the children. Research works have shown
that it is very much effective to use such policies. This involves giving punishment
to the child which is done by taking away a favorite toy from the child. However
such a step can lead to a negative mindset of the child. Thus the parents must be
careful while taking such a drastic step. They can use some positive support
strategies to make sure that a proper communication is present between the two
of them. These include;
a. Celebrating and building strength and success- The child should be encouraged
to do the things which he likes to do. This helps to garner positivism, interest
and motivation in the mind of the child and will help him to develop as a human
being.
Respecting and listening to him- The child must be listened carefully without any lack of interest.
Listening to the demands of the child helps the child to get a feeling of importance and strength
a. Setting up for the success of the child- The child should be provided with all
accommodations. The way he likes to speak and answer must be entertained
and he can also be provided with a large plate and a spoon to help him
maintain cleanliness.
8. Discuss how you would diffuse the following hypothetical situation:
‘Twochildren are yelling at each other, one of the children is
holding a book about to throw it at the other.’
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Such a difficult situation must be handled with care. The person present in the spot must act quickly and first disarm
the child with the book. The next step is to make the both of them understand that fighting amongst each other will
make no sense and resolving the dispute amicably will help to maintain a friendly atmosphere between the two. The
dispute should be resolved in such a way that both of the wards are satisfied with the verdict. The child who was
going to throw the book should be made to understand that such a dangerous act can harm anyone badly and can
lead to severe consequences. He should also be advised to resolve indifferences and conflicts in a peaceful manner.
9. Describe in your own words how culture and the environment can impact on
the behaviour of children.
Culture and behaviour of the other persons or the parents can make the child imitate
this to both affect a positive and negative impact on the children.
10.What is disruptive behaviour?
The term disruptive behavior can be used when a child is uncooperative and leads to disturbance in the class. The
disturbance may have an impact on the behavior of the other children in the class. The behavior of such children
also prevents other children from working properly. A disruptive child manages to grab the attention of the teacher
and by doing such a thing forces the teacher to concentrate more on him rather than giving attention to others.
11.What is meant by ‘behaviours of concern’?
The term Behavior of concern is any kind of behavior which causes stress, risk or worry to the child,
their life, or the other family members who are involved with them.
12.What are the main differences between disruptive behaviours and ‘behaviours
of concern’?
The main differences between Disruptive behavior and the behaviors of concern are;
DISRUPTIVE BEHAVIOR BEHAVIOR OF CONCERN
 Disruptive behavior can be termed as the  The following types of behavior that
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particular type of behavior that hamper
the ability of instructors to teach the
students to learn.
 An example of such a behavior can be
termed as eating disturbingly in the
classroom, Constant ringing of the cell
phone, disturbing other students in the
class
 The following types of behavior hampers
the education of other children
leads to physical harm or abuse of a
disabled child by the other child.
 This type of behavior from the child is a
serious concern for the weaker and
disabled children
 The following types of behavior leads to
the growth of a fear in the mind of the
children and they are afraid to face other
tough situations in life
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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.
Sienna you are advised from running inside a million times.
b) Boys are so destructive. Stop throwing the books, Isaac!
Isaac put down the books immediately
c) Don’t snatch the toys, Sam.
Sam stop snatching the toys
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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:
a. The identification of the letters is referred to as the proper identification of the letters, letter sounds and
most importantly the use of the proper letters to make up the different words. A print rich environment
with the proper and meaningful identification of the letters is one of the most important tasks which can
help the children to identify the letters easily.
b. Activity 2 - Numbers: Children start learning numeracy skills from the moment they are born. They
learn such different activities from;
1. Counting the fingers and toys
2. Recognizing numbers on watches or other things like calendars
3. From identifying slices of fruits
The time when the child is enrolled in a learning centre he develops more skills in learning namely;
1. Setting the table
2. Dividing food in equal numbers
3. Use words to understand the exact value of the numerical
Activity 3- Time:
Time is one of the most crucial elements in life. Different children learn
to calculate time in different manners and in different ages. Some
children can learn to see time from the age of 4 years while for others it
generally takes more than 6 to 7 years to correctly calculate and identify
timings.
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a. Activity 4- Money: The Children must be given an idea about money and will be provided with money
to count as the numerical figures. They should be also made to understand about its value.
c. Activity 5 – Musical Notation: Help the children to identify music starting with soft rhymes and songs.
The childcare centres can introduce a music session for the children.
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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.
Analyzing the gravity of the current situation it has been a turmoil situation in the life of
Kurt since the last couple of months. The psychological and emotional state of mind of the
child is not in a stable state as because his parents have had a rough separation which has
seriously taken a toll on his mental state. The mental state of a child is very much sensitive
to the different types of such emotional separations. As an educator it is my task to make
sure that the particular child does not feel lonely and separated in the classroom. The basic
thing that must be done by me is to promote a positive environment for Kurt by praising him
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on every single instance and also making sure to tell the others to praise Kurt or recognize
his achievement. He must be clarified about each and every of his feelings. I must make sure
to be friendly and childish towards him and must make sure to make him feel that I am his
best friend in school. I can also try a new technique by telling him stories and making him
engage in extracurricular activities.
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.
3. List at least 3 strategies that could be used to support Kurt to socialise
with the other children in the group.
Teacher Strategies
 Observation of Kurt for some days or a week
 Observing what Kurt likes most and engaging him in that particular activity
 Praising Kurt with every single activities he does
4. List the National Quality Standard and elements that link to this
practice.
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The state and Territory educational Minister of Australia has agreed to the changes in the
National Quality Framework followed by a particular review of the National Partnership
Agreement on the National Quality Agenda for Early Childhood Education and Care. The
National Quality Standard is one of the most important aspects of the following framework and
it sets a high, national benchmark for early childhood education and care and also outside school
hours care services in Australia. It consists of 18 different standards in the quality area.
5. State the code and the convention that applies in this situation.
The National Quality Framework includes;
a. The National Quality Standard
b. The National Law and the National Regulations
c. A National Quality Rating and Assessment process
d. A National Body to oversee the system
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 1.300
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) The participation of each and every child is important in the morning session
because it provides them with the chances to have a particular say about the matters and the
decisions that affect them, learning new skills having fun and developing a closer connection to
their community. If I am given the opportunity to run the morning conference I would make it
a point that every child in the community can express their feelings without any fear. I would
also make a point to share the best activity with all of the children in the class.
b) As an educator it is my task to provide the children with all the different choices to
express their ideas and make sure that they utilise their talents to the fullest possible limits.
However there ought to be some children who will still feel shy or will have fear to express
their ideas or showcase their talents in front of everyone. The first thing which I would do is
will be to talk separately with the child and try to get into the deep of the problem. I would
encourage him by giving him an example which would show that a child who was same in
characteristics have now changed and expresses his ideas to everyone more freely. I would
then talk to his parents and identify the root of the problems which will help me to suggest the
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best way to deal with the particular child.
c) As a child educator I recognize the value of childhood. Childhood is perhaps the
most important stage in life. The most unique qualities and abilities of a child must be
supported and promoted in front of the whole class so that his contributions are recognized
by all the other students. I can also gift something like a chocolate or a small gift pack to
the child to make him more confident and make him feel his importance to us.
d) It is important for the educators to encourage children to tell and share their stories with all
the others present in the class. Some of the main steps that can be undertaken by me are;
1. Telling a story about my own childhood- I can tell a story about my own childhood which would
garner interest among the other children to share their own experiences. The sharing of own
experiences helps to create an interactive session in the classroom which will be beneficial for
the dev elopement of the children.
2. Get the kids to write a letter to their future selves- This is a fun exercise to practice in the
classroom. I would provide the students an opportunity to write about their future selves on what
they want to become, what will they do in the future, how have they grown up and many other
related things.
3. Read with the children- Reading in coordination with the children will help them to develop
confidence and feel free with me. The more they feel free, the more they will mix freely with me.
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. 200
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
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those children.
c) Write 2-3 paragraphs to describe how you will assist the children in
making their ideas a reality.
a. I would explain the children about the negative effects that such suggestions can
have. One of the children suggested that we build an electronic rocket. However I
strongly disagreed with the idea as electric might not be suitable for the children.
There were also some other dangerous suggestions that was not safe for the
organizations to follow.
b. I will provide the children with other alternatives that will help them in other ways. They
can design the rocket, add variations to the rocket and can also suggest them to build the
rocket using the waste papers.
c. I will cite the examples of famous personalities to the children and will make them
understand what actually achieving a dream is. The children can be also taught
about the steps in which one achieves the dream.
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. 100
a) Describe at least 2 strategies you could use to encourage the children
to participate in the multicultural cooking experiences.
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Cooking can help the young kids to learn and practice some basic concepts
and build the language skills. The experience of the creation of meals with me can
help to build their self-confidence and lay the foundation for healthy eating habits.
a. Building basic skills
b. Encourage an adventurous palate
c. Boost the confidence
d. Explore fun activities
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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 for supported
intervention
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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.60
The behavior of Jake was not similar to the other children of the education centre.
The main trends in his behavior were;
1. Jake was aggressive and did not liked to lose
2. Jake has the tendency to physically hurt others
3. Jake has a strange nervous disease of getting panicked on the idea of
being punished
b. How frequent to you observe this behaviour? 50
Such a behavior is always observed when Jake fights with others and then fears at
being punished.
c. How much does this behaviour affect the child’s
relationships? Describe the intensity of the behaviour.100
The following behavior has been inherited by Jake after seeing
the same with his father. Jake has experienced such a rough
behavior from his father towards his mother from an early age
which has had a severe impact upon him.
Such a behavior can severely damage the normal behavior of the child and
as age will increase the child will turn rough and aggressive.
1.3 Behaviours that require support:
a. Based on your observations, identify Jake’s behavior/s that may require
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additional support.50
Jake requires support in,
a. Control of his aggressive behavior
b. Needs to be friendly towards the other fellow
classmates
c. Needs to have a check on foul language
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b. Research about the behavior identified and provide two possible methods to
provide support to Jake:50
Possible methods include;
a. Enrolling him in interactive and Training sessions
b. Making him believe that the educator is a friend rather
than an enemy
1.4 Create a report offering your findings from your observation as additional
support to your supervisor:250
Use the template provided below to write your report:
Title: Behavioural Traits of an aggressive child
Summary: The following report has provided the readers with a proper
understanding of the behavioural traits of a disturbed child. The
researcher has used the secondary research methods to complete the list
of his observations. The main uses of the following research have been
to get a specific and genuine idea on the behavioural traits of the
children. The researcher has highlighted the most important trends of a
child’s behaviour and the different methods by which the researcher
has completed the research has been a success as it has been able to
meet the different aims and objectives of the research.
Introduction: The aim of the following research is to determine the behavioural
aspects of a mentally disturbed child. The researcher has taken an
example of Jake whose parents have had an abusive separation and the
effect can be clearly seen in his actions. The scope of the research is
huge as because very little work on this particular subject has been
written earlier and the work of the particular journal will act as an
added advantage for the other future researches to be carried out on the
same topic.
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Body: The main theme of the following research is to bring forward the issue of child
education and controlling the behaviour of the child in the modern education centres.
The researcher has highlighted all the different trait and aspects of behaviour change.
Conclusion: 1. Presents a better message
2. Identifies the steps to control the child
3. Use different methods to pacify the child
Recommendations: 1. We should be careful while handling aggressive children
like Sam
2. We should interact with Jake in such a way that it would not
hamper the dignity of the educator
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
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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
- 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:
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Child 1
Name of Child: Age:
Did you identify any behaviour that will require special support for the child?
Yes | No
If yes, please explain:
The violent nature of the child was very much disturbing and I believe such a nature
requires a detailed analysis from a psychological expert.
Describe the frequency, intensity and duration of the behaviour of the child that requires support:
Describe an aspect of the child’s development as reflected by your observation:
The child was able develop a rapport with me and worked according to all of the
instructions that were given by me. However Jake also displayed impatience at spells
which displayed his violent nature.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own observation:
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Child 2
Name of Child: Age:
Did you identify any behaviour that will require special support for the child?50
Yes | No
If yes, please explain:
No the child was absolutely ok and displayed all the normal reactions to different
simulating situations which was provided to him by me.
Describe the frequency, intensity and duration of the behaviour of the child that requires support:
Describe an aspect of the child’s development as reflected by your observation:
The child is a smart kid on the block and was quick to respond to the different
questions that I asked him. This proved that he was quite normal and an able child.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own observation:
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Child 3
Name of Child: Age:
Did you identify any behaviour that will require special support for the child?
Yes | No
If yes, please explain:
The 3rd child displayed a different character to that of the other two children. He was
quite passive in nature and was shy in nature. This required special attention from me
as well as the other coordinators.
Describe the frequency, intensity and duration of the behaviour of the child that requires support:
Describe an aspect of the child’s development as reflected by your observation:
The child feared to answer the questions asked to him and was very much coy and shy
in nature. This will surely affect his communication style and will make him separated
from the others.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own observation:
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Sample
Name of Child:Benjamin Biggs Age:5
Did you identify any behaviour that will require special support for the child?
Yes| No
If yes, please explain:
The violent nature of his drawing is something I find very disturbing and I believe
requires further evaluation from an expert.
Describe the frequency, intensity and duration of the behaviour of the child that requires support:
Throughout the day within the next 3 days, I asked Benjamin to keep drawing things
that interests him. In all occasions, he drew pictures that showed his interest for
violence and killing animals. In all cases, the pictures he drew are very bloody and
gruesome.
Describe an aspect of the child’s development as reflected by your observation:
Benjamin demonstrated normal cognitive and motor skills throughout the exercise.
He was able to understand the instructions and he was able to perform the tasks
without any difficulty.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own observation:
Benjamin is a smart kid. The way he communicates and explains his ideas is very
clear and elaborate. He likes drawing. When he draws he is completely immersed and
focused in the task.
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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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FEEDBACK
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your training and assessment experience using our resources has been
a seamless and fruitful journey. At Compliant Learning Resources, we
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References
Aarts, M.C., Burk, W.J. and Riksen-Walraven, J.M., 2016. Group functioning in child care centers:
Conceptualization, measurement, and relation with structural characteristics. Small Group
Research, 47(5), pp.483-509.
Abraham, H., 2014. Integrated Child Health and Development Program: A Key for Human
Development. Ethiopian Journal of Health Sciences, 24(3).
Adams, N.E., 2015. Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical
Library Association: JMLA, 103(3), p.152.
Alkon, A., Crowley, A.A., Neelon, S.E.B., Hill, S., Pan, Y., Nguyen, V., Rose, R., Savage, E.,
Forestieri, N., Shipman, L. and Kotch, J.B., 2014. Nutrition and physical activity randomized
control trial in child care centers improves knowledge, policies, and children’s body mass
index. BMC Public Health, 14(1), p.215.
Amaro, L.L.D.M., Pinto, S.A., Morais, R.L.D.S., Tolentino, J.A., Felício, L.R., Camargos, A.C.R.,
Ferreira, F.O. and Gonçalves, C.A., 2015. Child Development: comparison between children who
attend or do not attend public daycare centres. Journal of Human Growth and Development, 25(2),
pp.170-176.
Becker, S.P., Ramsey, R.R. and Byars, K.C., 2015. Convergent validity of the Child Behavior
Checklist sleep items with validated sleep measures and sleep disorder diagnoses in children and
adolescents referred to a sleep disorders center. Sleep Medicine, 16(1), pp.79-86.
Bennet, J., 2017. Pedagogy in early childhood services with special reference to Nordic
approaches. Experimental Psychology (Russia), 8(4).
Bettendorf, L.J., Jongen, E.L. and Muller, P., 2015. Childcare subsidies and labour supply—
Evidence from a large Dutch reform. Labour Economics, 36, pp.112-123.
Bick, A., 2016. The quantitative role of child care for female labor force participation and
fertility. Journal of the European Economic Association, 14(3), pp.639-668.
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