Play and Development

This document provides information on the importance of play and development in early childhood education and care. It includes assessments and resources to support children's holistic development. The document covers units of competency related to supporting physical, social, emotional, cognitive, and communication development in children. It also includes information on gathering and using information about children to inform practice, as well as supporting behavior of children and young people.

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

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Date Summary of modifications made Version
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 document open in
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INSTRUCTIONS................................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT............................................ 4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING. 5
THE DIMENSIONS OF COMPETENCY........................................................ 6
THE UNIT OF COMPETENCY.................................................................. 7
ASSESSMENTREQUIREMENTS............................................................ 12
REASONABLEADJUSTMENT ............................................................... 12
ASSESSMENTMETHODS .................................................................... 13
PRESENTATION................................................................................ 14
ASSESSMENTWORKBOOKCOVERSHEET .............................................. 15
KNOWLEDGEASSESSMENT................................................................ 16
PART A – HOLISTICDEVELOPMENT................................................ 16
PART B – SUPPORTPLAY ANDLEARNING ......................................... 29
PART C – USE INFORMATION ABOUTCHILDREN ............................... 32
PART D – RESPECTFUL ANDPOSITIVE WITH CHILDREN...................... 37
PART E – SUPPORTBEHAVIOUR ..................................................... 42
CASE STUDY A – HOLISTICDEVELOPMENT.......................................... 49
CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH
CHILDREN ....................................................................................... 51
CASE STUDY C – UNDERSTANDINGCHILDRENBEHAVIOUR .................... 54
PROJECT – OBSERVING, GATHERING ANDANALYSINGINFORMATION...... 61
WORKBOOKCHECKLIST .................................................................... 69
FEEDBACK ...................................................................................... 70

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INSTRUCTIONS
Some questions cover underpinning knowledge content and concepts. These questions a
all in a short answer format. The longer questions requiring the application of concepts a
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
resources to complete this assessment.
If you are currently working as part of an Early Childhood Education/Child Care team, yo
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 th
learning process.
• Assessment should be holistic. That is it aims to assess as many elements and/o
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 th
workplace.
• The emphasis in assessment is on assessable outcomes that are clearly stated fo
the trainer and learner. Assessable outcomes are tied to the relevant industry
competency standards where these exist. Where such competencies do not exis
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 trainin
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 befor
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 th
learner’s own work.
Current
o This relates to the recency of the evidence and whether the evidence relates
current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance, and not o
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 o
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 betw
the physical, social, emotional, cognitive and communication development of children from birth
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 j
role. There must be demonstrated evidence that the candidate has completed the following tasks
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 th
child’s abilities and age
• providing a variety of experiences and environments to support the different areas of
children’s development (including a combination of physical, creative, social, emotional ,
language and cognitive)
• performed the activities outlined in the performance criteria of this unit during a period of
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 ta
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 t
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
This unit describes the skills and knowledge required to gather information about children throu
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 j
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

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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 ta
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 u
of competency
• United Nations Convention on the Rights of the Child
• code of ethics
• reflective practice
• child development, in order to analyse information and plan accordingly
• observation techniques
• report-writing standards and protocols relevant to the context of observation reports
• organisational standards, policies and procedures.
Further information including the unit description, performance criteria and assessment standar
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

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Application
This unit describes the skills and knowledge to apply strategies to guide responsible behaviour o
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 j
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 youn
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 youn
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 ta
outlined in elements and performance criteria of this unit, manage the task and manage
contingencies in the context of the work role. These include knowledge of:
• definitions of and differences between disruptive behaviour and behaviours of concern
• how learning difficulties or mental health issues may affect behaviour
• impacts of environment and culture on behaviour of children and/or young people
• communicative function of behaviour and positive support strategies to redirect behaviour
and defuse situations
• organisational standards, policies and procedures.
CHCECE007 Develop positive and respectful relationships with children
• Communicate positively with children
• Interact positively with children
• Support and respect children
• Maintain the dignity and rights of children
Application
This unit describes the skills and knowledge required by educators working with children to ens
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

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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
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 j
role. There must be demonstrated evidence that the candidate has completed the following task
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 o
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 ta
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 thi
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 othe
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
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 conduct
gathered over a period of time and cover the normal range of workplace situatio
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 environmen
or making changesto the training deliveredto assist a learner with a disability.A
reasonable adjustment can be as simple as changing classrooms to be closer to amenitie
or installing a particulartype of softwareon a computerfor a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability hav
• the same learning opportunities as learners without a disability
• the same opportunity to perform and complete assessments as those without
disability.

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ASSESSMENT METHODS
Assessment for this unit will be assessed through completion of Assessment
Workbook Four (4) and AssessmentWorkbook Seven (7) Skills Journal -Play
and Development
Workbook Fourwill focus on two assessment methods:
1. Written Questions – based on the required knowledge component as described in
the Instructions for Assessment
2. Case Studies – utilising the Sparkling Stars virtual Education and Care Service
and activities set out in this workbook.
Further Assessments:
Workbook Seven (7) Skills Journal- Play and Development: participant must
attend a Vocational Placement

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PRESENTATION
Things to Consider:
Only submit your workbook once all activities inside are complete. Should you have
any questions regarding your assessments, or not understand what is required for
you to complete your assessment, please feel free to ask your trainer.
Keep your answers succinct and make sure you are answering the question. Re-read
the question after you have drafted up your response just to be sure you have
covered all that is needed.
Your final assessment result will either be competent or not yet competent.
If submitting your assessments please ensure that
1. All assessment tasks within the workbook have been completed
2. You have proof read your assessment
Answering the Questions:
1. If you are using Microsoft Word you will need to click in the grey area
of the box to begin typing your answer.
Assessments may not be processed if the above guidelines are not
adhered to. To ensure your assessment is processed as quickly as
possible, please follow these instructions.

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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 4
TITLE: Play and Development
FIRST AND SURNAME:
PHONE:
EMAIL:
Read the Candidate Declaration below and if you agree to the terms
of the declaration sign and date in the space provided.
By submitting this work, I declare that:
• I have been advised of the assessment requirements, have been made aware
of my rights and responsibilities as an assessment candidate, and choose to
be assessed at this time.
• I am aware that there is a limit to the number of submissions that I can
make for each assessment and I am submitting all documents required to
complete this Assessment Workbook.
• I have organised and named the files I am submitting according to the
instructions provided and I am aware that my assessor will not assess work
that cannot be clearly identified and may request the work be resubmitted
according to the correct process.
• This work is my own and contains no material written by another person
except where due reference is made. I am aware that a false declaration
may lead to the withdrawal of a qualification or statement of attainment.
• I am aware that there is a policy of checking the validity of qualifications
that I submit as evidence as well as the qualifications/evidence of parties
who verify my performance or observable skills. I give my consent to
contact these parties for verification purposes.
Name : Signature: Date:

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KNOWLEDGE ASSESSMENT
PART A –HOLISTIC DEVELOPMENT
1. Nutrition is extremely important in relation to a child’s brain development.
a) Explain how adequate nutrition before a child’s birth is important.
b) Explain how adequate nutrition after a child’s birth is important.
a) For development of appropriate brain and body structure of the child in the womb of
the mother
b) For muscle development, bone development and brain development along with enhancemen
in height and blood volume
2. As an Early Childhood educator it is essential that you support the brain development
of all children in your care.
a) Explain in 4-5 sentences, the importance of discussing children’s interests
with them, in order to stimulate early brain development.
Guidance: Refer to the National Quality Standards and the relevant
approved learning framework to support your answer.
a) For assessing his or her perspective of thinking
b) To encourage children to pursue their interest
c) To improvise and motivate them to learn new things
d) To enhance their self confidence as well as help them to reach their goal

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b) Explain in 4-5 sentences, the importance of using your observations of children to
support their development.
Guidance: Refer to the National Quality Standards and the relevant approved
learning framework
• By creating a detailed documentationthrough observation,
educatorsare able to notice the patternsof the children’sthought
process.
• Observation helps the educator to assess the degree of development of the child
• Observation technique in ELYF helps the educator the assess the strengths and
weaknesses of the children
• Helps the educators to track the child’s cognitive. Social, physical, emotional and
language skills
b) Explain in 4-5 sentences, the importance of using routines as opportunities to
foster children’s independence.
Guidance: Make sure you refer to the National Quality Framework in your
answer
• Usage of routine has the potential to predict of the children’s sense of being
• It helps in development of the sense of independence in children
• Active participation in every routine contribute to enhance the decision making skills
of the child
• It also provides the children with the opportunity to enhance their learning
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.
Guidance: Make sure you refer to the National Quality Framework in your
answer.
o Encouraging children to explore the environment enhances their sense of
belonging
o It nurtures the creativity of the children as they explore , learn, make as well as
become partners in knowledge building.
o It helps in children’s physical activity, social skill and brain development

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• Enhances their self confidence

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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 a
instructed for each developmental domain:
a) Physical development - Name at least one (1) piece of equipment, game or toy
you could use to support children’s fine motor, gross motor and fundamental
movement skills.
b) This question has been intentionally left blank. Please proceed to the
next question.
c) Emotional/Psychological development - List three (3) decision-making
opportunities in the table below, that you can provide to children to help support their
emotional and psychological development.
Equipment Games Toys
Fine motor
development sticks Pick up Sticks Play-doh
Gross motor
development Wheelbarrow Wheelbarrow
walking Large balls
Fundamental
movement skills Dance props Dance None
c)
Decision-making opportunities
1 Which game they wants to play today?
2 Among the three kinds of seeds, which seed do they want to plant?
3 Among the three fruit name mentioned, which fruit do they want to eat?

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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 with children more
2 Engaging in joint attention with children
3 • Eliciting conversations with children
Expressive language experiences
1 organizing dramatic acts in classroom
2 Providing children with the names of objects or actions
e)
Experience
Visual Dramatic activity
Hearing Musical activity
Taste gardening
Touch gardening
Smell gardening
Self-expression dramatically activity
e) Cognitive development - Write at least one (1) problem-solving experience you
can provide to support the cognitive development of children in each of the followin
age groups: 0-2 years, 3-5 years and 6-12 years.

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f)
Experience
Problem-solving
(0-2yrs) Pattern blocks
Problem-solving
(3-5yrs) Shadow matching
Problem-solving
(6-12yrs) Building a structure from a picture, puzzles

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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?
• How does encouraging family’s diverse contribution to learning activities
benefit children?
• Activity: reading books in children’s home language
• Making up short stories about accessories that would encourage them to use the
same
• 3-5 years old
• Making the activity interesting to the student
• By introducing them to their peers and encouraging discussions
• By conducting a teacher-parent meeting and enhancing their knowledge about the
importance of their cooperation
• sharing families cultures at the centre, exploring multiculturalism, talking about
different countries with children

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5. Fill out the table below giving the name of a relevant theorist and a summary of the relevant
theory of child development.
Developmental Theory Theorist Summary of Theory
Physical Development Arnold Gesell Growth and development occur in orderly stages
and sequence
Cognitive Development Erik Erikson
Qualitative changes in the way children think.
The child is considered an active learner going
through stages.
Emotional /Psychological
Development Sigmund Freud
Behavior is controlled by unconscious urges.
Three components of the mind are id, ego and
super ego.
Social Development Lev Vygotsky Development is influenced through interactions
with family, friends and culture.
Language Development Burrhus Frederic
Skinner
Learning is gradual and continuous.
Development is a sequence of specific
conditional behaviours.

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6. In your own words, explain why creativity is important to child development.
• Creativityhelps the children to develop cognitiveskills like mathematicsand
scientific thinking.
• It also enhances communication skill of the child along with his or her problem po
problem solving and interpretation making skills.
7. The incorporation of activities that stimulate a child’s creativity is an essential part of a centr
program.
a) Which part of the national standards supports this?
Guidance: Quote the quality area and standard.
b) What learning outcome of the relevant learning frameworks supports this?
Guidance: Quote the framework and learning outcome.
a) Quality Area 1 - Standard 1.2 - Educators and co-ordinators are focused, active and reflective
in designing and delivering the program for each child.
Quality Area 3 - Standard 3.2 - The environment is inclusive, promotes competence, independent
exploration and learning through play.
b) Early Years Learning Framework, Learning Outcome 4 : Children are confident and
involved learners.
b)

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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) Bloom's taxonomy can be defined as a set of three hierarchical models that are used
for classifying educational learning objectives into levels of complexity as well as specificity.
b) create, evaluate, analyze, apply, understand, remember
b)
9. Describe in your own words:
a) Who proposed Multiple Intelligence Theory?
b) How could you include it in learning experiences?
c) What are the nine intelligences?
a) Howard Gardner
b) Asking students to write stories, letting them dance and encouraging them to
physically simulate a scientific process
b)

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• Naturalist (nature smart)
• Musical (sound smart)
• Logical-mathematical (number/reasoning smart)
• Existential (life smart)
• Interpersonal (people smart)
• Bodily-kinesthetic (body smart)
• Linguistic (word smart)
• Intra-personal (self smart)
Spatial (picture smart)
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 childhood education is crucial for development of a secure emotional
attachment as well alas skills for ensuring the success of the children in future
• Early childhood education helps the children to develop a sense of belonging along
with cognitive and emotional development.

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11.Fill out the table below in relation to aspects of poor early childhood development and
the potential long term impacts it can have on a child.
Aspects of poor early childhood
development
Long term harmful impacts
Poor Diet Lack of physical and psychological development
Lack of Play Lack of communication skills
Limited Stimulation of brain
development Lack of cognitive and behavioral skills
Lack of Materials and resources Lack of cognitive development
Inconsistent or non-existent
emotional support or comfort Psychological issues
Trauma Psychological issues

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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
Serious illness or condition/hospitalisation
1. Psychiatric disorders
2. Social isolation
Loss of parent/family through divorce/death or
displacement
1. Psychiatric disorders
2. Social isolation
Potential Long-term harmful impacts
Serious illness or condition/hospitalisation
Loss of parent/family through divorce/death or
displacement

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PART B –SUPPORT PLAY AND LEARNING
1. This question has been intentionally left blank. Please proceed to the next
question.
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question.
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question.
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question.
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question.
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question.
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question.
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question.
9. How would you use reflective practice in ‘providing experiences to support children’s play and
learning’?
Reflective practice can be defined as the learning obtain from everyday situations along with
the issues and concern that arises from a part of our daily life routine while working in an early
childhood settings. In order t provide experiences to support children’s play and learning, I will
basically reflect on the following factors:
1. The environment: The environment of the classroom is highly crucial for the
children. The environment off the classroom should be made colourful and a
good number of toys and other playing equipments should be kept in order to
ensure that the child enjoys playing with the same
2. By determining the engagement of the children in the experience

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3. By determining whether the child is busy or board
4. By determining whether the experience are challenging to the child or not
5. By providing the experience to support all the learning styles
10.How does the United Nations Convention of the Rights of the Child relate to ‘Providing
experiences to support children’s play and learning’?
According to Article 31, of the UN convention, “That every child has the right to rest and
leisure, to engage in play and recreational activities appropriate to the age of the child
participate freely in cultural life and the arts.
That member governments shall respect and promote the right of the child to participate fully in
cultural and artistic life and shall encourage the provision of appropriate and equal opportunitie
for cultural, artistic, recreational and leisure activity.”
11.Fill out the table below:Identify common organisational standards, policies and
procedures that are relevant to a childcare centre. (List 2 of each)
12.This question has been intentionally left blank. Please proceed to the next
question.
Standards:
Children and Young Persons (Care and Protection) Act 1998 (NSW)
Disability Discrimination Act 1992
Policies:
eliminate discrimination against people with disabilities
reduce the occurrence of child abuse and neglect.

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Procedures:
promote community acceptance of the principle that people with
disabilities have the same fundamental rights as all members of the
community
provide the most appropriate response to families under stress and
those in which abuse and neglect has already taken place

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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.
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 numbe
of this section.
As per my opinion, the section “Linking Beliefs an theoretical perspectives with practice:
exploring the relationship between the Framework’s principles, practice and Learning out
refers to using theories of child development, in order to analyse information and plan according
The page number of the mentioned discussion is page 14.
3. Which section of the Educators Guide to the MTOP refers to using theories of child
development, in order to analyse information and plan accordingly? Note the page numbe
of this section.
My Play and development assessment came back. I have read the linking belief a
Theoretical perspectives on page 21 and 22.
Purpose
United Nations
Convention of the Rights
of the Child
The purpose of UNCRC is to set out the civil, politica
economic, social, health as well as cultural rights of each of the
children. The mentioned convention refers child to any human
being under the age of 18.
Early Childhood Australia
Code of ethics
The purpose of the Early childhood Australia Code of
Ethics is to enable the professionals to act their best interests
of all children along with working collectively for ensuring
every child is thriving as well as learning. The mentioned code
is crucial for children since it strengthen the motivation of the
childcare workers for carrying out their work effectively along
with reinforcing their professional values.

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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?
Observation of the child’s development can be done during every day routines as w
during the interaction of the child with the peers. During the observation the chief idea should b
look to watch the activities of the child minutely. While noting down the observation, the importa
things that should be remembered includes
1. Background details
2. Play behaviours
3. To maintain Relevancy
To be factual and avoid being subjective
5. In the table below, provide a description of the following observation techniques and outli
what they are best used to observe.
Observation Technique Description Best Use
Anecdotal Record details of the
activities of the child and how
they utter things. This
observational technique includes
taking notes throughout the day
to observe behavior
The learning domain here
is language along with the ability
of the child to speak, read as
well as write. Reading and
talking regularly is important to
this process
Learning Stories informative approach to
document child’s learning
Story telling is used for
describing the learning process
of the child
Developmental Checklist Is not enough to consider
the age of the child alone, to
individualize each learning
strategy. the child’s
development level also needs to
be focused on
Fine and gross motor
skills / creative skills.
Event Sample Events form pattern of a
child’s behavior over a period of
time
Writing a diary focused on one
child, for instance, observing any
aggressive behavior at play time
learning domains for this area is
social and creative

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Running Record for writing down each and
every phenomenon that take
place over a period of time.
Generally, running records are
written in the present tense
over a short period of time of
about 3-5 minutes
earning domain here is
Physical
Time Sample/Sociogram A sociogram refers to a
map of interactions and relation
within a group of children.
Learning outcome here is
Emotional
6. What report-writing standards and protocols should you follow when writing observation
reports?
• It is highly crucial for the educators to follow the code of ethics, use EYLEF, NQS as
well as relevant frameworks for relevancy as well as observations
• The report needs to be simple clear as well as accurate
It should support the development of the children along with relevant planning
7. There are certain organisational standards, policies and procedures that are relevant to th
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).
NQS Quality Area 5.1 Relationships with Children
NQS Quality Area 6-Collabarative partnerships with families and communities
ECA code of ethics: 10. Maintain confidentiality and respect the right of the family to privacy
The UN Convention on the Rights of the Child Article 16 (right to privacy)
b) Name the relevant policies.
• Respectful and equitable relationships are developed as well as maintained with each child.
• Each child is encouraged to talk with the nominated supervisor, educators as well as co-ordinators
about the values and expectations they hold in relation to their child’s learning.
• The provisions made support families during the enrolment and orientation process
How information is gathered from families to support continuity of care between home and the

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service
c) Name the relevant procedures.
• c) Communicating with families
• Observations/Documenting for children
• Orientation
Parent/Educator Meetings

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PART D –RESPECTFUL AND POSITIVE WITH CHILDREN
1. There are a range of things you need to take into consideration if you want to communicate
effectively.
Complete the table below listing 2 verbal and 2 non-verbal things you need to take into
consideration when communicating with children and their families.
Verbal communication considerations Non-verbal communication considerations
Using child’s interest to encourage them to
speak.
Listening carefully to the child as well as his or
her family members
Reformulate words of the children to clarify
their message
Gesture as well as eye contact that can build a
foundation for language.

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2. List 5 examples of how you can interact and communicate positively and respectfully with
children throughout their day and provide examples of what those interactions would be.
Guidance:
• Make sure you identify routine times as well as play times in your examples and
include how you would communicate over lunch.
• Include an example of how you would respond to distress in ways to meet the child’s
need.
• Include verbal and non-verbal communication techniques in your answer.
Time of day Example of interaction
Sample answer: Arrival time Smile and greet child and adult, begin speaking with
the child about the day
Play time
Encouraging the child to play with different types of
toys
When the child is tired Encouraging the child to complete the task by using
phrases like “wow! You have nearly finished” and
“wow you did it just by yourself.”
Artwork time Helping the child to perform the art work efficiently.
For instance, mixing the colours for making new
colours
When the child help his or her peers Appreciating the attitude of the child an use
encouraging phrases
When the child is working on using
independence and routine times Encouraging the child with phrases like “I bet it
feels good to have done it by yourself.”

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3. Describe 3 different ways you can respond in a sensitive, respectful and collaborative waywh
communicating with children about their interests, stories and ideas.
Guidance: Include verbal and non- verbal methods of communication.
conducting group meetings about problems that impose direct affect on the children
Involving children in designing as well as setting up the environment
Allowing children to make choices about whom they and to interact with and for what amount o
time
4. Describe 3 different techniques to guide children’s behaviour and how you would apply each
the centre.
Being a role model: The educator should use his or her own behavior to guide the childre
For instance, if the educator wants the child to say please then he or she has to use the
word frequently.
Appreciate the child when he demonstrate positive behavior: The educator should keep a
keen watch on the each child’s behavior and appreciate whenever any positive behavior
demonstrated by them
Getting down to your child’s level: The educator needs to get close with the child in order to tun
to hat he might be feeling as well as thinking.

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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
developing limits and consequences for inappropriate behaviours?
b. Which section of the above regulations are you required to follow and what does it stat
c. How does this meet the requirements of upholding a child’s rights under the United
Nations Convention on the Rights of the Child?
a) Quality Area 5 - Relationships With Children - Element 5.2.2
Each and every child is supported for managing their own behaviour, respond appropriately to t
behaviour of the others and communicate effectively to resolve conflict.
In the Education and Care Services National Regulations 2011, regulation 168- Education and c
service must have policies and procedures (j) interactions with children, including the matter
set out in regulations 155 and 156. Regulation 155-Interactions with children include
each child positive guidanceand encouragementtoward acceptablebehavior.The above
mentioned requirement meets the Right of the Child’s policy set by UN along with protecting
their dignity as well as guiding them to behavior in an appropriate way.
b)
c)

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PART E – SUPPORT BEHAVIOUR
1. Describe at least 5 (5) characteristics of a safe and supportive environment.
When it comes to safe and supportive environment, it includes
• photos of activities on shelves to help children put activities where they belong
• low shelves for child to access activities
• open art area for creative play
• signs with images to help children understand various displays around the room
• children's art on the wall
family photos etc.
2. Fill out the table below:
• Identify one contributing environmental factorthat may affect developme
and behavior for each of the examples.
• Provide a practice you could use to minimize the factors affects for each of th
examples.
Environmental Factor Practice
Children with a physical
disability
The setup of the indoor
environment is hampering the
child to move freely in
wheelchair
The space of the classroom
need to be expanded and
construction of the same needs
to be modified in order to
ensure minimizing the factors
that are affecting the movement
of the child
Children with a learning
difficulty The classroom is noisy
Educator needs to focus on
developing effective
communication of the children
Children with a mental health
issue
Lack of availability of
resources, faculties and
learning development
classrooms
The school should have
counsellors, school
philologists, teacher aids and
social workers

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3. List at least four (4) potential impacts on the behaviour of each of these ab
groups,by not implementing safe, supportive and equitable practices?
Physical disability – exclusion of activities, lack of interest to come to school, developmen
of lack of confident, depression
Learning difficulty – Unable to understand activities, inappropriate learning developmen
lack of confidence, depression
Mental Health issues – meltdown from over stimulation, lack of interest to come to schoo
anxiety, stop attending the school
4. A child in the group has a new baby at home and must keep quiet and play outside
home. List three ways in which this could this affect the child’s behavior a
centre?
1. Feeling of isolation
2. Feeling of jealousy
Sibling revelry

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5. Discuss four (4) impacts the environment and culture has on the behavior of
children.
Language: Mothers from different culture communicate with their children in different ways.
The culture and language is a major factor that determines the thought process of the child.
Both culture and environment determines the communication style of the children
Problematic home environment reduces the quality of care giving. On contrary, healthy home
environment reduces the change of behavioral issues in child, enhances his sense of belonging and
also enhances his or her communication skills
6. Describe in your own words:
a. positive reinforcement
b. Why you would use positive reinforcement
c) a) Positive reinforcement refers to a type of parenting technique th
enables the parents to boost the kind of behaviour they want the child to inculcate.
b) Positive reinforcement is crucial to ensure an effective behavioural as w
communicative skill development of the children. It is a simple way to appreciate child
action and establish an effective relationship between the parents and the children.

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7. Describe three (3) positive support strategies involving communication that you could use
to redirect behaviors of concern.
Requesting the child to demonstrate desirable behaviour
Be the role model for the child when it comes to behaviour
Provide them with substitutions. For instance, children often get attracted to toys that are alread
in use. Educators can provide something else to occupy the attention of the child in such cases.
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.’
I will firstly take away the book from the child’s hand. Secondly, I will identify the proble
an try to solve the issue with the help of mutual understanding
9. Describe in your own words how culture and the environment can impact on the behaviou
of children.
While in some cultures, like the cultures of the countries that are located at middl
east, parents are supposed to everything for the child that includes feeding, to dressing,
bathing up until the child is 8 years old. This may slow down the cognitive development o
the child
On the other hand in western countries cultures children are independent and do things
themselves from a young age itself.
10.What is disruptive behaviour?

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Disruptive behavior is defined as any behaviors thathinder the ability of
educator to teach or the children to learn efficiently. Attention deficit hyper activ
disorder and mental health disorders are two of the major reasons behind disrup
behavior of the children
11.What is meant by ‘behaviours of concern’?
Behavior of concern can be defined as any behavior which causes physical harm t
the person who are suffering from disability or destruction of property. Behaviou
concern can be when someone does things that hurt themselves, other people or things.
12.What are the main differences between disruptive behaviours and ‘behaviours of concern’
While disruptive behaviour includes acts like eating in class, ringing cell phones an
similar other activities, behaviour of concern refers to physically haring peers and even t
educator. The later factor is much aggressive than the former and hence strong step sho
be taken to eliminate both and enhance the behaviour of the children

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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.
Good morning, Sienna. I am glad that you are here today. Please remember to walk safel
within the classroom so that you don’t get hurt.
b) Boys are so destructive. Stop throwing the books, Isaac!
Good morning boys! I am glad to see you. Please, dont use books for playing purpose as
may hurt you.
c) Don’t snatch the toys, Sam.
Hi sam. I like the fact that you are enjoying playing with your mates. I will be really glad
you play with this toy for the time being.

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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:
The hidden alphabet: Students will be provided with a sheet where they have to find out which
alphabet is missing and put the same in the place.
Activity 2 - Numbers:
Following the numbers to start and finish a maze
Activity 3- Time:
Drawing a clock face on the board to demonstrate hours to the children. Initiate by showing time
like 7:00 and 12:00 and writing them on the board next to clock faces. Concept of am and pm can
also be given through the activity
Activity 4- Money:
Create money rubbings with paper and crayons: The children should be asked to rub the coins with
crayons, next they have to match the rubbing to the coins.
Activity 5 – Musical Notation:
Musical notes can be attached with equipments like piano. Name of the note will be attached with
each of the keys. Students will be asked to follow the note while playing the music.
ZFGNMMBFDFBGBNNDFC V

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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 h
father works away.
Kurt presentsas a very quiet and withdrawn child – not unusual for a new
enrolment. You and your colleagues ‘buddy’ him up with one of the other children his age
and work hard to help him feel comfortable at the service. You are careful to find out what
his likes and interests are to help him engage with the resources and other children. After
one month, Kurt still has not formed any friendships amongst his peers and generally only
engages with the educators if they speak to him first. His mother says that he is becoming
a little withdrawn at home as well. You begin to suspect that there may be an issue with
Kurt’s current emotional / psychological state.
1. Write a paragraph to describe your concerns about Kurt and what steps,as an assistant
educator you would need to taketo respond to those concerns.
Guidance: Make sure you include details of how you will record and report your suspicions
and how you would share information with colleagues regarding Kurt’s development and
wellbeing.
When observing children, it is highly crucial for the educator to use a range of observational
method like running records, learning stories to photographs along with work samples. When it
comes to Kurt’s issue, I am suspecting major emotional concerns that are hampering the
communication skill of Kurt. Lack of communication with his peers may restrict his emotional an
communication development. Not only may this prolonged social isolation lead to physiological
issues like depression and anxiety. In order to record and report my suspicion, I will include
observational techniques. I will maintain anecdotal records in order to focus of the important
details of Kurt’s everyday activity. I will chiefly focus on the childs’s body language, direct quote
facial expression and voice tone to understand the reason behind his detachment from peers and
educators. I also us the running record technique to assess the child’s behaviour by detailing
everything a child says during a set period of time.
As a result of your actions, you and your colleagues work with Kurt’s mother to develop strategie
that will help him express his feelings and to encourage him to socialise with the other children
the service.

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2. List at least 3 strategies that could be used to encourage Kurt to express his feelings.
Regular communication with Kurt: As an assistant educator, i will regularly communicate with K
and demonstrate the act of friendship with him
Encourage and praise: When Kurt will express himself in an efficient way, I will encourage him b
praising him. This will encourage Kurt to repeat the act.
Name the feeling: I will encourage Kurt to name his feeling. Naming feeling will enable him to
develop emotional vocabulary so that he can communicate about their feelings more fluently.
3. List at least 3 strategies that could be used to support Kurt to socialise with the other
children in the group.
1. I will introduce Kurt to two or three children of hi age
2. I will organize group playing sessions that will need peer to peer communication
3. I will involve outdoor activities like gardening that will encourage Kurt to communicate w
his peers while playing
4. List the National Quality Standard and elements that link to this practice.
NQS Element 1.1.2
NQS Element 1.1.3
NQS element 1.1.5
5. State the code and the convention that applies in this situation.

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Early Childhood Australia Code of Ethics, 2006
United Nations Convention on the Rights of the Child
CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL
RELATIONSHIPS WITH CHILDREN
Scenario One (1) : Collaborating with children
Read the following scenario and answer the questions below.
You are one of the educators working with a group of 24 pre-school aged children at
Sparkling Stars Childcare Centre. At Sparkling Stars there is a very strong focus on
collaborating with the children to build their ideas into the program each day.
Each day in the Preschool Room starts with a ‘Morning Conference’ where the children
are invited to share their ideas for what they would like to do for the day.
Question 1.
a) Imagine you are running the Morning Conference. How will you ensure there is
enough time for all the children to express their ideas?
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) In order to ensure that all the children get time to express their idea, I will prepare a schedule where a
maximum time limit for each student to discuss their point of view will be written.
a)

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b) I will use mind maps to develop child’s mind by teaching them how to brain storm alog with
coming up with new ideas.
b)
c) I will praise each of the children after listening their point of view and will note them down
in front of them
c)
d) I will present a scenario in front of them an request them to suggest their point of view on
the basis of the scenario.
d)
Question 2.
At this Morning’s Conference, Jackson has an idea to build a rocket which appeals to most of the
children in the group. As you discuss Jackson’s idea, a lot of other suggestions are added –
some of them unsuitable for the care situation.
a) Describe how you will explain to the children that their suggestions are not
suitable.
b) Write a description of how you will explore alternative options with those
children.
c) Write 2-3 paragraphs to describe how you will assist the children in making the
ideas a reality.
a) I will be honest while stating the children that the idea given by them is not up to the
mark. However I will not demonstrate rudeness while communicating with them

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b) I will prov ide them with alterat ive option and suggestion s so that they can think from a different perspective.
b) I will collect materials for the children in order to create settings that are desi
them. I will create the classroom setting in order to encourage the children to visit the
school regularly. While creating resources, I will encourage the children to crea
resources through group discussion
Question 3 .
During the discussions you had with the children, they showed an interest in finding out
where all their friends’ families come from. You decide it is a great opportunity to build
multicultural cooking experiences into the program for all the children. Some of the
younger children are a little hesitant about trying new things.
a) Describe at least 2 strategies you could use to encourage the children to
participate in the multicultural cooking experiences.
While collecting the resources, I will encourage the children to bring photos of their
family. Not only this, I will also encourage them to perform world map of their families.

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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 you
care.
You had a talk with his mother, Emilia, to learn more about Jake.
You found out that Emilia had just separated with her husban
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 Jak
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 k
and has no problems meeting new people. However, during his first week at the centre,
observed that Jake has violent tendencies when having disagreements with the other kids
centre.
He was caught hitting another kid and using bad language while fighting over some Lego block
You have had a talk to Jake about his behavior and how it is not right to use violence
words, however, he started to panic in fear of being punished for his bad behaviour. His heartbe
started to race and he started to breathe heavily and sweat profusely. He stopped respo
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 superviso
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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Me: Good morning, Sir
Supervisor: Good Morning. Mr. X. I have already heard that you want to share your concern about
Jake.
Me: Yes sir. In spite of several troubles in his family, he appears to be highly playful and happy
child. However, I noticed violent activity of the child along with usage of abusive words.
Superior: What action did you take?
Me: I had a one to one session with the child. I tried to made her understood what exactly is wrong
with using abusive words and action like this. However, I noticed that he started to panic in fear of
being punished for his bad behavior. 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.
Me: Well Mr. X. this is a major concern indeed. I think the child is suffering from anxiety disorder.
It is highly crucial for you to incorporate the child in playing session keeping him busy with
activities that he likes.
Me: I am planning to incorporate a behavioral training session with him so that hiss rude attitude
can be rectified.
Superior: Well that’s a good idea indeed.
Me: Thank you sir for your coopration.
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 becaus
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 refus
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,
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:
1.3 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.
1. Abusive activities
2. Aggression
3. Anxiety
4. Depression
b. How frequent to you observe this behaviour?
The frequency of aggression and abusive behaviour is highly frequent when it
comes to Jake. I observed this behaviour almost every day in a week.
c. How much does this behaviour affect the child’s relationships? Describe the
intensity of the behaviour.
As a result of this behaviour the child is not able to develop effective relationship
with his peers. This my even and to social isolation and eventually depression
1.4 Behaviours that require support:
a. Based on your observations, identify Jake’s behavior/s that may require additional
support.

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• Abusive activities
• Aggression
• Anxiety
• Depression

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b. Research about the behavior identified and provide two possible methods to provide su
1. In order to deal with aggression and abusive behavior and
aggression, I will respond quickly and let the child know that
his behavior is not acceptable. I will also talk with the child
about his feeling. I will also praise wheneverJake will
demonstrate calm behavior.
2. I will act really politely with him so that he can understand
the necessity of polite behavior. I will encourage him to
communicate with his peers in a polite way and praise him in
case he stated communicating with his peers frequently.
1.5 Create a report offering your findings from your observation as additional support to your
Use the template provided below to write your report:
Title: Aggrieve and abusive behaviour of children
Summary: The purpose of this report is to analyze the be issues of Jake and
prepare a report based on the same in order to provide additional
support of the supervisors.
Method: Anecdotal records, Running records
Findings: Jake demonstrates abusive behaviour in order to deal with his
anxiety. His past home environment may also have impact on his
anxiety and depression.
Conclusion: I have tried to incorporate different types of activities in
order to encourage him.
Implication: I have conducted on to one session with him.
Recommendation: In the following days, I will like to encourage him
more to effectively communicate with his peers

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Introduction:
Jake is a playful child who has evidenced abusive behaviour in his
early childhood stage. Currently he is demonstrating the same to his
peers. As an educator, I am trying to eradicate the behavioural issues
faced by Jake so that he can experience an effective childhood and
develop good relationship with his peers.
Body: In order to observe Jake, the first observational tool used by me was
anecdotal observational tool. The mentioned tool helped me to observe
each and every activities of Jake and understand the causes behind the
same. For instance, I understood that Jake does not want to lose a fight
and hence he use his physical strength to win the same. This
understanding of the physiological behaviour of Jake helped me to plan
strategies. I understood that he need to listened and hence I conducted a
one too one session with him. This session helped Jake to develop trust
in me. The next strategy I undertook was to appreciate his calm
behaviour in order to encourage him.
Conclusion: The above mentioned strategies have helped me a lot to deal with the
issue faced by Jake. It is highly crucial for educators to incorporate
strategies so that aggressive behaviour from children can be eradicated.
Recommendations: In future, I am planning to incorporate the following strategies to deal
with the issue:
i. Jake will be encouraged to play with his peers
ii. Jake will be taught effective communicative skills
iii. Jake’s mother will be made aware of the situation.

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Guidance:
Title: Indicate topic/main findings
Summary: 1. The message of your report
2. Outline of your:
o methods,
o findings,
o conclusions,
o implications,
o recommendations.
Introduction: 1. Aim, scope and limitations
2. Background or context
3. May include an overall answer
4. Outline of report structure
Body: 1. Provides justification for recommendation(s)
2. Presents methods and findings
3. Is based on evidence
4. Keeps the discussion concise
Conclusion: 1. Restates position/key message
2. Presents and evaluates possible solutions
Recommendations: Suggests appropriate policy/actions

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PROJECT – OBSERVING, GATHERING AND ANALYSING
INFORMATION
Assessment Requirements:
To complete this project, you will need access to:
- A Regulated childcare centre
- Three children of varying ages attending the childcare centre
- The children’s families for discussion
- Samples of children’s work
- Important: You are required to complete this project in a childcare setting as an
educator through vocational placement or direct employment.
Project Overview:
This project requires you to observe, document and analyse information regarding three children
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
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 provi
below to discuss your analyses:

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Child 1
Name of Child: John Biggs Age: 5
Did you identify any behavior that will require special support for the child?
• Yes | No
If yes, please explain:
John demonstrates aggressive behavior while playing with his peers. Lisa his peer was playing with
a toy. John wanted to play with the same toy and tried to snatch it from Lisa. When Lisa refused to
gave the same, John pushed her and snatched her toy by force.
Describe the frequency, intensity and duration of the behaviour of the child that requires support:
The intensity of the behavior demonstrated by John was high. He frequently demonstrates abusive
behavior to his peers.
Describe an aspect of the child’s development as reflected by your observation:
John demonstrates normal cognitive as well as motor skills throughout the exercise. He
demonstrated good understanding of the instructions given to him
Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own
observation:
John is a smart kid and he can easily communicate as well as explain his ideas in a highly clear an
elaborate manner.

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Child 2
Name of Child: Lisa Thompson Age: 6
Did you identify any behaviour that will require special support for the child?
• Yes | No
If yes, please explain:
Lisa demonstrates the behavior of social isolation. She rarely communicates with her peers. She
prefer to play alone compared to playing in a group
Describe the frequency, intensity and duration of the behavior of the child that requires support:
Lack of associated of the Lisa with his peer is noticed by me from the beginning of her admission to
the school. Whenever, he has been asked to perform a activity with her peer, she is seen to move
away from the place and start playing with other equipments
Describe an aspect of the child’s development as reflected by your observation:
Lisa lacks communication skills. However she possesses good cognitive as well as motor skills.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own
observation:
Lisa is able to understand and perform tasks on figures and letters. However, she needs to work o
her communicative skills

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Child 3
Name of Child: David Mars Age: 5
Did you identify any behavior that will require special support for the child?
• Yes | No
If yes, please explain:
David is a 5 years old child who is suffering from anxiety disorder. Whenever, he is being scolded
by the instructor, he sweats a lot and demonstrates anxiousness.
Describe the frequency, intensity and duration of the behavior of the child that requires support:
Through the service, David demonstrated anxiousness. Each and every time he has been asked for a
one to one session, he had got highly tensed.
Describe an aspect of the child’s development as reflected by your observation:
David 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:
David is an obedient kid, he communicates as well as explain his ideas is very clear and elaborate.

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Bibliography
Cumming, T., Sumsion, J. and Wong, S., 2015. Rethinking early childhood workforce sustainability
in the context of Australia's early childhood education and care reforms. International Journal of
Child Care and Education Policy, 9(1), pp.2.
Hayes, A., Chevalier, A., D'Souza, M., Baur, L., Wen, L.M. and Simpson, J., 2016. Early childhood
obesity: Association with healthcare expenditure in Australia. Obesity, 24(8), pp.1752-1758.

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Sample
Name of C hild: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 furth
evaluation from an expert.
Describe the fre quency, intensity and duration of the beh aviour of the child that re quires support:
Throughout the day within the next 3 days, I asked Benjamin to keep drawing things that interes
him. In all occasions, he drew pictures that showed his interest for violence and killing animals.
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
understand the instructions and he was able to perform the tasks without any difficulty.
Describe an aspect of the child’s know ledge, ideas, abilities and intere sts as ref lected by you r 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
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 he
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 intere
It should build new experiences and expectations based on the children’s background. The progr
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 provi
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 candi
must successfully complete all the requirements listed above according to the prescribed
benchmarks.

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