Play and Development
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Added on 2023-04-08
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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.
Play and Development
Added on 2023-04-08
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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
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
Assessment Workbook 4 V3.1 Produced 18 July 2016
Page 2 © Compliant Learning Resources
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
Page 2 © Compliant Learning Resources
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
Assessment Workbook 4 V3.1 Produced 18 July 2016
© Compliant Learning Resources Page 3
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
Word, you will need to hold down the Control key while 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......................................... 29
PART C – USE INFORMATION ABOUT CHILDREN ............................... 32
PART D – RESPECTFUL AND POSITIVE WITH CHILDREN ...................... 37
PART E – SUPPORT BEHAVIOUR ..................................................... 42
CASE STUDY A – HOLISTIC DEVELOPMENT .......................................... 49
CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH
CHILDREN ....................................................................................... 51
CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR .................... 54
PROJECT – OBSERVING, GATHERING AND ANALYSING INFORMATION ...... 61
WORKBOOK CHECKLIST .................................................................... 69
FEEDBACK ...................................................................................... 70
© Compliant Learning Resources Page 3
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
Word, you will need to hold down the Control key while 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......................................... 29
PART C – USE INFORMATION ABOUT CHILDREN ............................... 32
PART D – RESPECTFUL AND POSITIVE WITH CHILDREN ...................... 37
PART E – SUPPORT BEHAVIOUR ..................................................... 42
CASE STUDY A – HOLISTIC DEVELOPMENT .......................................... 49
CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH
CHILDREN ....................................................................................... 51
CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR .................... 54
PROJECT – OBSERVING, GATHERING AND ANALYSING INFORMATION ...... 61
WORKBOOK CHECKLIST .................................................................... 69
FEEDBACK ...................................................................................... 70
Assessment Workbook 4 V3.1 Produced 18 July 2016
Page 4 © Compliant Learning Resources
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.
Page 4 © Compliant Learning Resources
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.
Assessment Workbook 4 V3.1 Produced 18 July 2016
© Compliant Learning Resources Page 5
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)
© Compliant Learning Resources Page 5
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)
Assessment Workbook 4 V3.1 Produced 18 July 2016
Page 6 © Compliant Learning Resources
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
Page 6 © Compliant Learning Resources
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
Assessment Workbook 4 V3.1 Produced 18 July 2016
© Compliant Learning Resources Page 7
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
• 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.
© Compliant Learning Resources Page 7
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
• 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.
Assessment Workbook 4 V3.1 Produced 18 July 2016
Page 8 © Compliant Learning Resources
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
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
Page 8 © Compliant Learning Resources
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
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
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