Play and Development Assessment Workbook for CHC50113 Diploma in Early Childhood Education & Care

This assessment workbook covers four units of competency including CHCECE010, CHCECE013, CHCECE006, and CHCECE007. It describes the skills and knowledge required to support the holistic development of children in early childhood, gather information about children through observation, support behavior of children and young people, and develop positive and respectful relationships with children.

CHC50113
Diploma in Early Childhood
Education & Care
Subject 4
Play and Development
Assessment Workbook
V3.3 Produced 29/08/2429/08/24
Copyright © 2014 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

Version Control and Document History
Date Summary of modifications made Versio
n
29/08/24 Version 1 final produced following
assessment validation.
V1.0
29/08/24 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
29/08/24 Significant Changes made to document
following validation
V3.0
18 July 2016 Updated unit mapping and formatting V3.1
24 August
2017
Added url to hyperlink V3.2
13 April 2018 Updated for NQS V3.3
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TABLE OF CONTENTS
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TABLE OF CONTENTS...........................................................................3
INSTRUCTIONS....................................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT...........................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING
......................................................................................................... 6
The principles of assessment ..................................................................6
THE DIMENSIONS OF COMPETENCY .......................................................8
THE UNIT OF COMPETENCY ..................................................................9
CHCECE010 Support the holistic development of children in early
childhood.................................................................................................9
CHCECE013 Use information about children to inform practice ........11
CHCECE006 Support behaviour of children and young people............12
CHCECE007 Develop positive and respectful relationships with
children..................................................................................................13
ASSESSMENT REQUIREMENTS.............................................................16
REASONABLE ADJUSTMENT.................................................................16
ASSESSMENT METHODS ....................................................................18
PRESENTATION.................................................................................19
ASSESSMENT WORKBOOK COVERSHEET...............................................20
KNOWLEDGE ASSESSMENT.................................................................22
Part A – Holistic Development...............................................................22
Part B – Support Play and Learning......................................................35
Part C – Use Information about CHildren ............................................37
Part D – Respectful and Positive with children.....................................40
Part E – Support Behaviour ..................................................................44
CASE STUDY A – HOLISTIC DEVELOPMENT...........................................54
CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS
WITH CHILDREN................................................................................57
CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR....................61
PROJECT – OBSERVING, GATHERING AND ANALYSING INFORMATION.......67
WORKBOOK CHECKLIST.....................................................................76
FEEDBACK........................................................................................ 77
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INSTRUCTIONS
Some questions cover underpinning knowledge content and concepts.
These questions are all in a short answer format. The longer questions
requiring the application of concepts are covered in the other
assessments. You must answer all questions using your own words.
However, you may reference your learner guide, and other online or hard
copy resources to complete this assessment.
If you are currently working as part of an Early Childhood
Education/Child Care team, you may answer these questions based on
your own workplace. Otherwise consider what you should do if you were
working as part of an Early Childhood Education/Child Care team.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency-based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is, it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person to
perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes
are tied to the relevant industry competency standards where
these exist. Where such competencies do not exist, the
outcomes are based upon those identified in a training needs
analysis.
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THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge and
skills with their practical application.
o Assessment, where possible, must include judgements based
on evidence drawn from a number of occasions and across a
number of contexts.
Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed
to ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards
for assessors to ensure reliability.
Assessment must be flexible
o Assessment, where possible, must cover both the on and off-
the-job components of training within a course.
o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been
acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
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o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
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When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
Valid
o Evidence gathered should meet the requirements of the unit
of competency. This evidence should match or at least reflect
the type of performance that is to be assessed, whether it
covers knowledge, skills or attitudes.
Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects
of the unit of competency.
Authentic
o When evidence is gathered the assessor must be satisfied
that evidence is the learner’s own work.
Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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THE UNIT OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
 specifying the required level of performance
2. the evidence guide
 Describing the underpinning knowledge and skills that must be
demonstrated to determine competence. It provides essential advice for
assessment of the unit of competency in the form of the assessment
criteria.
The assessments in this workbook cover four units of competency below:
CHCECE010 Support the holistic development of children in early
childhood
 Support physical development
 Support social development
 Support emotional development
 Support cognitive development
 Support communication development
 Create an environment for holistic learning and development
Application
This unit describes the skills and knowledge to support and recognise the
interrelationship between the physical, social, emotional, cognitive and
communication development of children from birth to 6 years of age.
This unit applies to educators working in a range of early childhood education
and care services.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated
evidence that the candidate has completed the following tasks at least once:
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 supported the development of children in at least three different
situations/activities (including different age groups and abilities),
including:
 interacting with children to holistically support development and learning
appropriate to the child’s abilities and age
 providing a variety of experiences and environments to support the
different areas of children’s development (including a combination of
physical, creative, social, emotional, language and cognitive)
 performed the activities outlined in the performance criteria of this unit
during a period of at least 120 hours of work in at least one regulated
education and care service.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this
unit, manage the task and manage contingencies in the context of the work role.
These include knowledge of:
 code of ethics
 United Nations Convention on the Rights of the Child
 how to access:
 the National Quality Framework
 the National Quality Standards (2018)
 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
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 Gather information about the child through observation
 Gather information about the child from secondary sources
 Record observations appropriately
 Use observations and information collected to contribute to program
planning
This unit describes the skills and knowledge required to gather information
about children through observation and other sources as a basis to inform
program-planning cycles and to share with children and their families.
This unit applies to educators working in a range of education and care
services.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated
evidence that the candidate has completed the following tasks:
 observed, documented and analysed information regarding at least three
children of varying ages, including:
o gathering and recording information using:
 observations
 questioning
 discussion with families
 anecdotal information
 learning stories
 jottings
 digital images
 samples of children’s work
o analysing observations of the children’s behaviour,
including:
 aspects of child’s development
 knowledge, ideas, abilities and interests
 social interactions
 reactions to play environment
o writing reports that record observations accurately and
respectfully to the level of detail expected in the service
o using information to contribute to program/planning.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this
unit, manage the task and manage contingencies in the context of the work
role. These include knowledge of:
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 how to access:
o the National Quality Framework
o the National Quality Standards (2018)
o the relevant approved learning framework
 how to navigate through standards and framework documents to find
areas relevant to this unit of competency
 United Nations Convention on the Rights of the Child
 code of ethics
 reflective practice
 child development, in order to analyse information and plan accordingly
 observation techniques
 report-writing standards and protocols relevant to the context of
observation reports
 organisational standards, policies and procedures.
Further information including the unit description, performance criteria and
assessment standards are available.
CHCECE006 Support behaviour of children and young people
 Contribute to a safe and supportive environment
 Use positive support techniques
 Observe and collect data to assist with development of appropriate
strategies for support
 Implement strategies to support children or young people who require
additional support
 Monitor and review strategies
Application
This unit describes the skills and knowledge to apply strategies to guide
responsible behaviour of children and young people in a safe and supportive
environment.
The unit applies to workers in a range of community service contexts.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated
evidence that the candidate has completed the following tasks:
 communicated issues to a supervisor and negotiated solutions in a
clear and appropriate manner at least twice
 guided behaviour using positive support techniques with at least two
children and/or young people
 discussed behaviours of children and/or young people to plan and
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problem-solve in collaboration with others
 recorded observations and identified behaviours requiring support of
children and/or young people using a range of methods
 used judgement to determine when to involve other staff for
supported intervention.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this
unit, manage the task and manage contingencies in the context of the work
role. These include knowledge of:
 definitions of and differences between disruptive behaviour and
behaviours of concern
 how learning difficulties or mental health issues may affect behaviour
 impacts of environment and culture on behaviour of children and/or
young people
 communicative function of behaviour and positive support strategies
to redirect behaviour and defuse situations
 organisational standards, policies and procedures.
CHCECE007 Develop positive and respectful relationships with
children
 Communicate positively with children
 Interact positively with children
 Support and respect children
 Maintain the dignity and rights of children
Application
This unit describes the skills and knowledge required by educators working
with children to ensure they can develop and maintain effective relationships
and promote positive behaviour.
This unit applies to educators who work with children in a range of education
and care service settings.
Foundation Skills
The foundation skills described those required skills (language, literacy and
numeracy) that are essential to performance.
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 Oral communication – in order to engage in sustained conversations with
children.
The remaining foundation skills essential to performance are explicit in the
performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated
evidence that the candidate has completed the following tasks at least once:
 communicated positively and respectfully and interacted effectively
with at least three children, including:
o active listening
o consideration of a child’s age, activities, interests, culture and
needs
o interpreting non-verbal cues of children
o responding to distress in ways that meets the child’s need
o communication of care and respect through all interactions
 assessed and responded appropriately to behaviours of concern
 encouraged children to respect similarities and differences between
each other
 involved and encouraged children in decision-making and planning
 performed the activities outlined in the performance criteria of this
unit during a period of at least 120 hours of work in at least one
regulated education and care service
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this
unit, manage the task and manage contingencies in the context of the work
role. These include knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards (2018)
o the relevant approved learning framework
 how to navigate through framework and standards documents to find
areas relevant to this unit of competency
 effective communication techniques including verbal and non-verbal
ways to show respect
 techniques to guide children’s behaviour
 United Nations Convention on the Rights of the Child
 organisational standards, policies and procedures.
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ASSESSMENT REQUIREMENTS
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment
practice with other community services units of competency is
encouraged
Resources required for assessment include access to:
An appropriate workplace and/or simulation of realistic workplace
setting where assessment can take place
Relevant organisation policy, protocols and procedures
Critical aspects for assessment and evidence required to demonstrate
this unit of competency:
The individual being assessed must provide evidence of specified
essential knowledge as well as skills
This unit will be most appropriately assessed in the workplace or in a
simulated workplace and under the normal range of workplace
conditions
It is recommended that assessment or information for assessment will be
conducted or gathered over a period of time and cover the normal range
of workplace situations and settings.
REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland
VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the
learning environment or making changes to the training delivered to
assist a learner with a disability. A reasonable adjustment can be as
simple as changing classrooms to be closer to amenities or installing a
particular type of software on a computer for a person with vision
impairment.
Why make a reasonable adjustment?
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We make reasonable adjustments in VET to make sure that learners with
a disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as
those without a disability.
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ASSESSMENT METHODS
Assessment for this unit will be assessed through completion of
Assessment Workbook Four (4) and Assessment Workbook Eleven
(11) Skills Journal.
Workbook Four will focus on two assessment methods:
1. Written Questions – based on the required knowledge component
as described in the Instructions for Assessment
2. Case Studies – utilising the Sparkling Stars Virtual Education and
Care Service and activities set out in this workbook.
3. Project – A set of tasks designed to address underpinning skills
and/or knowledge requirements
Further Assessments:
4. Workbook Eleven (11) Skills Journal
participant must attend Vocational Placement and maintain a log of
tasks completed and signed off by supervisor in the workplace.
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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.
When 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
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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.
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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)
b)
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 (2018)
and the relevant approved learning framework to support
your answer.
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a)
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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 (2018)
and the relevant approved learning framework
b)
c) Explain in 4-5 sentences, the importance of using
routines as opportunities to foster children’s independence.
Guidance: Make sure you refer to the National Quality
Framework in your answer
c)
d) In 4-5 sentences, explain the importance of
encouraging children to explore the environment and
biological resources, in order to positively influence
learning and development.
Guidance: Make sure you refer to the National Quality
Framework in your answer.
d)
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3. As an Early Childhood educator, it is essential that you provide play
and learning experiences that support the growth of children across
all developmental domains. Complete the tables as instructed for
each developmental domain:
a) Physical development - Name at least one (1) piece
of equipment, game or toy you could use to support
children’s fine motor, gross motor and fundamental
movement skills.
a)
Equipment Games Toys
Fine motor
development
Gross motor
development
Fundamental
movement skills
b) This
questio
n has
been
intenti
onally
left
blank.
Please
procee
d to
the
next
questio
n.
c) Emotional/Psychological
development - List three (3)
decision-making opportunities in
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the table below, that you can
provide to children to help
support their emotional and
psychological development.
c)
Decision-making opportunities
1
2
3
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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
2
3
Expressive language
experiences
1
2
e) Creative development – Fill out the table below, by
indicating at least one (1) experience you could provide for
children to use each of their senses and to express
themselves in order to support their creative development.
e)
Experience
Visual
Hearing
Taste
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Touch
Smell
Self-expression
f) Cognitive development - Write at least one (1)
problem-solving experience you can provide to support the
cognitive development of children in each of the following
age groups: 0-2 years, 3-5 years and 6-12 years.
f)
Experience
Problem-solving
(0-2yrs)
Problem-solving
(3-5yrs)
Problem-solving
(6-12yrs)
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4. Consider a cultural activity that encourages the use of home
languages and family contributions that can be done within the
centre. Write a paragraph of 5-7 sentences, discussing the following
points:
Ensure you cover the following points for your chosen
activity:
 Briefly describe or name your chosen activity.
 How does your activity value and encourage the use
and acquisition of home languages?
 Which age group you have planned the activity for?
 What focus should the introduction and
implementation of the activity have?
 What could you do to involve the children in group
discussions?
 What could you do to encourage contribution from the
children’s family?
 How does encouraging family’s diverse contribution
to learning activities benefit children?
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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
Cognitive
Development
Emotional
/Psychological
Development
Social Development
Language
Development
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6. In your own words, explain why creativity is important to child
development.
7. The incorporation of activities that stimulate a child’s creativity is
an essential part of a centre’s program.
a) Which part of the national standards (2018) supports this?
Guidance: Quote the quality area and element.
b) What learning outcome of the relevant learning frameworks
supports this?
Guidance: Quote the framework and learning outcome.
a)
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)
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)
b)
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c)
10. In 4-5 sentences, explain the importance of the early years and
early development, in relation to a child’s subsequent educational
success.
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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 Play
Limited Stimulation of braindevelopment
Lack of Materials and
resources
Inconsistent or non-existentemotional support orcomfort
Trauma
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12. The table below indicates, two other life experiences, aside from
the factors listed in the above table that may interrupt appropriate
childhood activities.
a) List their potential long-term harmful impacts.
Potential Long-term harmful impacts
Serious illness orcondition/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.
2. This question has been intentionally left blank. Please
proceed to the next question.
3. This question has been intentionally left blank. Please
proceed to the next question.
4. This question has been intentionally left blank. Please
proceed to the next question.
5. This question has been intentionally left blank. Please
proceed to the next question.
6. This question has been intentionally left blank. Please
proceed to the next question.
7. This question has been intentionally left blank. Please
proceed to the next question.
8. This question has been intentionally left blank. Please
proceed to the next question.
9. How would you use reflective practice in ‘providing experiences to
support children’s play and learning’?
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10. How does the United Nations Convention of the Rights of
the Child relate to ‘Providing experiences to support children’s
play and learning’?
11. Fill out the table below: Identify common organisational
standards, policies and procedures that are relevant to a
childcare centre. (List 2 of each)
Organisational
Standards/Guidelin
es:
Policies:
Procedures:
12. This question has been intentionally left blank. Please
proceed to the next question.
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Part C – Use Information about CHildren
1. Fill out the table below in
relation to the United
Nations Convention of the
Rights of the Child and Code
of Ethics and explain the
purpose of each.
Guidance: Access the United
Nations Convention Website
and the Early Childhood
Australia Code of Ethics
website.
Purpose
United Nations Convention of the
Rights of the Child
Early Childhood Australia Code of
ethics
2. Which section of the Educators Guide to the EYLF refers to using
theories of child development, in order to analyse information and
plan accordingly? Note the page numbers of this section.
3. Which section of the Educators Guide to the MTOP refers to using
theories of child development, in order to analyse information and
plan accordingly? Note the page numbers of this section.
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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?
5. In the table below, provide a description of the following
observation techniques and outline what they are best used to
observe.
Observation Technique Description Best Use
Anecdotal
Learning Stories
Developmental
Checklist
Event Sample
Running Record
Time
Sample/Sociogram
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6. What report-writing standards and protocols should you follow
when writing observation reports?
7. There are certain organisational standards, policies and
procedures that are relevant to the gathering of information
about a child to inform practice.
a) Name the relevant standard, frameworks, convention
and code that applies. (There are five in total).
a)
b) Name the relevant policies.
b)
c) Name the relevant procedures.
c)
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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
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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
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3. Describe 3 different ways you can respond in a sensitive, respectful
and collaborative way when communicating with children about
their interests, stories and ideas.
Guidance: Include verbal and non- verbal methods of
communication.
4. Describe 3 different techniques to guide children’s behaviour and
how you would apply each in the centre.
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5. All centres are required to have a policy that outlines strategies that
will be used to guide children’s behaviour as stated in the Education
and Care Services National Regulations 2011.
a. What organisational policies, procedure and guidelines would
be in place to assist you in developing limits and consequences
for inappropriate behaviours?
b. Which section of the above regulations are you required to
follow and what does it state?
c. How does this meet the requirements of upholding a child’s
rights under the United Nations Convention on the Rights of
the Child?
a)
b)
c)
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Part E – Support Behaviour
1. Describe at least five (5) characteristics of a safe and supportive
environment.
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2. Fill out the table below:
 Identify one contributing environmental factor that may
affect development and behavior for each of the examples.
 Provide a practice you could use to minimize the factors
affects for each of the examples.
Environmental
Factor Practice
Children with a
physical disability
Children with a
learning difficulty
Children with a
mental health issue
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3. List at least four (4) potential impacts on the behaviour of each of
these above groups, by not implementing safe, supportive and
equitable practices?
4. A child in the group has a new baby at home and must keep quiet
and play outside at home. List three ways in which this could this
affect the child’s behavior at the centre?
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5. Discuss four (4) impacts the environment and culture has on the
behavior of children.
6. Describe in your own words:
a. positive reinforcement
b. Why you would use positive reinforcement
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a)
b)
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7. Describe three (3) positive support strategies involving
communication that you could use to redirect behaviors of
concern.
8. Discuss how you would diffuse the following hypothetical
situation:
‘Two children are yelling at each other, one of the
children is holding a book about to throw it at the
other.’
9. Describe in your own words how culture and the environment can
impact on the behaviour of children.
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10. What is disruptive behaviour?
11. What is meant by ‘behaviours of concern’?
12. What are the main differences between disruptive
behaviours and ‘behaviours of concern’?
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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.
b) Boys are so destructive. Stop throwing the books, Isaac!
c) Don’t snatch the toys, Sam.
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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:
Activity 2 - Numbers:
Activity 3- Time:
Activity 4- Money:
Activity 5 – Musical Notation:
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CASE STUDY A – HOLISTIC DEVELOPMENT
Download the linked scenario and answer the questions below.
Scenario – Kurt Sampson
Kurt is 6 years old. He has recently enrolled at the School
Age Care service where you work as an assistant educator. Kurt
is one of several children his age at the service and he attends
each day both before and after he goes to school. The lead
educator you work with lets you know that Kurt’s parents have
recently separated and while there are no parenting orders in
place, his mother did say that things had been ‘messy’ leading up
to the separation. Kurt’s mother is the parent you will have the
most contact with as his father works away.
Kurt presents as a very quiet and withdrawn child – not
unusual for a new enrolment. You and your colleagues ‘buddy’
him up with one of the other children his age and work hard to
help him feel comfortable at the service. You are careful to find
out what his likes and interests are to help him engage with the
resources and other children. After one month, Kurt still has not
formed any friendships amongst his peers and generally only
engages with the educators if they speak to him first. His mother
says that he is becoming a little withdrawn at home as well. You
begin to suspect that there may be an issue with Kurt’s current
emotional / psychological state.
1. Write a paragraph to describe your concerns about Kurt and what
steps, as an assistant educator you would need to take to respond
to those concerns.
Guidance: Make sure you include details of how you will record and
report your suspicions and how you would share information with
colleagues regarding Kurt’s development and wellbeing.
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As a result of your actions, you and your colleagues work with Kurt’s
mother to develop strategies that will help him express his feelings and
to encourage him to socialise with the other children at the service.
2. List at least 3 strategies that could be used to encourage Kurt to
express his feelings.
3. List at least 3 strategies that could be used to support Kurt to
socialise with the other children in the group.
4. List the National Quality Standard (2018) and elements that link
to this practice.
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5. State the code and the convention that applies in this situation.
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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)
b)
c)
d)
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Question 2.
At this Morning’s Conference, Jackson has an idea to build a rocket
which appeals to most of the children in the group. As you discuss
Jackson’s idea, a lot of other suggestions are added – some of them
unsuitable for the care situation.
a) Describe how you will explain to the children that their
suggestions are not suitable.
b) Write a description of how you will explore alternative options
with those children.
c) Write 2-3 paragraphs to describe how you will assist the
children in making their ideas a reality.
a)
b)
c)
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Question 3.
During the discussions you had with the children, they showed an
interest in finding out where all their friends’ families come from. You
decide it is a great opportunity to build multicultural cooking
experiences into the program for all the children. Some of the younger
children are a little hesitant about trying new things.
a) Describe at least 2 strategies you could use to encourage the
children to participate in the multicultural cooking
experiences.
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CASE STUDY C – UNDERSTANDING CHILDREN
BEHAVIOUR
Meet Jake. Jake is now 5 years old. He just
started going to Sparkling Stars Childcare
Centre and has been assigned to your care.
You had a talk with his mother, Emilia, to learn
more about Jake. You found out that Emilia had
just separated with her husband after several
years in an abusive relationship. She had serious
concerns for Jake’s safety and how it was
impacting him, and decided it was best for them to move out.
Now Emilia is taking care of Jake on her own as she works full-time as an
admin assistant for an accounting firm. She often has to work until late and
has arranged for the school bus to send Jake to the childcare centre after
his school until she can pick him up on her way home from work.
Scenario 1:
Despite what he has gone through, Jake is a happy and playful kid. He likes
being around other kids and has no problems meeting new people.
However, during his first week at the centre, it was observed that Jake has
violent tendencies when having disagreements with the other kids in the
centre.
He was caught hitting another kid and using bad language while fighting
over some Lego blocks. You have had a talk to Jake about his behavior and
how it is not right to use violence and bad words, however, he started to
panic in fear of being punished for his bad behaviour. His heartbeat
started to race and he started to breathe heavily and sweat profusely. He
stopped responding to your questions until he calmed down a few minutes
after the incident.
1.1 This behaviour raised your concern and made you decide to discuss it
with your supervisor.
Emila (Admin assistant): I want to discuss about Jake regarding his
behaviour.
Supervisor: Yes, tell me, what is the problem?
Emila: I have observed that Jake is playful kid and like being around kid.
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But he becomes aggressive when other kids disagreed to him.
Supervisor: It is a tendency that some kids have and it happens because
of their family background and environment in which they have grown.
Emila: I talked to him about his bad behavior and politely told him that his
behavior is not good as it can put him in danger.
Supervisor: What did he do after that?
Emila: He started to panic in fear of being punished, he started to breath
heavily and sweat profusely.
Supervisor: After that what did you do and how did you make him feel
calm?
Emila: I tried to make him feel calm and said that do not feel hesitate.
Treat me as your friend and I will not share this thing with anyone and you
will not be pubished.
1.2 Simulate a dialogue with your supervisor by creating a video
recording of yourself discussing your concerns about Jake. You may
do it as a monologue or you may invite a friend to play the part of
your supervisor. Keep your recording less than 5 minutes long.
Guidance:
To ensure successful completion of the relevant requirements for this task,
include the following information in your discussion: Identify areas of concern Recognise any possible developmental challenges or mental health
issues of Jake that may have potential impacts on his behaviour Identify possible contributing environmental factors
 Share your recommendation in determining when to involve other
staff for supported intervention
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Scenario 2:
After the incident on Jake’s first day in the centre,
you decided to conduct further research on Jake’s
case to be able to understand and assist him
better. For the rest of the week, you recorded
your observations on Jake’s behaviour:
On the second day, Jake fought with other kids in
the centre twice during the day. Both fights
started over a disagreement while playing games.
Jake does not like losing and often resorts to name calling and hitting when he
cannot have his way. When you talked to him about his behaviour, he
displayed severe signs of anxiety and frustration and ended up isolating
himself for the rest of the day.
On the third day, Jake had a fight with another kid in the centre over losing a
group race because one of his teammates did not follow the race instructions
correctly. He blamed his teammate for losing the game and used bad language
to express his frustration.
On the fourth day, Jake pushed Lisa, a 5-year-old girl who also goes to the
centre, after she refused to share her snacks with him. When Lisa started
crying and telling Jake she would tell her mum what he did, Jake started to
panic and started crying himself.
On the fifth day, Jake had a fight again with some of the kids because they
didn’t want to include him in their games. Jake started throwing things at
them and when you tried to calm him down, he started having another severe
panic attack.
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1.3 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.
b. How frequent to you observe this behaviour?
c. How much does this behaviour affect the child’s relationships?
Describe the intensity of the behaviour.
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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b. Research about the behavior identified and provide two possible methods to
provide support to Jake:
1.
2.
1.5 Create a report offering your findings from your observation as additional support to
your supervisor:
Use the template provided below to write your report:
Title:
Summary:
Introduction:
Body:
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Conclusion:
Recommendati
ons:
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
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Conclusion: 1. Restates position/key message
2. Presents and evaluates possible solutions
Recommendations: Suggests appropriate policy/actions
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PROJECT – OBSERVING, GATHERING AND
ANALYSING INFORMATION
Assessment Requirements:
To complete this project, you will need access to:
- A Regulated childcare centre
- Three children of varying ages attending the childcare centre
- The children’s families for discussion
- Samples of children’s work
- Important: You are required to complete this project in a childcare
setting as an educator through vocational placement or direct
employment.
Project Overview:
This project requires you to observe, document and analyse information
regarding three children of varying age in the centre. This project is
divided into four parts:
1. Gathering and recording information
2. Analysing observations of the children’s behaviour
3. Writing reports
4. Contributing to program planning
Part 1: Gathering and recording information
Select three children of varying ages from the childcare centre and follow
the steps below:
Step 1: Gather and record their information using the forms provided in
the link below:
Childcare Templates
(Note: If the link is not working, copy and paste the url to your browser:
http://compliantlearningresources.com.au/network/sparkling-stars/?
p=2342)
(Download Childcare Information Sheet)
(Username: learner Password: studyhard)
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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
Step 2: Talk and interact with the children and record your observations.
For children 2 years old and above:
- Give the child drawing supplies (ensure drawing supplies are child-
friendly)
- Have the child draw a picture.
- Have the child describe and explain the drawing.
- During the entire exercise make sure to jot down your observations
regarding the child’s personality and behaviour
- Scan the child’s work and save it in his records
Use the form provided in the link below to record your observations:
Childcare Templates
(http://compliantlearningresources.com.au/network/sparkling-stars/?
p=2342)
(download Child Observation Form A)
(Username: learner Password: studyhard)
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
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(http://compliantlearningresources.com.au/network/sparkling-stars/?
p=2342)
(download Child Observation Form B)
(Username: learner Password: studyhard)
Part 2: Analysing observations of the children’s behavior
Based on your observations, provide an analysis of the children’s
behaviour. Use the space provided below to discuss your analyses:
Child 1
Name of Child: Age:
Did you identify any behaviour that
will require special support for the
child?
Yes | No
If yes, please explain:
Describe the frequency, intensityand duration of the behaviour ofthe child that requires support:
Describe an aspect of the child’s
development as reflected by your
observation:
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Describe an aspect of the child’sknowledge, ideas, abilities andinterests as reflected by your ownobservation:
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Child 2
Name of Child: Age:
Did you identify any behaviour
that will require special support
for the child?
Yes | No
If yes, please explain:
Describe the frequency, intensity
and duration of the behaviour of
the child that requires support:
Describe an aspect of the child’s
development as reflected by your
observation:
Describe an aspect of the child’sknowledge, ideas, abilities andinterests as reflected by your ownobservation:
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Child 3
Name of Child: Age:
Did you identify any behaviour that
will require special support for the
child?
Yes | No
If yes, please explain:
Describe the frequency, intensityand duration of the behaviour ofthe child that requires support:
Describe an aspect of the child’s
development as reflected by your
observation:
Describe an aspect of the child’sknowledge, ideas, abilities andinterests as reflected by your ownobservation:
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Sample
Name of Child: Benjamin Biggs Age: 5
Did you identify any behaviour that
will require special support for the
child?
Yes | No
If yes, please explain:
The violent nature of his drawing
is something I find very disturbing
and I believe requires further
evaluation from an expert.
Describe the frequency, intensityand duration of the behaviour ofthe child that requires support:Throughout the day within the next 3
days, I asked Benjamin to keep
drawing things that interests him. In
all occasions, he drew pictures that
showed his interest for violence and
killing animals. In all cases, the
pictures he drew are very bloody and
gruesome.
Describe an aspect of the child’s
development as reflected by your
observation:
Benjamin demonstrated normal
cognitive and motor skills
throughout the exercise. He was
able to understand the instructions
and he was able to perform the
tasks without any difficulty.
Describe an aspect of the child’sknowledge, ideas, abilities andinterests as reflected by your ownobservation:Benjamin is a smart kid. The way he
communicates and explains his ideas
is very clear and elaborate. He likes
drawing. When he draws he is
completely immersed and focused in
the task.
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Part 3: Writing Reports
Write a report summarizing your findings for the three children. You
may use any format as long as the following information are included in
your report:
- For each of the three children interviewed and observed, you
must provide:
o A summary of the interview/observation session conducted
with the child
o A summary of your observations
o A summary of your findings
o Your recommendations
Submit a soft copy of your report along with the completed forms from
Parts 1 and 2.
Part 4: Contributing to program planning
Based on your findings and recommendations, create a childcare
program for each of the child interviewed and observed.
Your childcare program should provide guidance on how the childcare
centre will nurture the children’s development. It should demonstrate
how the centre will offer experiences that will help the children learn
about themselves and the world around them. Your program should
include:
- Planned activities
- Materials, equipment and staff
- Interactions between the children and providers and among other
children in the centre
Your curriculum must reflect your observations of each of the child’s
needs, strengths and interests. It should build new experiences and
expectations based on the children’s background. The program should
allow educators to be intentional in the methods used to support the
children’s needs.
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If available, you may use the template provided by the centre, or you
may use the template provided in the link below:
Childcare Templates
(http://compliantlearningresources.com.au/network/sparkling-stars/?
p=2342)
(Download Childcare Program Planning Sheet)
(Username: learner Password: studyhard)
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WORKBOOK CHECKLIST
When you have completed this assessment workbook, review the
candidate’s assessment against the checklist below:
The candidate has completed all the assessments in the
workbook:
Knowledge Assessment
Part A
Part B
Part C
Part D
Part E
Case Study A
Case Study B
Case Study C
Project
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject,
the candidate must successfully complete all the requirements listed
above according to the prescribed benchmarks.
CHC50113 Subject 4 Assessment Workbook Version No. 3.3 Produced 13 April 2018
Page 78 © Inspire Education Pty Ltd

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CHC50113 Subject 4 Assessment Workbook Version No. 3.3 Produced 13 April 2018
© Inspire Education Pty Ltd Page 79