Relationships and Care: Assessment Instructions, National Quality Framework, Baby and Children's Development

This article contains Assessment Instructions for Relationships and Care, including the National Quality Framework and Baby and Children's Development. It covers topics such as providing care for children, developing positive relationships, and supporting positive behavior. The article also includes information on the Australian National Physical Activity Recommendations for Children and sun safety during outdoor play.

Contents
1.Assessment 1...........................................................................................................................3
Assessment Instructions...................................................................................................3
Part 1 National Quality Framework..................................................................................5
Part 2 Baby, toddler and children’s development .........................................................10
Evidence Guide ..............................................................................................................19

1. Assessment 1
Assessment Instructions
Table 1 Assessment instructions
Assessment details Instructions
Assessment overview This is a knowledge-based assessment and will be assessing you on your
knowledge of:
 providing care for children
 providing care for babies and toddlers to ensure their physical and
emotional well-being is maintained and self-sufficiency is nurtured
 developing positive and respectful relationships with children to
maintain effective relationships and
 supporting and promoting positive behaviour of children and young
people and guide their behaviour in a safe and supportive manner
The Assessment Event
number
1 of 3
Instructions for this
assessment
This assessment is in two parts and includes an Evidence Guide and final
Assessment Feedback (marking tools).
Each part contains a combination of questions including multiple-choice, short
answer, matching terms and document navigation.
 Part 1 National Quality Framework
 Part 2 Baby, toddler and children’s development
You must read the entire document before commencing your assessment so
you are aware of all requirements
Submission instructions On completion of this assessment, you are required to upload your response
and any marking tools as they appear in this assessment workbook as per the
instructions on your online platform or hand it to your assessor for marking.
If completing this assessment in a paper based format, you are required to sign
and complete all relevant sections on this document. Manual signature is only
required if assessment is not a digital submission.
It is important that you keep a copy of all electronic and hardcopy assessments
submitted to TAFE and complete the assessment declaration when submitting
the assessment.
What do I need to do to
achieve a satisfactory
result?
To achieve a satisfactory result for this assessment you must complete each
part of your assessment to a satisfactory standard.
You must ensure your assessment responses are written in your own words
(unless otherwise specified), include APA references where required and
adhere to the word count requirements where specified.
Your assessor may use strategic questioning to authenticate your assessment
responses and your knowledge within this submission.

Assessment details Instructions
What do I need to
provide?
Pens, computer access for online assessments, reference documents.
Assessor must
provide
Nil
Due date/time allowed Due Date:
The time allowed: Untimed but allow up to two hours
Venue: May be completed in the classroom, home or online environment.
Assessment feedback,
review or appeals
In accordance with the TAFE NSW policy Manage Assessment Appeals, all
students have the right to appeal an assessment decision in relation to how
the assessment was conducted and the outcome of the assessment. Appeals
must be lodged within 14 working days of the formal notification of the result
of the assessment.
If you would like to request a review of your results or if you have any concerns
about your results, contact your Teacher or Head Teacher. If they are
unavailable, contact the Student Administration Officer.
Contact your Head Teacher for the assessment appeals procedures at your
college/campus.

Part 1 National Quality Framework
QUESTION 1
Instructions:
1. Access the Guide
to the National
Quality Framework
and Navigate to
the National
Quality Standard
(NQS) Quality Area
that reflects
positive
relationship
building with a
child. Select the
response below
that matches the
information
provided in the
NQS. Select 1
correct answer.
Answer choices
A
Positive educator to child interactions that are meaningful,
build trust and allow the child to feel secure whilst also
promoting dignity and rights of the child.
x
B Listening to the child and responding politely. x
C Allowing children to explore their environment in a safe and
secure manner.
D Ensuring my teaching practices are gentle and nurturing. x
QUESTION 2 (Part 1)
Instructions:
What is the standard number and name
from the National Quality Standard that

relates directly to relationships of
educators and children?
Standard Number and Name
Standard number-5.1 0f the national
quality area 5
QUESTION 3 (Part 1)
Instructions:
What is the standard number and name
from the National Quality Standard that
relates directly to ensuring the rights of
children?
Standard Number and Name
Standard 5.1
QUESTION 4 (Part 1)
Instructions:
Access the Early Years Learning
Framework and respond to the
following;
Record below the outcome number and
name that refers to children having a
strong sense of identity, feeling safe,
secure and supported, developing
emerging autonomy, holding a confident
self-identity and interacting with others
with care, empathy and respect.
EYLF Outcome and Name
Outcomes 1: children have a strong sense
of identity pr
QUESTION 5 (Part 1)
Instructions:
Access the Early Years Learning
Framework and the information about

the Principles.
Record below the Principle number and
name that focuses on working closely
and respectfully with families of the
children in your education setting.
EYEF Principle Number and Name
Principle 2: partnership
QUESTION 6 (Part 1)
Instructions:
Access theEarly Years Learning
Framework
Principle 2: Partnerships is about having
reciprocal relationships with families.
Explain how you can support
breastfeeding mothers in the centre to
ensure that you are building positive
partnerships with families. (50 – 100
words)
It has been considered that breast
feeding is a idol food for new born
infants that can promote development
as well as help in nourishment as well
as prevent illness. Continuous feeding
is suggested through health care
professionals for first 6 month and in
order to promote and support in centre
and following intervention should be
implicated, such as, formulate strategies
and policies that encourage and
motivate continuous breastfeeding,
services which should be provided as
breastfeeding companionable,
handbooks and templates that can
provide better understanding of why it is
important for kids and also privacy for
mothers who are adapting breastfeed
their kids.

QUESTION 7 (Part 1)
Instructions:
Access the United Nations Convention
on the Rights of the Child (UNCROC)
document. Record below the exact
Article number and name that best
matches the relationship-building
strategy of honouring the right of the
child to voice their own opinion and
have adults take it seriously?
Children and young generation do not
have much power as compared to
adults. Hence they are not eligible to
vote and also they are not independent
and have individual financial status as
well. But as per the Article 12, which
demonstrate that they have human
right. They have right conclude their
point of view or opinions and these
opinions should be listened and should
also responded accordingly as adult.
Additionally, Article 5 of the UNCRC
represent that direction as well as
guidance which are provided through
their folks, kids generally reflects
evolving abilities for each and every kid.
As per studies, the kids can also face
numerous of challenges in which they
may not express it clearly but they can
express through number of ways such
as through their body language, through
their emotions and sometimes they can
express it in codes. The duty of an
educator is to analyse the problem and
should come back with appropriate
solution. No responding them and
taking them for granted can develop the
negative behaviour pattern with in the
children and also If in extreme cases it
can also effect their mental health as
well.

QUESTION 8 (Part 1)
Instructions:
Article 24 form the United Nations
Convention on the Rights of the Child
focuses on clean water and nutritious
food as being important for children to
develop into healthy beings.
Explain how sitting down with children
at mealtimes and encouraging children
to taste all food available to them
encourages healthy eating habits?
It has been concluded that spending
time and taught kids while they eat can
promote understanding of concepts
such as healthy eating practices and
tasting each flavour of food. It can
promote the learning of eating
behaviour and pattern as well as food
choices. Mealtime promotes a safe and
healthy atmosphere where a kid can
learn about taste, nutrients, calories,
smell and also children may try to new
food. Motivating them and encouraging
while they eat can foster their
willingness to eat in regards with their
meals. And also it can help to learn how
to respond the by indications of hunger
as well as fullness of meal. The meal
time is also considered as when the
child can able to foster their knowledge
and information while they are eating. In
this time, an educator who should be
attentive and should pass information
through communicating with them.
Acknowledging them about benefits of
eating green leafy vegetables, colour,
types of food, cultural food which are
mandatory to know and it can also
develop eating practices and also force
to them to try new foods items.
QUESTION 9 (Part 1)
Instructions:

1. Read the points from the
behaviour management policy
extract below
2. Refer to the NQS Quality Area 5:
Relationships
3. Identify which four Quality
Standard Elements the policy
statements are reflecting
Extract from a Behaviour Management Policy. Quality
Standard
Element
Children shall be honoured and valued with dignity in all
aspects of their daily engagement. Their rights shall be upheld
at all times no matter how challenging the situation may
present.
Relationship
between
educators and
children
Challenging behaviour can be difficult for educators to manage
at times. Educators are to be guided by the practice of
communicating with the child about their felt or displayed
emotions. The educators should help the child identify their
emotions and feelings by labelling them and talking through the
child’s experience. By doing this, the child is supported to self -
regulate their own behaviours and manage their behaviour in
an appropriate manner.
The dignity and
rights of the child.
Children will be encouraged to work in collaboration with their
peers. At times this may be difficult for children who prefer to
be on their own. Our belief is that children who collaborate with
peers, actually learn from each other and take on a helper
responsibility with other peers when they are struggling. This
supports their sense of belonging in the group.
Self regularisation
Educators are to be guided by the mindset that their
interactions with children should be responsive to their needs
and interests to ensure they are meaningful for the child. When
educators respond in an authentic manner, children feel safe,
secure, confident and included.
Positive educator
to child
interactions
QUESTION 10 (Part 1)
Instructions:
Accessing the Early Childhood Australia
Code of Ethics document, explain in
your own words (25 – 50 words) the
following statement:
In relation to children, I will, value the
relationship between children and their

families and enhance these
relationships through my practice.
QUESTION 11 (Part 1)
Instructions:
The Education and Care National
Regulations Part 4.5 Relationships with
Children focus on two aspects of
relationship development.
 Clause 155 Interactions
with children
Read Clause 155 using the link
provided above and explain in your own
words how educators may put this
clause into action.
How will you put this clause into
action

Part 2 Baby, toddler and children’s development
QUESTION 1 (Part 2)
Instructions:
To complete this task, refer to the
document Australian National Physical
Activity Recommendations for Children
According to the Australian National
Physical Activity Recommendations for
Children 0-5 Years, which answer best
describes the recommended amount of
physical activity for pre-schoolers aged
3-5 years? Select 1 correct answer.
Australian National Physical Activity Guidelines
Put X next to
1 correct
response
a) Pre-schoolers should be physically active for one hour every day
b) Pre-schoolers should undertake half an hour of high-intensity
exercise each day
c) Pre-schoolers should be physically active every day for at
least three hours, spread throughout the day
x
d) Pre-schoolers should be physically active for 3 hours a day at
the one time
e) Pre-schoolers should be limited to one session a week of
moderate exercise

QUESTION 2 (Part 2)
Instructions:
To complete this task, refer to the
document Australian National Physical
Activity Recommendations for Children
Answer the four questions below:
Question Answer
i. For toddlers one to three years
of age, how much time is
recommended for active play
each day?
ii. For older children 5-12 years of
age, what is the recommended
time that they should be active
every day?
iii. For babies aged birth-one, what
type of physical activity is
encouraged?
iv. For babies not yet mobile, what
is the best type of physical play
to offer them and for how long?
QUESTION 3 (Part 2)
Instructions:
As an Educator, you should be are
aware of children’s physical safety
particularly their sun safety during
outdoor play.
Select seven statements you could
include in a newsletter about sun safety
that are in line with Cancer Council
recommendations. Select 7 correct
answers.
Sun Safety Statement
Put X next to 7
correct
responses
Skin cancer is not preventable, everyone will eventually get skin
cancer
Skin cancer is caused by exposure to UV radiation in sunlight
You can still get sunburnt on cool overcast days even when the
temperature is low and clouds are grey

Children should slip on a hat and slap on sunscreen only, this is
enough protection
Children should slip, slop, slap, seek and slide
When the UV alert is above 3 there is a risk of sunburn and skin
damage occurring
It is important to apply a broad-spectrum sunscreen as this
filters out both UVA and UVB rays
The cancer council recommends keeping babies out of the sun
for their first 12 months
Children do not need sunscreen, hats or sun-safe clothing if
under the pergola as scattered and reflected sun rays will not
burn them
The higher the UV levels the more sun protection is needed
It is best to plan outdoor activities between 10 am – 2 pm
Singlet tops are perfect clothing for hot summer days
It is not necessary to wear a wide-brimmed hat, a baseball cap
that does not cover ears or neck will work just fine
It is okay to apply sunscreen just before you go outside as
sunscreen works straight away
QUESTION 4 (Part 2)
Instructions:
In relation to physical development,
children develop physically starting from
their head moving downwards to the
toes. For example, the physical
development of head and neck strength
and control will occur before the child
starts to walk.
Is this an example of cephalocaudal or
proximodistal direction of development?

QUESTION 5
Instructions:
Match the terms
related to
emotional
development to
the description,
using the word
bank choices in
the table below.
Word bank-
emotional
development
terms
Trust versus
Mistrust
Separation anxiety Initiative versus
Guilt
Primary attachment
Emotional
Development
Secondary
attachment
Refuelling Autonomy versus
Shame and Doubt
Attachment
Descriptions
The emotional development of pre-schoolers testing out
their abilities and take chances for themselves without
feeling bad for a mistake
A deep and enduring emotional bond that connects one
person to another across time and space. Observed in
children seeking the proximity of the person
Distress experienced usually at the morning arrival routine
or when the child and parent must say goodbye for a while
The emotional development of babies 0-12months learning
to trust adults in their world based on their responsiveness
practice
Observed when children return often to an adult to be filled
with reassurance everything is ok
A domain of development that focuses on needs to be
loved, accepted, belong, promote positive self-esteem and
self-regulation
The main person a child will emotionally connect to first
The child sees themselves as an independent individual
able to do things to help themselves but can be destroyed if
adults do not encourage the independence
Connections that occur with adults that have less frequent

contact with the child such as Grandparents, Educators etc.
QUESTION 6 (Part 2)
Instructions:
Describe three social skills of babies (0-
12months) and three social skills of
toddlers (12 months – 2 years) Provide
one example, for each skill, of how an
educator could support this in practice.
Babies under 12 months Toddlers 12 months and older
Social skill
Example
Social skill
Example
Social skill
Example
Social skill
Example
Social skill
Example
Social skill
Example
QUESTION 7 (Part 2)
Instructions:
Identify whether the following actions of
a 15-month-old baby are demonstrating
fine motor or gross motor skills.
Actions Fine or gross
motor
Displays hand-eye co-ordination to thread large beads

Walks unaided
Throws a ball using two hands
Picks up playdough using whole hand palmer grasp and
pounds, pulls, picks at and rolls dough.
Jumps two feet together
Climbs over A-frames with support
Feeds self with a spoon and fork
Posts and places items in baskets, boxes and containers
QUESTION 8 (Part 2)
Instructions:
Ashok is 7 months old. List two gross
motor and two fine motor skills you
could expect to see at this age.
Gross Motor Fine Motor
QUESTION 9
Instructions:
Erik Erikson explains a
child’s psychosocial
development in
connection to their
attachments through
being able to trust an
adult or mistrust an adult.
Read the statements
below and decide if the
baby/ toddler may
develop a sense of
TRUST or MISTRUST.
Briefly explain the reason
for each response.

Statement
Will this lead
to TRUST or
MISTRUST?
Reason for your response
A 6-month-old baby begins to
whimper softly in her cot. The
educator immediately enters the
cot room to see if she is ok.
A 10-month-old has been placed
on the floor next to a group 4 yr.
old boys building with blocks.
Their block tower falls down with
a big bang. The baby startled and
began to cry. The educator said
from the other side of the room,
“You’ll be ok, no need to cry” and
he carried on with his work.
A 12-year-old has a fear of
thunder. The educator notices a
storm is developing and decides
to bring all the children indoors
and intentionally sits with the1.2-
year-old in the book corner. She
allows the 1-2-year-old to sit in
her lap and offers verbal
reassurance it is okay, and that
the educator will remain with the
child until the storm passes.
A 15-month-old has just been
dropped off to care and her
mother hands the toddler over to
you then quickly escapes out the
door without saying goodbye. The
toddler screams and lunges
toward the doorway.
Rachel, six weeks, is lying in her
cot crying loudly and very
distressed. She has recently
been fed and should not be
hungry. As the educators are
busy preparing lunch for the other
children no one attends to her
and she is left to cry until she falls
asleep.
It is arrival time at the centre and
as usual, the pace is frantic.
Rick, nine months, is reluctant to
leave his dad and go to Mia, the
caregiver. Mia reassures his dad
that this is common and

encourages him to bring Rick into
the room and sits and plays
alongside Rick until he is ready to
wave goodbye to dad.
QUESTION 10
Instructions:
Match the terms to the
statements using the
word bank choices in the
table below.
Word bank
Secure Base Refuelling Separation Anxiety
Secure Attachment Insecure Attachment Stranger Anxiety
Term Statement
Children who are able to
openly express their
attachment needs, have
developed a sense of trust
with the adults in their life
and will often use the
attachment figure as a
secure base.
Usually develops several
months after specific
attachments form. Anxiety
is displayed when
unfamiliar people enter
the child’s space and
becomes quite intense
from as early as 7 months
onward.
Anxiety is increased from
as early as 7 months,
peaking around 12
months, when the
attachment with the first
and or primary caregiver
is to be separated. The
infant becomes self –
aware of the emotions
around the separation and
believes the person has
left them for good. As
object permanence

develops, this type of
anxiety eases.
A safe and trusting
attachment figure that the
child willingly returns to
when they feel under
threat, frightened or upset
or just want a cuddle.
The act of seeking
emotional support from a
trusted attachment figure
and being “topped up”
with reassurance, comfort
and security.
Children who are unable
and less able to openly
express their attachment
needs. They may
minimise their emotional
needs or exaggerate their
emotional needs which
can make it challenging
for adults to offer
emotional support.
QUESTION 11 (Part 2)
Instructions:
Suggest four strategies to support
healthy brain development in babies
and toddlers that you could implement
(50-100 words).
1
I will …
2
I will …
3
I will …
4 I will …

QUESTION 12 (Part 2)
Instructions:
Serve and return interactions are an
important pedagogical practice to
support the child’s developing brain.
a. In your own words, describe what
is meant by the serve and return
interaction and how it supports
the developing brain. (25 words)
b. List two examples of what may
happen (in relation to the
developing brain) in the absence
of serve and return.

QUESTION 13
Instructions:
Choose the correct
expected age range of
the language skills and
place an X in the
applicable box below.
Language Development Skills Under 12 months Over 12 months
Uses cooing and the production
of vowel sounds (aah and ooh).
Uses simple sentences
Has a vocab of around 900 words
Uses babbling by alternating
vowel sounds with consonants
(dada, baba, papa)
Uses holophrases and
telegraphic speech
Copies sounds and expressions
made by adult
Uses expressive sounds to
indicate a need such as
“Mmmmm” for hunger.
Evidence Guide
Assessment 1 (of 3)
Relationships and
Care Cluster
Course
CHC30113 Certificate III in
Early Childhood Education
and Care
CHCECE003 Provide Care for Children
CHCECE005 Provide care for babies and toddlers
CHCECE007 Develop positive and respectful
relationships with children
Task
Student Name Student Number
Essential skills & knowledge
Part 1 – National Quality Framework Comm
ents

The student selected the correct option (Q1)
The student identified the NQS that reflects respectful
and equitable relationships are maintained with each
child (Q2)
The student correctly identified the quality area
standard and element descriptor that reflects the rights
of the child (Q3)
The student correctly identified the EYLF outcome
number and name that reflects children having a strong
sense of identity, feeling safe, secure and supported,
developing emerging autonomy, holding a confident
self-identity and interacting with others with care,
empathy and respect (Q4)
The student correctly identified the EYLF principle
number and name that focuses on working closely and
respectfully with families of the children in your
education setting (Q5)
The student correctly identified how Principle 2 focuses
on working closely and respectfully with families of the
children in your education setting (Q6)
The student correctly identified the UNROC article
number and name that matches the relationship-
building strategy of honouring the right of the child to
voice their own opinion and have adults take it
seriously (Q7)
The student reflects on Article 24 in relation to clean
water and nutritious food and correctly identifies how
engaging mealtimes in supportive of child health and
wellbeing (Q8)
The student correctly identified the four quality
standard elements (Q9)
The student explained the ECA Code of Ethics
statement (Q10)
The student described how Clause 155 may be put into
action by an educator (Q11)
Part 2 – Baby, toddler and children’s development Comm
ents
The student selected the correct response (Q1)

The student answered the questions correctly (Q2)
The student selected the correct responses (Q3) (
The student selected the correct responses (Q4)
The student correctly matched the emotional
development terms (Q5)
a) The student identified three social skills of
babies under 12 months and one example of
supporting each skill (Q6)
b) The student identified three social skills of
toddlers over 12 months and one example of
supporting each skill (Q6)
The student correctly identified if the actions
demonstrated fine or gross motor development (Q7)
The student correctly listed two fine motor and two
gross motor physical development skills that you would
expect to see at 7 months (Q8)
The student correctly identified examples of trust and
mistrust and briefly explained the reason for their
answer (Q9)
The student correctly matched the term to the
statement (Q10)
The student suggested four strategies to ensure
healthy brain development (Q11)
a) The student described the serve and return
interaction (Q12)
b) The student provided two examples of what
happens in the absence of serve and return
(Q12)
The student identified baby (under 12 months) and
toddler (over 12 months) language development
correctly (Q13)
Assessment Outcome (submission 1) ☐ Resubmission required
Assessor Was the assessment event
successfully completed? Details of any
reasonable

Feedback
☐ YES ☐ NO
Was a reasonable adjustment in
place for this assessment
event?
☐ YES ☐ NO
adjustment
Assessor Name Signature Date
Assessor
comments
Student
acknowledgement
of assessment
outcome: I
acknowledge that I
have received and
understood the
feedback provided
by the Assessor on
this assessment
item.
*No student signatures
are required for digital
submission of
assessment and
feedback.
Student Name Signature* Date
Student comments
Would you like to make any comments about this
assessment?
Resubmission – Assessment outcome (if required)
Assessor
Feedback
Was the
resubmission/reassessment
successfully completed?
☐ YES ☐ NO
Was a reasonable adjustment in
place for this assessment
event?
☐ YES ☐ NO
Details of any
reasonable
adjustment
Assessor Name Signature Date
Assessor
comments

Student
acknowledgement
of assessment
outcome: I
acknowledge that I
have received and
understood the
feedback provided
by the Assessor on
this assessment
item.
*No student signatures
are required for digital
submission of
assessment and
feedback.
Student Name Signature* Date
Student comments
Would you like to make any comments about this
assessment?

Version: 1.2
For queries, please contact:
TAFENSW Health Wellbeing and Community Services Heads of Skills Teams
Sydney Region: Karen McLaren [e-mail]
Northern Region: Jane Smith [e-mail]
RTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the: MS Teams Regional COP Product ECEC
The contents in this document are copyright © TAFE NSW 2020, and should not be reproduced without the
permission of the TAFE NSW. Information contained in this document is correct at time of printing: 16 July
2020. For current information please refer to our website or your teacher as appropriate.