CHCECE017 Foster the holistic development and wellbeing of the child in early childhood

Get an overview of the knowledge and skills required to demonstrate in the assessment tasks for CHCECE017 Foster the holistic development and wellbeing of the child in early childhood. The document includes information about the assessment conditions, topics covered, assessor's role, and instructions for students. It also provides additional reference material and research websites. Download solved assignments, essays, dissertations and more from Desklib and submit your assignments with our Assignment Cover Sheet.

Student Assessment Workbook
ASSIGNMENT COVER SHEET
Instructions:
 Before you start your assessment task, please read the student declaration below.
 All assignments must be submitted with this attached cover sheet.
 Assignments submitted without this cover sheet or declaration completed, will be returned to the
student for resubmission.
 Please keep a copy of your assignment. Your assignment will not be returned to you.
 Please submit your assignment by hard copy or email the assignment cover sheet with your
assignment to [e-mail]
Email to [e-mail]
Qualification Code/Title CHC50113 Diploma of Early Childhood Education and Care
Competency Code/Title CHCECE017 Foster the holistic development and wellbeing of the child in early
childhood
Student Name
Student Email
USI Number
Trainer Name
Student Declaration
I confirm: Yes No
I understand the assessment requirements to achieve competence. ☐ ☐
I am ready for assessment. ☐ ☐
I understand the appeals, complaints and grievance procedure (refer to Student Handbook). ☐ ☐
(only complete if you have special needs). I have advised of my special needs and any changes to
the assessment process have been taken into consideration.
☐ ☐
The work in this assignment is my own work. I declare that this assessment item is my own work
unless otherwise acknowledged and referenced.
☐ ☐
I agree:
This assessment may be accessed by the government (Australian Skills Quality Authority,
Government Funding Agencies) or representatives chosen by Alana Kaye Training (eg. Trainers,
Consultant, Industry Representatives) to review the quality and marking of this assessment.
☐ ☐
I have read, understood and accept the above conditions of this assessment.
Signature:Date Submitted:
Cheating and plagiarism: All work submitted must be your own. If a trainer suspects that you have been involved in
plagiarism, the matter will be referred to the Branch Manager or CEO. If two students submit the same or very similar
assessment both students will need to resubmit their assessment.
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Student Assessment Workbook
This page has been left blank intentionally
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COMPETENCY JUDGEMENT – TRAINER/ASSESSOR USE ONLY
Instructions:
 This document is used by the Assessor to record their feedback about your assessment.
 This competency judgement record will be returned to you. If you do not agree with the judgement,
students can access Alana Kaye’s complaints and appeals process.
Qualification Code/Title CHC50113 Diploma of Early Childhood Education and Care
Competency Code/Title CHCECE017 Foster the holistic development and wellbeing of the child in early
childhood
Student Name
Assessor Name
STUDENTS MUST NOT COMPLETE THE FOLLOWING FEEDBACK – ASSESSOR ONLY
ASSESSOR’S FEEBACK TO STUDENT
(include resubmission requirements and due date, if applicable)
Assessment Task Result (S = satisfactory; NS = not yet satisfactory) S NS
Assessment Task 1 - Fostering physical development  
Assessment Task 2 - Fostering social development  
Assessment Task 3 -Fostering emotional development  
Assessment Task 4 - Fostering cognitive development  
Assessment Task 5 - Fostering communication development  
Assessment Task 6 - Fostering an environment for holistic learning and development  
Feedback
Assessment Task 7 – Workplace tasks  
Feedback
Assessment Task 8 – Project  
Feedback
Work Placement Assessment Component Initial Date
120 hours Work Placement completed and verified
Third Party Report completed and verified
Assessor Observation Report completed and verified
Overall Assessor Comments:
Final assessment result: Resubmission result:
☐COMPETENT ☐ COMPETENT
☐NOT YET COMPETENT ☐ NOT YET COMPETENT
Assessor Name
Assessor Signature Date
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Administration Resulted  VETtrak & tracking spreadsheet updated ACS & CJ scanned & saved Copy sent to student
Initial:
Date:
CHCECE017 Foster the holistic development and wellbeing of the child
in early childhood
This document comprises of 2 sections:
 Section One – Unit and Assessment Overview
 Section Two – Assessment Tasks
Section One – Unit and Assessment Overview provides you with an overview of the knowledge and skills that you
need to demonstrate in the assessment tasks. The Unit and Assessment Overview also provides you with information
about the assessment conditions, the topics covered in this unit, the Assessor’s role, changes to the assessment
procedure that can be made to accommodate your needs and instructions to students including how to submit your
assessment tasks.
Section Two – Assessment Tasks consists of questions, case studies and work based activities. These tasks are used
to demonstrate that you meet the requirements as detailed in Section One – Unit and Assessment Overview.
PART ONE: UNIT AND ASSESSMENT OVERVIEW
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:
 planned and provided at least three opportunities for children of varying ages to develop in a range of areas,
including:
o facilitating and supporting emotional and psychological development in children
o encouraging self-help and independence of children
o planning opportunities to foster children’s positive self-concept and self-esteem
o providing a positive and safe environment to encourage children to express thoughts, feelings and ideas
 performed the activities outlined in the performance criteria of this unit during a period of at least 240 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
o the relevant approved learning framework
 how to navigate through framework and standards documents to find areas relevant to this unit of competency
 relevant aspects of theories of children’s emotional and psychological development as they apply to the educator’s
role
 links between social, physical, psychological and cognitive development
 in-depth knowledge of a range of developmental theories for children between birth and 5 years of age
 contextual factors which influence the children’s emotional and psychological development
 factors which enhance the development of self-esteem and self-identity
 core principles of child development and associated developmental tasks
 organisational standards, policies and procedures.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service.In addition, simulations and scenarios must be
used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These
are situations relating to emergency or unplanned procedures where assessment in these circumstances would be
unsafe or is impractical.
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Simulated assessment environments must simulate the real-life working environment where these skills and knowledge
would be performed, with all the relevant equipment and resources of that working environment.
Assessment must ensure use of:
 National Quality Framework for Early Childhood Education and Care
 the relevant approved learning framework under the National Quality Framework for Early Childhood Education and
Care.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency
requirements for assessors.
Topics Covered
The topics covered in this unit include:
 Fostering physical development
 Fostering social development
 Fostering emotional development
 Fostering cognitive development
 Fostering communication development
 Fostering an environment for holistic learning and development
Additional reference material and research website
If you need to refer to a specific resource to complete your assessment task, we will identify the resource within the
assessment task. Additional resources that you may find useful include:
 www.earlychildhoodaustralia.org.au
 www.ecareconciliationsymposium.com.au
 www.education.gov.au/early-years-learning-framework
 www.aussiechildcarenetwork.com.au
 www.ccccnsw.org.au/wp-content/uploads/EYLF_Ed_Guide_Dec2010.pdf
Reasonable Adjustments
Your Assessor may be able to make adjustments to your assessment based on special needs you may have or if you are
a distance learning student. Please ask your Trainer if you feel that modifications to this assessment are required.
Student Handbook
Please refer to Alana Kaye’s Student Handbook about:
 Educational and Student Support Services
 Trainer Support
 Assessment Strategy
 Appeals, Complaints and Grievances Procedures
Role of the Trainer/Assessor
Your Trainer/Assessor will:
 answer any questions you might have about the assessment
 negotiate assessment activities if reasonable adjustment is required
 inform you of any variations to the assessment which may be required if you have any special needs or if you are a
distance based learner
 assess your competency by making judgements about the evidenced presented in line with the rules of evidence:
validity, authenticity, currency and sufficiency
 give you feedback on the outcomes of the assessment process
 counsel you on the outcomes of the assessment including advising you of your right of appeal if you disagree with
the assessment decision
 help you address the work health and safety requirements of the assessment setting, if appropriate.
Instructions for students
In order to successfully meet the requirements of this unit you are required to undertake all assessment tasks. Each of
these assessment tasks may have a series of activities or questions that you are required to complete.
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Please note that at Diploma level it is expected that the questions will be answered in a manner that reflects significant
understanding of the theory associated with the unit of competency. You are required to elaborate upon the answer
sufficiently articulating your understating of the underpinning knowledge required for this unit of competency.
As a guide – each question will generally require 1 - 2 paragraphs to effectively address requirements. In some cases,
this may be more. If you, in the course of answering a question, rely upon a text, document, webpage or other source of
information, you must make reference to where this information came from.
You are required to submit:
 Student Assessment Workbook – this workbook needs to be submitted by the due date identified on your timetable.
Please refer to the Student Work Placement Guidelines for instructions about your work placement. This includes the
assessment requirements of this qualification including:
 Student Work Placement Third Party Report
 Student Workplace Logbook and Learning Activities or letter of tenure to demonstrate the minimum 240 hours of
mandatory work placement.
Submitting your Assessment and Due Dates
Your Trainer will advise you of the due date for each assessment. Please submit your assessment by the due date. The
process for submitting assessments is provided on the assignment coversheet on page 1 of this document.
Feedback on your Assessment
Your Trainer will mark your assessment within 4 weeks of submission. Your Trainer will provide you with feedback about
your assessment. Your result for the Student Assessment Workbook will either be:
 Satisfactory – you have successfully passed the workbook requirements OR
 Not Satisfactory – you are not yet satisfactory.
If your result is ‘Not Satisfactory’ you will be given an opportunity to improve your assessment. Your Trainer will inform
you of the skill or knowledge gaps in your assessment. You will need to resubmit your assessment with the corrections or
redo the practical exercise until you achieve the ‘Satisfactory’ result. Any student who plagiarises or cheats will be given
a ‘Not Satisfactory’ result and will be required to resubmit their assessment again and may also be required to answer
verbal questions.
Once you have completed both the Student Assessment Workbook and the work placement assessment requirements
your results will be either:
 Competency Achieved – you passed OR
 Not Yet Competent.
Work Placement Guidelines
All students are required to complete 240 hours of work placement in a regulated education and care service, students
must have a minimum Diploma trained staff member supervising them throughout the 240 hours.
Students need to be aware that Family Day Care can only be used as a work placement setting if the Family Day Care
supervising them holds a Diploma and there are at least 3 different children aged 0-2 and 3 different children aged 2-6
enrolled on the same day. School Aged Care settings are not accepted as work placement settings for this course.
The CHC50113 Diplomaof Early Childhood Education and Care includes a mandatory work placement of 240 hours to
cover the range of activities as outlined in the evidence requirements of the following units:
 CHCECE003 Provide care for children(if not completed in Certificate III)
 CHCECE005 Provide care for babies and toddlers(if not completed in Certificate III)
 CHCECE007 Develop positive and respectful relationships with children(if not completed in Certificate III)
 CHCECE010 Support the holistic development of children in early childhood(if not completed in Certificate III)
 CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
 CHCECE019 Facilitate compliance in an education and care service (min 120)
 CHCECE024 Design and implement the curriculum to foster children’s learning and development
Supplementary Evidence
Competence in this unit also requires further supplementary evidence. If a Candidate is working within a child care facility
they will be required to provide a Third Party Report and Third Party Evidence Collection Agreement from a suitably
qualified member of staff plus an Alana Kaye Assessor will be required to complete a workplace visit and observe the
candidate in the completion of their tasks.
Working with Children card (Ochre card) NT
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It is mandatory for people who have contact or potential contact with children in certain specified areas of employment to
hold a Working with Children Clearance Notice. States and Territories may have different requirements and it is best to
check.
For further information on NT requirements contact: Email: [e-mail]
Phone: Freecall: 1800 SAFE NT (1800 72 33 68 - Australia wide callers only) or [phone]
Complaints and Appeals Procedures
Alana Kaye has a Quality Management System documenting any appeals or complaints to ensure they are addressed
efficiently and effectively. Should you wish to lodge an appeal or complaint in relation to your assessment, please follow
the Complaints and Appeals procedure detailed in the Student Handbook. In the first instance, we encourage you talk
with your Trainer.
PART TWO: ASSESSMENT TASKS
Before you commence this assessment, please read the student declaration on the front page. It
is important that you are ready for assessment and understand the assessment process. Please
speak with your Trainer if you have any questions.
Assessment Task 1
Fostering physical development
Purpose
This Assessment Task is designed to assess your skills and knowledge in fostering physical
development.
Requirements
To complete this Assessment Task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. For each of the physical development aspects shown in the following table, list:
 two skills used in daily activity (including routines)
 two indoor play experiences that would develop these skills
 two outdoor play experiences that would develop these skills.
 Highlight the experiences in your table that you think would improve a child’s physical
fitness.
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Physical development
aspects
Skills used in daily
activity
Indoor play experiences Outdoor play
experiences
Gross motor skills Control of head, trunk.
Postural control, balance
and coordination.
Pedal Tricycles and other
ride on toys, Throw and
Catch games.
Running at different
speeds and Pedal
Tricycles and other ride-
ons.
Fine motor skills Control of hands fingers
feet and toes.
Speaking or Singing
Stack and arrange the
blocks.
Painting the images
Play dough and clay to
give different shapes
Singing Rhymes
Eye–hand coordination Writing and Reading Stacking the towers with
blocks and tying the
shoelace
Catching the ball and
hitting with a bat.
Colouring the pictures in
drawing book.
Grasp Using the fingers and
thumb together to hold,
and using three fingers to
enable control and
coordination of small hand
movements.
Holding the spoon and
holding the monkey bars
Playing tug of war with
rope, and buttoning the
shirt.
Balance Walking and stepping up
the stairs, and sitting in a
chair
Pushing harder the things
and Getting dressed while
standing up.
Swings and jumping
Fundamental movement skill Running, and balancing Walking along a wide
balance board, and
Balancing on one leg for
some time.
Kick a ball from standing
position , climbing the
ladder
Kinaesthetics Try to explore and
experiment with the things
on their own without any
guidance, like to touch the
things while learning
Dancing and participating
in drama
Hands on activities and
walks in gardens
Perceptual development Postural adjustments and
visual auditory skills
Matching the shape in
perfect hole, identifying
different color blocks
Riding the vehicles in
different directions and
developing the speech or
rhyme.
Sensory motor development Responding to mother’s
voice and identifying the
Shaping the mould and
clay in different shapes
Storytelling and sand
foams.
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different animal sounds using hands, and Mixing
the primary colors to make
other colors
1. Develop a physical skills checklist that would suit a specific age group of children you work with.
You will use this checklist to work with one child in that group.
You may base your checklist on the EYLF development milestones checklist located at:
http://docs.education.gov.au/system/files/doc/other/developmental-milestones.pdf.
Ensure the checklist includes:
 the age of the child
 at least six specific physical development milestones (include fine and gross motor
skills and fundamental movement skills)
 space to record the date that the child demonstrated the skill
 space to make comments about how the child is progressing toward achieving the
milestone.
Give your checklist to the child’s family and have them provide any additional
milestones/skills that are important to them. Amend the checklist by incorporating these
changes/additions to suit the needs of their child.
ATTACH A SEPARATE SHEET
Age Physical
Development
Milestone
Date the child
demonstrated
milestone
Comments
4-8 months Plays with toes and
feet,Tries to sit alone
using support of
hands, Eyes follow a
person, Crawl, turns
head to sounds, and
raises chest and
head while lying on
bed.
12.1. 2015
8-12 months Sits without any
support, holds
biscuits, pick up and
throws small objects,
holds spoon and
does stepping
movements.
13.6.2015
1-2 Years Walks, runs and
climbs, dances to
music, drinks from a
14.5.2016
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cup, rolls large ball.
2-3 Years Uses steps one at a
time, can open the
doors, holds crayons
with fingers, self
feeds using cup and
spoon, tries to
balance on one foot.
14.6.2017
3-5 years Catches ball with
hands, draws
different shapes,
toilets himself, runs
more smoothly,
makes less spills and
climbs playground
objects.
15.5.18
2. Implement a play experience and then answer the following questions.
a) Was the child challenged by the experiences? How do you know?
a) Explain how the experiences helped the child to develop physical skills.
b) Add further information about the child’s milestone achievement into the checklist.
c) Explain how each of the following developmental aspects were included in some way during
your experiences:
 Social
 Psychological
 Cognitive
We used a large rubber ball to the kids aged 2 to 3 years, and showed them how to catch and throw
the ball to each other. Children used to chase the ball and pick it up back and throw it.
a) The child was challenged to follow the moving ball and to try to hold it. Sometimes they were asking
for help. Child was practising to follow the ball and chase it. It was an activity to improve their motor
perception skills.
b) The child achieved the milestone of year 2-3 age group and could balance their run and grasp.
c) Social: Child was trying to interact with other children to get the ball. Psychological: Child knew that
he has to follow the ball, catch it and throw it to his friend. Cognitive: Child was able to balance his
posture, could wait for the other child’s turn.
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3. Prepare a report of 1–2 pages explaining how you promote EYLF Outcome 3: Children take
increasing responsibility for their own health and physical wellbeing, in the daily work with the
children in your service.
In your report:
 explain the organisational standards, policies and procedures you follow to work
towards Outcome 3
 explain how you would plan and provide experiences that foster and challenge
children’s physical skills that are connected to Outcome 3
 link the information you provide to at least two physical development theorists or core
principles of development.
You may use a range of documentation methods to support the report, such as:
 photos
 learning stories
 anecdotal reports
 diary entries
 jottings
 samples of work
 checklists
 sociograms
 other methods as agreed with your trainer/assessor.
Students will need to add this document as an attachment.
The policies and the practices of National Quality Framework are designed to improve the services and care of
the children safety. The holistic policies and practices implement the learning through play. We provide a safe
and caring environment for physical, intellectual and emotional well being of the children. The centre holds
responsibility to include a habit of good habits like washing hands before meals, and eating food on their own.
Awareness about oral health, nutrition and hygiene comply to Food Standards Australia. The menus are designed
while considering the cultural, dietary and nutritional requirements of the children. The families and parents of
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the children are told to follow early diagnosis and regular check up of the children.
We will include more hands on activities in the daily learning. Make hand wash a habit in curriculum and use of
handkerchief to clean the hands. We made daily diary entries about the regular routine of kids at school.
Erikson’s Psychosocial Development Theory involves the growth and change throughout life and emphasizes on
social interactions and conflicts emerging during different developmental stages (Cherry, 2019). The child learns
through different driving forces and interests with a turning point at each stage. With every changing milestone,
the psychosocial requirements change.
Behavioural Child Development Theory states that the environment of the child influences his well being and
development. So it is important to include good behavioural practices and habits at early years of learning.
Reference
Cherry,K.(2019). Child Development Theories and Example. Retrieved from
https://www.verywellmind.com/child-development-theories-2795068
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Assessment Task 2
Fostering social development
Purpose
This Assessment Task is designed to assess your skills and knowledge in fostering social
development.
Requirements
To complete this Assessment Task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. Plan and implement a discussion with a group of children that focuses on investigating an ethical
issue that is meaningful to the children.
The group should attempt to make decisions to resolve the ethical issue.
Provide details of the group, including the age and number of children involved. Explain the strategies
you will use to encourage cooperation if there is a conflict within the group.
Document evidence of what occurred in the group discussion. Include:
 how the children’s level of moral understanding (relate this to theory) influenced the outcome of the
group discussion
 how you extended the children’s psychological (in particular, self-esteem) and cognitive
development while involved in the discussion.
Students may need to add this document as an attachment.
For a group of 5 children aged 2-4 years: We should not fight with our friends for any reason and
should not harm them. We should help them and support them in their tasks. They are our friends. We
should never harm them or hurt them.
2. Develop a 1–2-page report explaining how you promote EYLF Outcome 2: Children are connected
with and contribute to their world, in your daily work with children in your service.
In your report:
 include any organisational standards, policies and procedures that you follow to work towards
this Outcome
 explain how you promote a sense of community within the service
 link the information you provide to at least two social development theorists or core principles
of development.
You may use a range of documentation methods to support your report, such as:
photos
learning stories
anecdotal records
diary entries
jottings
samples of work
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checklists
sociograms
other methods as agreed with your trainer/assessor.
We emphasize on group based learning activities so that the children could involve with each other
while doing them. The children develop a sense of connectedness and belongingness and develop
understanding of responsibilities and reciprocal rights essential to take part in community (Kindalin,
2019). They negotiate their roles and cooperate with each other during the group tasks. They express
their views and opinions over the issues that affect them. Slowly they learn by observing the behaviours
of the others and appropriately respond back. We encourage different plays and projects to facilitate
different ways of contributing. We give them opportunities to indulge in meaningful group discussions
in the class and encourage their decision making ability and expectations. We model the language the
children use to express their ideas and negotiate their roles to achieve their goals in the activities.
We provide them different occasions to indulge with natural environment and help them learn from the
land while caring for it. We try to show sustainability in daily routine.
The progress of each child is documented as diary entries on daily basis.
3. Access the Principles in the Early Years Learning Framework, list the Principles and explain how
you implement each of these Principles in your work with children?
There are 5 Principles of EYLF: Respectful, Secure and reciprocal relationship; Partnership; High Equity
and Expectations; Respect for Diversity; and Ongoing Learning and Reflective Practices (Commonwealth
of Australia, 2016).
We show an example to the students for behaving with each other in respectful and helpful way. We use
appropriate words like Thank You, Please to make a habit for the children to use them We practice good
etiquettes in the classrooms and maximize their abilities providing them free environment to express them
and learn.
References
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Common Wealth of Australia (2016). Belonging, Being and Becoming: The Early Years Learning
Framework. Retrieved from https://www.ecrh.edu.au/approved-learning-frameworks/early-
years-learning-framework
Kindalin (2019). 2.0 Children are connected with and contribute to their world. Retrieved from
https://www.kindalin.com.au/eylf/2-0-children-are-connected-with-and-contribute-to-their-world/
Assessment Task 3
Fostering emotional development
Purpose
This Assessment Task is designed to assess your skills and knowledge in fostering emotional
development.
Requirements
To complete this Assessment Task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation
 to ensure you maintain confidentiality as required.
1. Observe the children in your service and complete the following tasks:
 Identify the self-help tasks that children participate in throughout the day. List five of these
tasks.
 For each self-help task, identify emerging skills you may observe if a child was learning to
complete this task independently.
 For each emerging skill, describe one way you could scaffold the child’s learning through play.
Self-help tasks Emerging skills Scaffolding provided through play
. They learn to move in a line.
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Drinking water, , We tell them to make a line while going for a
handwash.
Eating food
They learn to eat without
making their clothes dirty We help them to eat on their own. With every
practice and instruction they improve the clean
eating.
Washing hands
They are learning to use soap
and wash properly
We tell them to wash hands effectively without
dusting their clothes.
Hold the Pencil and open the books
They are learning to write new
letters We tell them to write new letters and help them
make shape.
Pick up the ball and throw it
They are learning to throw the
ball at higher speed We show them how they can throw the ball in a
better way to reach the another person.
1. Use suitable documentation methods to demonstrate you are able to plan and provide for play
that:
 caters for individual strengths and successes
 challenges children’s emerging skills and capabilities
 caters for release of feelings and expression of emotions.
 Show you can provide these experiences through documentation that provides evidence that
you have:
 monitored play and learning – your documentation methods may be learning stories, anecdotal
records, diary entries, jottings, samples of work, checklists, sociograms or other methods that
demonstrate planning and your observations of children (include the date you took the record,
the child’s age and the setting relevant to the record)
 evaluated what is important about the documented information
 planned play experiences – explain what you planned, what materials and resources you
provided and how you ensured the experience met your planned goals.
We developed a group play to catch the ball sent by the preceding child, standing in a circle. We told
them to catch the ball, and throw it slowly in little upward direction to enable the catch. We monitored
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children’s play and recorded the diary entries for each child and his contribution in the play.
The documented information included the activity level, understanding the statements of peer group
(language), helping tendency (social interaction) and the response (motor skills).
We planned the ball catch and throw game for students aged 3-4 year. The materials used were ball, and
playground. The experience involved the students in mutual cooperation and conversations, enabled
them to indulge in fine motor skills like identifying the ball (stimulus) and responding back.
2. Develop a 1–2 page report explaining how you promote EYLF Outcome 1: Children have a strong
sense of identity, in your daily work with the children.
In your report:
 explain how you create opportunities for children to explore self-image and identity through play
 explain how you assess and monitor the children’s emotional development
 link the information you provide to at least two emotional development theorists or core
principles of development.
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 You may use a range of documentation methods to demonstrate the information, such as:
 photos
 learning stories
 anecdotal records
 diary entries
 jottings
 samples of work
 checklists
 sociograms
 other methods as agreed with your trainer/assessor.
During the coloring of the daily activity sheet, we found that the students are choosing their own colors
and drawing their own images with pencil. They have specific preferences. We ensure that the children
feel secure, safe and supported in the setting. We behave with the children in a way to foster warm
nurturing relationships (Lorina, 2015). We are all the time available for the kids emotionally and identify
if any child is in the feeling of distress, fear or discomfort. We spend a lot of time in interacting and
conversing with the kids. We provide them informed choices to make selection. For example choosing
the colors or rhymes they would like to sing. We provide them opportunities to indulge in individual
tasks and activities. We support and appreciate every child’s efforts and achievements. We provide
them rich and diverse set of resources to connect with the environment around them.
We used diary entries to record the progress of each child in the activity.
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References
Lorina (2015). How Educators Can Promote EYLF Learning Outcomes. Retrieved from
https://aussiechildcarenetwork.com.au/articles/childcare-programming/how-
educators-can-promote-eylf-learning-outcomes
Assessment Task 4
Fostering cognitive development
Purpose
This Assessment Task is designed to assess your skills and knowledge in fostering cognitive
development.
Requirements
To complete this Assessment Task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. Plan and prepare a learning activity that requires construction and/or deconstruction, involves a
technology item and involves problem-solving.
Provide the following in your plan. Include:
 the age and possible number of children involved
 any permission you may need to gain from parents or other people
 safety precautions you will need to take
 the materials and resources you will need and how to set them up
 how would you introduce the activity
 how you would implemented the activity.
The activity is for children aged 3-5 years, n=20. We sought permissions from the parents. We needed
blocks of different colors. We made four groups of children having 5 children in each group. We gave
them block sets. Each group was given to construct an object and tell its name. There was 5 minutes
given for construction. The children had to maintain the shape of the object while creating it, and
support the opinion of each other and avoid any conflicts.
We closely monitored the activity and at the last the group that finished the construction at the earliest
was the winner.
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2. Based on the learning activity from question 1, provide one example for each of the following
developmental aspects:
 Cognitive: Children were able to decide and implement the idea through building blocks.
 Physical: Children could perceive the physical objects around them and construct them.
 Social: Children were working in coordinated and supportive manner.
 Emotional: The children were respecting the win of others.
3. Explain, using examples, how you supported children during the activity to:
 experience the consequences of their choices, actions and ideas when problem solving
 take risks in their learning.
The children were making mistakes in creating the decided shapes and faced issues in finishing the
first. They were blaming each other for not putting the right shape of the block. We guided them not to
indulge in such conversations as it wastes their time. Instead they can make another object that can
be easily made. We solved the conflicting behaviours and heped them come together. We instructed
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that win and defeat are the two sides of the same coin and we should not be sad during the defeat.
We should cheer for the others’ efforts.
4. Explain how the activity relates to:
 an EYLF Outcome
 a cognitive development theory or core principle of child development.
The activity provides an opportunity to interact with the peers socially, supporting each other, deciding
the shape that they want to make, and implementing the thought in a practical way. The kids develop a
strong sense of identity and learn to interact in respectful and caring manner. They are connected
during the group task and contribute effectively by constructing the objects. They listen and notice to
the concerns of other kid as well.
5. Develop a 1–2 page report explaining how you promote EYLF sub-outcome of Outcome 4 in your
daily work with the children in your service:
Children develop a range of skills and processes such as problem solving, inquiry, experimentation,
hypothesising, researching and investigating.
In your report:
 include an explanation of any organisational standards, policies and procedures that
you follow to work towards Outcome 4
 explain how you monitor and assess the children’s development of cognitive skills in
relation to Outcome 4
 explain how you encourage the children to develop and use the skills and processes in
Outcome 4
 link the information you provide to at least two cognitive development theorists or core
principles of development.
You may use a range of documentation methods to demonstrate the information, such as:
 photos
 learning stories
 anecdotal records
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 diary entries
 jottings
 samples of work
 checklists
 sociograms
 other methods as agreed with your trainer/assessor.
Doing the task practically helps the children develop curiosity, problem solving and collaboration
during their curriculum which helps in effective learning. They develop the ability to relate the one
learned context to the other. We provide them adequate resources to implement effective learning. We
provide them supportive environment for learning. Active participation promotes creative thinking and
learning of concepts in a better way.
The task is supported by the two core principles of development: 1. Play is an important way to develop
self regulation and encourage cognition, language and social competence. 2. Children’s experiences
shape their approaches to learning and motivation ( National Association for the Education of Young
Children [NAEYC], 2019).
We used diary entries as documentation method.
References
National Association for the Education of Young Children [NAEYC], (2019). 12 Principles of
Child Development and Learning that inform practice. Retrieved from
https://www.naeyc.org/resources/topics/12-principles-of-child-development
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Assessment Task 5
Fostering communication development
Purpose
This Assessment Task is designed to assess your skills and knowledge in fostering communication
development.
Requirements
To complete this Assessment Task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. Plan an experience that celebrates a language other than English. The language chosen should
be the home language of a child in your group. If this is not possible, choose any language other
than English.
The activity must include opportunities for children to:
 engage with familiar and unfamiliar, culturally constructed text
 experiment with print and images
 foster positive self-concept and self-esteem.
Provide evidence in your plan, including:
 the name of the experience
 the age of the children involved
 the materials you would use
 a description of the set-up
 an explanation of how you would carry out the experience.
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The experience was to learn Spanish Language. It included the verbal and non verbal conversations.
It included the children of age 5 to 9 years. The used materials were storybooks, videos , songs,
progress charts and flash cards. We collected the samples of spanish content and presented it to the
kids. The games like hide and seek were also played with counting the Spanish numbers.
The experience could be related to EYLF Outcome 5 to encourage the students to become effective
communicators. The children could develop ways to interact and construct messages in Spanish. It
improved their confidence. The task resembles to the Cognitive theory of Language Development.
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2. Explain how the experience relates to:
 a specific EYLF Outcome
 a language development theory and/or core principle of child development.
EYLF 5: Children are effective communicators. They interacted with each other in different
manners and started understanding the meaning of cards and symbols in Spanish.
Theory related to this experience: Preoperational stage of Piaget’s Theory of Language
Development (Vickers, 2019).
3. Plan a play-based experience that provides developmentally appropriate opportunities for
children to:
 use their language and literacy skills during play
 listen and respond to the language of others
 express their thoughts, feelings and ideas in a positive and safe environment.
Provide evidence of your plan, including:
 the name of the experience
 the age of the children involved
 the materials you would use
 a description of the set-up
 an explanation of how you would carry out the experience.
Explain how you encouraged children to listen and respond to the language used. Use
examples to support your explanation.
The activities like reading the books loud and singing the rhymes with the children promote
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language development skills. Such learning enables the language development and interaction
of children with the teachers and other children. By listening to the language spoken by the
teachers they develop cognitive gains through social interactions. Materials used were the
story books and the rhyme books. The children aged 5-9 years were involved. We asked the
students to repeat the lines sung by us, and they repeated the same lines.
Vickers,J.(2019). Jean Piaget’s Theory on Child Language Development. Retrieved from
https://www.theclassroom.com/jean-theory-child-language-development-6587239.html
Assessment Task 6
Fostering an environment for holistic learning and development
Purpose
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This Assessment Task is designed to assess your skills and knowledge in fostering an
environment for holistic learning and development.
Requirements
To complete this Assessment Task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation
 to ensure you maintain confidentiality as required.
1. Plan an inquiry experience that provides opportunities for children to explore, experiment, test and
investigate. Ensure the experience:
 encourages children to try new ideas and take on challenges
 provides resources and materials that offer challenge, intrigue and surprise
 includes an opportunity for sustained shared conversation
 provides an appropriate level of challenge where the children are encouraged to explore,
experiment and take risks in learning.
Provide evidence:
 of your plan, including the name of the experience, the age of the children involved, the materials
you would use, the set-up and how you would carry out the experience.
 how your experience will challenge the children and encouraged them to explore and experiment
with new ideas.
After reading a story of Tortoise and the hare, we asked the students How did the tortoise reach
first to the end point? The students started to think about the answer. We gave opportunities to
the students to investigate the reason behind the question and express their views. The
Experience was for students aged 5-7 years and explored new ideas and initiate the shared
conversation among the children
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1. Explain how:
 an EYLF Outcome relates to the activity (state the Outcome)
 a development theory or core principle relates to the activity.
Outcome 4: Children are confident and involved learners. The students could use their cognitive
skills, and inquiry to find the answer. They could relate the one learned context with the other.
Core principle related to this theory is Child’s experience shapes his motivation and approach to
learning.
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2. Develop a 1–2 page report explaining how the EYLF Practice ‘Holistic approaches’ influences your
daily work with the children.
In your report:
 include an explanation of any organisational standards, policies and procedures that you follow
that relate to the EYLF Practice
 explain how you ensure the holistic child is represented, integrated and interconnected in the
curriculum.
You may use a range of documentation methods to support your report, such as:
 photos
 learning stories
 anecdotal records
 diary entries
 jottings
 samples of work
 checklists
 sociograms
 other methods as agreed with your trainer/assessor.
Holistic approach followed by us is based on four key principles: Learning is based on cooperation,
inquiry and involves open ended questions. There is a strong engagement ad community
among the children, their parents and families where each one cares for the other. We are
strongly connected with the nature and there is a lot of experience about the deeper inner life of
the children where they can explore the spiritual side of the human being.
Diary entries were used as a documentation method on daily basis.
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Assessment Task 6
Workplace Task 1
1. Using the weekly program, review and record the activities that have been planned that will
foster physical development of the children in your care.
2. How do the activities you have recorded link to the EYLF?
For age 4-5 years
Monday: Balancing on one foot for 4-5 seconds, pedal a tricycle without any stop for 2 minutes,
Tuesday: Throw a ball with accuracy, walk backward, and
Wednesday: catch a ball in hands.Hop around one foot without taking any support
Thursday: Cut a paper with scissor. Lace the shoes
Friday: Draw recognisable images, Hold the paper in place with one hand and write with the other
Saturday: Run and reach the Hanging ball, Frog race etc
They develop confidence and make them involved learners (EYLF Outcome 4)
Workplace Task 2
1. Choose one child in your care and do the following:
 Record the age of the children.
 Map the group interactions during a discussion using a sociogram.
 Identify the social play stage the children are participating in.
 Identify which Outcome of the EYLF links to this observation.
 Outline the physical, cognitive and psychological learning you noticed taking place.
5 years. Name: Sam.
Group Discussion about the read story. Outcome 5:Children are effective communicators. They are
compatible and motivated enough to respond to the statements in a better way. They can
counteract the statements of the friends or participants. They understand the context of the story in
a good manner.
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Workplace Task 3
1. Using the weekly program, review and record the activities that a programmed to foster social
development of the children in your care?
2. How do the activities you have recorded link to the EYLF?
Social Development is fostered in care by involving them in hand son work activities, group
discussions, drama play, role play and song and dance activities. They also take part in games like
sand play and clay to participate in group tasks.
They are connected and contribute to the world. Outcome 2.
Workplace Task 4
1. Using the weekly program, review and record the activities that a programmed to foster
emotional development of the children in your care?
2. How do the activities you have recorded link to the EYLF?
Fun Games like Starfish and tornado help them to manage their emotions. We use self regulation
to help stdents control and manage the emotions and release stress out. The games help them to
observe the things going on around them and the level of energy they are feeling inside. For
example: When the child goes to the playground, he may be told to look around like a turtle in slow
manner. The teachers can help him observe like ‘All the swings are taken up?” We help the child
in how to behave in such condition. When the swings are going on crowded the child may go to the
slides (Kelly, 2019).
Such activities help him direct his social emotions in a better way. EYLF Outcome: They become
socially responsible and show respect to environment.
Workplace Task 5
1. Using the weekly program, review and record the activities that a programmed to foster
cognitive development of the children in your care?
2. How do the activities you have recorded link to the EYLF?
Pre academic skills for 3-5 years: The child knows the letters, shapes, numbers, counts and colors.
Children are confident and involved learners.
Workplace Task 6
1. Using the weekly program, review and record the activities that a programmed to foster
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communication development of the children in your care?
2. How do the activities you have recorded link to the EYLF?
Repeating and acting upon the rhymes every day develops communication and words
pronunciation. Demonstrate the meaning of ‘Is’ and ‘Is not’ by pointing towards the objects. EYLF
5: They are effective communicators.
Workplace Task 7
1. Using the weekly program, review and record the activities that a programmed to foster the
holistic learning and development of the children in your care?
2. How do the activities you have recorded link to the EYLF?
Enabling the outdoor play classes every day. We ask Open ended Questions regularly and
develop strong trustworthy relationships. Identifying the interest of the child also encourages
holistic development. EYLF: 4.4. Resource their own learning through connecting with the
technology, people, place and other materials.
Reference
Kelly,K.(2019). 5 Social Emotiona Learning games to play with child. Retrieved from
https://www.understood.org/en/school-learning/learning-at-home/games-skillbuilders/social-emotional-
activities-for-children
Assessment Task 7
PROJECT
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CHCECE017 Foster the holistic development and wellbeing of the child
in early childhood
Purpose
The following activity forms part of your assessment of competence. You may also need to provide
various workplace documents or third-party reports. Your trainer will give you guidance in this area.
This Assessment Task is designed to assess your skills and knowledge across the whole unit
CHCECE017 Foster the holistic development and wellbeing of the child in early childhood.
Requirements
To complete this Assessment Task, you need:
 access to a children’s services environment
 access to the Early Years Learning Framework (EYLF)
 to complete the tasks outlined and submit responses as directed by your
trainer/assessor/training organisation
 to ensure you maintain confidentiality as required.
1. Create a monitoring checklist of milestones for one of the following age groups:
 6 months to 1 year
 1 year to 2 years
 2 years to 3 years
 3 years to 5 years
You may be able to adapt a checklist that is used as part of your service’s assessment and monitoring
procedures. Address each of the following developmental aspects for the age group you have
nominated:
 Physical
 Social
 Emotional
 Cognitive
 Communication
For each developmental aspect, include at least five skills or milestones in your checklist that you will
monitor.
The checklist is to be used to monitor a child’s holistic development. It must therefore include space for
you to comment on the child’s progress toward, or level of ability in relation to, each skill or milestone.
 Using the developed checklist, monitor one child over two days. For each skill in the checklist,
include a reflective comment about the child’s progress or ability. Include the date that you
recorded the information.
 Reflect on the results of your completed monitoring checklist. Analyse your findings about the
child’s development by listing the child’s:
o strengths
o emerging skills.
 Write a summary of what you observed while monitoring this child in relation to their:
o progress toward each of the five EYLF Outcomes
o development that relates to a core principle of development
o development in relation to at least one theory.
Checklist for 3-5 year old:
Answer Simple questions
Speak 200-300 words
Speak in sentences of 3-5 words
Speak the stories
Tell his name and age
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Speak clearly
Reflection: Child can explain all the things that are being asked about his daily routine at school. He
talks clearly in his first language. He responds to the statements well. Emerging skills:The child is
learning new words on daily basis.
The core principle: The development and learning takes place at different pace for different kids.
Summary: Child is trying to convey his perceptions, and feelings to the teacher and the friends. He is
expressing himself clearly (Effective communicator). He is differentiating his school bag entities with
the others and has a sense of belongingness for them. He knows his name. ( strong sense of identity).
He performs the daily given tasks in coordination with the participants (Connected with and contributes
to the world). He is confident in holding the ball, speaking the stories, and making sentences
(confident learner).
Piaget’s theory at Preoperational stage. The child is curious and thinks according to his own
experience. Generally talks in third person.
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2. Explain the theories that underpin children’s emotional and psychological development?
3. Explain how you can apply these theories in your work with children?
Piaget’s Cognitive Development Theory is in his pre operational stage as he is 3-5 years old.
The children at this stage use symbolic thinking however they do not use cognitive operations
(McLeod, 2018).
We involve all kinds of Learning outcomes in our schedule so that we can provide holistic development
opportunity to the children.
4. Explain the link between social, physical, psychological and cognitive development and give 3
clear examples?
The physical development of a child paves way for a brighter cognitive functioning and therefore
through this awareness he can express his thoughts to the society. Thus the three aspects are
interrelated and connected.
For Example:
A healthy student has high self esteem and a positive outlook to see the things. He if provided a good
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development opportunity with education he can develop better cognitive level and thus may contribute
effectively to the society.
The students who are good achievers are more encouraged to do well in the next exams. Their
psychological positive mindset encourages the physical wellness to study and do better. They indulge
in the studies more and thus Upgrade his social interactions as well
The ability to think and reason influences the ability of a child to understand the emotions. The
confidence of a child may be influenced by his physical well being.
McLeod,S. (2018). Preoperational stage of development. Retrieved from
https://www.simplypsychology.org/preoperational.html
END OF ASSESSMENT WORKBOOK
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