Understanding Children: Conflict Resolution and Language Development

The provided case scenarios aim to assess the understanding of early childhood educators in designing and implementing a curriculum that fosters children's learning and development. The scenarios involve conflicts between children, questioning by children, and designing activities for different age groups. To resolve these issues, educators should provide alternatives, encourage communication, and develop critical thinking skills. For instance, when two children start to fight over a doll, the educator can offer alternative toys or games. In another scenario, when a child asks too many questions, the educator can politely redirect the conversation without discouraging the child's curiosity. To promote language development, the educator can engage children in conversations and activities that involve singing songs and playing musical instruments. The scenarios also highlight the importance of intentional teaching, where educators plan and implement specific activities to achieve certain learning outcomes. Finally, the assignment requires the educator to design a template outlining various activities for different age groups, including fine motor skills, literacy, numeracy, science, nature, and cultural diversity.

Theory Assessment CHCECE024
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 Assignments must be typed using size 11 or 12 font.
UNIT: tmpy70hnhie.docx CHCECE024 Design and implement the curriculum to foster children’s
learning and development
NAME: __________________________________________________________________________________
ADDRESS:
_______________________________________________________________________________
POSTCODE: ________________ TICK IF CHANGE OF ADDRESS
TRAINER’S NAME: ____________________________________________________
Academic Pass Not Yet Competent/Please Resubmit
Assessor’s overall comment:
Assessor’s name & signature:
Assessment CHCECE024 Design and implement the curriculum to foster children’s learning and development Updated Jan 2017
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STUDENT DECLARATION
 This assignment is all my own work, no part has been written for me by another person.
 No part has been copied from another person’s work except where referenced
(including books, journals and the internet).
 I have a copy of this assignment which I can produce if the original is lost or damaged.
Signature: ____________________________ Date: ___
_________

Date:
ASSESSMENT INSTRUCTIONS FOR THE LEARNER
This booklet contains assessment questions and activities which allow you to provide evidence toward gaining
this qualification. Before you complete this assessment you should review the information in your e-book learner
guide.
TIPS FOR SUCCESS
 Read more than just the learner guide – you can use books, journal articles, websites (not Wikipedia)
 Write in your own words – think about what you have read and then use your words to explain what you
have learned.
 Explain where your information comes from (referencing) – this adds strength to you work and allows
your trainer to see where you have found your information.
 Never copy and paste – this is not your own work and is a serious form of cheating called plagiarism.
 If you are unsure what the question means, ask your trainer.
ASSESSMENT
You must complete all activities in the assessment to the required standard. This will contribute to a final
assessment of competence, which includes this theory assessment and further performance evidence, for
example a work placement or simulated tasks in the classroom. The assessor will explain clearly the required
performance standards.
When you have finished ALL the assessment tasks, complete the form on the front of the booklet and then
submit it by email to
Your trainer will give you feedback and you may be given an Academic Pass, or Not Yet Competent. If you are
Not Yet Competent you will have an opportunity to resubmit the assessment to be reassessed.
Academic Pass Participants whose answers predominantly display competent knowledge and
skills related to the assessment of the unit. All assessments components of the
unit are required to have been assessed as satisfactory to achieve an overall
academic competency of the unit.
Not Yet Competent /
Please Resubmit
Participants whose answers display a lack of understanding, skills and
knowledge related to specific assessments of the unit will be considered Not Yet
Competent for that assessment/ assignment of the unit. Participants will be
required to resubmit that assessment again to achieve a satisfactory result.
REFERENCING
Referencing shows what you have read. It acknowledges the contribution of the authors to you work, through
their ideas, words or research. Referencing shows respect to the original author of the work. You must include
the web address of any website from which you have sourced information.
PLAGIARISM
Plagiarism is a serious academic misconduct. It is taking someone else’s thoughts, writing or inventions and
representing them as your own. Plagiarism may result in failure or exclusion from a course. Plagiarism is:
 presenting work by another person as your own work, whether intentionally or unintentionally;
 handing in assessments which are markedly similar to or copied from another student; and/or
 submitting assessments without adequate acknowledgement of the sources used i.e. without
referencing.
Assessment CHCECE024 Design and implement the curriculum to foster children’s learning and development Updated Jan 2017
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 Additional Resources
These are additional resources that supplement your Learner guide. These videos and online reading
links (resources) will help you further understand some of the core concepts in this unit of competency.
National Quality Standard Professional Learning Program
How to Write the EYLF Curriculum Plan
Belonging, being & becoming: The early years learning framework for Australia
Environments for belonging, being and becoming
Creating child friendly learning spaces
Sustained, shared thinking
Cultural competency
Recognising and supporting babies’ and toddlers’ belonging, being and becoming
Early Childhood Outdoor Learning Environments
Effective Curriculum Planning and Documentation Methods In Education and Care Services
Build Strong Partnerships with Families
Family participation and communication
Developing a Statement of Philosophy
Revising a Service Philosophy
Planning for learning 2
The Planning Cycle
Engaging with children’s voices
Reflecting on practice
Social and emotional learning opportunities
Continuity of learning
The Early Years Learning Framework In Action
Documenting learning
Self-assessment, reflective practice and quality improvement processes
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Answer all questions
1) Design a learning experience that you would use for a child in your care by completing
the proforma on the following page.
For the planned experience and describe the relevant details on each of the following
categories:
(i) Age of the child
(ii) Detail of developmental abilities and milestones
(iii) Comprehensive list of materials you intend to use
(iv) How you would set up the experience (including layout)
(v) How you intend to keep the children engaged and active
(vi) What modifications you intend to implement to provide extensions to play
(vii) List 3 evaluation strategies you intend to use to monitor the experience
(viii) The goals/outcomes you are seeking from the planned experience
(ix) The EYLF outcomes represented
(x) NQS standards represented
(xi) Policies to be considered
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PLANNED ACTIVITY/EXPERIENCE
NAME OF EXPERIENCE- direct experience
Age of Child- 5 years
Developmental abilities and milestones- enjoys playing with other kids and finds pleasure
Goal of Planned Experience- to guide in curriculum decision making and enable the child’s
learning outcomes
Materials required for the activity/experience- games and tools related to language,
mathematics, science, art, music, drama, dance and social studies
Describe the layout of the activity/experience/including how you will set it up and modifications-
The space for playing needs to be safe with high quality and well designed
How you will keep children engaged?
-By using movements in the activities and teaching them to collaborate for expecting success1
Evaluation strategies- to encourage and give reward on the basis of learning outcomes
 The EYLF outcomes represented
 The EYLF principle/ s represented
 The EYLF practice/ s represented
 NQS standards represented
Assessor’s comments
1 Kolb, David A. Experiential learning: Experience as the source of learning and development. FT press, 2014.
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2) You work with a number of children from an Indigenous background.
a. How might you make sure that materials are incorporated to ensure that children
from an Indigenous family and Indigenous people in the community are
respected?
b. Provide at least three examples. Provide a detailed explanation with regard to how
each of the materials might be used in the learning environment.
a. It is important to learn about the indigenous reconciliation because they are first people
in Australia. But due to discrimination they are sometimes denied participation in many
activities. Therefore setting meaningful objectives in the service for sustainable access
should be included to become connected with the children from indigenous background2.
b. Acknowledge the country at the meetings and important events; consulting with the local
elders and council; celebrating the indigenous events
Assessor’s comments
3) Learning environment
a) Draw and label a plan for your ideal learning environment to promote an appreciation
of the natural environment. Include at least 5 natural resources which you would
provide in your learning journey
Natural play spaces which will include trees, soil, air, water and light will provide rich
opportunities for children. The children should be provided the opportunity to get a sense of
freedom and learn the skills required for managing self risk. They will be able to explore new
ideas and develop their understanding and interest3.
Assessor’s comments
2 Kable, Julie A., Elles Taddeo, Dorothy Strickland, and Claire D. Coles. "Community translation of the Math
Interactive Learning Experience Program for children with FASD." Research in developmental disabilities 39
(2015): 1-11.
3 Berk, Laura E., and Adena B. Meyers. Infants, children, and adolescents. Pearson, 2015.
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4) You want to gather feedback about your curriculum. You need to design a survey on a
separate document that might be used in an early childhood education and care service
to give family members an opportunity to provide feedback and ideas. The form should
also allow family members to have input into any decisions being made about current
issues.
In your design consider using:
 Open-ended questions
 Suggestions
 Layout
 Photographs
 Presentation style
5) When evaluating programs, you should gather feedback from children. Why should
children be asked for feedback? How can feedback be gathered from children?
Getting feedback from children provides them an opportunity to voice their issues and decisions,
learn new things, enjoy and have a good connection with the community.
It is required to become familiar with the children and beware of their issues. One must be used
to the techniques for collecting data from the children and involve the parents in the evaluation
process4.
Assessor’s comment
6) A philosophy underpins everything we do as early childhood educators. This
philosophy explains the reasons behind the implementation of the program. Write your
own detailed philosophy which includes your aims and goals. (minimum 250 words)
The philosophy will outline what is the belief of being a teacher what role should the educator
take. The types of opportunities and activities that will be included in the curriculum are given in
the philosophy along with dealing with conflicts, behavioural issues, special needs and cultural
diversity. It is important how the educator will maintain a relationship between parents and staff.
4 Henniger, Michael L. Teaching young children: An introduction. Pearson, 2017.
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Assessor’s comments
7) See the curriculum plan attached. Explain how:
a) The format is used to present what is occurring in the curriculum
b) The experiences and activities implemented are being communicated?
c) It reflects the EYLF outcomes by linking them with experiences and activities?
d) You can make this a living document that you can implement?
See page 14 for space for your answer
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Answer Q 7) below
The weekly curriculum plan reflects a five- day plan which will nurture the children in an overall
way. Use of different equipments and props like height chart, animal figurines and dresses,
blocks and pipes make the learning session interesting for the children. This will help them in
developing their critical thinking and other communication skills. Their logical and analytical
skills will grow by using this plan.
Assessor’s comments
8) Describe in detail at least 2 methods a service provider collects and analyses data to
identify each child’s interests, strengths and goals
The two methods that can be used are- become familiar with culturally competent evaluation
and beware of the challenges related to consent, privacy and confidentiality while collecting
data from the children. The most important part is to build and maintain trustable relationship
with the families otherwise they will not be willing to share information., especially people in
disadvantaged communities5.
Assessor’s comments
9) Using the proformas on the following pages complete Assessment Activity 3 Part A
question 1 only on pg 90 of your Learner guide CHCECE024 Design and implement the
curriculum to foster children’s learning and development
5 Crosson-Tower, Cynthia. Exploring child welfare: A practice perspective. Pearson, 2017.
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PLANNED ACTIVITY/EXPERIENCE
NAME OF EXPERIENCE: Group learning experience
Age of Children: 5- 10 years
Goal of Planned Experience: to develop a feeling of collaboration and harmony for
accomplishing the target
Materials required for the activity/experience: use of charts, pictures, posters and books
Describe the layout of the activity/experience/ how you will set it up: the complex task will be
simplified by using pictorial evidence and there will be open discussion to get feedback
How you will keep children engaged?
The students will be engaged by developing new approaches to tackle complex problems6
Evaluation strategies: by using checklist with appropriate concerns to address
 The EYLF outcomes represented
 The EYLF principle/ s represented
 The EYLF practice/ s represented
 NQS standards represented
6 Isenberg, Joan Packer, and Mary Renck Jalongo. Creative thinking and arts-based learning: Preschool through
fourth grade. Pearson, 2017.
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PLANNED ACTIVITY/EXPERIENCE
NAME OF EXPERIENCE:
Age of Children
Goal of Planned Experience:
Materials required for the activity/experience:
Describe the layout of the activity/experience/ how you will set it up
How you will keep children engaged?
Evaluation strategies
 The EYLF outcomes represented
 The EYLF principle/ s represented
 The EYLF practice/ s represented
 NQS standards represented
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PLANNED ACTIVITY/EXPERIENCE
NAME OF EXPERIENCE:
Age of Children
Goal of Planned Experience:
Materials required for the activity/experience:
Describe the layout of the activity/experience/ how you will set it up
How you will keep children engaged?
Evaluation strategies
 The EYLF outcomes represented
 The EYLF principle/ s represented
 The EYLF practice/ s represented
 NQS standards represented
Assessment CHCECE024 Design and implement the curriculum to foster children’s learning and development Updated Jan 2017
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PLANNED ACTIVITY/EXPERIENCE
NAME OF EXPERIENCE:
Age of Children
Goal of Planned Experience:
Materials required for the activity/experience:
Describe the layout of the activity/experience/ how you will set it up
How you will keep children engaged?
Evaluation strategies
 The EYLF outcomes represented
 The EYLF principle/ s represented
 The EYLF practice/ s represented
 NQS standards represented
Assessment CHCECE024 Design and implement the curriculum to foster children’s learning and development Updated Jan 2017
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PLANNED ACTIVITY/EXPERIENCE
NAME OF EXPERIENCE:
Age of Children
Goal of Planned Experience:
Materials required for the activity/experience:
Describe the layout of the activity/experience/ how you will set it up
How you will keep children engaged?
Evaluation strategies
 The EYLF outcomes represented
 The EYLF principle/ s represented
 The EYLF practice/ s represented
 NQS standards represented
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10) Select which formal observation format you would use to gather information for the
following suggestions. There may be more than one answer for each example.
You’re reflecting on an interaction you observed earlier in the day The participants involved
and the topic of interaction
You have been given some time to sit and observe a child for 10
minutes
His age, gender, family
background, likes and
dislikes7
You have observed a significant event and want to record it quickly
before you forget
The venue and theme of the
event and the participants
present
You want to find out how well and how often a child is building a tower
with more than two blocks
Increasing the number of
blocks daily
You want to monitor a challenging behaviour you have observed Type of challenge and the
strategy to face that
You want to learn more about your pres-schoolers’ friendship groups Involve them in personal
discussion
You want to record a child’s language development Using activities like
elocution, play and
extempore
11) Detail seven (7) ways you could extend the use of one material such as wooden blocks
7 Mindes, Gayle, and Lee Ann Jung. Assessing young children. Pearson Higher Ed, 2014.
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or playdough to encourage “continuity of learning. Do not use wooden blocks or
playdough as examples.
The seven ways can be- numbers and alphabets, replica or models, soft toys, calendar, cards
and games, jigsaw puzzles and pictures for memory games. These will lead to effective learning
practice and they will be able to learn new skills, theories and concepts. Continuity is not
something that is easily or naturally available. Thus continuity of learning plans and builds
predictability and repetition8.
Assessor’s comments
12) You want to assess whether a child’s creative/ drawing skills have improved in a six
month period. What methods of assessment would you use? Why?
The process used for assessing will include direct experiment with work in progress, finding the
techniques by making practice piece and create sample by using the proposed techniques. But
the techniques will be limited to basics like linear mark of varying, intensity, dimension and
character through the use of vanishing point and produce illusion.
Assessor’s comments
13) Create an activity that requires at least five materials. Provide detailed instructions for
implementing the activity and identify the materials required. Explain where you would
acquire the resources from.
A drawing activity will require drawing pencil, drawing book, erasers, sharpener and different
forms of colours. This will enable a child to transfer their ideas and creativity into paper. It is a
form of implementing expression through pencil. The resources can be acquired from the
general fund. If it seems insufficient then the authorities can be approached for support and
help.
Assessor’s comments
8 Van Manen, Max. Researching lived experience: Human science for an action sensitive pedagogy. Routledge,
2016.
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14) Describe the importance of “sustained interactions” with children and write a brief script
(conversation/dialogue) on how you would facilitate these sustained interactions.
Sustained interaction and responses made by children help in the clarification of many
concepts and evaluation of activities by extending narrative. Being totally engrossed in the
conversation with a child satisfies the interest at both ends. It is possible anywhere at any time
with the interest of the participants. The educator gets the scope to learn about the child9.
Assessor’s comments
15. Case Scenario 2:
Children are engaging in free play. Quite suddenly two children start to cry and yell at each other
and even start to pull each other’s hair. It seems that they are in conflict about who should get to
play with a doll. What steps would you take to resolve the conflict with the age groups listed
below? Provide a detailed response.
a) Babies: the conflict can be resolved by providing them with other options of playing
b) Toddlers: they can be provided with options of selecting what they want
c) Preschoolers: they can be talked of other toys and should be encouraged to raise their
concern
16 Case Scenario 4:
You are teaching all of the children a dance routine that expresses how children feel when they
are happy. You expect the routine to present a challenge but to be within children’s emerging
skills and capabilities. During the routine 4-year old Amanda shouts “Why is everyone doing this
wrong, this is so easy!” and this causes Megan a 3-year old to cry and refuse to carry on.
a) How would you assess and monitor the emotional development of Amanda and Megan?
Children’s responses differ in day- to- day experience and that impacts their life in a major way.
With an increasing age the children learn to understand the kind of feelings that they have. In
the given case, Megan’s sentiments were hurt because of Amanda. It seems that his self-
esteem was lowered when it was pointed out that he is incapable of doing something easy. He
is still a kid who is not habituated to shouting.
9 Kohnert, Kathryn. Language disorders in bilingual children and adults. Plural Publishing, 2013.
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Assessor’s comments
17) Suggest three appropriate experiences that children might be involved in that will foster
language and literacy development through play
Speaking constantly helps in developing the language skills of the children. Reading and
writing assessment helps in the development of mental growth of the child. This will make
them acquainted with the words and sentences and they will be able to apply that in later
stages. Less amount of talking restricts the children to learn and adapt to new things.
Assessor’s comment:
18) Case Scenario 6:
Your colleague is looking after a child who keeps asking lots of questions. Every time the
educator gives the child an answer the child asks yet another question. The educator loses
their patience and tells the child that they are not allowed to ask any more questions that day.
Do you feel that the educator did the right thing in this situation? Give your reasons.
No, the educator did not do the right thing because he neglected the inquisitiveness in
the child. Curiosity and inquisitiveness are related to asking questions which if ignored
shatters the child and destroys his quality of asking questions. He got discouraged and
lost interest in discovering new things. The educator became responsible for ruining his
creativity.
Assessor’s comment:
19) List 3 ways in which families from diverse backgrounds might be able to contribute to the
learning environment
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Diversity enables the children to identify differences and similarities among all the
people. They learn that people can be different and unique.
It encourages cooperative social skills among the children and they excel in teamwork.
They learn to respect other’s viewpoint and individuality.
Multicultural perspective in curriculum helps in planning classroom management skills
which requires consideration of culture and tradition10.
Assessor’s comment:
20) A parent tells you that their family are all vegetarians. The child is expected to follow a
vegetarian diet? Should this information be shared with colleagues? Give your reasons.
As a child the family rules and regulations should be followed until and unless he becomes
independent of making his own decision. The information should be shared with colleagues
because they can face the same instance in their life too and they will become careful before
offering any non- veg food item to such kids.
Assessor’s comment:
21) Case Scenario 7:
A child initiates play with your colleague. They ask the educator to play ‘Snap” with a set of
cards that has a range of coloured images on them. They tell the educator that it is okay to
‘Snap’ if the colours of the image are the same. Your colleague tells them that this is not the
right way to play and that you are only allowed to snap when the pictures are the same. Do
you think your colleague is correct in this instance? Provide a detailed reasoning for your
answer.
Even if the colleague is right about the game, he must be careful about the approach he
is using to address the children in this matter. Before that he should be confident about
the rule of the game and then he can politely tell the children that will teach a new way to
play the game. This will neither offend the children nor will they think that they do not
know a simple snap game.
Assessor’s comment:
10 Leng Chua, Bee, Oon-Seng Tan, and Paulina Sock Wah Chng. "Mediated Learning Experience: Questions to
Enhance Cognitive Development of Young Children." Journal of Cognitive Education and Psychology 16, no. 2
(2017): 178-192.
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22 Complete the template on the next page with the relevant details to include:
a. Select the goal and age group of the children
b. The list of activities available to children on one day; include 3 activities in each box
c. Explain the activity
d. How would you monitor the success of the experience(s)
e. What actions would you take if the experience was not successful
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Assessor’s comments
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Current Interests & Goals
Intentional Teaching/Planned Activities
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Dramatic play/Social Emotional
Playing the role of a cartoon character
Creative Expression
Provide an open surface to draw anything they want
Special Activities/projects
Origami
Colour wheel
Sidewalk chalk
Science and Nature
Balance scales
Static electricity with hair
Visit to science museum
Cultural diversity
Playing with the aboriginals of
Australia and showing cartoons of
different countries
Gross Motor & Musical Movement
Learning the poems with music and
action
Group activities
Circle times- 4 hours
Transitions
Literacy Numeracy
30% 30%
Fine Motor Activities/pre writing
: play the game of feeding the frog
Walk like an animal
Ride tricycle
Age of
Children
.......3
years......
..

23. As the children cannot agree on one song, so the educator has to play his part in making the children understand. A game of voting can be conducted in
which the children will vote for their favourite songs which they want to sing at the ‘end of the year’ concert for their families. The educator will chose the chit
blindfolded from the bowl in which all the other chits were kept. The song that will be written on that specific chit will be sung by the children at the concert. This
will not lead to any conflict because children always consider the educator as their prime importance. So they are bound to listen what the educator has decided
for their benefit. But one individual vary from another so there will be some children who will not agree to this. At that point of time, the educator has to discuss
with them about what they want and also make them understand about the effectiveness of teamwork. It can be expected that they will not argue much and
understand within few moments.
24. The three ways that can be used to reflect on children’s learning method and pedagogy are- the idea of the educator on belonging, being and becoming; the
principles and practices of learning; current provision that supports learning outcomes. But as an educator it is needed to involve in all the components because
they are interrelated to make such tie together which leads to a good quality of early childhood practice. The circle starts at the point of belonging, being and
becoming, moves to the centre to principles and finally joins the dot with promotion, assessment and documentation of learning outcomes. Professional
reflection and modification take guts and leadership which involves prompting the colleague to read the EYLF and interpret the meaning. This will lead to
discussions about practice which will assure that all are involved in decision about the changes that affect them. Leaders will help the colleagues to through the
inquiry and reflection process. This will help to engage in professional conversation which focuses on the belief and value of the people.
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