Workplace Task 3 - Activities for Gathering Information and Developing Relationships with Children and Parents/Guardians

This workplace task involves activities for gathering information about children from parents/guardians and developing relationships with them. Educators can use enrolment forms and communication with parents to gather information. They can communicate information about education and care through phone calls, emails, and conversations. Strategies used by services to develop and support relationships include orientation days, individual routines plans, and communication. The task also involves gathering information from families about focus children and documenting examples of care and support provided.

Workplace Task 3 – Activity 1
Sharing Information and Developing Relationships
Student Name: Service Name:
Describe how educators gather information about children from the parent/guardian.
Educators can gather information simply through using two important methods that is enrolment
form and communicating with the parents. Explanation of these methods is being dobe below:
 Enrolment form – It is being referred as the form being prescribed by the company or any
organization for use by an eligible candidate to enroll in the same. It contains all the
important details of the participant. Educators as the management mainly asks for such
enrolling forms which will include data in regards with the child, his or her environment in
which they are being brought up, their special needs and so forth. It also asks parents to
explicate the same and offer feedback which will provide friendly feeling to them and
strong association with the provider of the child care.
 Communicating with parents – This is also being regarded as the important method through
which information about the children can be gathered from parents and guardian. They can
communicate in regards with the likes and dislikes, hobbies, special requirements, interest
of the child and daily routine.
Describe how the educator communicates information about the education and care of children to
their parent/guardian.
Information in relation with the care and education of the children can be communicated to parent
or guardian through seeking help from phone calls, emails and detailed conversation. While
conversing the parents, they can ask different questions about the child. For example, whether they
can write their names, count numbers, can read books, identify letters etc. they can also ask in
relation with the support needed by the child in altering clothes or putting up their socks and shoes,
What favorite toys are being needed by the child to make him or her comfortable and feel good or
whether they can east on their own. Seeking help from this information, educator and help the
child in fulfilling their requirements and motivates them to perform their best. Emails, newsletter,
one to one meeting are other ways through which communication can be done.
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Describe the strategies used by the service to develop and support educator and child relationships.
 For orienting both the child and parents to the service two important strategies that can be
utilized by the service are orientation day and staying of the parents with the child on the
very first day and until the child acquaints with the environment then they can leave their
child for few hours. However, they stay close to the child in the situation they feel
demotivated.
 For development of close bond praising and supporting the child are crucial strategies
 Individual routines plans of the child are being met by remaining calm with the children and
paying attention on them all the time.
 The care needs of the child are being communicated through day to day conversation and by
putting poster on wall.
 For meeting the individual dietary requirements of child a registration or enrollment form
should involve one section wherein the parents can give information about any allergies,
cultural and intolerance food preferences. Further, development of meal sheets such as
dinner and lunch sheets will also help in meeting this requirement.
Activity 2
FOCUS CHILD 1, 2 & 3: Gathering information from families
This task requires you to gather information for each of your focus children using the attached template. Ask
each family to complete the form and return it to you – if possible ask if the parent could complete the form
while they are dropping off / collecting the child. Sleep routine. Separation. Self-help skills. Self-expression. Play. Transitions.
Discuss each of the areas with your workplace supervisor and have them sign and date each area as you
complete it.
Documentation Required:
Observation Consent form signed by parent/guardian.
Child Information Sheet completed by family.

Document your answers on the ‘Child Information Sheet’ template.
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Workplace Task 3 – Activity 2 FOCUS
Child Information Sheet (To be given to the family)
Please complete the following information in relation to your child’s routines and behaviours at home.
Child’s First Name: Peter Age: 3 yrs mths 6
Length of time the child has been attending the service: 4 weeks
Attendance
Pattern: Monday Tuesday Wednesday Thursday Friday
Separation Routine:
What is your normal separation routine
when you drop off your child to the
service?
He normally waves and cuddles as soon as he arrives at the center.
Most of the time, he is happy and joyful to come at this place and
enjoy his time. However, sometimes he resists going to day care.
Self-Help Skills:
Is your child able to dress/undress self;
toilet self/wash/dry hands; manage eating
utensils; pour own drink?
Peter is three and a half years old and he requires support in wearing
dress and undressing himself. However, he can go to toilet by his own
and wash his hands. He can also manage to eat with utensils and pour
and drink.
Usual Sleep/Rest Routine:
How do you get your child to have a
sleep/rest if needed during the day?
For making him sleep I used to tap him on the head for a while and
then he sleeps. Sometimes he also ask for his special toy that is teddy
bear.
Self-Expression:
What does your child share with you
about his/her day?
He usually shares all the things he has done in his day such as games
played, learnings, behavior of teachers and activities done in center.
Play and Routines:
What does your child like to play at
home? What are your child’s main
interests? How does your child cope with
changes to routines?
At home he normally plays with his cars and action figures. The main
interest of my child is playing with cars, doing paintings and building
blocks.
Family Composition and Culture: We speak in Spanish at home and before eating meals we pray to god.
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Workplace Task 3 – Activity 2
Child Information Sheet (To be given to the family) FOCUS
Please complete the following information in relation to your child’s routines and behaviours at home.
Child’s First Name: Emilia Age: 2 yrs mths 6
Length of time the child has been attending the service: 3 weeks
Attendance
Pattern: Monday Tuesday Wednesday Thursday Friday
Separation Routine:
What is your normal separation
routine when you drop off your child
to the service?
She usually cry when I leave her at the center. She restrain herself to
come at the center.
Self-Help Skills:
Is your child able to dress/undress
self; toilet self/wash/dry hands;
manage eating utensils; pour own
drink?
Since my child is just two years and half months old she is not able to
dress herself. In addition to this, she also needs supports in undressing as
she cannot do it herself. She goes to toilet on her own but needs help in
washing as well as drying her hands. Furthermore, she sometimes
manage to eat with the utensils but this is totally depending on her
mood. She also faces problem in pouring her own drink.
Usual Sleep/Rest Routine:
How do you get your child to have a
sleep/rest if needed during the day?
During the day she needs 2 hours sleep. It is really difficult to make her
sleep because she takes time. Usually she does not require any toy to
sleep but when she is very fussy she requires her favorite doll to sleep.
Self-Expression:
What does your child share with you
about his/her day?
She is very introvert and because of this she does not share anything
after coming home. However, when family members insist and ask
questions about her time being spent at the center, she then utters about
the activities being done by her and her friends.
Play and Routines:
What does your child like to play at
home? What are your child’s main
interests? How does your child cope
with changes to routines?
At home she generally plays with her doll and toys. She also loves to go
in garden and play with her pet dog. She also loves giving water to the
plants. Emilia is also fond of dancing and singing. Further, when a major
alteration is happened in her routine, we try to give her consistency and
stability to cope up with the change. I normally talk to her and make her
comfortable.
Family Composition and Culture: We are a nuclear family which consists of two parents and children. My
child receives strength as well as stability from the two parent structure.
We speak English at home. Every Sunday we go out and shop for home.
Her dada also prepare supper and we make sure that we eat together as a
family.

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Workplace Task 3 – Activity 2
Child Information Sheet (To be given to the family) FOCUS
Please complete the following information in relation to your child’s routines and behaviours at home.
Child’s First Name: James Age: 4 yrs 2 mths
Length of time the child has been attending the service:
Attendance
Pattern: Monday Tuesday Wednesday Thursday Friday
Separation Routine:
What is your normal separation routine
when you drop off your child to the service?
When I drop James to the center he normally waves his hand and
says goodbye happily. He loves to come because he likes to learn
new things and make friends. He also feels good when someone of
his age is around him.
Self-Help Skills:
Is your child able to dress/undress self;
toilet self/wash/dry hands; manage eating
utensils; pour own drink?
James is 4 years and 2 months old and he is able to dress himself.
In addition to this, he also does not needs supports in undressing.
From the very beginning I used to tell him the ways of dressing
himself and trained him effectively. He goes to toilet on his own
but sometimes when he is not feeling good he needs help in
washing as well as drying her hands and going to toilet as well.
Other than this, he most of the time manage to eat with the
utensils. However, he sometimes faces difficulty in pouring drink
if it is heavy.
Usual Sleep/Rest Routine:
How do you get your child to have a
sleep/rest if needed during the day?
During the day she needs 1 hours sleep. Most of the time he sleeps
by himself by listening to stories. I usually tell him stories and
then he sleep. Nevertheless, when he is over-energetic it becomes
really difficult to make him sleep. Frequently, he does not require
any toy to sleep nonetheless when he is very frilly he necessitates
his preferred car to sleep.
Self-Expression:
What does your child share with you about
his/her day?
He likes to share things with me as he enjoys what he has done at
the center. Before going to bed, he always tell me about the games
being played by him, activities being conducted by the teacher,
things learned at the center and the behavior of his friends. He
always finds something to chat at home.
Play and Routines:
What does your child like to play at home?
What are your child’s main interests? How
does your child cope with changes to
routines?
At home he generally plays with his toys. He also watches
television and chit chat with his neighbors. He also loves to play
football and cricket. In addition to this, he is also affectionate
towards dancing and singing. Other than this, at times when a
major modification is occurred in his daily routine, I try to create a
visual schedule with my child and make timetable as it very
effective.

Family Composition and Culture: We are a single parent family and involves only me and my child.
We speak English at home. We both are very close to each and
find our ways of enjoyment on every Fridays and Sundays. We go
out for shopping. We prepare supper together and on every
Monday we always have a family get together.
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Activity 3
FOCUS CHILD 1, 2 or 3: Gathering information from families
This task requires you to document examples of how you have assisted in the care of one focus child over a
period of 3 –4 days. Sleep routine. Separation. Self-help skills. Self-expression. Play. Transitions.
Discuss each of the areas with your workplace supervisor and have them sign and date each area as you
complete it.
Documentation Required:
Your reflection on how you have used the information provided by the family to provide care and support the
child.
Document your answers on the ‘Caring for Children’ template.
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Workplace Task 3 – Activity 3
Caring for Children FOCUS CHILD: 1, 2 or 3
Child’s First Name: Emilia Age: 2 yrs 6 mths
Length of time the child has been attending the service:
Attendance
Pattern Monday Tuesday Wednesday Thursday Friday
This task requires you to document an example of how you have contributed to the care of your focus child over a period
of 3 – 4 days.
Care Routine Example
Separation Routine:
How you supported the
child’s daily separation
routine.
As she usually cry when I leave her at the center and restrain herself to come at the
center I adopt different strategies. Firstly, I always greet my child with a friendly as
well as happy smile. When she does not want to leave me I personally take her to the
activity center and reminds her off the things she can or will do here.
Self-Help Skills:
How you supported
the child’s self-help
skills.
I have started with the finger foods which are quite easy to clench however not big
enough to choke on. As she continued to develop this habit I started introducing
eating with spoon. However, she is too small to do all this chores, she still manage to
try her best to war dress and undress the same. She goes to toilet on her own but
needs help in washing as well as drying her hands. Sometimes manage to eat with the
utensils but this is totally depending on her mood.
Sleep Routine: How you
supported the child to
relax and unwind.
 I usually lower the blinds and play soft music so that she can sleep nicely and
quickly
 I also makes the bed for my child
 Taking her shoes off and clothes
 Also give her a dummy when she faces trouble sleeping
 I also used to pat her back till she sleeps
Self-Expression: How
you supported the
child’s communication
skills.
For improving communication skills of Emilia I generally interact with her
continuously and normally ensure that play is being involved so that she feels happy
and learn things faster. Since, she is 2 years old now she can understand direction so I
give her two step instructions for example, pick up the ball Emilia and give to your
mother.
Play: How you engaged
in play with the child.
There are so many different things that I do for making her engage in play. I play
with dolls with her and pretends to take care of her doll. She feels really happy that
time. Furthermore, I also motivate her to go for novel experiences such as painting
using fingers, playing with sand, building blocks and football and many more. Child
safe environment policy is also referred by me.

Transitions: How you
supported the child
during transitions.
I usually try to minimize the transition but when it happens few strategies are being
used by me for supporting her during that period. First of all, I engage with her and
build relationship with her. Secondly, I always makes effort in nurturing and evolving
the emotional and social skills. Thirdly, I also communicate and interact with my
child that they are in safe hands and predictable environment.
Supervisors Name: Signature: Date:
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Activity 4
This task requires you to observe arrival routines at your service and document how the environment, routine,
and educator strategies support children during these times of change. When observing the arrival routine think
about and document:
How the environment is set up to welcome children and families.
How educators make themselves available at this time to
families.
How do the educators support children’s emotional wellbeing - what verbal and non-verbal cues (e.g. facial
expressions, body language) do the educator’s display?
How the children settled when the parent leaves.
Document your answers on the ‘Arrival Routines’ template.
Workplace Task 3 – Activity 4
Arrival Routines
Student Name: James Service: Day care service
Describe how the environment is set up for arrivals to ensure children are safely transitioned to the
service (where, what parent/children do).
Each and every child is very different from each other and this it is important on the part of
educator to understand which certain child has trouble saying good bye to their mom and dad when
arriving and who does not face any trouble. Educators welcome each and every child with
warmness and politeness. In addition to this, they say hello to the child and also make sure that the
room is aware about what child has arrived by saying hello James, look who is here. Furthermore,
educator also helps the children as well as families to make sure that they are going to be ok and
will have fun when mom and dad will not be here and at work. They also make sure that they will
be back as soon as there work will finish and pick them up to home.
How do educators make themselves available to parents?
There is always an educator in the room throughout the drop off time. They always make sure to
communicate with the parents at the time when they leave their child in the room. Additionally,
they are also available on phone calls wherein they motivate parents to share data in regards with
child’s activity as well as experiences outside of care home. Seeking help from the electronic mails
educators also shares and give parents a snapshot of the things being done by child throughout the
day at drop-off. Other than this, the educators also give invitation to the parents to participate in the
activities at the service like joining in a mealtime, helping the child with doing painting or reading a
book for the children. The educators and parents also deliberate the routines of child, behavior as
well as experiences related to education.
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How do the educators support children’s emotional wellbeing - what verbal and non-verbal cues (e.g.
facial expressions, body language) do the educator’s display?
They are always encouraging
children to do new things and
comfort them when
children feel distress or frustrated
There are different strategies which are being utilized by educators for motivating children and
supporting them with their emotional well-being. They always makes efforts to motivate child to
perform novel things and makes them feel comfortable at times when the children feel frustrated
and anxious. Other than this, the educators also makes effort to seek suggestions from the
children on the ways of creating a welcoming, secure, safe as well as comfortable classroom. In
addition to this different verbal as well as non-verbal cues such as facial expression are being
utilized by the educators. They also makes sure that there is a positive verbal communication
smiles, eye contact, good tone of voice and bending down to the level of child.
How are the children settled when parents’ leave?
At the time when parents leave the child at the center, educators tries to execute different experience to
the child by inviting them to participate in different activities. If the child is crying and feeling
distressed then at that point of time, they take the children and engage them in doing anything such as
painting, sliding or playing with something so that they are distracted while the parents leave the room.
Getting the children involved in varied activities in the morning helps them in settling down, it is
important they are engaged in some interesting activities that is building block, painting, coloring and so
forth. All the fun activities available with the child will support in offering an orientation to the children
and supports them in familiarizing themselves with the new environment and helps in easing some
components of uncertainty being faced by them while attending child or day care for the very first time.

Supervisor Name: Signature: Date:
Activity 5
FOCUS CHILD 1: Transition Routine
This task requires you to observe a transition routine at your service and document how the environment,
routine, and educator strategies support children during these times of change. Some examples of transitions
that you may choose to observe include: Indoor play to outdoor play. Morning tea to play. Outdoor play to lunch. Group to mealtimes. Lunch to rest time.
When observing the transition routine think about: The practices used to manage change. The timing of the transition and whether it is smooth and relaxed or hurried. How the educator supports the children with change. How the transition supports children’s emotional wellbeing.
Documentation required:
Document the type of transition you have chosen to observe and how it is undertaken.
Describe the strategies the educator uses to manage the transition and support children through the change.
Identify the skills that children are being supported to develop as they participate in this routine.
Include Focus Child 1 in your observation.
Document your answers on the ‘Transitions’ template.
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Workplace Task 3 – Activity 5
Transitions FOCUS
Student Name: First Name of Focus Chid: Peter
Transition Routine: He normally waves and cuddles as soon as he arrives at the center. Most of
the time, he is happy and joyful to come at this place and enjoy his time.
But sometimes he resists going to day care. Transition routine is indoor
play to outdoor play
Document how the transition routine is undertaken.
Children majorly relies on stable as well as foreseeable routine. Children most of the time gain
sense of security from items, routines as well as familiar adults. In addition to this, they are also
particularly sensitive to change and even a small change in routine can cause stress and anxiety to
them. For example, here the transition routine is considered as indoor play to outdoor play.
Nevertheless, the alteration and transition in thid daily routine is unavoidable, it is significant to be
known in regards with the influence it have on the intellects of young children. Comprehending the
temperament of the child is very important as it plays a main role in the manner they familiarize to
changes. In addition to this, it is also important to take into consideration the individualized needs
of the child for settling them during transition. In this regards, it is crucial that a calm atmosphere
is maintained for the child so that they feel comfortable. Other than this, effective communication
is also essential in this regards.
Describe the practices the educator uses to manage the transition and support children through the
change.
Since Peter is usually calm and happy when the parents leave him at the day care center. But as
mentioned by them he sometimes resist going to the center and cry when I leave him at the center
than for managing such transition and supporting the child through the change in their routine,
different practices are being utilized by educators such as making use of Stuffed toys, blankets,
pacifiers along with family photos for helping the child to learn self-help. Other than this,
educators also holds him at the time when parents leave him at the center. They also him to wave
to his parents while they go back home leaving him at the center. Moreover, they also ask parents
to sit their child at an activity table before they leave.
Identify the skills that children are being supported to develop as they participate in this routine.

Because of this transition and participation in this routine, there are different skills which are being
supported in developing the child and the very important among them is life skills. Peter thrived on
habits, routines and schedules which has helped him in not only developing a sense of security
however it has also supported him in learning focus as well as self-control. In addition to this, due
to the high touch personal communication which takes place at the day care each and every day, he
is not able to develop healthy as well as social-emotional skills. It also encompasses capability of
comprehending as well as communicating with others. Besides, there is one more skill which he
has developed by Peter due to participating in this routine is self-directed and engaged learning.
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FOCUS CHILD 1: Comment on how your focus child responded to the transition e.g. listened, followed
directions, assisted with specific tasks etc.
Talking in relation with Peter, when there has been change in his daily routine he was little bit anxious and
was not ready to accept the changes. However, he listened carefully what his parents and educators are
explaining to him and followed their direction calmly. He was not a colic child and understood the whole
situation easily. He developed trust with the educators as they were very polite towards him and gained his
confidence which becomes easy for Peter to acquaint with the new environment without any stress. On the
other hand, in some of the tasks it was really hard to convince him because he needed support to perform
those tasks. Overall it can be said that Peter is very good listener and due to this reason he has gained and
developed different types of skills in this transition of routine.
Supervisor Name: Signature: Date:
Activity 6
To complete this task, refer to (pp. 90 – 96) of your textbook ‘Birth to Big School’ and refer to the reading:
The Physical Activity Handbook – Pre-schoolers (Example Obstacle Course – Animal Safari pg. 14 & 22).
Focus Child 2
This task requires you to plan and implement an obstacle course that promotes physical activity and gross motor
development for Focus Child 2.
You must use The Physical Activity Handbook – Pre-schoolers to guide your planning. You will need to obtain
permission from the child’s parent/guardian to undertake this experience with them.
The learning outcomes for the experience will be:
For children to combine gross motor movements, balance and spatial awareness to achieve increasingly complex
patterns of activity.
The obstacle course you design needs to:
Incorporate activities that actively engage children’s gross motor movement skills.
Be challenging and offer opportunities for children to take appropriate risks.
As you plan your experience you will need to think about:
How you will present the experience e.g. Where? Introduction/setting? Transitions? Resources?
How you will support your focus child to participate at a level that is appropriate to their ability and comfort levels.
How you will provide challenging elements yet maintain safety.
How you will support your focus child to take risks.

How you will manage the experience – how will children be involved? How will you supervise for safety? What rules
might you establish?
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STEPS
Plan your obstacle course.
Review your plan with your workplace supervisor and have them sign off on your plan.
Implement the experience ensuring that you participate (provide support and encouragement) with and supervise
the children.
Observe and document your focus child’s engagement with the experience. Think about how they use their gross
motor skills, balance and spatial awareness to navigate the course; how do they undertake challenges and take
appropriate risk?
In consultation with your focus child, discuss how you could change or adapt the obstacle course. Implement these
changes with the assistance of your focus child.
Discuss the implementation of your obstacle course and your observation with your workplace supervisor.
Documentation Required:
Observation consent form signed by parent/guardians.
Draw a plan of the obstacle course.
Document the resources to be used.
Document any health and safety issues and how you will address these.
Have your workplace supervisor sign off your planned obstacle course.
Document how your focus child engaged with the obstacle course – what skills did they demonstrate? How did they
navigate the course? What did they find challenging and how did they overcome this challenge? Did they undertake
any appropriate risks?
Document how you collaborated with your focus child to extend and develop the experience.
Ask the children the following questions (or similar) to promote children’s understanding of physical health and
wellbeing and document their responses.
How do you know how to climb/balance?
What food can you eat to make you grow strong and healthy?
What can you do to make your body strong?
Document and reflect on how you supported your focus child during the experience e.g. How you promoted their
physical development and appropriate risk taking.
Discuss with your workplace supervisor and have them sign off on your documentation.
Document your answer on the ‘Obstacle Course Experience’ template.
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Workplace Task 003
Obstacle Course Experience FOCUS
Focus Child Name: Emilia Age: 2 yrs 6mths
Experience Outcome: For children to combine gross motor movements, balance and spatial awareness to
achieve increasingly complex patterns of activity.
Draw a plan of the obstacle course:
Speaking in relation with the obstacle course, these course are very effective for the children and
particularly for Emilia who is just two years and half months old and is not able to dress herself.
In addition to this, she also needs supports in undressing as she cannot do it herself. Overall she
needs helping hand to carry out daily routine work. Thus, seeking help from the obstacle course,
Emilia will be able to think and solve problems on her own. Additionally, the obstacle course will
also need more physical movement which is not easy attain.
Animals on the move obstacle course
1. Creating a tunnel through using cones and large Hoops. These hoop tunnels should be
apart from each other
2. Placing of spot markers in the vertical row
3. Creating a curly path through making use of hop around each steps. Afterwards it is
crucial to place half of them in S-shaped line and the remaining half around 4 to 6 feet
crossways which should be parallel with the S-shaped line.
4. Threading the one pole straight and parallel through upper or central hovels in two cones
for making a crossbar so that child can go under.
5. Placing small sized hoops in a crisscross arrangement which should touch each other
6. Finally, placing of one rope along the length on the ground.
Starting the game
1. The very first step that the child is required to do is jumping like rabbit into the rabbit
hole. The child will squat down with knees apart and her hands will be on the floor amid
the knees. For moving further, Emilia will be required to reach by utilizing both the hands
through hoops. Afterwards, she needs to do bring both the feet through hoop to outside of
hands.
2. Furthermore, Emilia is now required to jump like frog from lily pad. In this, she has to
squat down with knees not together and both the hands on the ground amid knees. The
child will act like a spring, will move ahead using hand and leave the ground at the
similar time to the upcoming spot marker.
3. The next walk is like a dog in which the child’s hands will be on floor and her arms and
legs will be twisted marginally. She will move like a puppy on all the four lengthwise on
the path.

4. The next walk is related to crab. In this the child is required to sit on the ground and her
hands should be at the back reaching her hips. Moreover, she needs to raise her bottom up
through connecting with feet as well as hands. It is important to make sure that the back
of the child remains straight and she does not let her hips drop. The child needs to do this
walk under the bar.
5. The other obstacle course of action includes kangaroo jump wherein arms will be close to
chest and the hands of the child will face frontward along with the palms which will be
down. She is required to jump on 2 feet with knees in a composed manner and need to
jump from hoop to hoop.
6. The last one is elephant walk in which the child is required to bend frontward and clasp
hands in a composed manner for making a trunk. She needs to place her one feet on each
side of the rope and must walk unhurriedly by keeping the feet straight. Emilia should
swing her trunk side to side as she will walk lengthwise of the rope.
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Resources to be used: (E.g. Fixed equipment, moveable equipment, any outdoor natural elements
that can be used etc. Explain how the resources will cater to the needs and abilities of your focus
children.)
There are different resources which will be used in preparing this obstacle for Emilia and some of
them are being listed below:
 Six cones will be required
 There will be requirement of two large hoops
 6 spot markers are also needed
 20 to 30 hop around steps
 5 small hoops
One rope
Safety Issues: (How will you ensure the children’s health and safety as they complete the obstacle
course, including sun safety?)
Safety Factors:
Talking in reference with the above obstacle course, it is being referred as one of the most
important equipment for providing the child fun, entertainment as well as education. It helps in
keeping herself busy and the child will going to learn different skills from this obstacle path.
However, it is crucial for both the parents and educators to make sure that the child is safe at the
time of playing on the obstacle course. Different health and safety factors that should be
considered by the educator for the child as they complete the obstacle course are being defined
underneath:
 It must be supervised by any adult
 Obstacle course must be utilized in a correct manner and in this regards it should be
considered that kids belonging to different age should not participate together
 Pockets should be empty to avoid any fall
 Make sure that the child does not flip or tumble in the obstacle course
 The equipments should be smooth and not rough to avoid any injury
 The child should not eat anything between the obstacle course as it might leads to choking
 Medical care should be provided to the child immediately in case of any injury
 Inflatable obstacle course should be utilized for increasing the safety of the structure
 Proper arrangement of water must be there
Sun Safety: In this regards, it is important that the child should be dressed in cool, comfortable and
light colored clothes which covers the whole body. Stroller canopy must be placed so that child can
sit under the shade. Hats needs to be wore by all for safety from sun. Other than this, sunglasses and
sunscreen cream should also be used to minimize the impact of rays of sun.
Supervisor Name: Signature: Date:

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EVALUATION
Focus child engagement with the obstacle course: (e.g. What skills did they demonstrate? How did
they navigate the course? What did they find challenging and how did they overcome this challenge?
Did they undertake any appropriate risks?)
Beyond having fun as well as entertainment, there are different skills which have been learned
by Emilia who is 2 years and 6 months old. The very first is coordination as she has gained
control over her movements during the obstacle course which is being regarded as an important
skill. She also learned the ways of following the instructions as there were different obstacles
which she was required to cross and it has been done by her effectively. However, in some of
the tasks she finds herself uneasy but she managed to navigate the course successfully. The frog
and crab jump was challenging for her as in that she was required to squat down with knees not
together and both the hands on the ground amid knees and her arms and legs will be twisted
marginally. She failed tow times in this task but through proper instruction and explanation of
educators she managed to do it on her own. Moreover, there were some risk related to fall and
injury but Emilia successfully completed the obstacle course without any injury.
Comment on how other children used the obstacle course: (e.g. What skills did they demonstrate?
How did they navigate the course? What did they find challenging and how did they overcome this
challenge? Did they undertake any appropriate risks?)
When the other two children that is Peter and James were also asked to play the obstacle course
than both of them have demonstrated different skills. For example, peter revealed memory and
problem solving skills on the basis of sequencing activities as well as information. On the other
hand James also demonstrated different fine and general motor skills such as gripping,
jumping, running and climbing. Both the children have completed the obstacle course.
However, James did it quite better as he is more than 4 years old. On contrary, Peter did fall in
between get himself injured during the frog walk and this was very challenging for him.
Nonetheless both have successfully completed obstacle course with some injury to Peter.

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Record children’s responses to the questions about ‘how their bodies work’ and the importance of physical
activity. Ask the children the following questions (or similar) and document their responses.
How do know how to climb/balance?
What food can you eat to make you grow strong and healthy?
What can you do to make your body strong?
Emilia
 I used to walk upstairs with support and lead with the same foot and because of that I got to
know and learn about climbing.
 I eat lots of milk and broccoli
 For making my body strong I will do exercise
Peter
 I know how to climb and balance because my mother taught me this when I was small. She
used to hold my hands and I jumped using her support of hands.
 I can eat fruits and vegetables to make grow strong as well as healthy.
 For making my body strong I can run fast
James
 I don’t know how to climb and balance earlier. During this obstacle course I got to learn
about this.
 I drink milk and juices for becoming healthy and strong
 For making my body strong I do cycling and play football
What could you do next time to make the obstacle course more challenging for the children?
There are different ways through which obstacle course can be made more challenging and these
are as follows:
 Children can be made to crawl under the row of chairs
 Jumping into the hula hoops and getting out from that five times
 Walking on the balance board
 Walking inside the sac
 Riding a tricycle along the established route
Supervisor Comment:
Supervisor Name: Signature: Date:

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Activity 7
To complete this task refer to (pp. 90 – 96) of your textbook ‘Birth to Big School’ and the reading:
The Physical Activity Handbook – Pre-schoolers (Example Obstacle Course – Animal Safari pg. 14 & 22).
Focus Child 3: Fine and Gross Motor Play
This task requires you to plan and set up two play spaces for Focus Child 3. One activity should be set up indoors (fine
motor) and one outdoors (gross motor). The purpose of each activity is to create a play space that offers children
challenge and allows them to direct their own play. You will need to obtain permission from the child’s
parent/guardian to undertake this experience with them.
The outcome for this experience will be:
For children to engage in an activity that challenges their fine and gross motor skills.
Through discussion with your workplace supervisor, child information sheet and informal observation of focus child 3,
determine their current interests and use this when planning your activities. When designing your play spaces you
should think about:
What equipment/resources will be required to extend children’s motor skills e.g. play dough, threading, construction,
loose part creation, ball play, running game etc.
How the play space can support children’s motor skills.
How the play space can extend or challenge children’s motor skills (scaffolding learning).
What will be your role in supporting motor development and how you will respond to your focus child throughout the
experience?
How will the play space support independence and offer choices?
Ensure the play space is safe.
Discuss your play space designs with your workplace supervisor and have them sign off.
Set up your play spaces and take a photograph of each area.
Reflect on and document how each play space promoted physical development.
Documentation Required:
Observation consent form signed by parent/guardians.
Describe the play spaces and the resources used.
Identify the specific motor skills that you are targeting e.g. cutting, balance, hand-eye coordination etc.
Attach a photograph of each play space.
Document how your focus child engaged with each play space - what skills did he/she demonstrate; how did he/she
manage the tasks, what did he/she find challenging and how did he/she overcome this challenge?
Document how other children engaged with each play space.
Reflect on how you supported your focus child’s motor development.
Discuss with your workplace supervisor and have them sign off on your documentation.
Document your answer on the ‘Motor Development Play Space’ template.
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Workplace Task 003 FOCUS
Motor Development Play Space
Focus Child Name: James Age: 4yrs 2mths
Experience Outcome: For children to engage in an activity that challenges their fine and gross motor skills.
Child’s Interest Area: Dancing and Singing
Resources to be used: (E.g. Play dough, threading, construction, loose part creation, clay, collage
materials, natural materials, balls, balance beam).
Play Space 1
Fine motor skills indoor activity (Spider
web game)
This is being regarded as one of the most popular
game related to fine motor activities in which there
will be requirement of small basket, some weaving
yarn and spider rings. For preparing this game, it is
crucial to grab a small basket and then weaving
some yearn through to make a web. Then spider
rings should be added to the bottom of basket.
Afterwards, Tweezers or any type of clothespins
should be given to children to allow them to get the
spider rings out from the web. Yard should be
utilized more or less based on the capability and
age of the child. More will be the yarn more
challenging the game will be.
Play Space 2
Gross motor skills outdoor activity
(Climbing hills and walking on uneven
surfaces )
Walking up and down the hills over the
surfaces which are uneven supports the
children in building strength as well as
endurance. This is considered as the most
significant activity which helps in building
the core strength of the children where
children walls with their educators or parents
at a hilly park on a trail in the woods.
However, it is not easy and involves different
risks such as falls, hurt and injury. Parents
and adult need to supervise them and
accompany them so that they don’t get hurt.
Furthermore, different resources are also
needed for climbing hills such as helmets,
gloves, knee pads, fitted body suites, water
bottles, stick and harness if needed.
Identify the specific motor skills that you are targeting. For example, cutting, balance, hand-eye
coordination etc.
Seeking help from this spider game children will be
able to learn different fine motor skills such as
synchronization of hands and fingers, coordination
skills and small muscles. With these indoor games,
students can develop themselves and enhances the
motor skill easily. It is also safe for the children to
play inside as this spider game will require basket
and yarn which is not dangerous for them.
Exposing children to numerous landscapes
with a little elevation will support in building
their optimal strength. In addition to this, it
also helps in developing the spatial
awareness, memory and motor skills within
the child. When two or more kids climb
together they also learn ways of coordination
and lifelong social skills.

Attach a photograph of each play space.
Fine motor skills indoor activity
Gross motor skills outdoor activity
Supervisor Name: Signature: Date:
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Focus child engagement with the play space - How did your focus child engage with each play space?
What skills did he/she demonstrate? How did he/she manage the tasks? What did he/she find
challenging and how did he/she overcome this challenge?
Play Space 1
Child can be engaged with the play space with
different ways. Firstly, this spider game as being
planned as per the James’s wish. If children will get
what they love, they will be engaged. Overall he
was able to do well but he found difficulty in
catching the spider and getting it out. He overcome
this challenge by trying several times.
Play Space 2
In regards with the climbing hill outdoor
activity, James was really exciting as it
involved walking down the hills in the rails of
wood where he can find different landscapes
to view. It was not easy for James to do this,
as there were many obstacles between the
trails such rocks, thrones and steep hills.
However, with the strength and courage
James was able to climb the hill successfully.
How did you support your focus child’s motor development (E.g. modelling, prompting, encouraging,
playing alongside, giving directions, asking questions, extending, discussing how bodies work etc.)
Play Space 1
For the motor development of my child I helped
him by giving direction and encouraging him that
he can do this if he will think calmly. I also
modeled him the manner he can take the spider out
from the basket at the first place and then he made
an attempt to do the same as directed.
Play Space 2
For this outdoor activity which involves
climbing up and down the hill, I also
accompanied with him to the trails in wood.
In addition to this, I have also discussed the
manner through which he needs to climb
hills. All this has helped in the motor
development of James.
How did other children engage with each play space?
Play Space 1
Speaking in relation with Emilia, she is quite small
to do this indoor activity. Irrespective of this, she
did well and made efforts to get the spider ring out
of the bucket. She has faced challenges while
holding the cloth catcher and pin. With the help of
the support of other, she still managed to take the
spider out from the basket. She requires more
training and development for developing fine motor
skills. On other hand, Peter was able to perform this
activity own his own without any support. He
needed just a direction of the ways of conducting
the same.
Play Space 2
In relation with the outdoor activity Emilia
was not able to perform this activity as she is
too young to climb the hill, though she tried
and learned how to coordinate with others
but she refused to walk as she felt tired. On
the other hand, Peter did this activity
successfully and effectively. He was able to
climb the hill and get back down with the
direction of the educator. Peter is a young
boy and understands coordination, spatial
awareness, memory and motor skills

Supervisor Comment:
Supervisor Name: Signature: Date:
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Cover Sheet
Task 3 – Workplace Based Activities
CHCECE003 – Provide Care for Children
Learner Declaration to be completed, signed and dated: Learner please read the mandatory declaration below: I confirm that this assignment is my own original work, I have not duplicated from other source
and have appropriately cited the original source. I understand that Plagiarism is regarded as cheating as it is the practice of taking someone else's
work or ideas and passing them off as one's own. I understand that Collusion is regarded as cheating as it is the cooperation of two or more students
in plagiarism. I confirm that I have not been involved in Plagiarism & Collusion, however, if proven it may lead to
exclusion from the course.
Learner’s Name:
Learner’s Signature: Date: