CHC30113: Assessment Workbook 4 - Early Childhood Education and Care

This document is Assessment Workbook 4 for the CHC30113 Certificate III in Early Childhood Education and Care. It covers key aspects of early childhood education, including holistic child development (physical, social, emotional, cognitive, and communication), supporting play and learning, using information about children to inform practice, fostering respectful and positive relationships, and supporting children's behavior. The workbook includes knowledge assessments, case studies, and a project focusing on observing, gathering, and analyzing information about children. It provides a detailed overview of competency-based assessment, the principles of assessment, the dimensions of competency, and the specific units of competency addressed, along with performance and knowledge evidence requirements. The workbook aims to assess the candidate's ability to apply knowledge and skills in a practical early childhood setting, covering a range of developmental areas and practical skills. The assessment aligns with the National Quality Framework and relevant learning frameworks. It also details the importance of ethical considerations, such as the code of ethics and the United Nations Convention on the Rights of the Child. The workbook includes instructions, assessment criteria, and feedback sections to guide the assessment process. The document is an assessment workbook for the CHC30113 Certificate III in Early Childhood Education and Care, providing past papers and solved assignments.

CHC30113 Certificate III in
Early Childhood Education
and Care
Play and Development
V3.1 Produced18 July 2016
Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or
distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of
the Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources
Assessment Workbook 4

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Date Summary of modifications made Version
30 April 2013 Version 1 final produced following assessment
validation.
V1.0
27 May 2014 Amendments made to Part E, Question 3 regarding
the wording
V1.1
27 October 2014 Amendments made to Part E, Question 3 regarding
the wording
V1.2
17 November
2014
Changes made throughout document V2.0
9 December 2014 Significant Changes made to document following
validation
V3.0
18 July 2016 Updated unit mapping and formatting V3.1

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TABLE OF CONTENTS
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INSTRUCTIONS................................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT............................................ 4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING. 5
THE DIMENSIONS OF COMPETENCY........................................................ 6
THE UNIT OF COMPETENCY.................................................................. 7
ASSESSMENTREQUIREMENTS............................................................ 12
REASONABLEADJUSTMENT ............................................................... 12
ASSESSMENTMETHODS .................................................................... 13
PRESENTATION................................................................................ 14
ASSESSMENTWORKBOOKCOVERSHEET .............................................. 15
KNOWLEDGEASSESSMENT................................................................ 16
PART A – HOLISTICDEVELOPMENT................................................ 16
PART B – SUPPORTPLAY ANDLEARNING ......................................... 29
PART C – USE INFORMATION ABOUTCHILDREN ............................... 32
PART D – RESPECTFUL ANDPOSITIVE WITH CHILDREN...................... 37
PART E – SUPPORTBEHAVIOUR ..................................................... 42
CASE STUDY A – HOLISTICDEVELOPMENT.......................................... 49
CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH
CHILDREN ....................................................................................... 51
CASE STUDY C – UNDERSTANDINGCHILDRENBEHAVIOUR .................... 54
PROJECT – OBSERVING, GATHERING ANDANALYSINGINFORMATION...... 61
WORKBOOKCHECKLIST .................................................................... 69
FEEDBACK ...................................................................................... 70

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INSTRUCTIONS
Some questions cover underpinning knowledge content and concepts. These questions a
all in a short answer format. The longer questions requiring the application of concepts a
covered in the other assessments. You must answer all questions using your own
words. However you may reference your learner guide, and other online or hard
resources to complete this assessment.
If you are currently working as part of an Early Childhood Education/Child Care team, yo
may answer these questions based on your own workplace. Otherwise consider what you
should do if you were working as part of an Early Childhood Education/Child Care team.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
• It is focused on what learners can do and whether it meets the criteria specified
by industry as competency standards.
• Assessment should mirror the environment the learner will encounter in the
workplace.
• Assessment criteria should be clearly stated to the learner at the beginning of th
learning process.
• Assessment should be holistic. That is it aims to assess as many elements and/o
units of competency as is feasible at one time.
• In competency assessment a learner receives one of only two outcomes –
competent or not yet competent.
• The basis of assessment is in applying knowledge for some purpose. In a
competency system, knowledge for the sake of knowledge is seen to be
ineffectual unless it assists a person to perform a task to the level required in th
workplace.
• The emphasis in assessment is on assessable outcomes that are clearly stated fo
the trainer and learner. Assessable outcomes are tied to the relevant industry
competency standards where these exist. Where such competencies do not exis
the outcomes are based upon those identified in a training needs analysis.

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THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education and trainin
context, is founded on a number of basic conventions:
The principles of assessment
Assessment must be valid
o Assessment must include the full range of skills and knowledge needed to
demonstrate competency.
o Assessment must include the combination of knowledge and skills with their
practical application.
o Assessment, where possible, must include judgements based on evidence
drawn from a number of occasions and across a number of contexts.
Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to ensure that
assessors are making decisions in a consistent manner.
o Assessors must be trained in national competency standards for assessors to
ensure reliability.
Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-job
components of training within a course.
o Assessment must provide for the recognition of knowledge, skills and
attitudes regardless of how they have been acquired.
o Assessment must be made accessible to learners though a variety of delivery
modes, so they can proceed through modularised training packages to gain
competencies.
Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all learners befor
assessment.
o Assessment must be mutually developed and agreed upon between assessor
and the assessed.
o Assessment must be able to be challenged. Appropriate mechanisms must be
made for reassessment as a result of challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

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When collecting evidence there are certain rules that apply to that evidence. All evidence
must be valid, sufficient, authentic and current;
Valid
o Evidence gathered should meet the requirements of the unit of competency.
This evidence should match or at least reflect the type of performance that is
to be assessed, whether it covers knowledge, skills or attitudes.
Sufficient
o This rule relates to the amount of evidence gathered It is imperative that
enough evidence is gathered to satisfy the requirements that the learner is
competent across all aspects of the unit of competency.
Authentic
o When evidence is gathered the assessor must be satisfied that evidence is th
learner’s own work.
Current
o This relates to the recency of the evidence and whether the evidence relates
current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance, and not o
narrow task skills. The four dimensions of competency are:
Task skills
Task management skills
Contingency management skills
Job role and environment skills

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THE UNIT OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment components:
1. the performance criteria
• specifying the required level of performance
2. the evidence guide
• Describing the underpinning knowledge and skills that must be demonstrated to
determine competence. It provides essential advice for assessment of the unit o
competency in the form of the assessment criteria.
The assessments in this workbook cover four units of competency below:
CHCECE010 Support the holistic development of children in early childhood
• Support physical development
• Support social development
• Support emotional development
• Support cognitive development
• Support communication development
• Create an environment for holistic learning and development
Application
This unit describes the skills and knowledge to support and recognise the interrelationship betw
the physical, social, emotional, cognitive and communication development of children from birth
6 years of age.
This unit applies to educators working in a range of early childhood education and care services
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and
performance criteria of this unit, manage tasks and manage contingencies in the context of the j
role. There must be demonstrated evidence that the candidate has completed the following tasks
least once:
• supported the development of children in at least three different situations/activities
(including different age groups and abilities), including:
• interacting with children to holistically support development and learning appropriate to th
child’s abilities and age
• providing a variety of experiences and environments to support the different areas of
children’s development (including a combination of physical, creative, social, emotional ,
language and cognitive)
• performed the activities outlined in the performance criteria of this unit during a period of
least 120 hours of work in at least one regulated education and care service.

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Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the ta
outlined in elements and performance criteria of this unit, manage the task and manage
contingencies in the context of the work role. These include knowledge of:
• code of ethics
• United Nations Convention on the Rights of the Child
• how to access:
• the National Quality Framework
• the National Quality Standards
• the relevant approved learning framework
• and how to navigate through framework and standards documents to find areas relevant t
this unit of competency
• introductory-level child development for children, including:
• early brain development
• importance of the early years for subsequent educational success
• foundational knowledge of developmental theory
• aspects of poor early childhood development, such as:
• poor diet
• lack of play
• limited stimulation of brain development
• lack of materials and resources
• inconsistent or non-existent emotional support or comfort
• trauma
• other life experiences which interrupt appropriate childhood activities, and their potential
long-term harmful impacts
• biological and environmental influences on development
• symbol systems including letters, numbers, time, money and musical notation.
CHCECE013 Use information about children to inform practice
• Gather information about the child through observation
• Gather information about the child from secondary sources
• Record observations appropriately
• Use observations and information collected to contribute to program planning
This unit describes the skills and knowledge required to gather information about children throu
observation and other sources as a basis to inform program-planning cycles and to share with
children and their families.
This unit applies to educators working in a range of education and care services.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and
performance criteria of this unit, manage tasks and manage contingencies in the context of the j
role. There must be demonstrated evidence that the candidate has completed the following tasks
• observed, documented and analysed information regarding at least three children of varying

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ages, including:
• gathering and recording information using:
• observations
• questioning
• discussion with families
• anecdotal information
• learning stories
• jottings
• digital images
• samples of children’s work
• analysing observations of the children’s behaviour, including:
• aspects of child’s development
• knowledge, ideas, abilities and interests
• social interactions
• reactions to play environment
• writing reports that record observations accurately and respectfully to the level of
detail expected in the service
• using information to contribute to program/planning.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the ta
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:
• the National Quality Framework
• the National Quality Standards
• the relevant approved learning framework
• how to navigate through standards and framework documents to find areas relevant to this u
of competency
• United Nations Convention on the Rights of the Child
• code of ethics
• reflective practice
• child development, in order to analyse information and plan accordingly
• observation techniques
• report-writing standards and protocols relevant to the context of observation reports
• organisational standards, policies and procedures.
Further information including the unit description, performance criteria and assessment standar
are available.
CHCECE006 Support behaviour of children and young people
• Contribute to a safe and supportive environment
• Use positive support techniques
• Observe and collect data to assist with development of appropriate strategies for support
• Implement strategies to support children or young people who require additional support
• Monitor and review strategies

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Application
This unit describes the skills and knowledge to apply strategies to guide responsible behaviour o
children and young people in a safe and supportive environment.
The unit applies to workers in a range of community service contexts.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and
performance criteria of this unit, manage tasks and manage contingencies in the context of the j
role. There must be demonstrated evidence that the candidate has completed the following tasks
• communicated issues to a supervisor and negotiated solutions in a clear and appropriate
manner at least twice
• guided behaviour using positive support techniques with at least two children and/or youn
people
• discussed behaviours of children and/or young people to plan and problem-solve in
collaboration with others
• recorded observations and identified behaviours requiring support of children and/or youn
people using a range of methods
• used judgement to determine when to involve other staff for supported intervention.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the ta
outlined in elements and performance criteria of this unit, manage the task and manage
contingencies in the context of the work role. These include knowledge of:
• definitions of and differences between disruptive behaviour and behaviours of concern
• how learning difficulties or mental health issues may affect behaviour
• impacts of environment and culture on behaviour of children and/or young people
• communicative function of behaviour and positive support strategies to redirect behaviour
and defuse situations
• organisational standards, policies and procedures.
CHCECE007 Develop positive and respectful relationships with children
• Communicate positively with children
• Interact positively with children
• Support and respect children
• Maintain the dignity and rights of children
Application
This unit describes the skills and knowledge required by educators working with children to ens
they can develop and maintain effective relationships and promote positive behaviour.
This unit applies to educators who work with children in a range of education and care service
settings.
Foundation Skills
The foundation skills described those required skills (language, literacy and numeracy) that are

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essential to performance.
• Oral communication – in order to engage in sustained conversations with children.
The remaining foundation skills essential to performance are explicit in the performance criteria
this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and
performance criteria of this unit, manage tasks and manage contingencies in the context of the j
role. There must be demonstrated evidence that the candidate has completed the following task
least once:
• communicated positively and respectfully and interacted effectively with at least three
children, including:
• active listening
• consideration of a child’s age, activities, interests, culture and needs
• interpreting non-verbal cues of children
• responding to distress in ways that meets the child’s need
• communication of care and respect through all interactions
• assessed and responded appropriately to behaviours of concern
• encouraged children to respect similarities and differences between each other
• involved and encouraged children in decision-making and planning
• performed the activities outlined in the performance criteria of this unit during a period o
at least 120 hours of work in at least one regulated education and care service
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the ta
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:
• the National Quality Framework
• the National Quality Standards
• the relevant approved learning framework
• how to navigate through framework and standards documents to find areas relevant to thi
unit of competency
• effective communication techniques including verbal and non-verbal ways to show respect
• techniques to guide children’s behaviour
• United Nations Convention on the Rights of the Child
• organisational standards, policies and procedures.

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ASSESSMENT REQUIREMENTS
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with othe
community services units of competency is encouraged
Resources required for assessment include access to:
An appropriate workplace and/or simulation of realistic workplace setting where
assessment can take place
Relevant organisation policy, protocols and procedures
Critical aspects for assessment and evidence required to demonstrate this unit of
competency:
The individual being assessed must provide evidence of specified essential knowledge
well as skills
This unit will be most appropriately assessed in the workplace or in a simulated
workplace and under the normal range of workplace conditions
It is recommended that assessment or information for assessment will be conduct
gathered over a period of time and cover the normal range of workplace situatio
settings.
REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a
disability - November 2010 - Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environmen
or making changesto the training deliveredto assist a learner with a disability.A
reasonable adjustment can be as simple as changing classrooms to be closer to amenitie
or installing a particulartype of softwareon a computerfor a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability hav
• the same learning opportunities as learners without a disability
• the same opportunity to perform and complete assessments as those without
disability.