CHC30113 Certificate III Early Childhood Education Assessment V3.4

This assessment workbook for CHC30113 Certificate III in Early Childhood Education focuses on competency-based assessment, covering the principles, dimensions, and rules of evidence in nationally recognized training. It includes knowledge assessments, case studies, and a project centered around observing, gathering, and analyzing information about children. The workbook addresses key areas such as supporting holistic development (physical, social, emotional, cognitive, and communication), using information about children to inform practice, and fostering respectful and positive interactions with children, and managing behavior. It emphasizes the importance of ethical conduct, understanding child development theories, and creating supportive learning environments. The assessment methods include short answer questions, case studies, and practical projects, all designed to ensure learners demonstrate competency in early childhood education practices. Desklib provides access to this and other solved assignments.

CHC30113 Certificate III in Early Childhood Education
and Care
Play and Development
V3.4 Produced 08 July 2020
Copyright © 2013 Compliant Learning Resources. All rights
Assessment Workbook

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

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Date Summary of modifications made Versio
n
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
23 August
2017
Added url to hyperlink V3.2
26 February
2020
Made changes to Child Observation
Form B. Updated the link in the
workbook.
V3.3
08 July 2020 Renamed the link for Child Observation
Form B.
V3.4

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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
ASSESSMENT REQUIREMENTS...........................................................12
REASONABLE ADJUSTMENT................................................................12
ASSESSMENT METHODS......................................................................13
PRESENTATION.................................................................................... 14
ASSESSMENT WORKBOOK COVERSHEET...........................................15
KNOWLEDGE ASSESSMENT.................................................................16
PART A – HOLISTIC DEVELOPMENT................................................16
PART B – SUPPORT PLAY AND LEARNING......................................28
PART C – USE INFORMATION ABOUT CHILDREN..........................30
PART D – RESPECTFUL AND POSITIVE WITH CHILDREN..............33
PART E – SUPPORT BEHAVIOUR......................................................37
CASE STUDY A – HOLISTIC DEVELOPMENT........................................44
CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL
RELATIONSHIPS WITH CHILDREN.....................................................46
CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR............49
PROJECT – OBSERVING, GATHERING AND ANALYSING INFORMATION
.............................................................................................................. 54
WORKBOOK CHECKLIST......................................................................61
FEEDBACK............................................................................................ 62

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INSTRUCTIONS
Some questions cover underpinning knowledge content and concepts. These
questions are all in a short answer format. The longer questions requiring the
application of concepts are 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 copy resources to complete this
assessment.
If you are currently working as part of an Early Childhood Education/Child
Care team, you 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 the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or 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 the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these exist.

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Where such competencies do not exist, the outcomes are based upon
those identified in a training needs analysis.

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Developing and conducing assessment, in an Australian vocational education
and training 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 before assessment.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING

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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 the learner’s own work.
Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance,
and not only 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 of 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 between the physical, social, emotional, cognitive and
communication development of children from birth to 6 years of age.
This unit applies to educators working in a range of early childhood education
and care services.
Performance Evidence

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The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated
evidence that the candidate has completed the following tasks at 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 the
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 at 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 task outlined in elements and performance criteria of this
unit, manage the task and manage contingencies in the context of the work
role. These include knowledge of:
 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 to 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