CHC30113 Certificate III in ECEC: Holistic Development Assessment

This document is a solved assessment for the CHC30113 Certificate III in Early Childhood Education and Care, specifically focusing on CHCECE010: Support the holistic development of children in early childhood. The assessment includes short answer questions and case studies. The short answer questions cover topics such as age-appropriate resources for developing fine and gross motor skills, the impact of a lack of resources, the importance of play and brain stimulation, intentional play, risk factors in child development, and appropriate comments for different scenarios. The questions also address how to share children's successes with families and the practical application of National Quality Standard elements in an early childhood setting. The assignment requires students to reference and apply relevant legislation, the Early Years Learning Framework, and other early childhood education resources. This assessment aims to evaluate the student's ability to support the physical, social, emotional, cognitive, and communication development of children and create an environment for holistic learning.

CHC30113 Certificate III in Early Childhood Education and
Care
CHCECE010 Support the holistic development of
children in early childhood
Student Name: XXXXXX
Student Number: XXXXXX
Assessment: 31838B/02
Open Colleges
CHCECE010 Support the holistic development of children in early childhood
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File naming
Once you feel confident that you have covered the learning materials for this unit,
you are ready to attempt this assessment.
To help Open Colleges manage your assessment, please use the following file-
naming convention: [student number]_[assessment]_[assessment number].doc
For example 12345678_Support holistic development_31838B_02
Assessment submission
When you are ready to submit your assessment, upload the file in OpenSpace
using the Assessment Upload links in the relevant module of your course. If you
need further assistance, the Student Lounge provides a ‘Quick Guide to
Uploading Assessments’. Uploading assessments in OpenSpace will enable
Open Colleges to provide you with the fastest feedback and grading for your
assessment.
It is important that you keep a copy of all assessments submitted to Open
Colleges.
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Getting started
The assessment tasks in this booklet have been designed to allow you to provide
evidence that demonstrates your competence in the unit CHCECE010 Support the
holistic development of children in early childhood.
Your trainer will:
 answer any questions that you might have about the assessment
 assess your competence as required by the unit of competency, by making
judgments about the evidence you have presented in line with the rules of
evidence: validity, authenticity, currency and sufficiency
 provide feedback on the outcomes of the assessment process.
Introduction
You are required to complete a written assessment that involves responding to both
short answer questions and case studies, and are required to complete a project for
CHCECE010 Support the holistic development of children in early childhood.
In completing the final assessments, you will show evidence of your ability to:
 support the physical, social, emotional, cognitive and communication
development of children in early childhood
 create an environment for holistic learning and development.
Assessment number Assessment deliverables
31838B/02 Written assessment
31838B/03 Project
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31838B/02 Written assessment
Part A – Short Answer questions
Student instructions Answer the following ten (10) short answer questions. To answer questions accurately you may refer to applicable legislation including
the National Quality Standard and Education and Care Services National
Regulations, along with the Belonging, Being and Becoming – The Early Years
Learning Framework, Early Childhood Australia Code of Ethics, policies and
procedures common to early childhood education and care services, position
descriptions detailing an educator’s duty of care responsibilities, and/or other
sources such as professional readings along with the course textbook and
identified key resources Ensure you acknowledge and cite your sources accordingly. This is important
whether you use your own words or quote the author’s words. For more
information on referencing and plagiarism, refer to the ‘Academic reference
guide’ in the Student Handbook. When referring to workplace policies and procedures or position descriptions
please submit with copies your assessment to support your answer.
Short Answer questions
1. Look at the list of resources, materials and equipment on the following page,
that are commonly used in an early childhood education and care setting to
help develop fine and gross motor skills, and to challenge and encourage
choice and spontaneity in physically active play. Using the table provided:
a) Sort the list into items that are safe and practical to make freely available
to children of different ages.
b) Beside each list, explain why you have chosen the particular resources,
materials and equipment for each age group.
c) Briefly outline how a lack of resources and materials impacts early
childhood development.
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Lacing and threading cards
Tricycles
Walkers
Mini trampolines
Knob puzzles
Safety scissors
Stacking cups
Skipping ropes
Wooden beads
Ride on cars and scooters
Pegs and boards
Hoops
Balancing planks
Step-a-stumps
Marble runs
Wooden building blocks
Duplo
See-saws / teeter totters
Thistle bricks
Jumping balls
Climbing frames
Assorted balls
Balance boards with rollers
Crayons
Linking cubes
Mobilo
Tap tap hammer boards
Wooden bead counting frames
Sand toys i.e. digging tools
Magnetic magic boards / Etch A Sketch
boards
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Age of children Equipment that could be made accessible to children
at all times
Reasons for choosing these materials
0 – 18 months Sand toys, wooden bead counting frame, walkers,
climbing frame, stacking cups
They are safe for 0-18 months as they have neither small
lose items or strings that the child can be choked on but
can still stimulate the brain of the child
18 months – 3
years
Pegs and boards, wooden blocks, magnetic boards,
duplo, wooden bead counting frame, thistle bricks, balls,
climbing frames, tricycles, sand toys
Encourage the child in using the hands and leads to
imaginations e.g. counting, building and making things
while at the same time remaining safe from choking or
being swallowed
3 – 5 years Thistle bricks, climbing frames, lacing and threading cars,
mobile, duplo, sand toys, magnetic boards, skipping
ropes, crayons, wooden counting beads, marble runs,
linking cubes, hoops, balancing planks, steep a stumps,
jumping balls, assorted balls, ride on car scooters
 Stimulate the child’s brain both indoors and
outdoors
 Offer challenge to the challenge to engage in more
intricate things using their brains and minds
 Help in improving the counting skills as well as
helping with the development of the gross and fine
motor skills
Impact of lack
of materials and
resources on
early childhood
development
Lack of materials and resources may impose a limitation on the play of the child using imagination and creativity and
thus have an effect on the growth and development of the brain. This may in turn have an impact on the language,
social, physical behaviour and confidence skills.
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2. Briefly explain why play is important to the developing child, and how a lack of
play affects early childhood development.
Answer: Through playing, a child is able to increase his emotional maturity
and social competence. Playing also increases growth and development of the
brain as well as establishing new neural connections thereby making the child
more intelligent. Lack of play may cause disorder in development.
3. Briefly outline why brain stimulation is crucial to a child’s development in the
early years.
Answer: Brain simulation sets the foundation for learning, behavior and health
throughout the lifespan of the child as it grows.
4. Write a short definition that explains what intentional play. Access and refer to
the EYLF to guide your answer.
Answer: This is a play-centered curriculum that gives the teacher an
opportunity to serve as the facilitator of the learning of the children.
5. Identify five (5) factors, which pose risks to healthy child development. Think
about both child and family risk factors that may impact on the caregiving
environment.
Answer:
 Family violence
 Family history of abuse or neglect
 Alcohol/substance abuse
 A relative, parent or close sibling with history of sexual assault
 Unsafe sleeping practices
6. Write comments that you could make in the following situations to children.
Think about comments that would help promote the child’s sense of agency
and belonging while giving the child specific feedback about themselves and
their actions. Make sure your comments are developmentally appropriate.
a) Michael aged 3 snatches a toy from another child that he wants to use.
What comments could you make to help Michael choose an appropriate
behaviour?
Answer: Michael it is not bad you really want to play with this toy but
for now, it is the turn of Tom to play. Let us make Tom know that you
will be waiting for him to finish playing and then the next turn will be
yours.
b) Brayden aged 2 bursts into tears when a toy he likes to use is broken.
What could you say to acknowledge and support Brayden during this time
of distress?
Answer: Braydon, the toy is broken and may hurt you if you play with it.
I will make efforts and mend it for you for I know how you enjoy playing
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with it. In the meantime, let us go and choose another one so you may
continue playing.
c) Ava aged 4 is having difficulty connecting a construction toy together. She
is becoming upset and showing signs of frustration. You see Ava throw the
pieces she is using away from where she is sitting. What comments could
you make to encourage Ava to continue with her play and to see any
mistake made as a way to learn?
Answer: Ava I can see you are really trying your best to construct it
together. I am ready to help you if you too need me. Let’s try and see if
we can put them together…
d) Thomas aged 3 has bitten another child who took the doll he was playing
with. What comments could you make to help Thomas learn to express
and manage his feelings appropriately?
Answer: Thomas biting really injures the body. I understand you may
be unhappy with Sara taking your doll away but you don’t need to
cause her an injury. You should tell her to stop or come to the teacher
to ask for assistance.
e) Olivia aged 4 successfully completes a 16-piece puzzle with no
assistance. What could you say to support Olivia’s efforts?
Answer: Olivia you should be feeling very excited and proud for such
an achievement. I appreciate you took your time to get it done!
Fabulous!
f) Londen aged 3 is throwing food on the floor at lunch. What comments
could you make to positively guide Londen’s behaviour, and that will help
him to accept responsibility for his actions?
Answer: Londen, once you have finished eating you need to have your
leftover collected in the scrap bowl. I would like to see the food you
scattered on the floor collected and put in the dustbin by you. Clean
your hands after that.
7. List five (5) ways children’s successes can be shared with families.
Answer:
 Having parent-teacher interviews
 Making a choice on a school for your child
 Building of a relationship with the school of the child
 Ensuring continuous communication with school
 Having a close relationship with the educators and the caregivers of the
child
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8. In the table below, identify ways that you could put the listed National Quality
Standard elements into practice in an early childhood education and care
setting. You are required to identify one practice for each element listed.
To help you with your answer refer to the Guide to the National Quality
Standard published by ACECQA.
NQS element Examples of practice
Element 1.1.1
Curriculum decision making contributes to
each child’s learning and development
outcomes in relation to their identity,
connection with community, wellbeing,
and confidence as learners and
effectiveness as communicators.
The room leader comes up with a good
curriculum daily with respect to the ages
of the children. The syllabus should be
designed in such a way that it traps the
interest of the children so as to keep the
children ever happy.
Element 1.1.2
Each child’s current knowledge, ideas,
culture, abilities and interests are the
foundation of the program.
The room leader should be engaging
with the children activity in order to gain
an understanding of their knowledge,
abilities, culture, interest and ideas so as
to include them in the program to ensure
the children become fun of the activities.
Element 1.1.3
The program, including routines, is
organized in ways that maximize
opportunities for each child’s learning.
Ensuring the program incorporates a
varied range of activities to eliminate
boredom but rather ensure continuous
rotation that enable the children learn a
lot
Element 1.1.6
Each child’s agency is promoted, enabling
them to make choices and decisions and
influence events and their world.
Proof that the children are making their
own decisions regarding their learning
and development
Element 3.1.3
Facilities are designed or adapted to
ensure access and participation by every
child in the service and to allow flexible
use, and interaction between indoor and
outdoor space
Ensuring a provision of a variety of
activities to ensure all the children can
play. Having different toys for different
interests of children can help in the
achievement of this strategy
Element 3.2.2
Resources, materials and equipment are
sufficient in number, organized in ways
that ensure appropriate and effective
implementation of the program and allow
for multiple uses.
Setting up the room in such a way that
the toys look admirable to the eyes and
organized for the program of the day
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9. List three (3) things educators could say or do that show children their choice
to watch and observe play or others engage in learning experiences is
respected
Answer:
 Being positive in the language
 Offering of advice and proposals but giving them an opportunity to be
the final decision makers
 Displaying the actual work as children are usually proud of their
achievements
10. Write down three (3) sensory experiences. For each experience, give two (2)
different ways you could modify the basic activity to extend a two to three year
old understands of cause and effect.
Answer:
a) Creating an Antarctic Ocean water table by the aid of water and ice- Touch
and sight sensory
 having the children feel the ice and describe their feeling and how the
feeling is different from that of water
 putting the ice into another container and observing what happens to it
when left out of the fridge
b) Creating a music corner using drums, triangles etc.-sound sensory
 having the children listen to different sounds
 asking the children to make varied sound sequences and rhythms by
listening and then attempting to repeat such sequences
c) Use of different fragrances and colors of wheat in a tray that has colored
beads and cotton balls-smell and touch sensory
 asking the children to sort the different colors
 get them smell the heat and describe what they think it could be and
what it is similar to
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Part B – Case Studies
Student instructions Read the following case studies and then answer the questions that follow. To answer questions accurately you may refer to applicable legislation including
the National Quality Standard and Education and Care Services National
Regulations, along with the Belonging, Being and Becoming – The Early Years
Learning Framework, Early Childhood Australia Code of Ethics, policies and
procedures common to early childhood education and care services, position
descriptions detailing an educator’s duty of care responsibilities, and/or other
sources such as professional readings along with the course textbook and
identified key resources Ensure you acknowledge and cite your sources accordingly. This is important
whether you use your own words or quote the author’s words. For more
information on referencing and plagiarism, refer to the ‘Academic reference
guide’ in the Student Handbook. When referring to workplace policies and procedures or position descriptions
please submit copies with your assessment to support your answer.
Case Studies
Case study 1
Reece aged 2 years 6 months is having trouble putting words together to make
sentences. You have noticed that he is not combining words and seems to only copy
words and phrases from other children in the group. He is not producing words
spontaneously.
The words Reece does use are not always pronounced correctly.
Reece only recently started care at the service where you work, and at the time of
enrolment there was no mention of Reece been diagnosed with a hearing loss,
developmental delay or syndrome in which language might be affected.
Reece’s parents are fluent in English, and you know English is the family’s home
language.
Answer the questions that follow:
a) Approximately how many words would be expected in Reece’s vocabulary?
Answer: In most cases 2-year old children can speak about 100 words which
grows to 300 words at the age of 2 ½ years.
b) What specific strategies could you put in place to support Reece’s
communication development? List five strategies in your answer.
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