Open Colleges CHC30113 Assessment: Children's Play and Learning

This document presents a student's completed assessment for the CHC30113 Certificate III in Early Childhood Education and Care, specifically focusing on providing play experiences to support children's learning and development. The assignment includes listing play props for various themes (flower shop, post office, hairdressers, veterinarians, and doctor's surgery), and designing an outdoor play environment for superhero-themed play, considering policy guidelines and children's interests. The student also analyzes scenarios to identify educators' use of children's interests and awareness of differences in resource selection. The assessment demonstrates an understanding of creating engaging and supportive play environments, aligning with the Early Years Learning Framework and relevant educational practices. The document showcases a practical application of theoretical knowledge in the context of early childhood education and care.

CHC30113 Certificate III in Early Childhood Education and Care
CHCECE011 Provide play experiences to support children’s
play
Student Name: Nusiba Ahmed
Student Number: XXXXXX
Assessment number: 31841B/02
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© Open Colleges Pty Ltd, 2014
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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_Provide play experiences to support learning_31841B_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 CHCECE011 Provide
experiences to support children’s play and learning.
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 the written tasks outlined in this booklet for CHCECE011
Provide experiences to support children’s play and learning.
In completing the final assessments, you will show evidence of your ability to:
 create a play environment
 support children’s play and development
 facilitate children’s play, learning and physical activity.
Assessment number Assessment deliverables
31841B/02 Written tasks
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31841B/02 Written tasks
Student instructions
 Read the following questions, case studies and scenarios, and then answer or
complete the required task for each. 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.
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Written tasks
1. For each of the following make-believe themes, list five play props (for each theme)
that would support the children’s dramatic play.
Play themes Resources to support play
A flower shop
Colourful papers for making flowers, scissors,
cello tapes, cardboards for making vases,
flower shop bunting banner, flower chart,
flower picture cards, shopping baskets and
cash register for pretend play
A post office
Colourful papers for making post cards.
The activity could be made more
interesting by asking the children to
collect stamps from different countries.
Thermocols for making post boxes,
sketch pens or crayons could be used
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for making the post boxes more
colourful
A hairdressers Printable word cards, doll hair styling
heads, printable hair salon banner,
colourful papers, shining plastic
surfaces for making mirrors, clips for
holding the mirror, printable sign in
sheets for the hair salon
Veterinarians Colourful papers, scissors, cello tapes,
pictures of animals, cardboards for
making stands and rackets for holding
the equipments of a veterinary hospital,
waste paper boxes for making dummy
pet cages, plastic stethoscope , plastic
distilled water bottles, droppers
A doctor’s surgery or hospital Blood pressure cuffs made out of brown
papers and cardboard boxes, plastic
stethoscope, dummy prescription
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papers, health information charts,
handmade scissors, tweezers, medicine
boxes, handmade height charts, stitch
boxes
2. Read the following scenario. In the space provided below, write a short list of play
materials and props that you could provide to support the children’s dramatic play.
Draw a diagram to show how you would arrange the play materials and props in the
outdoor environment of an early childhood education and care setting.
Scenario
Valentino, aged 4, loves being a superhero. Each day to the service he wears self-
designed superhero gear made by his grandmother. He, along with one or two of his
friends, is often observed ‘flying’ when in the outdoor environment. He and his friends
like to ‘fly’ in and out of narrow spaces fleeing, chasing, capturing and rescuing as they
play out their themes based on good and evil, and saving the world. Their play often
involves ‘goodies’ and ‘baddies’ – ‘baddies’ must come to a bad end so that everything
is right in the world and the children are safe.
The service Valentino attends has a policy in place that supports and promotes this type
of pretend play; however, it does ask educators to remind children, as needed, who
engage in superhero play of the need to respect and care for other people and their
environment, and to explain to the children involved in the play that they have no special
rights because of being a superhero. The policy discourages the making of guns or
other weapons for fantasy play, and prohibits the use of any toys that promote war and
violence; in addition, the policy clearly states that these types of toys are to be left at
home. The policy applies to families, children and the educators at the service.
The service Valentino attends provides care for 16 children aged between 3 and 6 years
each day, and is open from 8.00am and 4.00pm daily.
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Play materials and props
Make sure that any play materials and props listed are in accordance with the policy
outlined in the scenario, and support the children’s dramatic play. Your list must include
at least five different play materials and props, and may include activities you could
undertake with the children.
A: The materials and props which could be used for the superhero play are-
Colourful costumes, handmade designer masks, plastic props symbolic of each
superhero such as threads for making spider webs, paper made magic wands,
contrasting costume for the baddies.
The props could be used for organizing children theme superhero play. The children
could be divided into two different groups –the superheroes and the baddies. The
threads could be used to make spider webs representing the weapons used by the most
loved children superhero spiderman. Similarly, some kind of magic wands could be
provided to the children for using in other superhero plays or representing fairies in
plays such as cinderella.
Diagram
You may create your own outdoor play area (you do not need to be working in an early
childhood education and care service to do so). In your diagram, show shaded areas,
fences, fixed play equipment (including climbing frames), a sandpit, digging patch and
vegetable garden. Once you have marked these features, show where and how would
arrange your selected play materials. Be sure to clearly name the play materials in your
diagram, and give consideration to the positioning of them to minimise risks to children.
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Fig 1: Fences arranged in the outdoor playing areas
Wooden sticks could be used by the children for making the fences. They could be
sticked onto large peices of wooden blocks and digged within soft mud in the outside
playing areas. The activity needs to be supervised by a child educator for ensuring that
no children gets hurt with the small peices of wooden blocks while playing.
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Fig 2. Climbing frames for children playing activities palced inside children club
houses with props and toys for playing
The props which had been used over here are plastic toys , signboards indicating
danger, raised dais, small size climbing fences. The climbing fences need to be
played sideways and at a lowered level so that the children donot gey hurt form
them.
Fig 3: digging area for children and is located outside
The props used in the picture are small wooden bblocks, plastic water sprayers,
colourful buckets , plastic vases , hand made paper or fancy flowers. The children
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