Alana Kaye Diploma of Early Childhood Education and Care Assessment

This document is a Student Assessment Workbook for the CHC50113 Diploma of Early Childhood Education and Care, focusing on the unit CHCECE017, which covers fostering the holistic development and wellbeing of children in early childhood settings. The workbook includes an assignment cover sheet, student declaration, and instructions for assessors. It outlines the performance and knowledge evidence required, assessment conditions, and topics covered, such as physical, social, emotional, cognitive, and communication development. The assessment involves various tasks, case studies, and work-based activities to demonstrate competency. The document also provides information on reasonable adjustments, student support, and the roles of the trainer/assessor. Students are required to complete the workbook and a work placement of 240 hours in a regulated education and care service. The assessment tasks cover multiple areas of child development and require students to demonstrate a significant understanding of the relevant theories. The document provides guidelines for submitting assessments, feedback, and resubmission processes, ensuring that students meet the required standards for competency. Overall, the document provides a comprehensive guide for students undertaking the CHCECE017 unit, ensuring they meet the necessary requirements for their diploma.

Student Assessment Workbook
ASSIGNMENT COVER SHEET
Instructions:
 Before you start your assessment task, please read the student declaration below.
 All assignments must be submitted with this attached cover sheet.
 Assignments submitted without this cover sheet or declaration completed, will be returned to the
student for resubmission.
 Please keep a copy of your assignment. Your assignment will not be returned to you.
 Please submit your assignment by hard copy or email the assignment cover sheet with your
assignment to [e-mail]
Email to [e-mail]
Qualification Code/Title CHC50113 Diploma of Early Childhood Education and Care
Competency Code/Title CHCECE017 Foster the holistic development and wellbeing of the child in early
childhood
Student Name
Student Email
USI Number
Trainer Name
Student Declaration
I confirm: Yes No
I understand the assessment requirements to achieve competence. ☐ ☐
I am ready for assessment. ☐ ☐
I understand the appeals, complaints and grievance procedure (refer to Student Handbook). ☐ ☐
(only complete if you have special needs). I have advised of my special needs and any changes to
the assessment process have been taken into consideration.
☐ ☐
The work in this assignment is my own work. I declare that this assessment item is my own work
unless otherwise acknowledged and referenced.
☐ ☐
I agree:
This assessment may be accessed by the government (Australian Skills Quality Authority,
Government Funding Agencies) or representatives chosen by Alana Kaye Training (eg. Trainers,
Consultant, Industry Representatives) to review the quality and marking of this assessment.
☐ ☐
I have read, understood and accept the above conditions of this assessment.
Signature:Date Submitted:
Cheating and plagiarism: All work submitted must be your own. If a trainer suspects that you have been involved in
plagiarism, the matter will be referred to the Branch Manager or CEO. If two students submit the same or very similar
assessment both students will need to resubmit their assessment.
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Student Assessment Workbook
This page has been left blank intentionally
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COMPETENCY JUDGEMENT – TRAINER/ASSESSOR USE ONLY
Instructions:
 This document is used by the Assessor to record their feedback about your assessment.
 This competency judgement record will be returned to you. If you do not agree with the judgement,
students can access Alana Kaye’s complaints and appeals process.
Qualification Code/Title CHC50113 Diploma of Early Childhood Education and Care
Competency Code/Title CHCECE017 Foster the holistic development and wellbeing of the child in early
childhood
Student Name
Assessor Name
STUDENTS MUST NOT COMPLETE THE FOLLOWING FEEDBACK – ASSESSOR ONLY
ASSESSOR’S FEEBACK TO STUDENT
(include resubmission requirements and due date, if applicable)
Assessment Task Result (S = satisfactory; NS = not yet satisfactory) S NS
Assessment Task 1 - Fostering physical development  
Assessment Task 2 - Fostering social development  
Assessment Task 3 -Fostering emotional development  
Assessment Task 4 - Fostering cognitive development  
Assessment Task 5 - Fostering communication development  
Assessment Task 6 - Fostering an environment for holistic learning and development  
Feedback
Assessment Task 7 – Workplace tasks  
Feedback
Assessment Task 8 – Project  
Feedback
Work Placement Assessment Component Initial Date
120 hours Work Placement completed and verified
Third Party Report completed and verified
Assessor Observation Report completed and verified
Overall Assessor Comments:
Final assessment result: Resubmission result:
☐COMPETENT ☐ COMPETENT
☐NOT YET COMPETENT ☐ NOT YET COMPETENT
Assessor Name
Assessor Signature Date
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Administration Resulted  VETtrak & tracking spreadsheet updated ACS & CJ scanned & saved Copy sent to student
Initial:
Date:
CHCECE017 Foster the holistic development and wellbeing of the child
in early childhood
This document comprises of 2 sections:
 Section One – Unit and Assessment Overview
 Section Two – Assessment Tasks
Section One – Unit and Assessment Overview provides you with an overview of the knowledge and skills that you
need to demonstrate in the assessment tasks. The Unit and Assessment Overview also provides you with information
about the assessment conditions, the topics covered in this unit, the Assessor’s role, changes to the assessment
procedure that can be made to accommodate your needs and instructions to students including how to submit your
assessment tasks.
Section Two – Assessment Tasks consists of questions, case studies and work based activities. These tasks are used
to demonstrate that you meet the requirements as detailed in Section One – Unit and Assessment Overview.
PART ONE: UNIT AND ASSESSMENT OVERVIEW
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 job role. There must be demonstrated evidence that
the candidate has completed the following tasks:
 planned and provided at least three opportunities for children of varying ages to develop in a range of areas,
including:
o facilitating and supporting emotional and psychological development in children
o encouraging self-help and independence of children
o planning opportunities to foster children’s positive self-concept and self-esteem
o providing a positive and safe environment to encourage children to express thoughts, feelings and ideas
 performed the activities outlined in the performance criteria of this unit during a period of at least 240 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 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:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 how to navigate through framework and standards documents to find areas relevant to this unit of competency
 relevant aspects of theories of children’s emotional and psychological development as they apply to the educator’s
role
 links between social, physical, psychological and cognitive development
 in-depth knowledge of a range of developmental theories for children between birth and 5 years of age
 contextual factors which influence the children’s emotional and psychological development
 factors which enhance the development of self-esteem and self-identity
 core principles of child development and associated developmental tasks
 organisational standards, policies and procedures.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service.In addition, simulations and scenarios must be
used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These
are situations relating to emergency or unplanned procedures where assessment in these circumstances would be
unsafe or is impractical.
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Simulated assessment environments must simulate the real-life working environment where these skills and knowledge
would be performed, with all the relevant equipment and resources of that working environment.
Assessment must ensure use of:
 National Quality Framework for Early Childhood Education and Care
 the relevant approved learning framework under the National Quality Framework for Early Childhood Education and
Care.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency
requirements for assessors.
Topics Covered
The topics covered in this unit include:
 Fostering physical development
 Fostering social development
 Fostering emotional development
 Fostering cognitive development
 Fostering communication development
 Fostering an environment for holistic learning and development
Additional reference material and research website
If you need to refer to a specific resource to complete your assessment task, we will identify the resource within the
assessment task. Additional resources that you may find useful include:
 www.earlychildhoodaustralia.org.au
 www.ecareconciliationsymposium.com.au
 www.education.gov.au/early-years-learning-framework
 www.aussiechildcarenetwork.com.au
 www.ccccnsw.org.au/wp-content/uploads/EYLF_Ed_Guide_Dec2010.pdf
Reasonable Adjustments
Your Assessor may be able to make adjustments to your assessment based on special needs you may have or if you are
a distance learning student. Please ask your Trainer if you feel that modifications to this assessment are required.
Student Handbook
Please refer to Alana Kaye’s Student Handbook about:
 Educational and Student Support Services
 Trainer Support
 Assessment Strategy
 Appeals, Complaints and Grievances Procedures
Role of the Trainer/Assessor
Your Trainer/Assessor will:
 answer any questions you might have about the assessment
 negotiate assessment activities if reasonable adjustment is required
 inform you of any variations to the assessment which may be required if you have any special needs or if you are a
distance based learner
 assess your competency by making judgements about the evidenced presented in line with the rules of evidence:
validity, authenticity, currency and sufficiency
 give you feedback on the outcomes of the assessment process
 counsel you on the outcomes of the assessment including advising you of your right of appeal if you disagree with
the assessment decision
 help you address the work health and safety requirements of the assessment setting, if appropriate.
Instructions for students
In order to successfully meet the requirements of this unit you are required to undertake all assessment tasks. Each of
these assessment tasks may have a series of activities or questions that you are required to complete.
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Please note that at Diploma level it is expected that the questions will be answered in a manner that reflects significant
understanding of the theory associated with the unit of competency. You are required to elaborate upon the answer
sufficiently articulating your understating of the underpinning knowledge required for this unit of competency.
As a guide – each question will generally require 1 - 2 paragraphs to effectively address requirements. In some cases,
this may be more. If you, in the course of answering a question, rely upon a text, document, webpage or other source of
information, you must make reference to where this information came from.
You are required to submit:
 Student Assessment Workbook – this workbook needs to be submitted by the due date identified on your timetable.
Please refer to the Student Work Placement Guidelines for instructions about your work placement. This includes the
assessment requirements of this qualification including:
 Student Work Placement Third Party Report
 Student Workplace Logbook and Learning Activities or letter of tenure to demonstrate the minimum 240 hours of
mandatory work placement.
Submitting your Assessment and Due Dates
Your Trainer will advise you of the due date for each assessment. Please submit your assessment by the due date. The
process for submitting assessments is provided on the assignment coversheet on page 1 of this document.
Feedback on your Assessment
Your Trainer will mark your assessment within 4 weeks of submission. Your Trainer will provide you with feedback about
your assessment. Your result for the Student Assessment Workbook will either be:
 Satisfactory – you have successfully passed the workbook requirements OR
 Not Satisfactory – you are not yet satisfactory.
If your result is ‘Not Satisfactory’ you will be given an opportunity to improve your assessment. Your Trainer will inform
you of the skill or knowledge gaps in your assessment. You will need to resubmit your assessment with the corrections or
redo the practical exercise until you achieve the ‘Satisfactory’ result. Any student who plagiarises or cheats will be given
a ‘Not Satisfactory’ result and will be required to resubmit their assessment again and may also be required to answer
verbal questions.
Once you have completed both the Student Assessment Workbook and the work placement assessment requirements
your results will be either:
 Competency Achieved – you passed OR
 Not Yet Competent.
Work Placement Guidelines
All students are required to complete 240 hours of work placement in a regulated education and care service, students
must have a minimum Diploma trained staff member supervising them throughout the 240 hours.
Students need to be aware that Family Day Care can only be used as a work placement setting if the Family Day Care
supervising them holds a Diploma and there are at least 3 different children aged 0-2 and 3 different children aged 2-6
enrolled on the same day. School Aged Care settings are not accepted as work placement settings for this course.
The CHC50113 Diplomaof Early Childhood Education and Care includes a mandatory work placement of 240 hours to
cover the range of activities as outlined in the evidence requirements of the following units:
 CHCECE003 Provide care for children(if not completed in Certificate III)
 CHCECE005 Provide care for babies and toddlers(if not completed in Certificate III)
 CHCECE007 Develop positive and respectful relationships with children(if not completed in Certificate III)
 CHCECE010 Support the holistic development of children in early childhood(if not completed in Certificate III)
 CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
 CHCECE019 Facilitate compliance in an education and care service (min 120)
 CHCECE024 Design and implement the curriculum to foster children’s learning and development
Supplementary Evidence
Competence in this unit also requires further supplementary evidence. If a Candidate is working within a child care facility
they will be required to provide a Third Party Report and Third Party Evidence Collection Agreement from a suitably
qualified member of staff plus an Alana Kaye Assessor will be required to complete a workplace visit and observe the
candidate in the completion of their tasks.
Working with Children card (Ochre card) NT
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It is mandatory for people who have contact or potential contact with children in certain specified areas of employment to
hold a Working with Children Clearance Notice. States and Territories may have different requirements and it is best to
check.
For further information on NT requirements contact: Email: [e-mail]
Phone: Freecall: 1800 SAFE NT (1800 72 33 68 - Australia wide callers only) or [phone]
Complaints and Appeals Procedures
Alana Kaye has a Quality Management System documenting any appeals or complaints to ensure they are addressed
efficiently and effectively. Should you wish to lodge an appeal or complaint in relation to your assessment, please follow
the Complaints and Appeals procedure detailed in the Student Handbook. In the first instance, we encourage you talk
with your Trainer.
PART TWO: ASSESSMENT TASKS
Before you commence this assessment, please read the student declaration on the front page. It
is important that you are ready for assessment and understand the assessment process. Please
speak with your Trainer if you have any questions.
Assessment Task 1
Fostering physical development
Purpose
This Assessment Task is designed to assess your skills and knowledge in fostering physical
development.
Requirements
To complete this Assessment Task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. For each of the physical development aspects shown in the following table, list:
 two skills used in daily activity (including routines)
 two indoor play experiences that would develop these skills
 two outdoor play experiences that would develop these skills.
 Highlight the experiences in your table that you think would improve a child’s physical
fitness.
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Physical development
aspects
Skills used in daily
activity
Indoor play experiences Outdoor play
experiences
Gross motor skills Control of head, trunk.
Postural control, balance
and coordination.
Pedal Tricycles and other
ride on toys, Throw and
Catch games.
Running at different
speeds and Pedal
Tricycles and other ride-
ons.
Fine motor skills Control of hands fingers
feet and toes.
Speaking or Singing
Stack and arrange the
blocks.
Painting the images
Play dough and clay to
give different shapes
Singing Rhymes
Eye–hand coordination Writing and Reading Stacking the towers with
blocks and tying the
shoelace
Catching the ball and
hitting with a bat.
Colouring the pictures in
drawing book.
Grasp Using the fingers and
thumb together to hold,
and using three fingers to
enable control and
coordination of small hand
movements.
Holding the spoon and
holding the monkey bars
Playing tug of war with
rope, and buttoning the
shirt.
Balance Walking and stepping up
the stairs, and sitting in a
chair
Pushing harder the things
and Getting dressed while
standing up.
Swings and jumping
Fundamental movement skill Running, and balancing Walking along a wide
balance board, and
Balancing on one leg for
some time.
Kick a ball from standing
position , climbing the
ladder
Kinaesthetics Try to explore and
experiment with the things
on their own without any
guidance, like to touch the
things while learning
Dancing and participating
in drama
Hands on activities and
walks in gardens
Perceptual development Postural adjustments and
visual auditory skills
Matching the shape in
perfect hole, identifying
different color blocks
Riding the vehicles in
different directions and
developing the speech or
rhyme.
Sensory motor development Responding to mother’s
voice and identifying the
Shaping the mould and
clay in different shapes
Storytelling and sand
foams.
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different animal sounds using hands, and Mixing
the primary colors to make
other colors
1. Develop a physical skills checklist that would suit a specific age group of children you work with.
You will use this checklist to work with one child in that group.
You may base your checklist on the EYLF development milestones checklist located at:
http://docs.education.gov.au/system/files/doc/other/developmental-milestones.pdf.
Ensure the checklist includes:
 the age of the child
 at least six specific physical development milestones (include fine and gross motor
skills and fundamental movement skills)
 space to record the date that the child demonstrated the skill
 space to make comments about how the child is progressing toward achieving the
milestone.
Give your checklist to the child’s family and have them provide any additional
milestones/skills that are important to them. Amend the checklist by incorporating these
changes/additions to suit the needs of their child.
ATTACH A SEPARATE SHEET
Age Physical
Development
Milestone
Date the child
demonstrated
milestone
Comments
4-8 months Plays with toes and
feet,Tries to sit alone
using support of
hands, Eyes follow a
person, Crawl, turns
head to sounds, and
raises chest and
head while lying on
bed.
12.1. 2015
8-12 months Sits without any
support, holds
biscuits, pick up and
throws small objects,
holds spoon and
does stepping
movements.
13.6.2015
1-2 Years Walks, runs and
climbs, dances to
music, drinks from a
14.5.2016
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cup, rolls large ball.
2-3 Years Uses steps one at a
time, can open the
doors, holds crayons
with fingers, self
feeds using cup and
spoon, tries to
balance on one foot.
14.6.2017
3-5 years Catches ball with
hands, draws
different shapes,
toilets himself, runs
more smoothly,
makes less spills and
climbs playground
objects.
15.5.18
2. Implement a play experience and then answer the following questions.
a) Was the child challenged by the experiences? How do you know?
a) Explain how the experiences helped the child to develop physical skills.
b) Add further information about the child’s milestone achievement into the checklist.
c) Explain how each of the following developmental aspects were included in some way during
your experiences:
 Social
 Psychological
 Cognitive
We used a large rubber ball to the kids aged 2 to 3 years, and showed them how to catch and throw
the ball to each other. Children used to chase the ball and pick it up back and throw it.
a) The child was challenged to follow the moving ball and to try to hold it. Sometimes they were asking
for help. Child was practising to follow the ball and chase it. It was an activity to improve their motor
perception skills.
b) The child achieved the milestone of year 2-3 age group and could balance their run and grasp.
c) Social: Child was trying to interact with other children to get the ball. Psychological: Child knew that
he has to follow the ball, catch it and throw it to his friend. Cognitive: Child was able to balance his
posture, could wait for the other child’s turn.
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3. Prepare a report of 1–2 pages explaining how you promote EYLF Outcome 3: Children take
increasing responsibility for their own health and physical wellbeing, in the daily work with the
children in your service.
In your report:
 explain the organisational standards, policies and procedures you follow to work
towards Outcome 3
 explain how you would plan and provide experiences that foster and challenge
children’s physical skills that are connected to Outcome 3
 link the information you provide to at least two physical development theorists or core
principles of development.
You may use a range of documentation methods to support the report, such as:
 photos
 learning stories
 anecdotal reports
 diary entries
 jottings
 samples of work
 checklists
 sociograms
 other methods as agreed with your trainer/assessor.
Students will need to add this document as an attachment.
The policies and the practices of National Quality Framework are designed to improve the services and care of
the children safety. The holistic policies and practices implement the learning through play. We provide a safe
and caring environment for physical, intellectual and emotional well being of the children. The centre holds
responsibility to include a habit of good habits like washing hands before meals, and eating food on their own.
Awareness about oral health, nutrition and hygiene comply to Food Standards Australia. The menus are designed
while considering the cultural, dietary and nutritional requirements of the children. The families and parents of
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the children are told to follow early diagnosis and regular check up of the children.
We will include more hands on activities in the daily learning. Make hand wash a habit in curriculum and use of
handkerchief to clean the hands. We made daily diary entries about the regular routine of kids at school.
Erikson’s Psychosocial Development Theory involves the growth and change throughout life and emphasizes on
social interactions and conflicts emerging during different developmental stages (Cherry, 2019). The child learns
through different driving forces and interests with a turning point at each stage. With every changing milestone,
the psychosocial requirements change.
Behavioural Child Development Theory states that the environment of the child influences his well being and
development. So it is important to include good behavioural practices and habits at early years of learning.
Reference
Cherry,K.(2019). Child Development Theories and Example. Retrieved from
https://www.verywellmind.com/child-development-theories-2795068
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