CHCECE010: Physical Development Theory Assessment for Early Childhood

This assignment focuses on the physical development of children aged 0-6 years, aligning with the CHCECE010 unit of competency. It includes a series of questions addressing key motor skills, abilities required for tasks like using scissors, and experiences/resources to support development in infants, toddlers, and preschoolers. The assessment also covers strategies educators can use to promote children's well-being and independence in personal hygiene. Key areas explored are hand-eye coordination, fine motor skills, gross motor skills, and the Early Years Learning Framework outcome related to children's health and physical well-being.

Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the required
knowledge and skills to support and recognise the interrelationship between the physical, social, emotional,
cognitive and communication development of children from birth to 6 years of age.
Elements
The following elements define the essential outcomes of this unit:
 Element 1 Support physical development Element 2 Support social development Element 3 Support emotional development Element 4 Support cognitive development Element 5 Support communication development Element 6 Create an environment for holistic learning and development
Assessment Requirements
This unit of assessment contains 6 individual theory tasks
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/tmp/18081394631617366680.docx Date
30/6/14
Course
CHC30113
CHC50113
Assessment Version
2
Validation Date Date revalidation Validating Teachers initials Page
1 of 11
TAFE NSW
© 2014
Theory Assessment Tasks Task Completed
1.1: Physical Development
1.2: Social and Emotional Development
1.3: Thinking and Talking
1.4: Communication
1.5: Support Holistic Development
1.6: Quiz
CHCECE010
Support the Holistic Development of Children in
Early Childhood
Theory Assessment Tasks
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma in Early Childhood Education and Care

Required Readings
In order to complete this unit of competency you are required to access the following key resources.
 Kearns, K. (2017). Birth to Big School: Working in Children’s Services (4th ed.). Centage Learning,
Victoria
 ACECQA Starting Blocks – Your child’s development. Retrieved from:
http://www.startingblocks.gov.au/your-childs-development/
 ACECQA Developmental Milestones Retrieved from:
http://files.acecqa.gov.au/files/ACECQA/2014/developmental-milestonesDevelopmental%20Milestones
%20and%20the%20EYLF%20and%20the%20NQS.pdf
 Australian Children’s Education and Care Quality Authority. (January 2017). Guide to the National
Quality Standard. ACT: Commonwealth of Australia. Retrieved from
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF-Resource-03-Guide-to-
NQS.pdf
 Ministerial Council for Education, Early Childhood Development and Youth Affairs. (2011). Education
and Care Services National Regulations. Retrieved from
http://www.legislation.nsw.gov.au/sessionalview/sessional/subordleg/2011-653.pdf
 Australian Government Department of Education, Employment and Workplace Relations. (2010).
Educators’ Guide to the Early Years Learning Framework for Australia.Canberra: DEEWR.
 Australian Government Department of Education, Employment and Workplace Relations. (2009).
Belonging, Being and Becoming: The Early Years Learning Framework for Australia.Canberra: DEEWR.
 Healthy Kids – Munch and Move Resources: www.healthykids.nsw.gov.au/campaigns-programs/munch-
move-resources.aspx
 Raising Children Retrieved from: http://raisingchildren.net.au/
ACECQA Starting Blocks Retrieved from: http://www.acecqa.gov.au/families/starting-blocks
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/tmp/18081394631617366680.docx Date
30/6/14
Course
CHC30113
CHC50113
Assessment Version
2
Validation Date Date revalidation Validating Teachers initials Page
2 of 11
TAFE NSW
© 2014

Theory Assessment Task 1.1 – Question 1
1.1Physical Development
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/tmp/18081394631617366680.docx Date
30/6/14
Course
CHC30113
CHC50113
Assessment Version
2
Validation Date Date revalidation Validating Teachers initials Page
3 of 11
TAFE NSW
© 2014

Question
Theory Assessment Task 1.1 – Question 2
Question 2a.
Tick the key motor skills being demonstrated by Alyssa as she washes her hands.
Key Motors Skills
a. Hand–eye co-ordination – using the eye to assist in accurate movement. 
b. Foot–eye co-ordination – ability to use their eyes and feet together to accomplish
a task.

c. Visual motor control – is the ability to successfully integrate visual and motor
responses into a physical action

d. Co-ordination –the ability of the body to integrate the action of the muscles of the
body to accomplish a specific movement or a series of skilled movements in the
most efficient manner

Educators need to ensure children are ‘ready’ for tasks and assist them with the necessary pre-skill development.
Name and describe the five abilities required for manipulating scissors successfully.
Manipulative skills refer to ability of an individual to position and move objects placed within one hand,
without using the help of another hand (Iivonen et al., 2013). Such manipulation skills are generally
exhibited while working with puzzle pieces, cutting with scissors, or even writing. Effective demonstration
of these skills is facilitated by bilateral integration, fine motor control, and hand-eye coordination. This
leads to a successful performance.
The five manipulative skills required why using scissors are given below-
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CHC30113
CHC50113
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Question 2b.
1. A child must learn to hold a scissor properly. Initially a child often tries to manipulate scissors
using both the hands for opening and closing the blades. That child should be taught that most
efficient grasp includes the thumb in top loop and middle finger in bottom loop. Holding scissors
near middle joint of fingers will give better control.
2. A child should learn how to open and shut scissors. This will be followed by sniping a paper. A
child should be allowed to make random snipes on a paper. The cutting will not be directional, and
there will be no forward movement of the scissors (Logan et al., 2012).
3. The child will now be able to push scissors forward for cutting a piece of paper. Using heavy
weight paper will give additional stability and allow a child to concentrate on manipulating the
scissors. With a progress in the child's ability the width of the paper will gradually be increased.
4. The child should be able to cut a straight line. This will also involve manipulation of scissors when
they are held at an angle of 90 degrees to the paper. This will make a child use forearm stability.
5. By this time a child will be able to cut on curved lines. He will learn how to turn and manipulate the
paper as well as scissors for staying on line. He will display better control in opening and shutting
scissors and the cuts will be smoother and less jagged.
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CHC30113
CHC50113
Assessment Version
2
Validation Date Date revalidation Validating Teachers initials Page
5 of 11
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Theory Assessment Task 1.1 – Question 3
Question
Suggest twoother experiences (not involving the use of scissors) that may assist preschool children to
develop the fine motor skills necessary for manipulating scissors.
 Using a piggy bank- Placing coins in a piggy bank should start with several coins in one palm. The
child should be made to learn how to move coins from his palm to fingertips, with the use of just
three fingers.
 Picking small objects- The child should learn how to pick up small objects, such as, popcorns,
candies, coins, and beads, using fingers, and hiding it in the hand. This should be followed by
picking up another object while still holding all others in the hand.
Listed below are some general characteristics of the physical development of infants and toddlers.
For each characteristic, list two experiences and/or resources that you can use to support children’s
development and mastery of these skills.
Physical Development Characteristic Experiences/resources to be provided to support
development
Toddlers can walk and hold an object
using two hands.
 Placing their toys in different rooms and asking them to bring
it back
 Throwing away their balls at a corner of the room and asking
them to pick it up
Most infants can crawl by nine or ten  Encouraging the baby to reach out for a favorite toy placed
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CHC50113
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Theory Assessment Task 1.1 – Question 4
Question 4a.
months. at a short distance away
 Placing palms of the hand behind the feet of the child to
provide stability
Toddlers can walk along uneven
surfaces.
 Making them play on sands or uneven lawns
 Making them jump over small obstacles such as, a small box
or pillows
Infants can use a pincer grip by six to 12
months.
 Using socks on the hands with a hole near the thumb and
pointer finger to enable use of pincer grasp
 Picking up foods in a small ice tray that will allow only the
thumb and pointer finger to fit in
Look carefully at the motor skills being demonstrated by the preschool children in the following photographs.
Examine the photographs and match the descriptor to the appropriate photo.
Motor Skills of Preschoolers
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(a) (b) (c)
(d) (e) (f)
Preschool Descriptors
c Can kick a ball from a standing position and can kick a rolling ball.
d Participate in ball target games: bats; balls; bean bags, to develop their gross motor skills.
a Three year old children can typically jump from a height and land smoothly.
f By age five, children usually have a preferred hand and can maintain pincer control when drawing
and painting.
b Preschoolers can throw a ball overhead and catch a bounced ball with hands.
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Question 4b.
e Four to five year old preschoolers can walk along balance beams, and other types of balancing
equipment.
Listed below are some of the general characteristics of the physical development of pre-schoolers.
For each characteristic, list two experiences and/or resources that you can use to support children’s
development and mastery of these skills.
Physical Development Characteristic Experiences/resources to be provided to support development
Pre-schoolers are mastering a wide
range of fundamental movement skills
including climbing, running and jumping
from heights.
 Enrolling children in tumbling lessons and gymnastics.
 Buying a mini trampoline to help them develop balance
coordination
Pre-schoolers are able to build more
complex buildings in construction
experiences.
 Providing them with lego games that would require
constructing a building
 Buying toy-boxes that will help them construct a township or
city
Pre-schoolers are mastering increasingly
complex fine motor activities such as
threading small beads and manipulating
scissors.
 Asking them to cut out outlines of animals and birds from an
art and crafts book
 Giving them wooden beads toy
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CHC50113
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Theory Assessment Task 1.1 – Question 5
Required Readings
Question 5a.
To complete this task go to your text and refer to the following reading:
 Belonging, Being and Becoming: The Early Years Learning Framework for Australia,Australian
Government Department of Education, Employment and Workplace Relations (2009).
Outcome 3: Children have a strong sense of wellbeing; means that over time children will take increasing
responsibility for their own health and physical wellbeing.
What support strategies could educators use to promote children’s learning in this area?
 Scheduling their playtime and exercise activities in an appropriate way. Motivating a child to
participate in at least an hour of regular physical acitivity such as running, riding a bicycle, or
playing sports
 Minimising the amount of time a child spends in sedentary activities such as, watching television
or playing computer games
 Encouraging them to play outside in green spaces
 Teaching them about basic oral and hand hygiene
 Making them understand about the importance of a healthy diet rich in vegetables and fruits by
playing a role model and eating the same
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CHC50113
Assessment Version
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Validation Date Date revalidation Validating Teachers initials Page
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Question 5b.
List two ways that you could actively support toddlers as they develop their independence and
competence in personal hygiene?
 Displaying visual information through colourful posters, charts and pictures on the steps of hand
washing and drying.
 Having regular conversations about hygiene maintenance during play time and meal time
References
Iivonen, K. S., Sääkslahti, A. K., Mehtälä, A., Villberg, J. J., Tammelin, T. H., Kulmala, J. S., & Poskiparta, M.
(2013). Relationship between fundamental motor skills and physical activity in 4-year-old preschool
children. Perceptual and motor skills, 117(2), 627-646.
Logan, S. W., Robinson, L. E., Wilson, A. E., & Lucas, W. A. (2012). Getting the fundamentals of movement: a
meta analysis of the effectiveness of motor skill interventions in children.‐ Child: care, health and
development, 38(3), 305-315.
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/tmp/18081394631617366680.docx Date
30/6/14
Course
CHC30113
CHC50113
Assessment Version
2
Validation Date Date revalidation Validating Teachers initials Page
11 of 11
TAFE NSW
© 2014