CHCECE010: Supporting Holistic Development in Early Childhood Tasks

This assignment solution for CHCECE010 focuses on supporting the holistic development of children in early childhood. It includes various assessment tasks such as short questions, case studies, and research activities covering topics like basic needs, developmental terms, factors influencing physical growth, Piaget's stages of cognitive development, scaffolding, Theory of Mind, Bronfenbrenner's theory, and brain development. The document provides detailed answers and explanations for each question, offering insights into the practical application of these concepts in early childhood education. Referencing is highlighted as crucial to avoid plagiarism, and the document uses examples of how to reference information properly.

CHCECE010 Support the holistic development of children in early childhood
Assessment
To achieve a competent result for this unit you must satisfactorily complete all the assessments
requirements listed below.
Assessments for this unit are as follows:
Assessment Number Type of Assessment Description and location
Assessment 1 Short
Questions/Multiple
Choice
Questions/True or
False
There are short questions found in this booklet.
You will be given the opportunity to respond to each
question in your own words in a written format. In
special cases you may respond verbally.
Assessment 2 Case
studies/Scenarios
There are Case studies/scenarios in this booklet. Read
the case studies given and answer the questions that
follow. Use your own words in answering these case
studies.
Assessment 3 Research Activity There are research activities found in this booklet. You
are required to research the topic and respond to each
question in your own words in a written format. In
special cases you may respond verbally.
Assessment 4 Personal/Reflective
Journal
Instructions for the journal are in the supervised work
placement booklet
Assessment 5 Third Party
Observation
Will be performed by the workplace supervisor while the
student is on Work Placement.
Assessment 6 Work Place
Observation
Your workplace supervisor observes you in the work
place setting demonstrating the practical application of
the skills and knowledge that you have gained in relation
to these units. Your supervisor is required to observe
you performing tasks in the workplace using the
checklist provided in the third party report. During the
observation your assessor will make a judgment as to
whether you have met the required skill level for the
qualification, or if further practice is required.
Instructions and checklist for work placement are in the
supervised work placement booklet. When an assessor is
unable to visit the workplace they shall liaise with your
workplace supervisor to confirm your ability to perform
the tasks as part of the training package.
Assessment 7 Portfolio In your portfolio you should collect information relevant
to the unit such as the Children’s Developmental Stages,
Playground policies etc.
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Instructions to the Student
Please read all the information given to you before you start any assessment task. If you do not
understand some or all of the questions, please ask your trainer/assessor for assistance.
Attempt to answer ALL questions in your own words on the assessment paper provided. The questions
are designed to assess your understanding of the unit as well as your underpinning knowledge. To
satisfactorily complete this assessment task you are required to complete the whole assessment. To do
this you will need to answer all questions correctly and demonstrate you have achieved the required
knowledge to industry standards. This assessment is intended to be fair and flexible. If you feel that we
should change any aspect of this assessment to be fair, equitable or flexible, immediately contact your
assessor who will attempt to make alternative arrangements.
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Assessment Tasks Outcome
Unit: CHCECE010 Support the holistic development of children in early childhood
Student ID: Click here to enter text.
Student Name: Click here to enter text.
Assessors Feedback
Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy
must be supplied to the office and kept in the student’s file with the evidence.
Tasks included in submission
Assessment
Tasks
Title Satisfactory/
Not yet
satisfactory
Assessor
Signature
Date Re-submission
Satisfactory/ Not
yet satisfactory
Short Questions Assessment 1
Case Study 1-5 Assessment 2
Research
Activity 1
Assessment 3
Satisfactory Not Yet Satisfactory
Assessor Signed: Assessor Name: Date:
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Assessment 1
Short Questions
1. In the table below, match the basic needs to the descriptors.
Ans. Basic Needs Descriptors
e. Physical needs a. Access to developmentally appropriate play that fosters
development in all areas.
d. Psychological
needs
b. Acknowledgement of cultural, ethnic and developmental
differences.
b. Acceptance of
individual
differences
c. A supportive environment, where their efforts and
accomplishments are appreciated and acknowledged.
a. Opportunities to
learn
d. Affection, consistency, security, trust, quality interactions and
appropriate.
c. Respect and self-
esteem
e. Shelter, protection, food, warmth, health care, rest and activity.
2. Match the developmental term to the correct descriptor.
Ans. Development
Term
Descriptors
D Fine Motor
Development
a. Refers to the ability to express feelings in a socially/culturally
acceptable manner, the ability to form loving, meaningful and
satisfying relationships and includes the development of self-
concept and self-esteem.
H Developmental
Milestones
b. This term refers to the genetic blueprint that each person is born
with that will determines many, but not all, developmental outcomes.
e. Cognitive
Development
c. Involves the large muscles in the body such as legs, arms, and the
chest.
f Stage of d. Involves the small muscles such as those in the hand, fingers, lips
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development and tongue.
g Height and
Weight Growth
e. Includes information processing, memory/recall, problem-solving,
using logic, organisational skills, creativity as well as understanding
and written using symbols for communication (reading/writing).
B Heredity f. Refers to the acquisition of significant skills typically age-related eg.
crawling, taking first steps, and first words.
C Gross Motor
Development
g. Refers to changes in children’s height and weight as a result of
maturation.
a. Social/Emotional
Development
h. This term refers to the developmental skills/behaviour linked to what
might be typically expected within a defined age range such as
infants, toddlers and pre-schoolers.
3. The following factors may influence physical growth and development. For each factor give a
short explanation and example.
Factor Explanation Example
Maturation 
Readiness:
With cognitive development
comes maturity and with
maturity and understanding
comes – readiness to different
tasks
Readiness to walk ( the child shows
repeated signs of standing up
supported and then unsupported
and then tries to manoeuvre the
surrounding to thrust forward).
Heredity: The genetic blueprint of an
organism that determines it’s
physical and psychological
attributes.
heterochromia
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Culture/family: Culture is the collective set of
values and tradition carried over
a continuous period by a family
or a social unit such as
community.
Hispanic culture
Prenatal
development:
Prenatal development refers to
stage of gestational
development of the foetus.
Germinal – embryonic to foetal stage
Diet: Diet is set of nutritionally
balanced foods to be consumed
by a human, every day. It
includes water as well.
DASH diet
4. Tick the column to indicate the stage of development when you would typically expect to
observe the following behaviours.
Behaviour Infant Toddler Preschooler
Recognise self in mirror tick
Scribble with large markers tick
Crawl well from place to place Tick
Use more than 1,500 words tick
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Try to roll over tick
Listen well to a story read to a large group tick
Feel frustrated easily Tick
Participates well in small groups and large
groups
tick
Enjoy doing the same thing over and over tick
Play peek-a-boo tick
Co-operate quite well with friends tick
Pour from a small jug without spilling tick
Wash and dry hands with help tick
Know what body parts are used for Tick
Babble a string of sounds tick
Talk in short sentences Tick
Get dressed independently tick
Draw person with head, body, legs and
other parts
tick
Reach toward a toy tick
Begin to play with another child tick
Do a one to three piece puzzle tick
Eat well with fork, cut easy food with knife Tick
Do easy sorting by one characteristic Tick
5. List Piaget’s stages of cognitive development and the approximate age range for each stage.
Stage Piaget Stages of Cognitive Development Approximate Ages Related to Stage (years)
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1. sensorimotor 0-2
2. preoperational 2-7
3. Concrete operational 7-11
4. Formal operations 11 plus
6. Choose the correct word to complete each sentence.
Missing Words
● Transition ● Knowledge ● Thinking ● Environment ● Adults ● Related Stages ● Behaviour
Significant ideas
in Piaget’s
cognitive theory
include:
Cognitive (intellectual)
development is
primarily a result of the
child’s independent
interaction with and
exploration of the
environment
Piaget believed that
development occurs
in: four sequential age
related stages
Progress through each
stage is gradual and
predictable and
involves long periods
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of transition
Children have different
and distinct thinking
processes from those
of adults
New knowledge is built
on existing
knowledge
Mental functioning is
seen as the most
important factor in
behaviour
Qualitative changes
occur as a result of
maturation in thinking
7. Explain the term ‘scaffolding’.
Scaffolding in-stills the important skills needed for problem solving in future.
It is determined by "reciprocal teaching," that is used by educators to improve toddler ability and
skills to learn from the context. The educator and the toddler involve themselves in: questioning,
summarizing, clarifying, predicting.
8. Read each statement in relation to Theory of Mind (ToM) and indicate if it is True or False.
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Statement Answ
er
i. ToM is the term used to describe one’s awareness that we each have
our own separate thoughts and may view things from different
perspectives.
True
ii. To have Theory of Mind means that a child will understand that what
they know or think is not necessarily known to others.
True
iii. When a child sees themself as a separate individual they are also able
to begin to develop an understanding of the impact their emotions may
have on others.
True
iv. Object permanence is the understanding that an object continues to
exist even though it disappears or is out of sight.
True
9. Identify how Bronfenbrenner’s theory can be explained in practical terms by matching the
questions to the correct response.
Ans. Questions Responses
c. What might be some of the factors that
support or undermine the capacity of
families to rear young children adequately?
a. Love; Shelter; Food; Clothing; Stimulation;
Acceptance and Sense of belonging etc.
d. What could be features of a child’s
immediate environment that are important
for family functioning and young children’s
development?
b. Wars; Ethnic isolation; Conflict; Physical isolation;
Violent neighbourhoods and Over-crowding e.g.
high-rise housing.
a. What are the core needs that all children
and families have in common?
c. Lack of facilities such as public transport; Libraries;
Schools; Childcare centres and Public health
services etc.
b. What might be some features and qualities
of communities that help or hinder families
in their capacity to raise young children?
d. Financial; Education; Employment or
unemployment; Parenting skills and knowledge;
Disability; Health and well-being of parents and
Substance abuse etc.
10. Match the terms related to brain development with the correct definition.
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Ans. Term Definition
b. Critical periods a. All have the same genetic coding and are shaped for their different
functions by sensory experiences.
c. Sensitive periods b. A narrow window of time during which a specific part of the body is most
vulnerable to the absence of stimulation or to environmental influences.
d. Synapses c. The broad windows of opportunity for certain types of learning.
e. Neurons d. Billions of neurons and trillions of nerve connections.
g. Limbic hypothalamus
pituitary adrenal
e. Determine when specific brain circuits or wiring occurs.
f. Plasticity f. The brain's ability to change as a result of experience or injury.
a. Genes g. Brain development or function at the lower level that directly impacts on
later brain development.
11. 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. Catching a ball
Treasure hunt
Most infants can crawl by nine or ten
months.
By creating scenic and comfortable textured environment
(especially by using a mat) – to support the child’s
sensory/ perceptual/ anticipatory learning.
Using objects of different colours and size to help the child
crawl towards it.
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Toddlers can walk along uneven
surfaces.
Creating child proof environment. Handholding in the
initial stages followed by encouraging the child to walk
independently on even terrains.
Make the child bare footed but remove sharp or injurious
objects from the surrounding (if any). Bare footing helps in
kinaesthetic and proprioceptive development of the
sensory system of the child – thus helping him/ her to
support better.
Infants can use a pincer grip by six to
12 months. 1. Placing strips of the duct tape on kitchen floor, outside
on sidewalk, or on walls of garage.
2. Keeping lots of stickers on the hand for your child in
order to peel and then stick.
12. 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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