CHC50113 Diploma: Holistic Development & Creativity Assessment

This assignment focuses on fostering holistic development and wellbeing in early childhood, specifically addressing CHCECE017 and CHCECE018 units within the CHC50113 Diploma of Early Childhood Education and Care. It includes a comprehensive analysis of motor, social, emotional, cognitive, communication, and creative development stages across different age groups (0-2, 2-3, 3-5, 6-12). The assignment also explores the interconnectedness of social, physical, and psychological development in children, emphasizing the importance of social interaction, physical growth, and emotional expression. Furthermore, it presents a scenario involving a child's play and requires the application of strategies to support the child's social and emotional development within a play setting, referencing relevant developmental theories. The assignment provides detailed insights into practical strategies for educators to nurture creativity and support children's overall development.

Student Name: …………………………………………………
Date Due: ..............................................................................
DEVELOPMENT CLUSTER
Assessment Tasks
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Assessment Task Receipt – Wyndham CEC
Student Name
Course
Code/title CHC50113 Diploma of Early Childhood Education and Care
Unit
Code/title
CHCECE017 Foster the holistic development and wellbeing of the child in early
childhood
CHCECE018 Nurture creativity in children
Assessment
Name Assessment Tasks Date
submitted
Assessor
Name
Assessor
Signature

CHC50113 Diploma in Early Childhood Education and Care
Student Preparatory Information : The purpose of assessment has been explained to me A copy of the unit of competence has been provided to me I understand this method of assessment I know that I can appeal the result of this assessment I have had the opportunity to discuss any special needs or adjustments with the assessor I’m aware that I am only required to repeat and re-submit the task if the result is not satisfactory I am ready to be assessed
 I may request a copy of this assessment task for my own records
Student Plagiarism and Cheating Declaration :
I declare that: This assessment task is my own work, with all sources properly acknowledged and referenced.
 All reasonable care has been taken to ensure that no other person has been able to copy this
work.
For assessment purposes, I acknowledge this assessment may be:
 Retained and a copy provided as evidence to the governing bodies for auditing purposes.
 I have read, understand and agree to abide by the above Preparatory Information & Plagiarism
Declaration
Student
Name __________________________
Student
Signature _______________________ Date ___/___/___
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CHC50113 Diploma in Early Childhood Education and Care
Assessment Tasks
General Assessment Information
This Written Questions Assessment task contributes to competency in the following units
CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
This unit describes the skills and knowledge required to foster and enhance the holistic development and
wellbeing of children from birth to 6 years of age.
The unit applies to educators working in a range early education and care service settings.
CHCECE018 Nurture creativity in children
This unit describes the skills and knowledge required to nurture creativity in children.
The unit applies to educators who work with children in a variety of education and care services.
All assessments are conducted in accordance with the Wyndham CEC’s Establishing and Applying
Decisions for Satisfactory Completion Procedure. If you cannot undertake the assessment task at this
time, you must discuss this with your Trainer/Assessor before you commence the assessment task.
Assessment outcomes
The outcomes for all assessment tasks are Satisfactory or Not Satisfactory. If a task outcome is Not
Satisfactory, re-assessment may be negotiated with the Trainer/Assessor. Students may be re-assessed
on two occasions for each assessment task.
When all assessment tasks for a unit of competence have a Satisfactory outcome Competence in the unit
may be recorded.
Appeals
If you are unhappy with an assessment outcome you may appeal the assessment decision. Refer to the
Wyndham CEC’s Complaints and Appeals Policy and Procedure.
Cheating, collusion or plagiarism
Students are reminded that cheating, collusion or plagiarism are serious issues. Student work submitted
must the student own work. Refer to Wyndham CEC’s Plagiarism, Cheating and Collusion Policy and
Procedure.
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CHC50113 Diploma in Early Childhood Education and Care
Assessment Task Workbook Instructions
You must complete all the tasks in this book. Many of the tasks are designed around your placement
workplace where you will need to discuss and record tasks with the room leader/supervisor.
This workbook may be completed partly on placement and partly in your own time. You can use your text
book, learning materials, the Internet and workplace policies and procedures to assist you with your
answers.
 You will be given a soft copy of this workbook by email or on your USB.
 Ensure you type your name in the header or footer so it appears on every page. ALL pages MUST
be numbered and your name needs to be visible on each page.
 You must complete all activities.
 Specific instructions may be found in the workbook when they apply to an activity.
 Ensure you read each activity carefully so that you understand it before you write your response.
 Type your answers in the spaces provided.
 Print out and hand in the Workbook to your Trainer/Assessor when you are finished.
 You may email your completed Workbook to your Trainer/Assessor to be printed out.
Evidence provided by you for each of these tasks must be sufficient for your Trainer/Assessor to make a
satisfactory judgment. A satisfactory judgment for each assessment is required to achieve competency in
the unit.
If you are found Not Satisfactory for this task the assessor will arrange to meet with you and discuss the
options and timeframes for you to be re-assessed.
Reference/Bibliography
It is a requirement that you must provide all the references or create a bibliography page in regards to all
of your research used to complete this assessment task. For further reference please see our Plagiarism
Policy.
Evidence provided by you for all of these questions must be sufficient for your assessor to make a
satisfactory judgment. A satisfactory judgment for each question is required to achieve competency in the
unit.
The completed Assessment Tasks must be handed in to the trainer by the due date as notified.
Assessment Tasks
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CHC50113 Diploma in Early Childhood Education and Care
1. a. Summarise your understanding of the following – present this as an A3 poster OR a report
categorising all 4 different age groups. (0-2, 2-3, 3-5, 6-12)
- Basic stages of motor skills
- Basic stages of social development
- Basic stages of emotional development
- Basic stages of cognitive development
- Basic stages of communication development
- Basic stages of creative development
b. Describe the link between social, physical and psychological development in children.
Age group Basic stages
of motor
skills
Basic
stages of
social
developmen
t
Basic stages
of emotional
development
Basic stages
of cognitive
development
Basic stages of
communication
development
Basic stages of
creative
development
0-2 years Start to
stand
without any
support.
Crawls on
hands and
knees.
Walk and
stand with
assistance.
Tries to
develop a
sense of
being
nurtured and
loved by
their loved
ones.
Seeks
relationships
which
engenders
trust and
security.
Toddlers
expresses
wonders,
joys.
Sadness
about what
they see and
experiences.
They live in
the moment
effectively.
Toddlers
focuses their
vision,
reaches out,
explores,
and learns
more about
the
happenings
around
them.
Toddlers
uses their
senses and
efficiently
grows with
that.
Toddlers will
learn and use
more words and
more types of
words.
They say mostly
nouns like dog,
bus and
adjectives such
as blue, big.
Observes
characteristics
such as light and
dark, varied
colours,
different shapes,
and patterns.
Interprets the
world around
them.
Communicates
through
postures,
gestures
different facial
expressions.
2-3 years Jumps in
place with
bot their
feet.
Walk
backwards.
Climbs up
and go
down a
Anticipate
big feelings,
bad temper,
pretends
plays,
develops
new
thinking
skills.
Talks, reads
They are
capable of
empathy.
Understands
the feelings
of others.
Cries and
gets upset
when the
Identifies
their own
reflection in
the mirror.
Imitates
more
complex
adult actions
and pretends
to do things.
Says about 50
words or more
and interpret
about half of the
time.
Picks up
instructions and
catches orders.
Uses words such
Begins to
recognise and
notice patterns
in sights and
different sounds.
Begins to make
up stories and
also starts to
build blocks.
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CHC50113 Diploma in Early Childhood Education and Care
toddler
slides
efficiently.
and listens
efficiently.
other child
cries. Matches
objects,
identifies
object in the
picture
book.
as I, me and we. Learns to dance,
craft, music and
discovers new
experiments.
3-5 years Climbs well
Bends over
without
falling.
Kicks,
throws and
catches
balls.
They play
near a
friend.
Finds
difficulties
in sharing
things, can
also begin
cooperative
plays.
Begins to
offer things
to people.
Develops
more
sympathy
towards
others, and
starts to be
more aware
of the
feelings of
other
person.
Wants to
have more
friendships.
Practices
more being
independent.
Shows
concentratio
n of thought.
Shows their
own way of
categorising,
reasoning
and problem
solving
abilities.
Can think
about the
objects,
people and
other related
events
without
seeing them.
Says their name
and age
appropriately.
Speaks 250 to
500 words.
Speaks and
answers simple
questions.
Tells stories,
speaks clearly
and completes
sentences.
Develops
imagination and
creativity what
they see around
them.
Interprets and
expresses
emotions
efficiently.
Communicates
opinions,
experiences and
ideologies with
their people
around them.
Builds
confidence
effectively to
foster their
growth.
6-12 years Jumps
throws
catches and
catching.
Enjoys
many events
, related
activities
and stays
busy with
their things.
Practices
skills to
become
more
Develops
more great
sympathy
towards
people.
Controls
impulsive
behaviours
effectively.
Establishes
Thinks in
concrete
ways.
They how to
combine,
separate,
and order
actions and
objects.
Starts to
Children
understand more
vocabulary
words and other
concepts which
they can
efficiently
express.
Engages in
narrative
discussion.
They get more
involve in sport
and other co-
curriculum
activities.
Practices skills
and stays likes
to draw and
paint.
Their vision is
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CHC50113 Diploma in Early Childhood Education and Care
proficient.
Rides bike
and jumps
ropes in
plays.
and
maintains
positive
relationships
and makes
healthy
friendships
and also
develops a
positive
sense of
morality.
begin more
complex
thinking
processes
(Attanasio
and et. al.,
2022).
Shares
ideologies and
their opinions in
clear form of
speeches.
sharp and can
efficiently draw
things, and other
objects.
b. Social development is linked to how children majorly learn to socially interact and communicate
well with others. Physical developments majorly states to growth in the brain and the body of the
child and this entails their development and evolution. As the child grows, they develop more of
motor skills and they are able to interact and efficiently communicate emotions with others. They
expresses their needs to the people. They efficiently grows with the development of different senses
and expression to with their loved ones. Development entails social interaction with people who they
are with and expresses efficiently.
2. Read the scenario, then answer the questions that follow.
Ula (4 years) has been attending the service for some time. She is a quiet yet busy child and
usually works independently on activities. Today you notice that Ula is sitting at the table in
home corner where two other 4-year-old children are imitating dinner time as they cook and
do dishes and talk about their actions. Ula is watching the play but not interacting or
participating. You walk over to Ula and ask if she also wants to play in the game.
 If Ula says yes she wants to cook, what strategy would you use to help Ula enter this
home corner play situation?
Give reasons for your choice of strategy, including why your strategy is important in
the development of Ula’s play stage.
 How would you support Ula differently if she was 3 years old and played in an
associative play stage?
Justify your answer by making reference to relevant aspects of development theory.
 If Ula said no she wanted to be on her own, explain what you would do to
accommodate her needs and the reasons for your actions
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Which theorist would you relate to this scenario?
If Ula says yes she wants to cook, what strategy would you use to help Ula enter this home corner
play situation?
Ans- I'll efficiently provide a setting for Ula for the home corner play situation so that the child
interacts with other child. I'll ask Ula to put utensils,bowls cutlery and other crockery to cook the food
on the table. Encourage Ula to cook food and let teach the very child how to stir, bake and teach
different foods and dishes. Let her ask the family members and other child to sit their on the chair
and wait for the food to be served. Teach Ula to play food (eventually act). Ask Ula to interact with
other children socialise the Ula's interaction with the other kids. This will eventually foster the
language and communication via learning to varied words (Dunn, 2020).
Give reasons for your choice of strategy, including why your strategy is important in the development
of Ula’s play stage.
Ans- Ula can be imposed to plays in roles of cooking to improve and evolve their cognitive, their and
physical development so that they are more efficiently in growing and learning the life stages.
Through plays, children learn about the world themselves in this way. Ula will able to learn skills they
need to study, work and build relationships with confidence with their peers. With this role play, Ula
can efficiently be aided with development of social and emotional skills. Ula playing with other peers
will get to learn to get along with with one another.
How would you support Ula differently if she was 3 years old and played in an associative play
stage?
Ans- By encouraging Ula by being the one to play with other peers first, but allow their peers to run
the playtime shows efficiently during the play. By teaching them interactive skills by doing it myself.
By eventually taking the peers with Ula to playing roles.
Justify your answer by making reference to relevant aspects of development theory.
Ans- With this role play and act, Ula can efficiently learn the growth skills and interaction skills that is
beneficial for her to physically, socially and mentally in her life. Complex understanding skills will be
fostered with this.
If Ula said no she wanted to be on her own, explain what you would do to accommodate her needs
and the reasons for your actions.
Ans- if Ula said no to play and act role of home-plays then I will effectively try to involve her in the
interactive session with other peers. Try to offer and socialise her process of interaction to other
peers. Try to understand her concerns and the reason behind her less interaction.
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3. How would you promote ‘sense of community’ within your service by inclusion of families?
Link this to outcome 2.
 By making the surrounding welcoming for the child by the help their family inclusion.
 By community communication, child can be able to sense their belongings and and this will
efficiently help them develop their social and other skills (Fredriksen and et. al., 2019).
4. Explain in detail how you would encourage a child's independence and self-help skills?
Include at least 5 strategies.
 By encouraging the child to put on their clothes independently.
 By making them learn how to take their clothes off.
 By helping them label and determine varied parts of clothing by utilising simple words during
conversation and learning.
 By letting them choose their part of chores they want to do.
 By letting solve their problems on their own (Jeong and et. al., 2021).
5. How do you support the Centre’s strategies to promote children's sense of belonging and
connectedness?
 List at least 5 in detail
 Please link to the NQS, EYLF, Practices and Principles where applicable.
A sense of belonging majorly grows in varied and different ways and they involve mentioned as
under:
 Child get to know their families.
 They find out what they eventually wish for in their lives.
 By letting them know they are important to themselves and to others.
 By making spaces for them and their families and their loved ones.
 By being respectful for them and accepting of diversities and also appreciating their
individuality (Knauer and et. al., 2019).
6. Describe a learning experience to engage children in sustained and shared conversation. How
would this learning experience extend the children’s thinking skills?
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By showing genuine interest in their opinions and ideologies and theories efficiently. By recapping to
what the child have already said and erstwhile reminding them of what they have said formerly
associated to the conversation. By clarifying what they mean by eventually asking them open-ended
questions such as what if, what next and so on. This will gradually encourage their interest in
expanding an ideologies. Expanding on their ideologies and answers will foster their learning abilities.
By encouraging them to ask questions on any of the topic they want to foster conversation with them.
Practising active waiting with the child will let them learn to have patience and will also allow them
enough time to ask and answer questions efficiently and ultimately these skills lets them develop their
cognitive skills. These learning experiences will effectively expeditious children to make appropriate
predictions and comparisons in their lives (Lai and et. al., 2018). And also aids in evaluating their
own experiences with applicable responses.
By engaging children in deep conversations and having conversations about what they have been
doing lately. By encouraging them to indulge more into healthy conversations and letting them
begin to think with more sophistication and conceptional ways.
7. Explain your understanding of scaffolding?
 Give 5 examples of when you have scaffolded children’s learning. Was it child initiated or
educator initiated?
 Please link to the NQS where applicable.
 By providing them instructional scaffolding to incline their evolution and improvement in
reading the abilities until they can efficiently read the required text independently and without
any assistance.
 By modelling the skills are evolved and developed in childhood learning.
 By giving clues, hints and asking them questions while the child is trying out something new
skills in learning process.
 By withdrawing the support for the child learning and giving them equal respect.
 By giving them extra attention to while they are learning new skills to develop in their life.
It was educator initiated learning process.
The National Quality Standard (NQS) eventually sets a high national benchmark and saturation range
for early childhood education and their care (Phua and et. al., 2020).
8. How would you discuss children’s inappropriate choices as opportunities to learn and grow?
Give 5 strategies.
 By utilising range of options for their behaviours.
 By keeping positive and aiding them in supporting the situation and reinforce efficient
coaching.
 By focusing on rewarding and making them mend their inappropriate choices as opportunities
ti make sense of their future actions.
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 By avoiding the same response all the time to make them feel comfortable in the conversation.
 By staying calm and agreeing together to what will be the next step to different actions
(Sanders and et. al., 2018).
9. How would you share information with colleagues about child development and wellbeing?
 Please link to the NQS where applicable.
 Link to policies and procedures
It is important for professionals to actively listen to issues related to child development and
communicate respectfully with colleagues. Sharing of information in an effective manner along with
being transparent is a great strategy to ensure that communication is a circle and not a line. All the
information should be made accessible for colleagues. Co-workers should ask for feedback to ensure
proper delivery of information about child development. A knowledge sharing environment should be
created along with the use of knowledge sharing tools. Use of appropriate words and being honest is
the most essential criteria for sharing or discussing of difficult or sensitive issues. Discussing realistic
issues and investing in a two way conversation is a good strategy for communicating better with
colleagues. A positive attitude with broad mindset helps in fostering of a good relationship towards
solving issues related to child development. A positive mindset will allow colleagues to share their
experiences and messages in an effective manner.
10.
a. List 10 type of resources (for each age group) that you would use to support a creative and
physical learning environment for the following age groups:
i. 0-2 age group
ii. 2-3 age group
iii. 3-5 age group
b. How would you introduce children to a range of examples of creative expression in art,
architecture, inventions, music and dance, and promote the use of creative expression?
c. How would you encourage children to respect and appreciate the creative effort of their peers
during play?
I) 0-2 age group- story telling, walking in nature, outdoor play, household chores, imaginative
play with toys, play with clothes, imaginary cooking, ball games, dancing, play dates.
II) 2-3 age group- feeding, playing with rocks, doll house, art and crafts, pretend games,
dressing up games, board games, snake and ladders, bird counting, decorating a crayon
carrier.
III) 3-5 age group- body tracing, drama, crafting, musical chair, playing simon says, making a
collage, sand castle building, leaf collector, shadow play, fill and dump sand.
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CHC50113 Diploma in Early Childhood Education and Care
b) Implementing a variety of books, stories and other forms of media to encourage them to make
efforts to be creative. It is important to trigger their curiosity and provide them chances to express
their intelligence (Rolfe, 2020).
c) The concept of modeling respect and confessing appreciation is an art to ensure encouraging
peers to express themselves. Teaching children to be polite and appreciate their peers can
encourage children to respect creative efforts of others.
11. a. What evaluation methods are used at your centre when evaluating the curriculum to
establish each child’s interests and creativity during practice?
b. How does your centre use these evaluation methods to design a flexible framework to
enable them to respond to children’s interests as they arise?
a) The evaluation methods used for evaluation of curriculum are formative and summative
assessment. These methods consist of different models that ensure evaluation of curriculum in a
child's best interests. The basic skills of learning can be acquired through integrated teaching and
learning processes. The main model used for evaluation of curriculum is Countenance model which
analyzes the difference between outcomes and stated objectives (Taraban and Shaw, 2018).
b) These methods allow nurturing of children's learning and enhance their creative capabilities. This
model allows a problem-centered approach for designing the curriculum of a student. Through this
model, a flexible timetable is created along with a child's diverse interests and abilities. This
framework aids in including simple additions to the curriculum based on a child's interests and
hobbies. These activities can include simple games and opportunities to collaborate together.
Techniques are taught to children with practice use of equipment and materials.
12. a. How does your centre allow time for children to extend their creative experiences
over week or days?
b. How does your centre display children’s work in meaningful ways?
a) The centre allows children to organise different courses such as classes for singing, dancing,
painting and other outdoor games as it will help them gain a creative experience over weekdays. The
incorporation of activities during study timetable will help in development of cognitive functioning of
brain and also allow children to take interest in learning. Play dough creativity, letting them vote for
their hobbies will help them gain interest in curriculum (Neaum, 2022).
b) the centre encourages creative learning experiences through positive reinforcement and
rewarding children by displaying their art and winning prizes at their display centre. This will help
children gain motivation and confidence to learn more. Displaying their artistic work on a common
wall at the centre will be helpful for confidence boosting of a child.
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