CHC50113 Diploma: Assessing Play and Holistic Development

This CHC50113 Diploma in Early Childhood Education and Care assessment workbook covers key aspects of supporting children's holistic development, using information to inform practice, fostering positive relationships, and managing behavior. It includes knowledge assessments on holistic development, play and learning support, information gathering, respectful interactions, and behavior management. The workbook also features case studies focusing on holistic development, respectful relationships, and understanding children's behavior, along with a project involving observing, gathering, and analyzing information to contribute to program planning. Desklib offers this and many other solved assignments to aid students in their studies.

CHC50113
Diploma in Early Childhood
Education & Care
Subject 4
Play and Development
Assessment Workbook
V3.3 Produced 13 April 201828 August 2024
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Compliant Learning Resources

Version Control and Document History
Date Summary of modifications made Versio
n
30 April 2013 Version 1 final produced following
assessment validation.
V1.0
27 May 2014 Amendments made to Part E, Question 3
regarding the wording
V1.1
27 October
2014
Amendments made to Part E, Question 3
regarding the wording
V1.2
17 November
2014
Changes made throughout document V2.0
9 December
2014
Significant Changes made to document
following validation
V3.0
18 July 2016 Updated unit mapping and formatting V3.1
24 August
2017
Added url to hyperlink V3.2
13 April 2018 Updated for NQS V3.3
CHC50113 Subject 4 Assessment Workbook Version No. 3.3 Produced 13 April 2018
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TABLE OF CONTENTS
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TABLE OF CONTENTS...........................................................................3
INSTRUCTIONS....................................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT...........................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING5
The principles of assessment....................................................................................5
THE DIMENSIONS OF COMPETENCY........................................................6
THE UNIT OF COMPETENCY...................................................................7
CHCECE010 Support the holistic development of children in early childhood 7
CHCECE013 Use information about children to inform practice........................8
CHCECE006 Support behaviour of children and young people.........................10
CHCECE007 Develop positive and respectful relationships with children......11
ASSESSMENT REQUIREMENTS.............................................................13
REASONABLE ADJUSTMENT................................................................13
ASSESSMENT METHODS.....................................................................14
PRESENTATION.................................................................................15
ASSESSMENT WORKBOOK COVERSHEET...............................................16
KNOWLEDGE ASSESSMENT.................................................................17
Part A – Holistic Development.....................................................................................17
Part B – Support Play and Learning............................................................................29
Part C – Use Information about CHildren....................................................................31
Part D – Respectful and Positive with children............................................................34
Part E – Support Behaviour.........................................................................................38
CASE STUDY A – HOLISTIC DEVELOPMENT...........................................46
CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS
WITH CHILDREN................................................................................49
CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR....................53
PROJECT – OBSERVING, GATHERING AND ANALYSING INFORMATION.......60
WORKBOOK CHECKLIST.....................................................................68
FEEDBACK........................................................................................ 69
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INSTRUCTIONS
Some questions cover underpinning knowledge content and concepts.
These questions are all in a short answer format. The longer questions
requiring the application of concepts are covered in the other
assessments. You must answer all questions using your own words.
However, you may reference your learner guide, and other online or hard
copy resources to complete this assessment.
If you are currently working as part of an Early Childhood
Education/Child Care team, you may answer these questions based on
your own workplace. Otherwise consider what you should do if you were
working as part of an Early Childhood Education/Child Care team.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency-based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is, it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person to
perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes
are tied to the relevant industry competency standards where
these exist. Where such competencies do not exist, the
outcomes are based upon those identified in a training needs
analysis.
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THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge and
skills with their practical application.
o Assessment, where possible, must include judgements based
on evidence drawn from a number of occasions and across a
number of contexts.
Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed
to ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards
for assessors to ensure reliability.
Assessment must be flexible
o Assessment, where possible, must cover both the on and off-
the-job components of training within a course.
o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been
acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
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The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
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When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
Valid
o Evidence gathered should meet the requirements of the unit
of competency. This evidence should match or at least reflect
the type of performance that is to be assessed, whether it
covers knowledge, skills or attitudes.
Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects
of the unit of competency.
Authentic
o When evidence is gathered the assessor must be satisfied
that evidence is the learner’s own work.
Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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THE UNIT OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
 specifying the required level of performance
2. the evidence guide
 Describing the underpinning knowledge and skills that must be
demonstrated to determine competence. It provides essential
advice for assessment of the unit of competency in the form of
the assessment criteria.
The assessments in this workbook cover four units of competency below:
CHCECE010 Support the holistic development of children in early
childhood
 Support physical development
 Support social development
 Support emotional development
 Support cognitive development
 Support communication development
 Create an environment for holistic learning and development
Application
This unit describes the skills and knowledge to support and recognise the
interrelationship between the physical, social, emotional, cognitive and
communication development of children from birth to 6 years of age.
This unit applies to educators working in a range of early childhood education
and care services.
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 at least once:
 supported the development of children in at least three different
situations/activities (including different age groups and abilities),
including:
 interacting with children to holistically support development and learning
appropriate to the child’s abilities and age
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 providing a variety of experiences and environments to support the
different areas of children’s development (including a combination of
physical, creative, social, emotional, language and cognitive)
 performed the activities outlined in the performance criteria of this unit
during a period of at least 120 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:
 code of ethics
 United Nations Convention on the Rights of the Child
 how to access:
 the National Quality Framework
 the National Quality Standards (2018)
 the relevant approved learning framework
 and how to navigate through framework and standards documents to find
areas relevant to this unit of competency
 introductory-level child development for children, including:
 early brain development
 importance of the early years for subsequent educational success
 foundational knowledge of developmental theory
 aspects of poor early childhood development, such as:
 poor diet
 lack of play
 limited stimulation of brain development
 lack of materials and resources
 inconsistent or non-existent emotional support or comfort
 trauma
 other life experiences which interrupt appropriate childhood activities,
and their potential long-term harmful impacts
 biological and environmental influences on development
 symbol systems including letters, numbers, time, money and musical
notation.
CHCECE013 Use information about children to inform practice
 Gather information about the child through observation
 Gather information about the child from secondary sources
 Record observations appropriately
 Use observations and information collected to contribute to program
planning
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This unit describes the skills and knowledge required to gather information
about children through observation and other sources as a basis to inform
program-planning cycles and to share with children and their families.
This unit applies to educators working in a range of education and care
services.
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:
 observed, documented and analysed information regarding at least three
children of varying ages, including:
o gathering and recording information using:
 observations
 questioning
 discussion with families
 anecdotal information
 learning stories
 jottings
 digital images
 samples of children’s work
o analysing observations of the children’s behaviour,
including:
 aspects of child’s development
 knowledge, ideas, abilities and interests
 social interactions
 reactions to play environment
o writing reports that record observations accurately and
respectfully to the level of detail expected in the service
o using information to contribute to program/planning.
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 (2018)
o the relevant approved learning framework
 how to navigate through standards and framework documents to find
areas relevant to this unit of competency
 United Nations Convention on the Rights of the Child
 code of ethics
 reflective practice
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 child development, in order to analyse information and plan accordingly
 observation techniques
 report-writing standards and protocols relevant to the context of
observation reports
 organisational standards, policies and procedures.
Further information including the unit description, performance criteria and
assessment standards are available.
CHCECE006 Support behaviour of children and young people
 Contribute to a safe and supportive environment
 Use positive support techniques
 Observe and collect data to assist with development of appropriate
strategies for support
 Implement strategies to support children or young people who require
additional support
 Monitor and review strategies
Application
This unit describes the skills and knowledge to apply strategies to guide
responsible behaviour of children and young people in a safe and supportive
environment.
The unit applies to workers in a range of community service contexts.
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:
 communicated issues to a supervisor and negotiated solutions in a
clear and appropriate manner at least twice
 guided behaviour using positive support techniques with at least two
children and/or young people
 discussed behaviours of children and/or young people to plan and
problem-solve in collaboration with others
 recorded observations and identified behaviours requiring support of
children and/or young people using a range of methods
 used judgement to determine when to involve other staff for
supported intervention.
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
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role. These include knowledge of:
 definitions of and differences between disruptive behaviour and
behaviours of concern
 how learning difficulties or mental health issues may affect behaviour
 impacts of environment and culture on behaviour of children and/or
young people
 communicative function of behaviour and positive support strategies
to redirect behaviour and defuse situations
 organisational standards, policies and procedures.
CHCECE007 Develop positive and respectful relationships with
children
 Communicate positively with children
 Interact positively with children
 Support and respect children
 Maintain the dignity and rights of children
Application
This unit describes the skills and knowledge required by educators working
with children to ensure they can develop and maintain effective relationships
and promote positive behaviour.
This unit applies to educators who work with children in a range of education
and care service settings.
Foundation Skills
The foundation skills described those required skills (language, literacy and
numeracy) that are essential to performance.
 Oral communication – in order to engage in sustained conversations with
children.
The remaining foundation skills essential to performance are explicit in the
performance criteria of this unit.
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 at least once:
 communicated positively and respectfully and interacted effectively
with at least three children, including:
o active listening
o consideration of a child’s age, activities, interests, culture and
needs
o interpreting non-verbal cues of children
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