CHC50113 Integrated Workplace Assessment: Activities in Childhood

This assignment provides solutions to activities related to CHC50113 Integrated Workplace Assessment, focusing on principles and practices in early childhood education. It covers information collection and sharing, analyzing service standards for documentation, safe technology use, and parental involvement. The assignment also addresses routines and transitions, detailing transition plans and reflections on their management, emphasizing children's self-help skills and social-emotional development. Furthermore, it explores providing experiences and environments that support children's literacy, including literacy exploration planning, narrative observations, and analyzing the literacy environment to promote literacy development. Desklib offers this assignment as a valuable resource, along with many other solved assignments and past papers, for students seeking to enhance their understanding and excel in their studies.

Integrated Workplace Assessment Task: Activities. CHC50113
001 Principles and Practice
CHCECE009 Use an approved framework to guide practice
CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
CHCECE018 Nurture creativity in children
CHCECE022 Promote children’s agency
CHCECE023 Analyse information to inform learning
CHCECE024 Design and implement the curriculum to foster children’s learning and development
002 Analysing information to inform learning
CHCECE009 Use an approved framework to guide practice
CHCECE017 Foster the holistic development and wellbeing of the child in Early Childhood
CHCECE018 Nurture creativity in children
CHCECE022 Promote children’s agency
CHCECE023 Analyse information to inform learning
CHCECE024 Design and implement the curriculum to foster children’s learning and development
Activity 1
To complete this task refer to Chapter 9 of your textbook ‘Frameworks for Learning and Development’.
Information Collection and Sharing
This task requires you to investigate the policies, procedures and processes your service uses to collect and
share information.
Specifically you are required to investigate:
 The service standards for report writing that are expected in regard to the level of detail required in
children’s observations, the wording/language used i.e. no jargon, use of positive language etc.
 Describe the process used to share information with the team about individual children’s development
and wellbeing.
 The service standard for safe use of technology, including internet and social media.
 The strategies that are used by the service to involve parents in their child’s learning and
development.
 The strategies used by the service to ensure that documentation about the child’s learning can be
shared with the family.
 What opportunities do children have to contribute to planning for their learning and development?
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Document your answers on the ‘Information Collection and Sharing’ template.
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Workplace Task 001 & 002 – Activity 1
Information, Collection and Sharing
Describe the service standards for documenting what children are learning and frequency of documenting;
i.e. no jargon, use of positive language etc.
Based on the services provided by the organisation. The documentation of the activities done and the
outcome of the test are prepared in the form of wireless solution. The data is stored online. The diary that is
maintained by the students is filled daily with activities done in the class. The task is conducted weekly and
so the documentation is both hard and soft copy procedure. The hard copy is sent to the parents.
How is information shared with the team about individual children’s development and wellbeing?
The team is always active it’s their duty to be acknowledged about all the information shared with them.
The children development and well being is a major concern for the organisation. The team are divided
according to the responsibility they hold. The team is informed about the development and well being daily
by physical means or by sharing the soft copy with them. The soft copy is accessible only to allowed
members.
Describe the service standard for safe use of technology, including internet and social media.
The employees are allowed to use the internet and social media. They need to follow the rules laid down by
the IT department. No rational, disturbing, or socially insensitive post are allowed to be posted on the social
media. The parents of the students are also requested to post grievance or ask query in the office premises
rather than approaching social media.
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How does the service involve parents in their child’s learning and development?
The parents are also allowed to participate into activities on monthly basis. The homework are provided
where the children and parents needs to complete the set together.
Describe how educators assess and evaluate planned and unplanned teaching and learning.
Planned and unplanned teaching is accessed by conducting test whenever they feel the requirement to test
the level of understanding of the students. At this tender age test are not a better solution but there are
process to measure their understanding.
How is documentation about the child’s learning shared with the family?
By online method. The documents are shared in the soft copy. The hard copy is daily sent to the parents
but it has only the activities done. There are monthly parent teacher meeting to convey the progress report
of the child.
How do children contribute to planning for their learning and development?
The children indulge into activities that modify their learning and give them direction. Their desire to achieve
the goal helps them to plan their learning with the help of their parents.
003 Routines and Transitions
CHCECE009 Use an approved framework to guide practice
CHCECE017 Foster the holistic development and wellbeing of the child in Early Childhood
CHCECE018 Nurture creativity in children
CHCECE022 Promote children’s agency
CHCECE023 Analyse information to inform learning
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Integrated Workplace Assessment Task: Activities. CHC50113
CHCECE024 Design and implement the curriculum to foster children’s learning and development
Activity 2
To complete this task refer to Chapters 3, 4, 5, 6, 8 and 9 of your textbook ‘Frameworks for Learning and
Development’.
You are required to conduct a transition
• Indoor play to outdoor play.
• Morning tea to play.
• Outdoor play to lunch.
• Group to mealtimes.
• Lunch to rest time.
Document your answers on the ‘Planning Transition’ and ‘Reflection on Management of Transitions’
templates.
Workplace Task 003 – Activity 2
Planning Transitions
Transition: Group to mealtime
Document the plan for the transition - Include:
Number of children.
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The timing to be used for the transition such as a pack away alert etc.
12 pm.
How the children waiting to transition will be managed.
The mealtime is the important portion of the day. Here they learn the etiquettes to eat together
and with neatness. They are instructed to get ready for the meal. The staff member prepares their
table and keeps their plates and spoon. The food is served once the kids take their places.
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The strategies to move the children from one experience to the next. List the name and words to
the songs, rhymes, games that you will use (think of something creative/a new idea to try).
The story of Big hungry caterpillar will help in the transition. The strategy is to tell them this story
and this will distract them from their present activity to meal time.
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Workplace Task 003 – Activity 2
Reflection on Management of Transitions
Reflect on your professional practice during the implementation of the transitions. Consider the following
aspects in your reflections.
(e.g. What did you feel went well? Would you make any changes/adjustments? If so, what changes and
why? How did you apply the services policy/procedure for transitions? How do you think you could
improve in future implementations of transitions? Comment on how the transition supported the children’s
self-help skills, social/emotional development. Were there any children who required additional support or
attention during the transition? If yes, what strategies did you use to assist?)
The training that is given to the children prepare them for the true experience. I feel that the
young minds are the most enthusiastic mind. They love to learn things faster. The transition is a
natural process. They are only required to be guided one or two times. After which they naturally
do it. They learn how to move from one activity to another. The kids are handled very tenderly. No
scolding or loud voice is used. We try to build confidence in them. The transition helps them to
learn social behaviour, skills and emotional attachment and dis- attachments.
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Integrated Workplace Assessment: CHC50113
004 Providing Experiences and Environments
CHCECE009 Use an approved framework to guide practice
CHCECE017 Foster the holistic development and wellbeing of the child in Early Childhood
CHCECE018 Nurture creativity in children
CHCECE022 Promote children’s agency
CHCECE023 Analyse information to inform learning
CHCECE024 Design and implement the curriculum to foster children’s learning and development
Activity 3
Supporting Children’s Exploration of Literacy
This task requires you to incorporate language and literacy resources in the free play environment, for example
the writing area, dramatic play.
1. You are required to provide resources for example magnetic letters, printed labels/name cards, signs for
construction or dramatic play etc.
2. Consider the use of children’s home language or the introduction of new and unfamiliar text.
3. The resources could be linked to the planned language experience from Activity 2a or from another
identified interest.
4. The resources should be made available for the children during free play.
5. You are required to document the children’s engagement with the literacy resources in a narrative
observation.
Document your answers on the ‘Literacy Exploration Planning’ and ‘Narrative Observation’ templates.
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Workplace Task 004 – Activity 3
Literacy Exploration Planning
Rationale: (How does the experience support the children’s literacy development and exploration with images and
print?)
The visual impact plays the most successful role in the learning process. The images, prints and other activity material
gives them innovative ideas. The activities that they perform make them more confident and less shy. The language
learning is a natural process.
Goals: (How will this experience support the group’s development/learning? What do you want them to achieve/learn
from their interaction and engagement with the literacy resources?)
Literacy resources are the major instrument to introduce them with the more realistic world. They will analysis each of
the items and will try to understand the meaning of them. They will be able to relate it with their life, the method of
explaining them the importance of the activities. Interaction and engagement with the objects will teach them the real
meaning of the instruments and will relate to the real life experience. They learn to speak new words by playing or
using a new item.
Resources to be provided: (What resources will you include in your literacy experience?)
I shall use the craft material, story books, papers of different shades and colours and cardboard or toy alphabets and
numbers which are visually attractive and safe. Will also add language related texts.
How will you present the literacy resources to the children? (Where will you set it up? How will you introduce it to
the children?)
I will set them in the open space for all the childrens. It will not be under any restriction. The resources will be
introduced to them during their free play time.
What involvement will you have to facilitate the children’s development and understandings in this area?
I shall introduce the method of play and learn. They will learn and will understand the importance gradually.
The activities shall be done every week for them to use their innovative minds. They shall be given new
words r letter and the staff will help them to use it in a play activity.
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Workplace Task 004 – Activity 3
Narrative Observation - Literacy
(Title) Children: Observer: Date:
(Context and Story – who, what where, when, how?)
The children are engaged with photos, stories, activities for the development of
identification of letter and vowels.
The kids are given theme and asked to make some drawing or design some object
with the help of the staff. In the class room in the activity are.
This boosts energy in them. They start to imagine new dimensions and start to learn
beyond the imagination.
(Analysis for Learning/Photo)
They enjoy the activities and participate enthusiastically. Some of the students are
confused as they are very young to understand the activity. But over all everyone
is enjoying the letter activity.
(Reflection)
I have been convinced that activities teach faster than verbal teaching. Kids loves
to play and learn. The hand touching ofthe letters and using it correctly by the help
of the staff gives them better understanding and they remember why that thing
was used.
(Future Planning - Provocations/Provisions/Possibilities)
More involvement of the students and may include parents on some days to
strength the bonding.
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Activity 4
Analysing the Literacy Environment
The provision of a print rich environment promotes literacy development and allows children to experience literacy in many
different forms throughout the day.
For this task you are required to assess the learning environment to determine how it is used to support literacy development.
You should consult with your Workplace Supervisor to gain approval to complete the task and discuss the service strategies for
promoting literacy development through the environment.
To complete this task you must:
 Complete the literacy environment checklist. You may need to modify, add or delete items that are not relevant to your
service.
 Write a report on your findings. Identify the strengths of the service in relation to providing a literacy rich environment
and document any recommendations that may be appropriate for providing greater exposure to literacy in the daily
environment and routines.
Document your answers on the ‘A Literacy Rich Environment Checklist’ and ‘A Literacy Rich Environment
Report’ templates.
Workplace Task 004 – Activity 4
A Literacy Rich Environment Checklist
DESCRIPTORS Yes No
There is an attractive, inviting reading/library area with comfortable seating Yes
Books are displayed so that the picture on the cover can be easily seen by the children. Yes
There is a wide variety of good quality books - picture books/resource books/non-English print Yes
There are signs in both Standard Australian English (SAE) and home languages Yes
Other forms of reading material are available – cookbooks, magazines, manuals, catalogues,
tactile books
No
Children's books are placed in various locations throughout the room. e.g. learning centres Yes
Books available reflect an anti-bias perspective Yes
Equipment and resources are labelled Yes
Children have access to their name printed on a card Yes
There is a variety of media for writing - paper (lined and unlined, coloured and white, paper
stapled together as books, memo pads, notebook, envelopes) and writing tools (pencils,
markers, coloured pencils)
Yes
Words to favourite songs, rhymes and finger plays are printed for access by children Yes
Books around a topic/theme/project are displayed Yes
Children’s work or photographs are displayed with clear labels Yes
Adults model writing for children on a daily basis (using foundation/infant script) No
Children are encouraged to write and draw every day Yes
Adults read aloud to children on a daily basis Yes
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Magnetic board and letters are available Yes
An alphabet chart is displayed Yes
Some words are printed in a language other than English – such as ‘hello’ No
Writing materials are conveniently located in other areas of the room, to encourage writing for a
specific purpose – labels/signs for block building or construction; notebooks for making
lists/notes in dramatic play area.
Yes
Children have access to computer to write and play word games Yes
Children are encouraged to "sign-in" daily—using their own personal writing Yes
Adults record children’s stories or label artwork; write the children's words down for them (using
foundation/infant script)
Yes
There are signs to remind children about specific tasks e.g. hand washing Yes
There are weather charts, birthday charts etc. on display Yes
Workplace Task 004 – Activity 4
A Literacy Rich Environment Report
Findings of Environmental Assessment.
The literacy rich environment is one where most of the items are related to teaching letters, words
or numbers. This assessment makes it clear that the area is properly equipped with literacy rich
resources and is very suitable for the children. They should enjoy each and every activities. The
objects are safe and chemical free.
Suggestions/recommendations to facilitate literacy within the environment and routines.
The literacy environment is well maintained. The technology is also playing an important role. The
students should do more work on computers. This helps them to learn faster. The more the
activities are visual the better outcomes. The involvement of each student is also essential. Staff
members have to be present so that students don’t start to learn wrongly. They have to follow a
pattern to link each words or letter or names of the object with the correct subject.
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Activity 5
Small Group Experience One 2 – 6 years – Foster Emotional Development
For this task you are required to demonstrate the ability to plan, implement and evaluate an experience to assess
and monitor children’s emotional development and to provide an opportunity for children to explore feelings and
express emotions. Specifically, you will plan a small group experience (2 - 4 children).
Your group time should consist of:
 A song/rhyme transition activity.
 Book, told story, music and movement experience, or game.
 Identification and/or discussion of feelings - must use a prop (e.g. cards, puppet).
 Final transition activity.
You will need to be mindful of the age group you are planning this experience for and adjust the content
and timing accordingly.
Some ideas may include:
Feelings:
 Identifying the feelings.
 Talking about where and when we have these feelings. What makes you feel.....?
 What happens to your body when you feel...?
 What can you do to feel better?
 Make the same face? Act out the feelings in front of a mirror.
 Represent the feelings through art and/or music.
 Brainstorm ideas to create a poster.
Belonging:
a. Make a family tree.
b. Children bring in photos to add to display.
c. Set room rules with the children using the services policy/procedure.
d. Talk with the children about seeing their mistakes as opportunities to learn and grow.
Complete an experience plan prior to undertaking this experience. Your experience plans must be approved in
writing by the Workplace Supervisor at least 24 hours prior to implementation. Your plan must include:
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