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(Assessment Workbook 4)

CHC50113 Diploma of Early Childhood Education and Care

Play and Development

V3.2 Produced 24 August 2017

Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission ofCompliant Learning Resources

Date

Summary of modifications made

Version

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

Table of Contents

This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work.

Instructions4

What is competency based assessment4

The basic principles of assessing nationally recognised training5

The dimensions of competency6

The unit of competency7

Assessment Requirements12

Reasonable Adjustment12

Assessment Methods13

Presentation13

Assessment Workbook Coversheet15

Knowledge Assessment16

Part A – Holistic Development16

Part B – Support Play and Learning28

Part C – Use Information about CHildren30

Part D – Respectful and Positive with children33

Part E – Support Behaviour37

Case Study A – Holistic Development44

Case Study B - Develop positive and respectful relationships with children46

Case Study C – Understanding Children Behaviour49

Project – Observing, Gathering and Analysing Information54

Workbook Checklist61

Feedback62

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.

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

· Assessment must include the full range of skills and knowledge needed to demonstrate competency.

· Assessment must include the combination of knowledge and skills with their practical application.

· 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

· Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.

· Assessors must be trained in national competency standards for assessors to ensure reliability.

Assessment must be flexible

· Assessment, where possible, must cover both the on and off-the-job components of training within a course.

· Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.

· 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

· Assessment must be equitable to all groups of learners.

· Assessment procedures and criteria must be made clear to all learners before assessment.

· Assessment must be mutually developed and agreed upon between assessor and the assessed.

· Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.

The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;

Valid

· 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

· 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

· When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.

Current

· 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

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

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

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

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.


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:

gathering and recording information using:

observations

questioning

discussion with families

anecdotal information

learning stories

jottings

digital images

samples of children’s work

analysing observations of the children’s behaviour, including:

aspects of child’s development

knowledge, ideas, abilities and interests

social interactions

reactions to play environment

writing reports that record observations accurately and respectfully to the level of detail expected in the service

using information to contribute to program/planning.

Knowledge Evidence


how to access:




how to navigate through standards and framework documents to find areas relevant to this unit of competency


code of ethics

reflective practice

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.


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


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


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.


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:

active listening

consideration of a child’s age, activities, interests, culture and needs

interpreting non-verbal cues of children

responding to distress in ways that meets the child’s need

communication of care and respect through all interactions

assessed and responded appropriately to behaviours of concern

encouraged children to respect similarities and differences between each other

involved and encouraged children in decision-making and planning

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


how to access:




how to navigate through framework and standards documents to find areas relevant to this unit of competency

effective communication techniques including verbal and non-verbal ways to show respect

techniques to guide children’s behaviour



Assessment Requirements

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to:

An appropriate workplace and/or simulation of realistic workplace setting where assessment can take place

Relevant organisation policy, protocols and procedures

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings.

Reasonable Adjustment

Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

· the same learning opportunities as learners without a disability

· the same opportunity to perform and complete assessments as those without a disability.

Assessment Methods

Assessment for this unit will be assessed through completion of Assessment Workbook Four (4) and Assessment Workbook Eleven (11) Skills Journal.

Workbook Four will focus on two assessment methods:

1. Written Questions – based on the required knowledge component as described in the Instructions for Assessment

2. Case Studies – utilising the Sparkling Stars virtual Education and Care Service and activities set out in this workbook.

3. Project – A set of tasks designed to address underpinning skills and/or knowledge requirements

Further Assessments:

4. Workbook Eleven (11) Skills Journal

participant must attend Vocational Placement and maintain a log of tasks completed and signed off by supervisor in the workplace.

Presentation

Things to Consider:

Only submit your workbook once all activities inside are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer.

Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed.

Your final assessment result will either be competent or not yet competent.

If submitting your assessments please ensure that

1. All assessment tasks within the workbook have been completed

1. You have proof read your assessment

Answering the Questions:

1. If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.

Assessments may not be processed if the above guidelines are not adhered to. To ensure your assessment is processed as quickly as possible, please follow these instructions.

Assessment Workbook Coversheet

WORKBOOK:

WORKBOOK 4

TITLE:

Play and Development

FIRST AND SURNAME:

PHONE:

EMAIL:

Read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.

By submitting this work, I declare that:

· I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.

· I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.

· I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.

· This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.

· I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.

Name :

Signature:

Date:

Knowledge Assessment

Part A – Holistic Development

1. Nutrition is extremely important in relation to a child’s brain development.

a) Explain how adequate nutrition before a child’s birth is important.

b) Explain how adequate nutrition after a child’s birth is important.

a)

b)

2. As an Early Childhood educator it is essential that you support the brain development of all children in your care.

a) Explain in 4-5 sentences, the importance of discussing children’s interests with them, in order to stimulate early brain development.

Guidance: Refer to the National Quality Standards and the relevant approved learning framework to support your answer.

a)

b) Explain in 4-5 sentences, the importance of using your observations of children to support their development.

Guidance: Refer to the National Quality Standards and the relevant approved learning framework

b)

c) Explain in 4-5 sentences, the importance of using routines as opportunities to foster children’s independence.

Guidance: Make sure you refer to the National Quality Framework in your answer

c)

d) In 4-5 sentences, explain the importance of encouraging children to explore the environment and biological resources, in order to positively influence learning and development.

Guidance: Make sure you refer to the National Quality Framework in your answer.

d)

3. As an Early Childhood educator it is essential that you provide play and learning experiences that support the growth of children across all developmental domains. Complete the tables as instructed for each developmental domain:

a) Physical development - Name at least one (1) piece of equipment, game or toy you could use to support children’s fine motor, gross motor and fundamental movement skills.

a)

Equipment

Games

Toys

Fine motor development

Gross motor development

Fundamental movement skills

b) This question has been intentionally left blank. Please proceed to the next question.

c) Emotional/Psychological development - List three (3) decision-making opportunities in the table below, that you can provide to children to help support their emotional and psychological development.

c)

Decision-making opportunities

1

2

3

d) Foundational Knowledge of Developmental Theory: Language development - Complete the table below listing three (3) experiences you can provide to children that will expose them to different forms of language and literature and two (2) experiences that will give children the opportunity to express themselves through language.

d)

Experiences that give exposure to a range of language forms

1

2

3

Expressive language experiences

1

2

e) Creative development – Fill out the table below, by indicating at least one (1) experience you could provide for children to use each of their senses and to express themselves in order to support their creative development.

e)

Experience

Visual

Hearing

Taste

Touch

Smell

Self-expression

f) Cognitive development - Write at least one (1) problem-solving experience you can provide to support the cognitive development of children in each of the following age groups: 0-2 years, 3-5 years and 6-12 years.

f)

Experience

Problem-solving

(0-2yrs)

Problem-solving

(3-5yrs)

Problem-solving

(6-12yrs)

4. Consider a cultural activity that encourages the use of home languages and family contributions that can be done within the centre. Write a paragraph of 5-7 sentences, discussing the following points:

Ensure you cover the following points for your chosen activity:

· Briefly describe or name your chosen activity.

· How does your activity value and encourage the use and acquisition of home languages?

· Which age group you have planned the activity for?

· What focus should the introduction and implementation of the activity have?

· What could you do to involve the children in group discussions?

· What could you do to encourage contribution from the children’s family?

· How does encouraging family’s diverse contribution to learning activities benefit children?

5. Fill out the table below giving the name of a relevant theorist and a summary of the relevant theory of child development.

Developmental Theory

Theorist

Summary of Theory

Physical Development

Cognitive Development

Emotional /Psychological Development

Social Development

Language Development

6. In your own words, explain why creativity is important to child development.

7. The incorporation of activities that stimulate a child’s creativity is an essential part of a centre’s program.

a) Which part of the national standards supports this?

Guidance: Quote the quality area and standard.

b) What learning outcome of the relevant learning frameworks supports this?

Guidance: Quote the framework and learning outcome.

a)

b)

8. Describe in your own words:

a) What is Blooms Taxonomy?

b) What are the six cognitive skills revised by Krathwohl in 2000?

a)

b)


a) Who proposed Multiple Intelligence Theory?

b) How could you include it in learning experiences?

c) What are the nine intelligences?

a)

b)

c)

10. In 4-5 sentences, explain the importance of the early years and early development, in relation to a child’s subsequent educational success.

11. Fill out the table below in relation to aspects of poor early childhood development and the potential long term impacts it can have on a child.

Aspects of poor early childhood development

Long term harmful impacts

Poor Diet

Lack of Play

Limited Stimulation of brain development

Lack of Materials and resources

Inconsistent or non-existent emotional support or comfort

Trauma

12. The table below indicates, two other life experiences, aside from the factors listed in the above table that may interrupt appropriate childhood activities.

a) List their potential long-term harmful impacts.

Potential Long-term harmful impacts

Serious illness or condition/hospitalisation

Loss of parent/family through divorce/death or displacement

Part B – Support Play and Learning

1. This question has been intentionally left blank. Please proceed to the next question.








9. How would you use reflective practice in ‘providing experiences to support children’s play and learning’?

10. How does the United Nations Convention of the Rights of the Child relate to ‘Providing experiences to support children’s play and learning’?

11. Fill out the table below: Identify common organisational standards, policies and procedures that are relevant to a childcare centre. (List 2 of each)

Standards:

Policies:

Procedures:


Part C – Use Information about CHildren

1. Fill out the table below in relation to the United Nations Convention of the Rights of the Child and Code of Ethics and explain the purpose of each.

Guidance: Access the United Nations Convention Website and the Early Childhood Australia Code of Ethics website.

Purpose

United Nations Convention of the Rights of the Child

Early Childhood Australia Code of ethics

2. Which section of the Educators Guide to the EYLF refers to using theories of child development, in order to analyse information and plan accordingly? Note the page numbers of this section.

3. Which section of the Educators Guide to the MTOP refers to using theories of child development, in order to analyse information and plan accordingly? Note the page numbers of this section.

4. Describe in your own words how you can use observations on child development and analyse a child’s information to assist in planning?

5. In the table below, provide a description of the following observation techniques and outline what they are best used to observe.

Observation Technique

Description

Best Use

Anecdotal

Learning Stories

Developmental Checklist

Event Sample

Running Record

Time Sample/Sociogram

6. What report-writing standards and protocols should you follow when writing observation reports?

7. There are certain organisational standards, policies and procedures that are relevant to the gathering of information about a child to inform practice.

a) Name the relevant standard, frameworks, convention and code that applies. (There are five in total).

a)

b) Name the relevant policies.

b)

c) Name the relevant procedures.

c)

Part D – Respectful and Positive with children

1. There are a range of things you need to take into consideration if you want to communicate effectively.

Complete the table below listing 2 verbal and 2 non-verbal things you need to take into consideration when communicating with children and their families.

Verbal communication considerations

Non-verbal communication considerations

2. List 5 examples of how you can interact and communicate positively and respectfully with children throughout their day and provide examples of what those interactions would be.

Guidance:

· Make sure you identify routine times as well as play times in your examples and include how you would communicate over lunch.

· Include an example of how you would respond to distress in ways to meet the child’s need.

· Include verbal and non-verbal communication techniques in your answer.

Time of day

Example of interaction

Sample answer: Arrival time

Smile and greet child and adult, begin speaking with the child about the day

3. Describe 3 different ways you can respond in a sensitive, respectful and collaborative way when communicating with children about their interests, stories and ideas.

Guidance: Include verbal and non- verbal methods of communication.

4. Describe 3 different techniques to guide children’s behaviour and how you would apply each in the centre.

5. All centres are required to have a policy that outlines strategies that will be used to guide children’s behaviour as stated in the Education and Care Services National Regulations 2011.

a. What organisational policies, procedure and guidelines would be in place to assist you in developing limits and consequences for inappropriate behaviours?

b. Which section of the above regulations are you required to follow and what does it state?

c. How does this meet the requirements of upholding a child’s rights under the United Nations Convention on the Rights of the Child?

a)

b)

c)

Part E – Support Behaviour

1. Describe at least 5 (5) characteristics of a safe and supportive environment.

2. Fill out the table below:

· Identify one contributing environmental factor that may affect development and behavior for each of the examples.

· Provide a practice you could use to minimize the factors affects for each of the examples.

Environmental Factor

Practice

Children with a physical disability

Children with a learning difficulty

Children with a mental health issue

3. List at least four (4) potential impacts on the behaviour of each of these above groups, by not implementing safe, supportive and equitable practices?

4. A child in the group has a new baby at home and must keep quiet and play outside at home. List three ways in which this could this affect the child’s behavior at the centre?

5. Discuss four (4) impacts the environment and culture has on the behavior of children.


a. positive reinforcement

b. Why you would use positive reinforcement

a)

b)

7. Describe three (3) positive support strategies involving communication that you could use to redirect behaviors of concern.

8. Discuss how you would diffuse the following hypothetical situation:

‘Two children are yelling at each other, one of the children is holding a book about to throw it at the other.’

9. Describe in your own words how culture and the environment can impact on the behaviour of children.

10. What is disruptive behaviour?

11. What is meant by ‘behaviours of concern’?

12. What are the main differences between disruptive behaviours and ‘behaviours of concern’?

13. Rewrite the following instructions using positive language, so that they become positive communication behaviour expectations.

a) I’ve told you a million times Sienna, don’t run inside.

b) Boys are so destructive. Stop throwing the books, Isaac!

c) Don’t snatch the toys, Sam.

14. Describe an activity that would allow children to explore each of the following symbol systems with children in your centre:

· Letters

· Numbers

· Time

· Money

· Musical Notation

Activity 1 - Letters:

Activity 2 - Numbers:

Activity 3- Time:

Activity 4- Money:

Activity 5 – Musical Notation:

Case Study A – Holistic Development

Download the linked scenario and answer the questions below.

Scenario – Kurt Sampson

Kurt is 6 years old. He has recently enrolled at the School Age Care service where you work as an assistant educator. Kurt is one of several children his age at the service and he attends each day both before and after he goes to school. The lead educator you work with lets you know that Kurt’s parents have recently separated and while there are no parenting orders in place, his mother did say that things had been ‘messy’ leading up to the separation. Kurt’s mother is the parent you will have the most contact with as his father works away.

Kurt presents as a very quiet and withdrawn child – not unusual for a new enrolment. You and your colleagues ‘buddy’ him up with one of the other children his age and work hard to help him feel comfortable at the service. You are careful to find out what his likes and interests are to help him engage with the resources and other children. After one month, Kurt still has not formed any friendships amongst his peers and generally only engages with the educators if they speak to him first. His mother says that he is becoming a little withdrawn at home as well. You begin to suspect that there may be an issue with Kurt’s current emotional / psychological state.

1. Write a paragraph to describe your concerns about Kurt and what steps, as an assistant educator you would need to take to respond to those concerns.

Guidance: Make sure you include details of how you will record and report your suspicions and how you would share information with colleagues regarding Kurt’s development and wellbeing.

As a result of your actions, you and your colleagues work with Kurt’s mother to develop strategies that will help him express his feelings and to encourage him to socialise with the other children at the service.

2. List at least 3 strategies that could be used to encourage Kurt to express his feelings.

3. List at least 3 strategies that could be used to support Kurt to socialise with the other children in the group.

4. List the National Quality Standard and elements that link to this practice.

5. State the code and the convention that applies in this situation.

Case Study B - Develop positive and respectful relationships with children

Scenario One (1) : Collaborating with children

Read the following scenario and answer the questions below.

You are one of the educators working with a group of 24 pre-school aged children at Sparkling Stars Childcare Centre. At Sparkling Stars there is a very strong focus on collaborating with the children to build their ideas into the program each day.

Each day in the Preschool Room starts with a ‘Morning Conference’ where the children are invited to share their ideas for what they would like to do for the day.

Question 1.

a) Imagine you are running the Morning Conference. How will you ensure there is enough time for all the children to express their ideas?

b) Which alternatives can you provide to the children that have difficulty expressing themselves in front of the whole group?

c) How will you make sure you acknowledge each child’s contributions?

d) How will you encourage children to share their stories and ideas?

a)

b)

c)

d)

Question 2.

At this Morning’s Conference, Jackson has an idea to build a rocket which appeals to most of the children in the group. As you discuss Jackson’s idea, a lot of other suggestions are added – some of them unsuitable for the care situation.

a) Describe how you will explain to the children that their suggestions are not suitable.

b) Write a description of how you will explore alternative options with those children.

c) Write 2-3 paragraphs to describe how you will assist the children in making their ideas a reality.

a)

b)

c)

Question 3.

During the discussions you had with the children, they showed an interest in finding out where all their friends’ families come from. You decide it is a great opportunity to build multicultural cooking experiences into the program for all the children. Some of the younger children are a little hesitant about trying new things.

a) Describe at least 2 strategies you could use to encourage the children to participate in the multicultural cooking experiences.

Case Study C – Understanding Children Behaviour

Meet Jake. Jake is now 5 years old. He just started going to Sparkling Stars Childcare Centre and has been assigned to your care.

You had a talk with his mother, Emilia, to learn more about Jake. You found out that Emilia had just separated with her husband after several years in an abusive relationship. She had serious concerns for Jake’s safety and how it was impacting him, and decided it was best for them to move out.

Now Emilia is taking care of Jake on her own as she works full-time as an admin assistant for an accounting firm. She often has to work until late and has arranged for the school bus to send Jake to the childcare centre after his school until she can pick him up on her way home from work.

Scenario 1:

Despite what he has gone through, Jake is a happy and playful kid. He likes being around other kids and has no problems meeting new people. However, during his first week at the centre, it was observed that Jake has violent tendencies when having disagreements with the other kids in the centre.

He was caught hitting another kid and using bad language while fighting over some Lego blocks. You have had a talk to Jake about his behavior and how it is not right to use violence and bad words, however, he started to panic in fear of being punished for his bad behaviour. His heartbeat started to race and he started to breathe heavily and sweat profusely. He stopped responding to your questions until he calmed down a few minutes after the incident.

1.1 This behaviour raised your concern and made you decide to discuss it with your supervisor. Simulate a dialogue with your supervisor by creating a video recording of yourself discussing your concerns about Jake. You may do it as a monologue or you may invite a friend to play the part of your supervisor. Keep your recording less than 5 minutes long.

Guidance:

To ensure successful completion of the relevant requirements for this task, include the following information in your discussion:

· Identify areas of concern

· Recognise any possible developmental challenges or mental health issues of Jake that may have potential impacts on his behaviour

· Identify possible contributing environmental factors

· Share your recommendation in determining when to involve other staff for supported intervention

Scenario 2:

After the incident on Jake’s first day in the centre, you decided to conduct further research on Jake’s case to be able to understand and assist him better. For the rest of the week, you recorded your observations on Jake’s behaviour:

On the second day, Jake fought with other kids in the centre twice during the day. Both fights started over a disagreement while playing games. Jake does not like losing and often resorts to name calling and hitting when he cannot have his way. When you talked to him about his behaviour, he displayed severe signs of anxiety and frustration and ended up isolating himself for the rest of the day.

On the third day, Jake had a fight with another kid in the centre over losing a group race because one of his teammates did not follow the race instructions correctly. He blamed his teammate for losing the game and used bad language to express his frustration.

On the fourth day, Jake pushed Lisa, a 5 year old girl who also goes to the centre, after she refused to share her snacks with him. When Lisa started crying and telling Jake she would tell her mum what he did, Jake started to panic and started crying himself.

On the fifth day, Jake had a fight again with some of the kids because they didn’t want to include him in their games. Jake started throwing things at them and when you tried to calm him down, he started having another severe panic attack.

1.2 Collect and record the data presented in the case study using the questionnaire provided below:

a. What behaviour have you identified as a source of concern? Provide a brief description.

b. How frequent to you observe this behaviour?

c. How much does this behaviour affect the child’s relationships? Describe the intensity of the behaviour.

1.3 Behaviours that require support:

a. Based on your observations, identify Jake’s behavior/s that may require additional support.

b. Research about the behavior identified and provide two possible methods to provide support to Jake:

1.

2.

1.4 Create a report offering your findings from your observation as additional support to your supervisor:

Use the template provided below to write your report:

Title:

Summary:

Introduction:

Body:

Conclusion:

Recommendations:

Guidance:

Title:

Indicate topic/main findings

Summary:

1. The message of your report

2. Outline of your:

· methods,

· findings,

· conclusions,

· implications,

· recommendations.

Introduction:

1. Aim, scope and limitations

2. Background or context

3. May include an overall answer

4. Outline of report structure

Body:

1. Provides justification for recommendation(s)

2. Presents methods and findings

3. Is based on evidence

4. Keeps the discussion concise

Conclusion:

1. Restates position/key message

2. Presents and evaluates possible solutions

Recommendations:

Suggests appropriate policy/actions

Project – Observing, Gathering and Analysing Information

Assessment Requirements:

To complete this project, you will need access to:

· A Regulated childcare centre

· Three children of varying ages attending the childcare centre

· The children’s families for discussion

· Samples of children’s work

· Important: You are required to complete this project in a childcare setting as an educator through vocational placement or direct employment.

Project Overview:

This project requires you to observe, document and analyse information regarding three children of varying age in the centre. This project is divided into four parts:

1. Gathering and recording information

2. Analysing observations of the children’s behaviour

3. Writing reports

4. Contributing to program planning

Part 1: Gathering and recording information

Select three children of varying ages from the childcare centre and follow the steps below:

Step 1: Gather and record their information using the forms provided in the link below:

Childcare Templates(Note: If the link is not working, copy and paste the url to your browser: http://compliantlearningresources.com.au/network/sparkling-stars/?p=2342)

(Download Childcare Information Sheet)

Guidance: To ensure successful completion of this step, make sure you follow the instructions below:

· Secure consent to interview from the parents. Download Consent to Interview Form here: Childcare Templates

· Interview parents of three children attending the childcare centre

· The three children must be of varying age

· One form must be completed for each child

· Submit the completed forms with this workbook

Step 2: Talk and interact with the children and record your observations.

For children 2 years old and above:

· Give the child drawing supplies (ensure drawing supplies are child-friendly)

· Have the child draw a picture.

· Have the child describe and explain the drawing.

· During the entire exercise make sure to jot down your observations regarding the child’s personality and behaviour

· Scan the child’s work and save it in his records

Use the form provided in the link below to record your observations:

Childcare Templates(http://compliantlearningresources.com.au/network/sparkling-stars/?p=2342)

(download Child Observation Form A)

For infants to 1 year old:

With the assistance of the parent, interact with the child and record your observations based on:

· Anecdotal information

· Stories/Accounts from the parent

Use the form provided in the link below to record your observations:


(download Child Observation Form B)

Part 2: Analysing observations of the children’s behavior

Based on your observations, provide an analysis of the children’s behaviour. Use the space provided below to discuss your analyses:

Child 1

Name of Child:

Age:

Did you identify any behaviour that will require special support for the child?

|_| Yes | |_| No

If yes, please explain:

Describe the frequency, intensity and duration of the behaviour of the child that requires support:

Describe an aspect of the child’s development as reflected by your observation:

Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own observation:

Child 2

Name of Child:

Age:


|_| Yes | |_| No





Child 3

Name of Child:

Age:


|_| Yes | |_| No





Sample

Name of Child: Benjamin Biggs

Age: 5


|X| Yes | |_| No


The violent nature of his drawing is something I find very disturbing and I believe requires further evaluation from an expert.


Throughout the day within the next 3 days, I asked Benjamin to keep drawing things that interests him. In all occasions, he drew pictures that showed his interest for violence and killing animals. In all cases, the pictures he drew are very bloody and gruesome.


Benjamin demonstrated normal cognitive and motor skills throughout the exercise. He was able to understand the instructions and he was able to perform the tasks without any difficulty.


Benjamin is a smart kid. The way he communicates and explains his ideas is very clear and elaborate. He likes drawing. When he draws he is completely immersed and focused in the task.

Part 3: Writing Reports

Write a report summarizing your findings for the three children. You may use any format as long as the following information are included in your report:

· For each of the three children interviewed and observed, you must provide:

· A summary of the interview/observation session conducted with the child

· A summary of your observations

· A summary of your findings

· Your recommendations

Submit a soft copy of your report along with the completed forms from Parts 1 and 2.

Part 4: Contributing to program planning

Based on your findings and recommendations, create a childcare program for each of the child interviewed and observed.

Your childcare program should provide guidance on how the childcare centre will nurture the children’s development. It should demonstrate how the centre will offer experiences that will help the children learn about themselves and the world around them. Your program should include:

· Planned activities

· Materials, equipment and staff

· Interactions between the children and providers and among other children in the centre

Your curriculum must reflect your observations of each of the child’s needs, strengths and interests. It should build new experiences and expectations based on the children’s background. The program should allow educators to be intentional in the methods used to support the children’s needs.

If available, you may use the template provided by the centre, or you may use the template provided in the link below:


(Download Childcare Program Planning Sheet)

Workbook Checklist

When you have completed this assessment workbook, review the candidate’s assessment against the checklist below:

|_| The candidate has completed all the assessments in the workbook:

|_| Knowledge Assessment

|_| Part A

|_| Part B

|_| Part C

|_| Part D

|_| Part E

|_| Case Study A

|_| Case Study B

|_| Case Study C

|_| Project

IMPORTANT REMINDER

Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.

To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.

Feedback

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End of Document

Assessment Workbook 4V3.2 Produced 24 August 2017

Page 22© Compliant Learning Resources

Assessment Workbook 4V3.2 Produced 24 August 2017

© Compliant Learning ResourcesPage 23

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