CHC50113 Diploma of Early Childhood Education and Care
CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
Student Name: XXXXXX
Student Number: XXXXXX
Assessment numbers: 31875/01
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File naming
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[student number]_[assessment]_[assessment number].doc
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Open Colleges Assessment
CHCECE017 Foster the holistic development of children in early childhood Page 2 of 2
Getting started
The assessment tasks in this booklet have been designed to allow you to provide evidence that demonstrates your competence in the unit CHCECE017 Foster the holistic development and wellbeing of the child in early childhood.
Your trainer will:
· answer any questions that you might have about the assessment
· assess your competence as required by the unit of competency, by making judgments about the evidence you have presented in line with the rules of evidence: validity, authenticity, cu
ency and sufficiency
· provide feedback on the outcomes of the assessment process.
Introduction
You are required to complete one written task, which has two components and a project that has two parts for CHCECE017 Foster the holistic development and wellbeing of the child in early childhood.
In completing the final assessments, you will show evidence of your ability to:
· foster physical, social, emotional, cognitive and communication development
· foster an environment for holistic learning and development.
Assessment numbe
Assessment deliverables
31875/01
Written tasks
31875/02
Project
31875/01 Written tasks
Part A - Short answer questions
Student instructions
· Answer the following six (6) short answer questions.
· Your responses may be recorded or presented in a written format. Written responses for each answer should be approximately 100 words in length. The written responses may be presented in na
ative or bullet point format.
· To answer questions accurately you may refer to applicable legislation including the National Quality Standard and Education and Care Services National Regulations, along with the Belonging, Being and Becoming – The Early Years Learning Framework, Early Childhood Australia Code of Ethics, policies and procedures common to early childhood education and care services, position descriptions detailing an educator’s duty of care responsibilities, and/or other sources such as professional readings along with the course textbook and identified key resources.
· Ensure you acknowledge and cite your sources accordingly. This is important whether you use your own words or use the author’s own words. For more information on referencing and plagiarism, refer to the ‘Academic reference guide’ in the Student Handbook.
· When refe
ing to policies and procedures or position descriptions please submit copies with your assessment to support your answer.
Questions
1. Briefly outline four (4) different external factors that can affect children’s emotional and psychological development.
1. (Enter Response Here)
2. (Enter Response Here)
3. (Enter Response Here)
4. (Enter Response Here)
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Assessor Feedback
Trainers Name, Date
2. Describe a scenario that you have observed whilst working in an education and care service where a conflict between children was resolved by an educator. Explain how this situation might have been handled differently to encourage children to create their own solutions.
(Enter Response Here)
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Assessor Feedback
Trainers Name, Date
3. Outline ten (10) experiences that you could provide for children of different ages with opportunities to participate in science, mathematics and technology. Experiences should be fun, hands-on activities that stimulate children’s curiosity and provide the basis for the development of abstract thinking. In your answer, be sure to note which resources are most appropriate for which age group(s).
1. (Enter Response Here)
2. (Enter Response Here)
3. (Enter Response Here)
4. (Enter Response Here)
5. (Enter Response Here)
6. (Enter Response Here)
7. (Enter Response Here)
8. (Enter Response Here)
9. (Enter Response Here)
10. (Enter Response Here)
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Assessor Feedback
Trainers Name, Date
4. Using the specific example of weight (i.e. how heavy or light an object is), describe how you could use play as a way to support children to develop an understanding of this concept. Include four (4) open ended questions that you could ask children to help scaffold their learning about the concept of weight in a play situation.
(Enter Response Here)
Open ended questions:
1. (Enter Response Here)
2. (Enter Response Here)
3. (Enter Response Here)
4. (Enter Response Here)
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Assessor Feedback
Trainers Name, Date
5. Describe one play experience that you could provide that allows children to experience the consequences of their choices and actions. Include the approximate age of children the experience is designed for, and outline the role of the educator in supporting children to understand the consequences of their actions.
(Enter Response Here)
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Assessor Feedback
Trainers Name, Date
6. This question is in two parts. You are required to answer each part.
a) Provide a list of ten (10) resources/materials for each of the activities below that children of different ages can use creatively:
· Activity 1: construction and taking-apart
· Activity 2: creating patterns, sorting and categorising
In your answer, note the age group that the resources are most appropriate for.
) For each activity, explain why they support children’s development.
a) (Enter Response Here)
) (Enter Response Here)
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Assessor Feedback
Trainers Name, Date
Part B - Case studies
Student instructions
· Read the following seven (7) case studies and then answer the questions.
· To answer questions accurately you may refer to applicable legislation including the National Quality Standard and Education and Care Services National Regulations, along with the Belonging, Being and Becoming – The Early Years Learning Framework, Early Childhood Australia Code of Ethics, policies and procedures common to early childhood education and care services, position descriptions detailing an educator’s duty of care responsibilities, and/or other sources such as professional readings along with the course textbook and identified key resources.
· Ensure you acknowledge and cite your sources accordingly. This is important whether you use your own words or quote the author’s words. For more information on referencing and plagiarism, refer to the ‘Academic reference guide’ in the Student Handbook.
· When refe
ing to policies and procedures or position descriptions please submit copies with your assessment to support your answer.
Case study 1
Topan is a very active three-year-old who tends to run rather than walk. On a particularly busy day, Topan rushes from an art activity which he doesn’t seem to like, to the outdoor area for free play, which he always seems to enjoy.
In his hu
y, Topan bumps into Mikhael, who is finishing a drawing. This causes Mikhael to fall over and to accidentally scrawl a big red line through the middle of his drawing. Mikhael bursts into tears and Topan runs away.
As an educator, describe how you would:
a) structure the experiences provided on the day in a way that promotes cooperation and conflict resolution
(Enter Response Here)
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Assessor Feedback
Trainers Name, Date
) Help Topan to see the consequences of his actions as an opportunity to learn and grow.
(Enter Response Here)
(Total word count: approximately 150 words).
Office use only
Assessor Feedback
Trainers Name, Date
Case study 2
You have just taken a position at a new education and care service and you are busy becoming familiar with how the service documents children’s development and wellbeing. The director is very busy and has not given you a clear induction into the service’s policies and procedures. The other staff are equally busy and the documentation regarding individual children’s development and wellbeing is patchy and incomplete.
Describe how you would facilitate team collaboration for assessing and evaluating the children’s development and wellbeing.
(Total word count: approximately 200 words).
(Enter Response Here)
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Assessor Feedback
Trainers Name, Date
Case study 3
Sagal is a somewhat reserved four-year-old from a Somali background. Her family moved to Australia 18 months ago and had experienced considerable humanitarian difficulties in their home country. Sagal’s mother and father have spoken about how hard it has been trying to settle into their new life here. You observe that Sagal tends to withdraw in large group activities and can appear distressed when the noise level in the service is very high. She appears most content when playing alone.
Using the table below, outline the strategies you could use to assess, monitor and plan for Sagal’s social and emotional development, and to involve other children in supporting Sagal.
Area of social and emotional development
Strategies for fostering Sagal’s development
Assess and monitor Sagal’s social and emotional development
(Enter Response Here)
Create opportunities for Sagal to participate in meaningful ways in group discussions and shared decision-making
(Enter Response Here)
Promote a sense of community within the service to support Sagal and her family to feel a sense of belonging
(Enter Response Here)
A
ange the environment to encourage interactions between children as well as accommodating Sagal’s need for privacy, solitude or quiet
(Enter Response Here)
To support Sagal, provide opportunities for all children to investigate ethical issues relevant to their lives and their communities
(Enter Response Here)
Create opportunities for Sagal to experience individual strengths and successes during play
(Enter Response Here)
Plan and provide opportunities through play that challenge Sagal’s emerging skills and capabilities
(Enter Response Here)
Provide opportunities for Sagal to engage independently with tasks
(Enter Response Here)
Provide opportunities for Sagal to release feelings and express emotions through suitable experiences
(Enter Response Here)
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Assessor Feedback
Trainers Name, Date
Case study 4
Hirini is three years old