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Diploma in Early Childhood Education & Care

 

Diploma in Early Childhood Education & Care

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Subject 4

Play and Development Assessment Workbook

V3.4 Produced 15 December 2021

Copyright © 2014 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 of

Compliant Learning Resources

 

Version Control and Document History

 

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
13 April 2018 Updated for NQS V3.3
15 December 2021 ·       Removed Sparkling Stars links and transferred the materials in the Assessment Files folder

·      Changed instructions to accommodate the changes

 V3.4

 

  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.

TABLE OF CONTENTS…………………………………………………………………………………………… 3

INSTRUCTIONS……………………………………………………………………………………………………… 4

WHAT IS COMPETENCY BASED ASSESSMENT……………………………………………………… 4

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING………………………………………………………………………………………………………………. 5

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……………………………………………………………………………….. 18

Part A – Holistic Development……………………………………………………………………………….. 18

Part B – Support Play and Learning………………………………………………………………………… 30

Part C – Use Information about CHildren………………………………………………………………… 32

Part D – Respectful and Positive with children…………………………………………………………. 35

Part E – Support Behaviour……………………………………………………………………………………. 39

CASE STUDY A – HOLISTIC DEVELOPMENT……………………………………………………. 47

CASE STUDY B – DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH CHILDREN…………………………………………………………………….. 50

CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR………………………….. 54

PROJECT – OBSERVING, GATHERING AND ANALYSING INFORMATION 61 WORKBOOK CHECKLIST…………………………………………………….. 68

FEEDBACK………………………………………………………………………………………………………….. 69

 

  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
  • Assessment should mirror the environment the learner will encounter in the
  • Assessment criteria should be clearly stated to the learner at the beginning of the learning process.
  • Assessment should be 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
  • 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

 

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
  • Assessment must include the combination of knowledge and skills with their practical
  • Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of

Assessment must be reliable

  • Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent
  • Assessors must be trained in national competency standards for assessors to ensure

Assessment must be flexible

  • Assessment, where possible, must cover both the on and off-the-job components of training within a
  • 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
  • Assessment procedures and criteria must be made clear to all learners before
  • Assessment must be mutually developed and agreed upon between assessor and the
  • Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of

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 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

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

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

 

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

 

 

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.

 

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:
    • 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

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:
    • the National Quality Framework
    • the National Quality Standards (2018)
    • 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
  • 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

 

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

 

 

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:

  • 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

 

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:
    • 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

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:
    • the National Quality Framework

 

o   the National Quality Standards (2018)

o   the relevant approved learning framework
·         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

·         United Nations Convention on the Rights of the Child

·         organisational standards, policies and procedures.

 

  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

 

  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
  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.
 

When submitting your assessments, please ensure that
1. All assessment tasks within the workbook have been completed
2. 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.

 

INSTRUCTION TO STUDENT:

Please read before answering!
The forms and templates in this workbook are provided in the Assessment Files folder in the Hub.

Guidance: You may access this folder by going to:

My Course > Subject 4 > Assessment Files
Other materials may also be accessed through the links included in this workbook. To access the links, hold the Ctrl key and click on the link. Try accessing the link below. Once the link is opened in your internet browser, it will require login details. Use the following information:

Sparkling Stars Childcare Centre
Username: learner
Password: studyhard
Specific documents to be downloaded will also be indicated in this workbook in this manner:

Third Party Report

 

  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.
 
Adequate nutrition is very important for a child before its birth as it impacts the development of the brain as during the development of brain is going on so because of this reason there is a requirement for good nutrition.

 

 
b) after the birth of the child they require adequate nutrition because they are in a stage of fast growth and for that right nutrition is required. (Bruce, 2012).

 

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 (2018) and the relevant approved learning framework to support your answer.

 

a) 1) children understands better when they are with adult.

2) It is important for overall development.

3) to build the required skill in them.

4) It helps them to find there interest.(Bruce, 2012).

 

 

 

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 (2018) and the relevant approved learning framework
 
b)      1) helps to identify the challenges that child is facing.

2) helps to understand special needs.

3) helps an educator to better understand the child.

4) documentation of skills can be done through this. (Elango, et al., 2015).

 

 

 

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) 1) helps to let them decide on things.

2) helps to grow better without adult direction

3) helps them to take the right decisions

4) increases their confidence level in them (Elango, et al., 2015).

 

 

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) 1) It helps to develop cognitive skills.

2) It helps in social development.

3)  It helps in emotional development

4) It helps in development of gross motor skills (Essa & Burnham, 2019).

 

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  

Lacing cards

  

Threading or lacing

  

lego
Gross motor development  

Skipping rope

  

climbing

  

balls
Fundamental movement skills  

football

  

football

  

football
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  

Logical reasoning
2  

Problem solving
3  

Emotional intelligence (Essa & Burnham, 2019).

 

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.

 

 
Experiences that give exposure to a range of language forms
1  

Write and draw together
2  

Nursery rhymes
3  

scribble
Expressive language experiences
1  

Explore books together

 
2  

Talk your way (Johnson, et al., 2019).
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  

Art
Hearing  

hearing stories
Taste  

Giving taste of all kind of taste
Touch  

Giving necessary items of different texture
Smell  

Allowing different scents of differentodorsr for better understanding.

 

Self-expression  

introducing activities like defining yourself (Johnson, et al., 2019).

 

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)  

puzzles
Problem-solving (3-5yrs)  

Shadow matching
Problem-solving (6-12yrs)  

Making structures form any different given drawing.

 

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?

 

 

 

Name of activity –let them to play the role of their parents

 

In this activity they will have to use their knowledge to act like their guardians

 

We have planned this activity for the children of 3 to 5 years of age group

 

The main focus of this activity is to make them more creative and encourage them to speak in their   home language. Which is basically what they are seeing every day while watching their surroundings.

 

To involve them in this activity we can announce some prices to make this activity more fun

 

We can ask their family to come and encourage them while performing

 

When family encourages their children then it helps in strengthening children’s self-confidence

Family of child could do what they want from their child so that he can observe and learn better from   them (Haslip & Gullo, 2018).

 

 

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

  

 

 

 

GESELL (ARNOLD)

  

According to his theory growth progress in a pattern through some sequences and stages that are predictable.

 
 

 

Cognitive Development

  

 

 

Jean Piaget

  

According to this theory thoughts in a child develop by getting involved in physical activity in their early stages of life. It helps to evolve complex abilities and helps them to manipulate mental functions.

 
 

 

Emotional

/Psychological Development

  

 

Erik Erikson

 

  

This theory talks about how the individual needs of a person mesh with the demands and needs of society (Haslip & Gullo, 2018).
 

 

 

Social Development

  

 

 

Leo Vygotsky

 

  

 

It explains how the socialization affects learning process of an individual. It explains the result of socialization on individuals’ awareness and consciousness.

 
 

 

Language Development

  

 

Jean Piaget’s

  

This theory suggests that children use accommodation and assimilation to learn the language.

 

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

 

 

Creativity makes us different from the rest which means having the ability to do it in a much better way rather than following the old methods which are very crucial in child’s development to have such ability in them (Bakken, et al., 2017).

 

 

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 (2018) supports this?

Guidance: Quote the quality area and element.

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

Guidance: Quote the framework and learning outcome.
 
a) Quality area 1 and standard 1.2 (Bakken, et al., 2017).
b) the most basic outcome which are relevant to the frameworks is children involved in learning and having confidence in them.

 

8.     Describe in your own words:

a)     What is Blooms Taxonomy?

b)     What are the six cognitive skills revised by Krathwohl in 2000?
 
a) It is a hierarchical model that has categorized the objectives related to learning into various levels that deal with complexity. It varies from the basic knowledge based on comprehension to the advanced creation and evaluation.
b) 1) Recognizing and recalling

2) Understanding

3) Application

4) Comprehension

5) Analysis

6) Applying

 

 

9.      Describe in your own words:

a)     Who proposed Multiple Intelligence Theory?

b)     How could you include it in learning experiences?

c)      What are the nine intelligences?
 
a) Howard Gardner
b) Educators include it in the learning experience by engaging students in tactile, and visual, auditory types of senses.

They apply this theory according to the learning style and dominant intelligence.

 

c) 1) Linguistic Intelligence

2) Interpersonal Intelligence

3) Musical Intelligence

4) Visual-Spatial Intelligence

5) Intrapersonal Intelligence

6) Logical- Mathematical Intelligence

7) Naturalist Intelligence

8) Bodily- Kinaesthetic Intelligence

9) Existential Intelligence

 

 

 

 

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

 

 

It helps to set the foundation for developing lifelong learning, health, and behavior.

It helps to secure emotional skills and attachment

It helps a child to succeed in his future.

It helps to increase the capacity of brain to learn something new.

 

 

 

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

  

 

It can affect the physical and mental growth of the child
 

 

Lack of Play

  

 

It can affect the metabolism and immunity of the child
 

Limited Stimulation of brain development

  

 

It can affect the capacity of the brain (World Health Organization, 2018).
 

 

Lack of Materials and resources

  

 

 

It can affect the creative approach of the child
 

Inconsistent or non-existent emotional support or comfort

  

 

It can make his moral and confidence down which can make him weak emotionally.
 

 

Trauma

  

 

It can create anxiety, panic and depression.

 

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

  

 

 

It can make him/her internally weak, slow down his/her metabolism and immunity.
 

 

Loss of parent/family through divorce/death or displacement

  

 

It can affect the mental growth and peace of a child.

It can make him emotionally unstable.

 

 

1. This question has been intentionally left blank. Please proceed to the next question.
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8. 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’?

Part B – Support Play and Learning

 

 

 

 

 

 

 

 

 

 

  It helps to analyze critically their reactions and let them understand their reaction

It helps to display curiosity about their playing habits.

2 methods required

–          Focus on thoughts

–          Experiment with ideas

 

 

 

 

 

It states that they should be provided with a culture that encourages such practices as it helps individuals to grow and helps to build better communication.

 

It states that the educator should possess willingness to improve professional knowledge about the subjects related to childcare.

 

–

 

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

 

Organizational Standards/Guidelines:  

1) National law and National regulations

2) National Standards

3) The child safe standards
Policies:  

1) Safe food policy and health hygiene

2) Policy related to child protection (Britto, et al., 2017).
 

Procedures:

  

1) healthy eating.

2) hand washing practices

 

 

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

 

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

  

It has a clear purpose to serve which is the set of rules given to age 17 young child.
 

Early Childhood Australia Code of ethics

  

 

It is an old method or traditional way of caring for children’s not serve the complex issue (Britto, et al., 2017).

 

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.

 

 page no. 14

 

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.

 

 

Page no. 21 and Page no. 22

 

4. Describe in your own words how you can use observations on child

development and analyse a child’s information to assist in planning?

 

 It helps in collecting information related to child’s progress.

Information that is collected can also be evaluated through child’s progress report.

It can be used in future planning and for further improvement in the existing education.
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  

Detail record of activities

  

encourage children in participating in an activity
Learning Stories  Child’s learn with an informative approach.  It helps to understand the stories that belong to a different genre
Developmental Checklist  For checking the development milestone  For fine and gross motor skills (Burger, 2015).
Event Sample  It creates child behavior pattern  Best for social and emotional learning.
Running Record  Record of a period of time  To get idea about the nature of child behavior.
Time Sample/Sociogram  Drawing of interaction and the friendship  Use for emotional outcomes. (Burger, 2015).

 

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

 

 National Standard and their relevant framework guidelines should be followed. It should contain prohibition regarding using proper observation which can be used to point out related information about children.

There is a need to maintain clarity with communication with children.

 

 

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) Information gathering related to the early years of children.

1 relationship with child NQS quality area 5.1

2 collaborative partnership NQS quality area 6

 

 

 

b) Name the relevant policies.
 
1 respectful relationship with the child has been developed

2 help families while enrolment

 

c) Name the relevant procedures.
 
1        getting to communicate with families

2        orientation.

 

 

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.

Part D – Respectful and Positive with children

 

 

Verbal communication

considerations

 Non-verbal communication

considerations
 

Let the put  there point

  

Using drawing for better understanding.
 

Better to the listening to the child’s side

  

Reinforce behavior that is appropriate

 

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
 

 

Prayer time

  

 

Making the right gesture for thanking god for everything.
 

 

Lunchtime

  

Involving the in activities such as arranging items.
 

Sleep time

  

Having sleep rituals to follow
 

 

good time

  

 

Letting the child have its point.
 

 

Learning time

  

 

Let them encounter issues and try to solve it.

 

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.

 

 

 

 

 

Let the child choose their choice story.

 

Use Informal communication and ask them to present their ideas and thoughts upon it.

 

And after this asks them about their interest and observe them carefully (Hedefalk, et al., 2015).

 

4. Describe 3 different techniques to guide children’s behaviour and how you

would apply each in the centre.

 

 

1         be a good role model to follow

2         match the level with your child

3         always deliver the promises (Hedefalk, et al., 2015).

 

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)      NQS is the National Quality Standard policies, procedures, and guidelines are used.

–          Element 5.2.2 of NQF03 this is the most relevant to the required question.
b) each child must do their thing and issues solve according to them so that they can learn from it. (World Health Organization, 2018).
b)      According to it all the children have right of education. It helps to provide equal opportunities in irrespective to children background.

–          Regulation 155 and regulation 156 this is in education and care services national regulation’s 2011

 

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

Part E – Support Behaviour

 

 

 

1) Support children’s holistic development in their early childhood.

 

2)  Provide them with better experience to support them while learning and playing

 

3) Maintain respectful relationship with them.

 

4) Use their information that can be used to inform practice.

 

5) Maintain proper eye contact with them to make it more interactive.

 

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

  

 

 

Not getting equal opportunities

  

 

Let them live the way they are and sport them in it.
 

 

Children with a learning difficulty

  

 

 

Bullying by others

  

 

Give the necessary guidance regarding it.
 

 

Children with a mental health issue

 Bullying by others

 

 

 

  

 

 

Giving them the right required attention and also special care.

 

 

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?

 

1        disable physically – activities exclusion

2        difficulty in learning – not getting the point easily.

3        Issues on mental health –overstimulation causing a meltdown.

4        Lack of care and attention will lead to the bad groth.

 

 
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?

 

 

1) It can lead to jealousy for the new baby.

 

2) It can become a reason for rivalry among siblings.

 

3) He/ she might feel isolated

 

4) He/she might feel neglected.

 

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

 

 

 

1) issues that are being raised due to different language barriers.

 

2) feeling different because of having different color of skin.

 

3) the overall growth can get hindered by it.

 

4) lack of confidence and taking wrong decisions.

 

 

6.      Describe in your own words:

a.       positive reinforcement

b.      Why you would use positive reinforcement

 

a) it direct mean as when the good outcome or positive one came as a result of any behavior.
b) to motivate the child and encourage it to do more right stuff in his most decision. (Chaparro, et al., 2020).

 

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

 

 

 

Having low voice and tone
 

Having eye contact calmly
 

 

Giving the right verbal assistance when needed to have the right direction. (Chaparro, et al., 2020).

 

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.’

 

 

 

Doing as per the rules having meeting with both the staff and the guardians on the issue and solve it as soon as possible.

 

 

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

 

As it has been observed that the different culture have a different methods for taking care of there child but in many cases soon feeding is a bad way of handling a child which leads to the not correct growth of child.

 

 

10. What is disruptive behaviour?

 

 

It refers to an act of representing aggressive behaviour. In it person sshows a bad temper towards other people.
11. What is meant by ‘behaviours of concern’?

 

 

It refers to an attitude that is dangerous this can increase the chances of unethical attitude or can create risk foe injury.
12. What are the main differences between disruptive behaviours and

‘behaviours of concern’?

 

 

It is said to be disruptive behavior when a person does not cooperate with others. On this place behavior of concern contain high level risk for another person.

 

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.
 Sienna I have asked you not to run inside as you can get injured.
b) Boys are so destructive. Stop throwing the books, Isaac!
 

Listen boys books are your best friends so don’t throw them but respect them.
c) Don’t snatch the toys, Sam.
 

Sam give his toy back to him I’ll give you another one of your choice.

 

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:

 

Getting the correct patterns
Activity 2 – Numbers:

 

 

Puzzle of number games
Activity 3- Time:

 

 

Clock games
Activity 4- Money:

 

 

Finance games such as monopoly.
Activity 5 – Musical Notation:

 

 

Getting the correct patterns

 

 

  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

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.

 

 It is quite disturbing for him that his parents got separated this soon. His life has turned into adjustments as he wants the love of both the parents but it is not written in its faith. So, in tis condition being an assistant educator we can encourage him to make new friends and ask him to spend his time with them.

We can conduct fun activities to divert his mind and we can also implement positive reinforcement to encourage him. We can conduct some counselling sessions for him as well.

The following important steps could be taken which are as follows –

1        taking all information on the child

2        giving right direction to move on as other kids

3        having right attention on the child.

 

 

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.

 

 1) giving the right environment in which, he is comfortable.

2) giving in the required attention and listen carefully when he has something to say.

3) having  eye on the activity of the child.

 

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

 

 

1) Ask him to take part in the fun activities.

 

2) make sure that he participates in every activity.

 

3) Regularly communicate with him and ask other children to be his friends.

 

4. List the National Quality Standard (2018) and elements that link to this practice.

 

 

Positive external environment of National Quality Standard.

Standard 1.1 and it element 1.1.1 are national quality standard and elements to  this practice.
5. State the code and the convention that applies in this situation.

 

 

Code of Co-parenting should be used in such a 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.

  1. Imagine you are running the Morning Conference. How will you ensure there is enough time for all the children to express their ideas?
  2. Which alternatives can you provide to the children that have difficulty expressing themselves in front of the whole group?
  3. How will you make sure you acknowledge each child’s

contributions?

  1. How will you encourage children to share their stories and ideas?

 

a) we can form small groups can be formed so that attention could be given to them easily.
b) getting close to the child by becoming his friend to know its dee feelings.

 

c)      we can appreciate them for the efforts that they make in every activity. By having the test on the given lesson.
d) We can place some rewards for the children who share it nicely.

 

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)

 

b)

 

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

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

Write 2-3 paragraphs to describe how you will assist the children in

making their ideas a reality.

 

a)  We can tell them about its unpracticality and identify if any risk is involved.
b) we can offer them different choices to choose what type of game they want to play instead of this impractical one (Gordon & Browne, 2016).
c) If the activities performed by the child do not harm himself or any other child then in this case, we should support him to follow his own idea.

We should encourage them to work on their interest and for this, we can inspire them by showing some inspirational short films.

By giving the right kind of attention to the work of the child and always encouraging them to do the right thing on what they want child will lead to achieving its goal.

 

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.

 

 

1) Ask them to make dishes that are easy and can be made without using a flame.

 

2) Divide them into a group and ask them to prepare easy dishes and the group who will make the   tasty dish will win and will be awarded (Gordon & Browne, 2016).

 

3) encouraging by awarding on their efforts so that they are willing to do better write down the ideas of a child.

 

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.

 

Assistant Educator – Good Morning sir,

 

Supervisor – Good Morning

 

Assistant Educator- Sir I have to talk with you about a kid because I am very concerned about his behavior.

 

Supervisor – Okay, explain briefly.

 

Assistant Educator – Sir as you know there is a student named as Jake in our organization.

 

Supervisor – Yes, I know about him and the incident that happened in their family.

 

Assistant Educator – Yes, sir but till now i used to belief that he has accepted all this but now I think that there is still something that is bothering him from inside.

 

Supervisor – Oh really, but how much I know he is a cheerful kid.

 

Assistant Educator- Yes sir he is but yesterday I saw him fighting with another kid and when I asked him not to do so then he got really horrified and even started sweating due to the fear of punishment. I think that he needs some emotional support.

 

Supervisor – Yes, you are right, if this is a matter then we should also talk about this with his mother.

 

Assistant Educator – And sir I think that we should conduct some counselling sessions for him. Tell him stories that motivate him from inside and should keep him in a surrounding where he does not find any hatred and that can soothe his childish mind.

 

Supervisor – Yes, you are correct we will surely do this to help him come out of this situation.

 

Assistant Educator – Okay sir, thank you.

 

Supervisor – Thank you.

 

 

 

 

 

 

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.

 

  • 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.
 The matter of concern is the aggressive behavior of jake and it might be due to the violent actions that he witnessed at home.
b. How frequent to you observe this behaviour?
 

Very frequently. Approximately daily.
c. How much does this behaviour affect the child’s relationships? Describe the

intensity of the behaviour.
 

It creates a big impact in the mind of a growing child and with this behavior, it won’t be possible for him to develop a positive atmosphere and relationship in his life.
 

 

1.3       Behaviours that require support:
  1. Based on your observations, identify Jake’s behavior/s that may require

additional support.

 

Positive reinforcement and consultancy are important because they can provide mental peace to

the child.

1 jack requiress attention so that he can learn how to be more human.

2 fights are not solutions must teach him the lesson on it.

 

 

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

 

1.       We can provide the report to the supervisor in which we have summarized his behavior that was noticed so that possible methods can be identified.

–          Giving the right attention and solving the issue from the roots.
 

2. We can provide him a positive outlook and a better surrounding and with this we can arrange some counselling sessions for him.

– listening to the child has to say and then reacting.

 

 

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:  

Unacceptable behavior of Jake
Summary:  

We have noticed the behavior of a kid whose name is Jake and he has some anger issues but whenever we stop him from doing it then he gets panic, start heavy breathing and sweat really hard due to fear.
Introduction:  

There is a child known as Jake in our child care center whose parents have divorced and now jake lives with his mother. But his mother cannot give him time as she goes to the office so, leaves him here at the center.

She recovered from a painful relationship that was full of abuse and took out Jake with her due to some safety issues.

 

Normally Jake likes to play with other children but his aggressive nature is now becoming a matter of concern.
Body:  

We observed and noticed his behavior of jake frequently and noticed that he is very competitive and does not like to lose and if he loses then the other children have to face his anger issues and these things are now impacting his friendship with other children.

 

We consulted about this with her mother and she said that it is due to the negative atmosphere he lived in.

 

And she also asked us to help him attain a better attitude.

 

Conclusion:  

We will have to guide him otherwise he won’t be able to build a nice environment and relationship for him in the future.
Recommendations:  

We can conduct counseling sessions for him, we can also provide him with a positive environment

And we can also help him with making nice relations with his friends.

 

We can share with him the stories of people who possess good personality so that he also wishes to become like them.

 

With these methods, we can change his abrasive nature.

Guidance:

Title: Indicate topic/main findings
Summary: 1.        The message of your report

2.       Outline of your:

o    methods,

o    findings,

o    conclusions,

o    implications,

o    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 form provided in the

Childcare Information Sheet provided in the Assessment Files folder in the Hub.

 

 

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

–          Secure consent to interview from the parents. Use the Consent to Interview Form

located in the Assessment Files folder.

–          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 Assessment Files folder to record your observations:

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 Assessment Files folder to record your observations:

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:  Oliver Age: 5 years

 

 

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:

As the child is drawn circle picture in their drawing, which show his interest and that he likes this type of activity.
 

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

According to me the child care is very important as a child who is young is not able to go alone and do their activity and work alone without anyone. The First child needs to wear a nappy.
 

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

your own observation:

He likes to play indoor games and he is very intelligent, and clear in their thought and describe their thought by pointing out action.

 

  Child 2
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:

He is very intelligent and in drawing he draws very nice paintings like flowers and all and the sun and a hut. he is normal like another child, there is no other activity like improper behavior at all.
 

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

As this child is very active in the games and plays basketball in school and he is very good in the class and study.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own observation:

He is very good in the class and intelligent in the whole class, does exercise and shows interest in whole activities, and is focused in the task.

 

  Child 3
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:

He is shy child, so to reduce their shyness, the assessor should do the activity which reduces his shyness

 
 

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

He is an intelligent boy and gives clear instructions and he is very good child and very intelligent in the  whole school activity.
 

Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected

by your own observation:

He is very good in the class and intelligent in the whole class, does exercise and shows interest in whole activities, and is focused on the task. He likes to play indoor games and he is very intelligent, and clear in their thought and describes their thought by pointing out action.

 

Sample
Name of Child: Benjamin Biggs Age: 5
Did you identify any behaviour that will require special support for the child?

Yes |       No

If yes, please explain:

The violent nature of his drawing is something I find very disturbing and I believe requires further evaluation from an expert.
Describe the frequency, intensity and duration of the behaviour of the child that requires support:

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

by your own observation:

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.

Report

In the report, we are talking about three children who have different types of hobbies and according to their age, their playing activity is measured by the assessor, and the participant’s mother and father also part in the interview for their children. (Sin, 2021)

The first child’s name is Amelia, and the of this child is in between 3 to5 years old, she is very intelligent, according to their parent’s she is talking to there parents with single word repeating, she was not able to go without the nappy, she is playing puzzle and indoor game and she has a nuts allergy and special diet according to there age. The second child’s name is Oliver who is 5 years old and he is very in all activities as basketball is his favorite game, he has no food allergy.

The third child’s name is Leo and his parent’s feedback is positive as the interviewer talks to them about their child. He is very good and physically fit and good and his hobby is to playing games and does study and he is not eating carbohydrate food or junk food. (Sin, 2021)

Conclusion

According to the interview, all children are good according to their age requirement. As the conclusion is that if we gave them the right teaching, they learn good things from their childhood and it is very important.

 

 

 

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 center

 

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 center, or you may use the template provided in the Assessment Files folder:

 

Childcare Program Planning Sheet

 

 

 

 

 

 

Child’s name: Oliver Child’s interest/s: Playing games
Age: 6 years Special considerations: No special consideration

 

Activity Date: 20-07-2022     

 Mon |  Tues |  Wed |  Thu |  Fri
Circle Time

(Songs, stories, finger play, etc.)

 Stories
Sand/Water Play Chicken fight
Art Experience In drawing
Dramatic Play/House Keeping The food market set up a dramatic play
Indoor Gross Motor Jumping activity
Outdoor Gross Motor Better Ball skills
Science Paper bridge science activity
Special Activities No

 

Notes:

NO Note for any special activity for the child.

 

 

 

 

 

 

 

  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

 

Inspire Education is committed to ensuring you get the most out of your student experience with us. Part of your Learning Journey is the use of our contextualised learning materials and assessment workbooks. We would love to get your feedback on how this material worked for you.

 

 

 

 

 

 

 

 

 

 

 

 

End of Document

 

 

 

 

 

 

 

 

 

 

References

 

Bruce, T. (2012). Early childhood education. Hachette UK.

 

Elango, S., García, J. L., Heckman, J. J., & Hojman, A. (2015). Early childhood education. In Economics of Means-Tested Transfer Programs in the United States, Volume 2 (pp. 235-297). University of Chicago Press.

 

Essa, E. L., & Burnham, M. M. (2019). Introduction to early childhood education. Sage Publications.

 

Johnson, J. E., Sevimli-Celik, S., Al-Mansour, M. A., Tunçdemir, T. B. A., & Dong, P. I. (2019). Play in early childhood education. In Handbook of research on the education of young children (pp. 165-175). Routledge.

 

Haslip, M. J., & Gullo, D. F. (2018). The changing landscape of early childhood education: Implications for policy and practice. Early Childhood Education Journal, 46(3), 249-264.

 

Bakken, L., Brown, N., & Downing, B. (2017). Early childhood education: The long-term benefits. Journal of research in Childhood Education, 31(2), 255-269.

 

Hedefalk, M., Almqvist, J., & Östman, L. (2015). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21(7), 975-990.

 

Gordon, A. M., & Browne, K. W. (2016). Beginnings & beyond: Foundations in early childhood education. Cengage learning.

 

Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … & Lancet Early Childhood Development Series Steering Committee. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91-102.

 

Chaparro, J., Sojourner, A., & Wiswall, M. J. (2020). Early childhood care and cognitive development (No. w26813). National Bureau of Economic Research.

 

Burger, K. (2015). Effective early childhood care and education: Successful approaches and didactic strategies for fostering child development. European Early Childhood Education Research Journal, 23(5), 743-760.

 

World Health Organization. (2018). Nurturing care for early childhood development: a framework for helping children survive and thrive to transform health and human potential.

 

Dev, D. A., Garcia, A. S., Dzewaltowski, D. A., Sisson, S., Franzen-Castle, L., Rida, Z., … & Frost, N. (2020). Provider reported implementation of nutrition-related practices in childcare centers and family childcare homes in rural and urban Nebraska. Preventive Medicine Reports, 17, 101021.

 

Sin, I. (2021). Access to childcare interim report 3: How do childcare experiences differ by ethnicity and for families with previous childcare access issues?.

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