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STUDENT ASSESSMENT BOOKLETCHC50121

Diploma of Early Childhood Education and CareCHCECE042 Foster holistic early childhood learning, development and wellbeing-3238508354695Student Name:

Date Commenced:

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Date Commenced:

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Table of Contents

TOC o "1-3" h z t "AA Head A,2,AA Banner Top Level,1,AA Banner Part Head,3" Assessment Overview PAGEREF _Toc78988408 h 4Assessment Task Summary PAGEREF _Toc78988409 h 4Assessment Documents PAGEREF _Toc78988410 h 5Assessment Task Cover Sheet PAGEREF _Toc78988411 h 5The Assessment Process and Your Rights PAGEREF _Toc78988412 h 5Submitting your Assessment Tasks PAGEREF _Toc78988413 h 5Assessment Attempts and Resubmissions PAGEREF _Toc78988414 h 5Assessment Outcomes PAGEREF _Toc78988415 h 6Plagiarism, Cheating and Collusion PAGEREF _Toc78988416 h 6Assessment Appeals PAGEREF _Toc78988417 h 6Reasonable Adjustment PAGEREF _Toc78988418 h 6Information about Assessment PAGEREF _Toc78988419 h 7Dimensions of Competency PAGEREF _Toc78988420 h 7Principles of Assessment and Rules of Evidence PAGEREF _Toc78988421 h 7Principles of Assessment PAGEREF _Toc78988422 h 7Rules of Evidence PAGEREF _Toc78988423 h 7Glossary of Instructional Task Words PAGEREF _Toc78988424 h 8Assessment Plan PAGEREF _Toc78988425 h 9Assessment Task Cover Sheet Assessment Task 1 PAGEREF _Toc78988426 h 11Assessment Task 1: Written Questions PAGEREF _Toc78988427 h 13Assessment Task Cover Sheet Assessment Task 2 PAGEREF _Toc78988428 h 25Assessment Task 2: Developmental Assessment and Written Reflection PAGEREF _Toc78988429 h 27Part A: Complete a Developmental Assessment PAGEREF _Toc78988430 h 27Part B: Written Reflection PAGEREF _Toc78988431 h 32Assessment Task Cover Sheet Assessment Task 3 PAGEREF _Toc78988432 h 37Assessment Task 3: Planning Holistically for Childrens Development PAGEREF _Toc78988433 h 39Part A: Plan Across Learning Outcomes for Holistic Development PAGEREF _Toc78988434 h 39Part B: Observe the Learning Experience PAGEREF _Toc78988435 h 43Part C: Implement Planned Learning Experience PAGEREF _Toc78988436 h 47

Assessment Overview

This Student Assessment Booklet includes all your assessment tasks for CHCECE042 Foster holistic early childhood learning, development and wellbeing.

Assessment Task SummaryThis unit requires you to complete three assessment tasks. You must satisfactorily complete all tasks to achieve competency for this unit.

Assessment Task Assessment Method Task Summary

Assessment Task 1: Written Questions Written Questions You must answer twelve written questions in an open book written assessment.

Assessment Task 2: Developmental Assessment and Written Reflections Workplace Project For this assessment task you conduct a developmental assessment on focus children to enhance your knowledge of child development. There are two parts to this task:

Part A: for this part of the task you are required to choose two focus children and complete a developmental assessment for each child based on their age.

Part B: you must complete a written reflection to demonstrate knowledge of childrens development and learning.

Assessment Task 3: Planning Holistically for Childrens Development Workplace Project For this assessment task you will be required to plan for childrens learning holistically to demonstrate your knowledge of holistic learning.

This task is divided into three parts.

Part A: This part requires you to plan across learning outcomes for holistic development. Planning experiences in all developmental domains to demonstrate understanding of the interconnectedness of holistic learning.

Part B: This part requires you to implement two experiences for individual childrens and two experiences on two occasions for groups of children. Observing, collaborating and reflecting on the implementation of the experiences.

Part C: This part requires you to implement an experience with your Assessor observing your practice. This is a Workplace Observation.

Student hours of work Work placement in at least one childrens service. 280 hours of work logged in your Hours Log.

All hours must be in a regulated education and care service in Australia.

Hours Requirements

Students are required to complete 280 hours of work, performing the activities outlined in the performance criteria of this unit.

Students are not able to be deemed competent in this unit until they have completed the 280 hours; however, these hours can be accumulated as part of completion of the entire CHC50121 Diploma of Early Childhood Education and Care (that is, they are only required to complete 240 hours total for the course).

Students have been provided with an Hours Log in which they are required to record the hours they have worked to contribute to this requirement they must submit this as part of the evidence requirements for this unit.

Assessment Documents

Assessment Task Cover SheetAt the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task where you need to submit items for assessment, making sure you sign the student declaration.

Your assessor will give you feedback about how well you went in each task and will write this on the back of the Task Cover Sheet.

The Assessment Process and Your Rights

Submitting your Assessment TasksWhen you have completed your assessment tasks, you will need to submit them, according to the instructions provided to you by your assessor or RTO.

If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You may be required to apply for an extension if you require extra time, according to your RTOs policies and procedures.

Instructions about submission can be found at the beginning of each assessment task.

Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as evidence and may not be able to return them to you.

Assessment Attempts and ResubmissionsYou have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will make alternative arrangements for assessment, which may involve additional training and time to consolidate your skills and knowledge.When you are required to resubmit, you may be required to:

resubmit incorrect answers to questions (such as for written tasks and case studies)

resubmit all or part of a project, depending on how the error affects the overall outcome of the task

redo a role-play after being provided with appropriate feedback about their original performance

be observed a second (or third) time undertaking any tasks or activities that were not completed satisfactorily the first time, after being provided with appropriate feedback.

When you are required to resubmit, youll be given a due date for your resubmission. For example, you may:

be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on

be provided with on-the-day feedback about their performance in a role-play and then redo the task immediately

need to redo workplace-based tasks (if applicable) during the same workplace visit or in a later observation you should discuss arrangements with the students supervisor to agree on a suitable time and date for reassessment.

All re-submissions will be conducted in accordance with the RTOs policies and procedures.

Assessment OutcomesEach assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent (NYC).

You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and youll be given feedback about what needs to be addressed in your resubmission.

Plagiarism, Cheating and CollusionPlagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered academic misconduct. The definitions of each of these are below.

cheating seeking to obtain an unfair advantage in the assessment of any piece of work

plagiarism to take and use the ideas and/or expressions and/or wording of another person or organisation and pass them off as your own by failing to give appropriate acknowledgement.This includes material from any sources, such as staff members, other students, authors, texts, resources and the internet, whether published or unpublished

collusion unauthorised collaboration between students.

Where your assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, this will be addressed in line with the RTOs policies and procedures which may ultimately lead to your withdrawal or you needing to complete the whole unit again.

Assessment AppealsIf you dont agree with an assessment decision made, you have the right to appeal it. You may need to lodge your request for an appeal within a certain amount of time from the original decision being made. You will need to make your appeal in writing and follow your RTOs process for appeals. Refer to your Student Handbook for more information about our appeals process.

Reasonable AdjustmentA legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that students with recognised disabilities have the same learning opportunities and same opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can accommodate the students particular needs while also taking into account factors such as:

the views of the student

the potential effect of the adjustment on the student and others

the costs and benefits of making the adjustment.

RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation of students with a disability.

Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption, it is not likely to be reasonable.

Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or process needs to be made on the basis of disability.

Information about AssessmentDimensions of Competency

To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, you must demonstrate the following:

Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical skills, and these are usually described in the performance criteria.

Task Management Skills: These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities within a job.

Contingency Skills: The skills needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently.

Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position, location and with others. These skills may be described in the range of variables and underpinning skills and knowledge.

Principles of Assessment and Rules of Evidence

Assessment must be conducted in accordance with the rules of evidence and principles of assessment. The following definitions of these terms are taken from the Australian Skills Quality Authoritys Users guide: standards for registered training organisations (RTOs) 2015.

Principles of Assessment

Validity: Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner. Validity requires:

assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance

assessment of knowledge and skills is integrated with their practical application

assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations

judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.

Reliability: Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.

Flexibility: Assessment is flexible to the individual learner by:

reflecting the learners needs

assessing competencies held by the learner no matter how or where they have been acquired

drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.

Fairness: The individual learners needs are considered in the assessment process. Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learners needs. The RTO informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.

Rules of EvidenceValidity: The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.

Sufficiency: The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learners competency.

Currency: The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.

Authenticity: The assessor is assured that the evidence presented for assessment is the learners own work.

Glossary of Instructional Task WordsThe assessment tasks use a range of instructional words, such as compare and list. These terms will guide the student and yourself regarding the level of detail that must be provided in students answers. Some questions will also tell you how many answers students need to give for example, Describe three strategies. Use the following glossary to guide you in interpreting the words in the tasks:

Explain: This means that you need to make something clear or show your understanding by describing or providing information about a topic. You will need to make clear how or why something happened or why something is the way it is.

Identify: This means that you must recognise something and indicate the required information. The length of your answer should be guided by what it is that you are being asked to identify.

List: This means that you must record short pieces of information in the form of a numbered or bulleted list, with one or two words, phrases or sentences on each line.

Summarise: This means that you must expressthe most important facts or points about something in a concise way.

Assessment PlanThe following outlines the assessment requirements for this unit You are required to complete all assessment requirements outlined below to achieve competency for this unit

Your assessor will provide you with the due dates for each assessment task. Write them in the table below.

Assessment Tasks Due Date

Assessment Task 1 Written Questions Assessment Task 2 Developmental Assessment and Written Reflection Assessment Task 3 Planning Holistically for Childrens Development 280 hours of work logged in your Hours Log Agreement by the student

Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.

Have you read and understood what is required of you in terms of assessment? Yes No

Have you read and understood the RTOs policies and procedures related to reassessment? Yes No

Do you understand the requirements of this assessment? Yes No

Do you agree to the way in which you are being assessed? Yes No

Do you have any special needs or considerations that must be made in preparation for this assessment? If yes, what are they?

__________________________________________________________________ Yes No

Do you understand your rights to appeal the decisions regarding assessment? Yes No

Student Name: __________________________________________________

Student Signature: _______________________________________________Date: _______________

Assessor Name: _________________________________________________

Assessor Signature: ______________________________________________Date: _______________

Assessment Task Cover Sheet Assessment Task 1Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name: Date of submission: Unit: CHCECE042 Foster holistic early childhood learning, development and wellbeing

No. of pages in submission: Assessor to complete

Assessment Task Number and Title Satisfactory/Not satisfactory Date Is this a reassessment? Y/N

Assessment Task 1: Written Questions STUDENT DECLARATION

I __________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of the RTOs policies, disciplinary action may be taken against me.

Student Signature: _______________________________________________Date: _______________

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the students file with the evidence.

______________________________________________________________________________________

Assessor Signature: _____________________________________________________________________

Assessor Name: ________________________________________________________________________

Date: _______________

Assessment Task 1: Written Questions

1905top00Task Summary This is an open book written assessment.

There are twelve questions and some questions have sub-parts.

You must answer all questions and their parts correctly to achieve a satisfactory outcome for this task.

lefttop00Resources and Equipment Required Access to your learning materials

Access to a computer, printer and internet

Access to Microsoft Word (or a similar program)

lefttop00Where and When this Task Will be Completed You will complete this task in your own time, or you may be provided with time in class to complete it (where applicable)

You will be advised of the due date for this task.

lefttop00What Happens if you get Something Wrong? If your assessor marks any of your answers as incorrect or insufficient, they will make arrangements with you for resubmission. Your assessor may ask you some questions verbally to check your understanding, or you may need to provide new written responses to the questions that were answered incorrectly. Your assessor will give you a due date by which this must be provided.

1905top00Submission Requirements Your answers for each question

lefttop00Task Instructions This is an open book written assessment you can use your learning materials as reference.

You must answer all questions and their parts correctly to achieve a Satisfactory outcome for this task.

Refer to the Glossary of Instructional Task Words for descriptions of instructional words to guide you in the level of response required in each question.

Question AUTONUMLGL * Arabic e

Research the what, so what, what next model and explain in your own words what critical meaningful reflection is and how it is used in early childhood education and care. Provide one example of a practice educators might critically reflect about. Question AUTONUMLGL * Arabic e

Read the following observation and answer the questions below.

Two 5-year-old children (Tegan and Max) were sitting together on the floor building with dominoes. Their concentration was evident as they carefully placed the dominoes up on their sides. The first few dominoes fell over and the children had to concentrate on their fingers being steady. They worked together to place five dominoes upright and Tegan said to Max, Lets knock it down now. Max clapped his hands in excitement and said, yep. Tegan pushed over the domino on the end and it knocked down the domino next to it. Then they stopped. Both children looked shocked and confused that all their dominos hadnt all fallen over. They both were upset about the results.

The educator approached them and asked what they were working on. The children told the educator what they were trying to do and what had happened. The educator asked some questions to scaffold their learning, such as, What do you think might have happened? and What do you think would happen if we put the dominoes closer together?

The children thought about their project and concluded that they had placed the dominoes too far apart. They hypothesised that if they placed them closer, they would knock each other over and they would have a domino effect. They had learned the term domino effect from the educator during the discussion.

Tegan and Max worked together to build several domino line-ups following the discussion.

The educator noticed that they had an opportunity for further learning and decided to guide their thinking further by asking, What would happen if we turned the dominoes, so they arent in a straight line? Do you think it still work?

The children continued to build the dominoes creating shapes such as a circle and curly lines. They shared that they were proud of themselves when the educator asked them how they feel about their work.

Identify how the observation links to the five developmental areas/domains below and provide an example for each.

Developmental Domain Example from the observation of this developmental area

Cognitive Communication Emotional Physical Social Identify and explain how at least two Practices from the Learning Framework which were evident in the observation.

Identify at least two Learning Outcomes from the Learning Framework which were evident in the observation and explain your answer.

Question AUTONUMLGL * Arabic e

Summarise how the following elements of the National Quality Framework require services and educators to be responsible for childrens development, learning and wellbeing.

National Quality Framework Summary of requirements for services and educators to be responsible for childrens development, learning and wellbeing.

Educational Program and Practice Health and Safety

Physical Development Relationships with children Question AUTONUMLGL * Arabic e

Summarise what the Early Years Learning Framework states about Belonging in early childhood.

Question AUTONUMLGL * Arabic e

List at least five developmental theories.

Question AUTONUMLGL * Arabic e

List two theories (from above) or bodies of research which relate to childrens wellbeing and belonging. Explain how they relate.

Question AUTONUMLGL * Arabic e

List the nine dispositions for learning identified in the Approved Learning Framework.

Question AUTONUMLGL * Arabic e

Identify two ethical issues relevant to children and explain how you would support their learning about these issues.

Question AUTONUMLGL * Arabic e

Research two pieces of information about the developmental domains and how they are interrelated for holistic development. Ensure the information is from a credible source. Answer the following questions.

Provide the two sources of information including author (if relevant), title, date of publication (if identified) and website link.

Analyse the two pieces of information and provide summary of how the developmental areas are interconnected to each other. Your analysis summary should be at least one paragraph long.

For each of the developmental domains below, provide a summary of the information you learned about the area with your research and provide two examples of experiences or opportunities an educator may provide to support this area of development.

Developmental Domain Summary of the developmental domain (core principles) Examples of opportunities or experiences which would support development in this area

Physical

Social

Cognitive

Communication

Emotional

Question AUTONUMLGL * Arabic e

Research the Australian Early Childhood Development Census on the link below and outline how the research being conducted influences educator practice within the sector and two examples of how it is being used and at least one finding. Question AUTONUMLGL * Arabic e

List the stages of the curriculum planning cycle and provide two examples how each is demonstrated in work with children, in the table below. Stage of the planning cycle Two examples of how this is demonstrated in work with children

Question AUTONUMLGL * Arabic e

Explain how the following practices supports holistic learning and provide one example of each that supports holistic learning.

Practice Explain how this supports holistic learning One example of this practice that supports holistic learning

Intentional Teaching

Spontaneous play

Planned experiences Asking open and closed questions

Assessment Task Cover Sheet Assessment Task 2Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name: Date of observation/ submission: Unit: CHCECE042 Foster holistic early childhood learning, development and wellbeing

No. of pages in submission: Assessor to complete

Assessment Task Number and Title Satisfactory/Not satisfactory Date Is this a reassessment? Y/N

Assessment Task 2: Developmental Assessment and Written Reflection STUDENT DECLARATION

I __________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of the RTOs policies, disciplinary action may be taken against me.

Student Signature: _______________________________________________Date: _______________

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the students file with the evidence.

______________________________________________________________________________________

Assessor Signature: _____________________________________________________________________

Assessor Name: ________________________________________________________________________

Date: _______________

Assessment Task 2: Developmental Assessment and Written Reflection1905top00Task Summary For this assessment task you conduct a developmental assessment on focus children to enhance your knowledge of child development.

This task is divided into two parts.

Part A: For this task you are required to choose two focus children and complete a developmental assessment for each child based on their age. You will engage with parents and colleagues to learn about the children.

Part B: For this task you are also required to complete the written reflection to demonstrate your knowledge of childrens development and learning.

Further instructions for each part are provided below.

lefttop00What Happens if you get Something WrongIf this task is marked as Not Satisfactory (N/S), your assessor will provide you with feedback about which parts of the task were deemed unsatisfactory or insufficient. You may need to submit the whole task again or only the parts of the task that were deemed unsatisfactory your assessor will advise you. Your assessor will provide you with a due date by which you must resubmit. You have up to three attempts to achieve a Satisfactory outcome.

Part A: Complete a Developmental Assessmentlefttop00Resources and Equipment Required Access to a workplace environment (an Australian regulated education and care service)

Two children, between the ages of birth to six years, in a regulated education and care service

Access to the parents of the two children for consultation

Access to workplace supervisor for consultation

Access to a computer and the internet

Access to the Developmental Assessment template

Access to the Request for child involvement permission form template

Access to ACECQA and the Developmental Milestones document https://www.acecqa.gov.au/sites/default/files/2018-02/DevelopmentalMilestonesEYLFandNQS.pdflefttop00Where and When this task Will be Completed You will complete this task at work or on your placement

You will be advised of the due date for this task.

1905top00Submission Requirements Two completed Developmental Assessments

Two completed request for child involvement permission forms

lefttop00Task Instructions For this task you are required to choose two focus children and complete a Developmental Assessment for each child based on their age using the Developmental Assessment template.

When choosing children to observe, remember that you will need regular opportunities to observe the children to document their development. Consider choosing children who attend each time you attend the service and discuss this with your supervisor.

Once you have chosen the two children in consultation with your workplace supervisor, seek permission for each child form their parents.

Ensure both children have a completed permission form prior to beginning observing their development.

Go to the following link and review the Developmental Milestones document on the ACECQA website and read the guidance around how educators should use this within their practice. https://www.acecqa.gov.au/sites/default/files/2018-02/DevelopmentalMilestonesEYLFandNQS.pdfResearch theories related to belonging for you to further develop your understanding.

Organise a suitable time to speak with the child family and your supervisor to learn more about the child. Take notes during your discussion. You should ask questions such as:

What language is spoken at home?

Do they have siblings?

Does the family have any pets?

Is there anything you should know about their development?

What are their favourite experiences?

Complete Developmental Assessments for the two children based on the Developmental Milestones EYLF & NQF document.

You will need to ask your supervisor to sign the final copy of each to confirm that you have collaborated with them to discuss the developmental status and wellbeing of each child.

Engage with the child and build a rapport whilst observing them.

Scaffold childrens learning where you are unable to observe effectively.

Each childs assessment must include the following:

At least two developmental milestones observed that the child has reached in each developmental domain. Where you have not observed milestones, you should implement experiences to be able to observe this milestone or, you may choose to speak with your workplace supervisor to discuss if the child has previously demonstrated this.

A short observation about one learning disposition you have observed

A short observation about the childs sense of belonging and wellbeing based on the research into belonging theories. For example, how settled they are into care, who they bond more with and which theory this might relate to.

Three interests the child has.

Request for Child Involvement Permission Form

Dear ,

My name is

and I am studying the Diploma in Early Childhood Education and Care.

As part of my course, I am required to work with a child to complete a Developmental Assessment for two children based on their age.

I am asking for your permission to observe ________________________________________________

and use these observations to complete a Developmental Assessment Checklist.

I will be supervised at all times during the task.

All information will remain confidential and will not be passed on without your consent.

Yours sincerely,

Developmental Assessment

Child 1 age:

Physical Social Emotional Cognitive Language

Developmental Milestone observed

Other relevant information about the child as discussed with parents and workplace supervisor.

This includes any contextual information about the child, such as languages spoken in the home, family information, developmental information and liked/dislikes, etc.

Learning dispositions from the EYLF observed:

Document a short observation about the child in relation to one of the following learning dispositions from the EYLF: Outcome 4: Curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination, reflexivity.

Sense of belonging and wellbeing.

Document an observation that shows the childs sense of belonging and wellbeing based on your research about theories related to belonging.

Child interests:

Document three of the childs interests, based on your observations or discussions with family.

I confirm that the student has collaborated with me to discuss the developmental status and wellbeing of each child mentioned above.

Supervisor name: Job Title: Date: Signature:

Part B: Written Reflectionlefttop00Resources and Equipment Required Access to a workplace environment (an Australian regulated education and care service)

Two children, between the ages of birth to six years, in a regulated education and care service

Access to the parents of the two children for consultation

Access to workplace supervisor for consultation

Access to a computer and the internet

Access to the Developmental Assessment template

Access to the Request for child involvement permission form template

You will be advised of the due date for this task.

1905top00Submission Requirements Completed written reflection

lefttop00Task Instructions For this task you are required to answer questions related to the Developmental Assessments completed in Part A.

You will need to review the Developmental Milestones document on the ACECQA website and read the guidance around how educators should use this within their practice.

You will also need to review the service Philosophy.

You are required to reflect on the previous task and answer a series of questions about developmental domains and Holistic Learning, Development and Wellbeing.

Complete all sections and answer all questions on the Written Reflection Template provided.

Written Reflection

Part 1 Developmental Domains

Reflect on your knowledge of developmental domains and how they are interrelated.

Provide an example of a milestone you observed that was connected to another.

Describe the strategies you implemented to be able to observe the milestones in the two children. What challenges did you experience when trying to observe the milestones?

How do you think the Developmental Assessments you completed will help you to develop an understanding of childrens development?

Provide an example of how you will use your new knowledge of the developmental milestones and domains in the future.

Document what the service Philosophy states about child development and learning. If it does not specifically mention this, please ask your supervisor about their beliefs in relation to development and learning.

What does the Developmental Milestones and the Early Years Learning Framework and the National Quality Standards document encourage educators to do in relation to developmental milestones?

Why do you think this is the advice provided in the document?

Part 2 Holistic Learning, Development and Wellbeing

Explain your understanding of the term holistic in relation to childrens learning and development.

Why was gathering contextual information about the children important? How did this support you to observe them holistically?

Write down three reasons why it is important to have a sound knowledge of child development, including developmental domains and milestones.

Why do you think that fostering childrens learning, development, and wellbeing holistically is valuable?

Reflect on your philosophy as an educator and write down how you believe why it is important for you to have a sound knowledge of Early Childhood Development.

Explain how relevant the information in the milestones document was to the service and the children you focused on.

Assessment Task Cover Sheet Assessment Task 3Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name: Date of observation/ submission: Unit: CHCECE042 Foster holistic early childhood learning, development and wellbeing

No. of pages in submission: Assessor to complete

Assessment Task Number and Title Satisfactory/Not satisfactory Date Is this a reassessment? Y/N

Assessment Task 3: Planning Holistically for Childrens Development STUDENT DECLARATION

I __________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of the RTOs policies, disciplinary action may be taken against me.

Student Signature: _______________________________________________Date: _______________

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the students file with the evidence.

______________________________________________________________________________________

Assessor Signature: _____________________________________________________________________

Assessor Name: ________________________________________________________________________

Date: _______________

Assessment Task 3: Planning Holistically for Childrens Development1905top00Task Summary For this assessment task you will be required to plan for childrens learning holistically to demonstrate your knowledge of holistic learning.

This task is divided into three parts.

Part B: This part requires you to implement two experiences for individual children and two experiences on two occasions for groups of children. Observing, collaborating and reflecting on the implementation of the experiences.

Part C: This part requires you to implement an experience with your Assessor observing your practice. This is a Workplace Observation

Further instructions for each part are provided below.

lefttop00What Happens if you get Something Wrong If this task is marked as Not Satisfactory (N/S), your assessor will provide you with feedback about which parts of the task were deemed unsatisfactory or insufficient. You may need to submit the whole task again or only the parts of the task that were deemed unsatisfactory your assessor will advise you. Your assessor will provide you with a due date by which you must resubmit. You have up to three attempts to achieve a Satisfactory outcome.

Part A: Plan Across Learning Outcomes for Holistic Developmentlefttop00Resources and Equipment Required Access to a workplace environment (an Australian regulated education and care service)

Children, between the ages of birth to six years, in a regulated education and care service

Access to your workplace supervisor

Workplace documentation such as planning resources for educators

Workplace documentation such as policies and procedures

Access to a computer

lefttop00Where and When this Task Will be Completed You will complete some of this task in your own time, or you may be provided with time in class to complete it (where applicable)

You will complete some of this task at work or on your placement

You will be advised of the due date for this task.

1905top00Submission Requirements Completed Planning template

lefttop00Task Instructions For this part of the task, you must plan a diverse range of learning experiences for children to further develop in all areas of development, for outcomes one and two of the EYLF. You will be required to plan:

at least one routine/transition experience

at least one experience to support children to develop a positive self-image

at least one experience where children have the opportunity to develop knowledge with STEM (Science, Technology, Engineering and Maths)

at least one experience where children would be supported to challenge themselves to develop further by taking risks, and they experience consequences for their choices, actions and ideas

one group-time/community learning experience where children are encouraged to participate in meaningful ways in group discussion and shared decision-making

at least one literacy rich experience where children are encouraged to experiment with images and print to support language and literacy learning

one group-time/community learning experience where children have the opportunity to investigate ethical issues related to their lives and communities

one group-time/community learning experience to support childrens understanding of the link between physical fitness and their health and well-being

at least one experience with a focus on managing emotions and feelings

During the planning stage, you should be sure to balance the child-initiated and educator-supported learning.

You have been provided with a planning template. You must complete all sections of this template.

Identify the above by writing bold words into the bottom section of each developmental domain area titled Category. More than one category can be combined into one experience.

Planning Template

EYLF LEARNING OUTCOME 1

Children have a strong sense of identity EYLF LEARNING OUTCOME 2

Children are connected to and contribute to their world

COGNITIVELEARNING EXPERIENCE Learning environment considerations for cognitive development

i.e. what resources will you need? Where will you set this up? How will this support cooperation?

Teaching strategies for cognitive experiences

i.e. How will you implement this experience? Experience Learning/Developmental Outcome

i.e. What outcomes do you expect to achieve? You could start by saying to further develop Category COMMUNICATIONLEARNING EXPERIENCE Learning environment considerations for Communication development

i.e. what resources will you need? Where will you set this up? How will this support cooperation?

Teaching strategies for communication experiences

i.e. How will you implement this experience? Experience Learning/Developmental Outcome

i.e. What outcomes do you expect to achieve? You could start by saying to further develop Category Part B: Observe the Learning Experiencelefttop00Resources and Equipment Required Access to a workplace environment (an Australian regulated education and care service)

Children, between the ages of birth to six years, in a regulated education and care service

Access to resources identified in Part A for the chosen experiences

lefttop00Where and When this Task Will be Completed You will complete some of this task in your own time, or you may be provided with time in class to complete it (where applicable)

You will complete some of this task at work or on your placement

You will be advised of the due date for this task.

1905top00Submission Requirements Completed observation and Critical Reflection of Experiences Template

Completed Supervisor Confirmation

lefttop00Task Instructions For this task, you are required to implement two of the planned learning experiences from Part A for individual children and two experiences for groups. The experiences for the groups must be implemented twice. These experiences must include:

one group-time/community learning experience where you will engage in discussion with children

one small-group experience

two experiences designed and implemented with an individual child during play (preferably your focus children from Task 2).

Please note: At least one task must be implemented when your Assessor is observing you in your workplace which will be marked as Part C of this task.

Discuss this with your workplace supervisor and assessor, to organise a suitable time to implement the experience.

Once the experiences have been implemented, seek feedback from children and from educators to support your critical reflection of the experiences. Reflect on and respond to all questions in the template provided.

Obtain your supervisors signature on the template to confirm that you have implemented each of the experiences.

Observation and Reflection Template

EXPERIENCE 1:

OBSERVATION OF THE EXPERIENCE:

Provide a detailed observation of how the experience went. How many children participated? Did children appear to be engaged in the activity?

CHILDRENS FEEDBACK:

Ask the children involved in the experience or observe their response if they are non-verbal. Document any comments or things you noticed about their engagement (capture the childrens voices).

SUPERVISOR FEEDBACK:

Ask your supervisor questions about how you implemented the experience, what they would recommend for any follow-up experiences and feedback about your practice. Do they feel you met your outcomes? Document your discussion and their responses with a short reflection about what you would change based on the feedback.

CRITICAL REFLECTION:

Reflect on each learning experience and include answers to the questions below:

How effective was your planning? When the experience was implemented more than one time, how did this impact the experience and your practice? Did you develop your practice and how?

Reflect on how well you prepared the resources.

How did you feel about your implementation of the experience?

What would you do from here to extend childrens learning and development?

How was the experience responsive to childrens interests, and how do you know?

How can you extend your own knowledge and experience from here to further your learning?

Do you feel the experience met the outcomes you had set? Why or why not?

How did the experiences support the child/rens sense of belonging?

How did your knowledge of child development influence your practice?

I confirm that the student has implemented the experiences mentioned above.

Supervisor name: Job Title: Date: Signature:

Part C: Implement Planned Learning Experiencelefttop00Resources and Equipment Required Access to a workplace environment

Access to educational and teaching resources for the experience

Access to children to engage in the experience

Have access to:

resources to support specific play and learning opportunities

information technology

National Quality Framework

National Quality Standard

EYLF

Access to service standards, policies and procedures for:

educational program and practice

health and safety

physical environment

relationships with children

children between the ages of birth to six years in a regulated education and care service.

lefttop00Where and When this Task Will be Completed You will complete some of this task in your own time, or you may be provided with time in class to complete it (where applicable)

You will complete some of this task at work or on your placement

You will be advised of the due date for this task.

1905top00Submission Requirements There are no submission requirements for this part.

lefttop00Task Instructions For this assessment task, you must organise to implement at least one of the experiences planned in Assessment Task 3, Part A on the day and at the time of your Assessors workplace visit. The assessor will observe your practice and provide feedback to you regarding your experience.

Prior to the experience, you must provide your Assessor with the planned experience documented in the template in Assessment Task 3 Part A.

Ensure they have time to read through your planning prior to implementing the experience.

Ensure you have all resources prepared and that the experience can be implemented at the time (i.e. be mindful of routine times).

Photos will be taken of your practice and experience as evidence for this task

During the implementation of the experience and for the course of the observation, your assessor will be looking to see that you can:

Plan and provide opportunities for children's development holistically including:

implementing strategies to build childrens sense of belonging, and your ability to engage each child and make them feel confident to participate

structuring experiences in a way that promotes cooperation and conflict resolution, this will include how you interact with children, how you design the learning experience and resources and how you provide instruction to the children

encouraging children to explore, experiment and take risks through planning and providing learning environments and opportunities with appropriate levels of challenge across developmental areas

creating opportunities for children to participate in meaningful ways in group discussion and shared decision-making

providing your assessor with the documented plan for the experience prior to implementation

engaging in positive interactions with children where they supported their development

demonstrating skills related to the research you have conducted, planning for childrens learning and critical reflection

implementing the experience effectively to achieve the outcome of the experience

demonstrating effective documented planning and the ability to implement the plan

preparing the required resources effectively

demonstrating responsiveness to childrens interests throughout the implementation of the experience.

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Posted on : November 21st, 2024
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