CHC30121 - Certificate III in Early Childhood Education and Care:2 Melissa Project Assessment
- Subject Code :
CHC30121
- University :
TAFE Queensland Management Exam Question Bank is not sponsored or endorsed by this college or university.
- Country :
Australia
Part 1: Play
To complete this part of the assessment, you will be required to research and read the resources provided and complete the short answer questions in the spaces provided.
Prior to answering the questions in this research task, students should research and read the following resources that include information on the history of play:
- Early Childhood Australia (2019), The possibilities of open-ended play, long URL http://thespoke.earlychildhoodaustralia.org.au/play-at-christmas/
- Early Childhood Australia (2017), Early Childhood Education: Then and Now, long URL Early Childhood Education: Then and Now - The Spoke – Early Childhood Australia's Blog
Responses must demonstrate your ability to:
- Outline the importance of play for children’s learning and its relationship to the Early Years Learning Framework (EYLF)
- Explain the role of brain development and its relationship to children’s educational success
- Define the importance of play-based pedagogy
- Identify and describe child development theories
- Define the nature of play across cultures and the history of play.
All responses must:
- address all parts of each question with examples, where required
- use clear and concise language to ensure the intended meaning is understood
Table 2 Part 1 Play - Short answer questions
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Part 1 – Short answer questions |
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1. Explain in your own words the importance of play in children’s learning. (80-150 words) |
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2. How is brain development supported through play? (80-150 words) |
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3. Briefly outline the history of play in early childhood (50 -80 words) |
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4. Choose three theorists and briefly explain their theory (main points) |
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Give one example of how this theory can be applied in an early childhood service: |
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5. Access the Early Years Learning Framework. Find three points that support educators in their role in play-based learning. |
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6. How may culture influence children’s play? |
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7. Describe how you could use daily routines to support children to extend their learning. |
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Daily routine: |
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Developmental domain/ skill: |
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Description:
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8. Give one example of an area/experience that you could set up that would accommodate for a child’s need for privacy, solitude or quiet. |
Part 2: Policies for play
To complete this part of the assessment, you will be required to access the simulation service Little.ly’s Educator Hub (long URL: https://www.littlely.eduworks.com.au) and open the Educator Hub to access the following policies:
- Policy 1: Educational Program and Practice Policy
- Policy 2: Interactions with Children and Families Policy
- Policy 3: Orientation for Families Policy
You will be required to read the policies noting the relevant frameworks being used to shape each policy and how the relevant policies link to the early years frameworks.
Responses must demonstrate your ability to:
- Access and interpret early years’ service policies
- Identify links between service policies and the early years frameworks (NQS, EYLF)
- Identify key points from service policies
- Access the simulation servicely’s Educator Hub (long URL: https://www.littlely.eduworks.com.au) and locate the relevant policies in the Educators Hub
All responses must:
- address all parts of each question with examples, where required
- use clear and concise language to ensure the intended meaning is understood
Complete the table below including:
- Linking each policy to the National Quality Standards (NQS).
- Linking each policy to the Early Years Learning Framework (EYLF).
- Identify key points from each policy.
Table 3 Policy 1: Educational program and practice policy
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Policy 1: Educational program and practice policy |
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Links to NQS: |
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Links to EYLF: |
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Key points: |
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Table 4 Policy 1: Interactions with children and families policy
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Policy 2: Interactions with children and families policy |
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Links to NQS: |
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Links to EYLF: |
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Key points: |
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Table 5 Policy 3: Orientation for families policy
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Policy 3: Orientation for families policy |
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Links to NQS: |
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Links to EYLF: |
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Key points: |
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Part 3: Planning for play
To complete this part of the assessment, you will be required to read the scenario and complete your responses in the spaces provided.
Responses must demonstrate your ability to:
- Plan play based areas/experiences to support learning in all developmental domains
- Support fundamental movement skills and fine and gross motor skills
- Strategise ways to encourage children to participate and challenge themselves
All responses must:
- address all parts of each question with examples, where required
- use clear and concise language to ensure the intended meaning is understood
Table 6 Scenario 1: Planning play spaces
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Scenario 1: Planning play spaces |
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To complete this part of the assessment, you will be required to choose one room/age group from the simulated organisation, Little.ly’s Educator Hub (Long URL: https://www.littlely.eduworks.com.au) . You have been asked by your Director to forward plan three areas/experiences that supports the educational curriculum for a room/age group. Ensure you cover all developmental domains across the three experience plans. |
Table 7 Experience 1
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Experience 1 |
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Age Group: |
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Developmental domain (tick all that apply – minimum two) ? Physical gross motor ? Physical fine motor ? Cognitive ? Language ? Social ? Emotional |
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Learning objective: |
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Describe the learning experience: |
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List the resources (include natural resources): |
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What safety precautions would you need to consider? |
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How would you encourage children to participate in the experince? |
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How would you encourage children to play/interact with each other in this experience? |
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How can you adapt this experience for a different age group? |
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Age group: |
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Changes:
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Table 8 Experience 2
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Experience 2 |
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Age Group: |
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Developmental domain (tick all that apply– minimum two) ? Physical gross motor ? Physical fine motor ? Cognitive ? Language ? Social ? Emotional |
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Learning objective: |
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Describe the learning experience: |
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List the resources (include natural resources): |
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What safety precautions would you need to take? |
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How would you encourage children to participate in the experince? |
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How would you encourage children to play/ interact with each other in this experience? |
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How can you adapt this experience for a different age group? |
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Age group: |
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Changes:
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Table 9 Experience 3
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Experience 3 |
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Age Group: |
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Developmental domain (tick all that apply– minimum two) ? Physical gross motor ? Physical fine motor ? Cognitive ? Language ? Social ? Emotional |
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Learning objective: |
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Describe the learning experience: |
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List the resources (include natural resources): |
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What safety precautions would you need to take? |
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How would you encourage children to participate in the experince? |
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How would you encourage children to play/ interact with each other in this experience? |
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How can you adapt this experience for a different age group? |
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Age group: |
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Changes:
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Part 4: Observing play – the how and why
To complete this part of the assessment, you are required to complete the following table to demonstrate the importance of observing play, including the how and why it’s integral to early years learning.
Responses must demonstrate your ability to:
- Reflect on the importance of observing play
- Describe the key points of various observation types
Student responses should be a minimum of 20 words but no longer than 50 words for each journal entry.
Table 10 Observing play
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Observing Play |
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1. The importance of observing play |
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1.1 Why it is important for educators to gather information about children’s play? |
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1.2 What type of information is important to record? |
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1.3 Explain the following terms and how they relate to creating meaningful observations: |
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Subjective vs objective language
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Labelling
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Past and present tense
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Bias |
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Meaningful documentation
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2. Observation Types |
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2.1 Complete the following table. · Briefly describe each observation type · Provide an example of when each would be used. · Identify who would be involved. |
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Learning Story |
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Briefly describe the observation type
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Provide an example of when it would be used
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Identify who would be involved
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Jotting |
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Briefly describe the observation type
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Provide an example of when it would be used
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Identify who would be involved |
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Work Sample |
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Briefly describe the observation type |
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Provide an example of when it would be used
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Identify who would be involved
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Anecdotal record |
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Briefly describe the observation type
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Provide an example of when it would be used
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Identify who would be involved
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Part 5: Observing play
To complete this part of the assessment, you will be required to complete two scenarios. For each scenario you will watch a video and then complete an Observation Template and a Planning Template and complete their responses in the spaces provided.
Responses must demonstrate your ability to:
- Document and analyse observations (EYLF, interests and development) to plan and inform individualised learning opportunities
- Complete an observation learning story
- Complete a planning template
- Respond to and reflect on observations.
All responses must:
- address all parts of each section with examples, where required
- use clear and concise language to ensure the intended meaning is understood
Table 11 Scenario 1: Document and analyse observations
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Scenario 1: Document and analyse observations |
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To complete this part of the assessment, you will watch ‘Mint tea and a chat’ (YouTube, 2:32) (Long URL: https://www.youtube.com/watch?app=desktop&v=_Ba3ybKxz_E&feature=youtu.be) After watching the video you will first complete the Observation Template and then the Planning Template provided. |
1.1 Observation template
Table 12 Observation template
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Learning Story |
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Child’s name: |
Date: |
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Age: |
Time: |
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Context/setting: |
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Observation: Describe the learning moment as a narrative in a storytelling style. The narrative should be explicit and focus on what is significant and meaningful in that learning moment, as well as the learning dispositions that are evident. |
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Analysis and Interpretation of Learning - Identify the learning and developmental aspects. include the child’s ideas, knowledge, skills, individual interests, learning needs and strengths. |
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Interests: Development: |
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Links to the EYLF |
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EYLF outcome: |
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Future planning ideas - provide two planning suggestions to foster and enhance the child’s development and learning. |
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- Experience plan
Based on the information you have collected above, complete the following experience plan template to further the children’s learning and development.
Table 13 Experience plan
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Experience Plan |
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Age Group: |
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Developmental domain (tick all that apply– minimum two) ? Physical gross motor ? Physical fine motor ? Cognitive ? Language ? Social ? Emotional |
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Learning objective: |
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Describe the learning experience: |
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List the resources (include natural resources): |
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What safety precautions would you need to take? |
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A rationale/reason: |
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Identify EYLF learning outcome(s) |
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How would you encourage children to participate in the experince? |
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What specific questions could you ask children to confirm their understanding of their learning? |
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Open questions:
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Closed questions:
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What specific questions could you ask children to seek their feedback about their play? |
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Open questions: was |
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Closed questions:
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Table 14 Scenario 2: Support social and emotional development
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Scenario 2: Support social and emotional development |
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To complete this part of the assessment, you will watch the video 'I was here first' (YouTube, 4:29) (Long URL: https://www.youtube.com/watch?v=9rna57FRVRM). You are required to complete table 6 provided by answering each question in the spaces provided. Your answers should be a minimum of 20 words but no longer than 50 words |
Table 15 Responses and reflections
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Responses and reflections |
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2.1 Identify two strategies the educator used to support the children to take increasing responsibility for their own health and wellbeing? |
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2.2 Identify two strategies the educator used to support the children to communicate with each other, and understand the perspectives of their peers? |
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2.3 Identify two ways the educator supported the children to make informed choices about their behaviours appropriate to their level of understanding? (CHCECE035 PC3.1) |
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2.4 Identify two strategies the educator used to acknowledge and support the frustrated child? |
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2.5 Identify another strategy the educator used to assist the children in identify their physiological responses, and express and regulate their feelings appropriately? |
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2.6 Identify two ways an educator could use to assist the children in developing empathy? |
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2.7 Identify two strategies an educator could use to support and encourage the children to persevere with challenges to assist in building resilience? |
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Physiological and behavioural responses can occur when a child experiences an intense event that threatens or causes harm to the child’s emotional and physical well-being. |
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2.8 Explain the difference between physiological response and behavioural responses |
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Physiological responses:
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Behavioural responses:
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2.9 What are two strategies you would use as an educator to support children that may have a physiological response to a stressful situation? |
