CHCECE017 Foster the holistic development and wellbeing of the child in early childhood.

Theory Tasks

Theory
Assessment Task

CHCECE017
Foster the holistic development and wellbeing of the
child in early childhood

STUDENT NAME:

SIGNATURE:

DATE:

ASSESSOR:

SIGNED OFF DATE:

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Assessment Checklist
Note: the information below must be included with this coversheet and assignment will not be assessed until
ALL the information below is attached.

Student Name:

Student ID:

Attached S / NYS
Learner to Assessor’s use
Assessments Confirm
ONLY (initial)
()

Assessment Learner’s Declaration

CHCECE017-Foster the holistic development and wellbeing of the child in early

childhood– Theory Assessment Task

Assessor’s Assessment Notes to Student

This is to include: Comments, explanation of NYS (action to be taken and resubmit dates), any reasonable adjustment

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Assessment Instructions
Students are required to complete a range of assessment tasks throughout the training period to demonstrate
competency in each relevant unit.

Attempting assessment tasks

You are required to provide appropriate responses to the indicated questions.
Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are competency
based. For each assessment undertaken you will be assessed as Satisfactory or Not Satisfactory. Where you are
assessed as ‘Not Satisfactory’ the trainer/assessor will provide you with feedback and guidance regarding what
needs to be completed for resubmission.
Reasonable Adjustment
Students may apply for reasonable adjustment to assessment tasks. If you feel ‘reasonable adjustment’ may
apply to you, please discuss further with Rise Education and Training.
Accessing Required Readings
Students will need to access the Required Readings throughout the assessment process. These readings
provide important underpinning knowledge and key information to help students provide appropriate
responses to assessment tasks. It is important that each student reads these to build a better understanding of
the Early Childhood requirements and how to effectively contribute to the Education and Care of young
children.
Students are able to access these readings online via hyperlinks under the Required Readings heading on this
document or in your USB at the commencement of each question provided by Rise Education and Training.
Approach to assessment decisions in relation to assessment
Evidence of competency will be collected on a continuous basis throughout the unit. Assessments are to be
submitted as per the delivery plan provided to you at orientation/induction. You are required to attend
scheduled classes as per the delivery plan, including working on assessments during scheduled class time and
submitting assessments on time.

You will be given the opportunity to build the required knowledge and skills through training before
attempting the associated assessment task. To achieve competency in a unit, you must satisfactorily meet all
the requirements of all assessment tasks.

Rise Education uses the following assessment outcomes to make judgement for an individual assessment task:
 Satisfactory (S), or
 Not Satisfactory (NS)
Rise Education uses the following codes to record an outcome for a unit of competency:
 Competent (C)
 Not Yet Competent (NYC)
 Credit Transfer (CT)
 Recognition of Prior Learning (RPL)
Re-Submission of an Assessment Task
You will be eligible for re-submission, if after being assessed, further evidence is required to be deemed
Satisfactory (S).

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You have 3 opportunity to re-submit. If you cannot satisfy all the requirements of the assessment after
resubmitting they will be required to re-enrol in the unit of competency.
Prior to any resubmission, you will be given feedback on the evidence they have already provided and/ guided
as to the additional requirements to deem them satisfactory for the assessment task.
Re-submission of any part (question/s) of a re-assessment may be in writing and evidence must be included
with the original or completed submission.
Your trainer may choose to verbally question you to gain more evidence of your understanding for a question
which you do not answer successfully on the first attempt. The answers you provide verbally will then be
added in the assessment and a record of this verbal questioning will be added by your trainer in the comments
section on the assessment.
Reassessment
If you don’t qualify for a re-submission or still deemed Not Satisfactory (NS) after a re submission, you will
need to re-enrol and undertake further training before a re-assessment can occur.
Demonstrating Competency

To demonstrate competence, you must complete all assessment tasks. Each task is linked to specific
competency element/s or critical aspects of assessment. Satisfactory completion of all assessment tasks for a
unit of competency will generate a Competent (C) result.
Workplace Observation Assessment

As part of your assessment for this unit(s), your Assessor will organise a time and date to visit you at legislated
child care setting to observe you demonstrating your skills in your workplace that reflect elements and criteria
of this unit(s) of competency.
Cheating, Collusion and Plagiarism

Acting dishonestly in connection to any assessment conducted by Rise Education will result in a heavy penalty
being imposed upon you, including cancellation of your course enrolment. Acting dishonestly includes
cheating by;
 copying from another student’s work
 using cheat notes during a closed book assessment
 colluding with other you to provide answers to assessments which are not your own
 plagiarising from another student’s work or from a published author
 any combination of the above.
Plagiarism is taking and using someone else’s work, ideas, writings or inventions and representing them as
your own. Plagiarism is a serious act and may result in a participant’s
exclusion from a unit or a course. If you have any doubts about including the work of other authors in your
assessments, please consult with your trainer.

The following list outlines some of the activities for which a participant can be accused of plagiarism:
 Presenting any work by another individual as one’s own unintentionally or intentionally
 Handing in assessments markedly similar to, or copied from another student
 Presenting the work of another individual or group as their own work.
 Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet.
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Please Note: Penalties for plagiarism will be the same as applies to cheating.

Your Assessor will compare handwriting and paraphrasing to authentic your work and use a Web based online
plagiarism tool to identify if any part of an assessment submission is identical to a pre-published work.

Cheating, Collusion and Plagiarism are classified as Academic Misconduct. The penalties for academic
misconduct include the following:

 marking your assessment as “Not Satisfactory”.

 Marking your unit of competency as being “Not Yet Competent”
 Cancellation of your enrolment.
Student Appeals
You have the right to appeal an unfavourable decision or finding during assessment. All student appeals must
be made in writing using the Appeals Form and specify the particulars of the decision or finding in dispute.
Appeals must be lodged within 20 working days of the decision or finding.

Authenticity Requirements
Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s
exclusion from a unit or the entire course.

The following activities will be considered plagiarism:

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 Presenting any work by another individual as one's own intentionally or unintentionally

 Handing in work copied from another student.

 Presenting the work of another individual or group as their own work.

 Handing in work without the adequate acknowledgement of sources used, including work taken
totally or in part from the internet.

You must PRINT AND SIGN this document

Student Declaration
You must sign your completed tasks and acknowledge the authenticity of your work prior to submission.

I understand my responsibility to provide assessment responses with my own materials and thoughts,
except where specifically acknowledged or taken from other sources. The material contained in these tasks
is my own work.

I have kept a copy of this assignment and all notes and reference material I used in researching and
preparing my answers to the assignment questions and activities.

I have referenced the sources (not Rise Education and Training materials) that I have used in completing
this assignment.

I understand that at any time if it is shown, that in an assessment task, a student has significantly
misrepresented material, any assessment outcome awarded to that student on the basis of this material
may be revoked including any qualification outcomes and/ or statement of attainment

Learners Name Signature: Date:

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CHCECE017
Foster the holistic development and wellbeing of the
child in early childhood

Theory Assessment Task

Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the
knowledge and skills required to foster and enhance the holistic development and wellbeing of children from
birth to 6 years of age.

Elements
The following elements define the essential outcomes of this unit:

 Element 1 Foster physical development

 Element 2 Foster social development

 Element 3 Foster emotional development

 Element 4 Foster cognitive development

 Element 5 Foster communication development

 Element 6 Foster an environment for holistic learning and development

Assessment Requirements
 001: Physical Development and Movement
 002: Fostering Social and Emotional Development
 003: Cognitive Development
 004: Language and Communication
 005: Development and Play
 006: Designing and Planning

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Required Readings
In order to complete this unit of competency you are required to access the following key resources.

Textbook

 Kearns, K. (2017). Birth to Big School: Working in Early Childhood Education and Care Series (4th
ed.). Victoria: Cengage Learning Australia.

 Kearns, K. (2017). Frameworks for Learning and Development: Working in Early Childhood Education
and Care Series(4th ed.). Victoria: Cengage Learning Australia.

Core Documents

 Belonging, Being and Becoming: The Early Years Learning Framework for Australia. (2009).
Australian Government Department of Education, Employment and Workplace Relations.
Canberra: DEEWR.Retrieved from:
https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_
years_learning_framework_for_australia.pdf(Accessed January 2018).

 Code of Ethics. (2016).Early Childhood Australia.Retrieved

from:http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2016/07/ECA-COE-Brochure-
2016.pdf(Accessed January 2018).

Additional Readings for this Unit

 Community Playthings. (2012). Spaces: Room layout for 0-5 yearolds. Robertsbridge, UK: Community
Products (UK) Ltd. Retrieved from:
http://cdn.communityplaythings.com/~/media/files/cpuk/library/training-
resource/spaces.pdf(Accessed January 2018).

 Early Childhood Australia. (2010). Intentional Teaching. EYLF Professional Learning Program e-
Newsletter, 2. Retrieved from:
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-
Newsletter_No2.pdf(Accessed January 2018).
 Fox. L., & Harper Lentini, R. (2006). “You Got It!” Teaching Social and Emotional Skills. Beyond the
Journal: Young Children on the Web, Nov2006. NAEYC. Retrieved from:
http://challengingbehavior.fmhi.usf.edu/do/resources/documents/yc_article_11_2006.pdf (Accessed
January 2018).

 Hayden, J., &O’Donohue, G. (2014). Enhancing Early Literacy Practices in Early

Childhood Services. Retrieved from:
http://www.paintthetownread.info/wp-content/uploads/2014/11/Enhancing-Early-Literacy-
Practices-in-Early-Childhood-Services-.pdf(Accessed January 2018).

 Heroman, C., & Jones, C. (2010). Letters and Words [extract] pp.28-32. Literacy: The Creative
Curriculum Approach. Washington, DC: Teaching Strategies Inc.

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 Heroman, C., & Jones, C. (2010). Phonological Awareness [extract]. pp.16-21. Literacy: The Creative
Curriculum Approach. Washington, DC: Teaching Strategies Inc.

 Hewes, P. (nd.). Let the children play: Nature’s answer to early learning. Montreal, Quebec: Early
Childhood Learning Knowledge Centre. Retrieved from:
http://galileo.org/earlylearning/articles/let-the-children-play-hewes.pdf(Accessed January
2018).

 Move and Play Every Day: National Physical Activity Recommendations for children 0-5 years. (2010).
Department of Health and Aging. Retrieved
from:https://www.health.gov.au/internet/main/publishing.nsf/Content/9D831D9E6713F92ACA257BF000
1F5218/$File/0-5yrACTIVE_Brochure_FA%20SCREEN.pdf (Accessed January 2018).

 Hunter New England Area Health Service. Fundamental Movement Skills: NSW Health. Retrieved
from :http://www.goodforkids.nsw.gov.au/media/1070/physical-activity_fms-parent-info-sheet.pdf
((Accessed January 2018)

 Yorganop Indigenous Professional Support Unit WA. (nd.). Theories and Theorists: Lev Vygotsky
[Fact sheet]. WA: Yorganop. Retrieved from: http://ipsuwa.yorganop.org.au/about/early-
childhood/ (Accessed January 2018).

 Yorganop Indigenous Professional Support Unit WA. (nd.). Theories and Theorists: Erik Erickson
[Fact sheet]. WA: Yorganop. Retrieved from: http://ipsuwa.yorganop.org.au/about/early-
childhood/(Accessed January 2018).

Recommended Websites:

 Let’s Read: http://www.letsread.com.au/Home

 Reading Rockets: www.readingrockets.org/
 The Little Big Book Club: http://www.thelittlebigbookclub.com.au/

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001 Physical Development and Movement

CHCECE017 Foster the holistic development and wellbeing of the child in early
childhood

Element 1 Foster physical development

Element 2 Foster social development

Element 3 Foster emotional development

Knowledge Evidence

Question 1
To complete thistask refer to the Glossaryof your textbook ‘Frameworks for Learning and Development’.

In order to support children’s motor skills educators must have a sound understanding of physical
development.

Define each area of motor development.

Area of Motor Development Definition

Quantitative change.

Cephalocaudal development.

Proximodistal development.

Gross motor development.

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Fine motor development.

Perceptual motor development.

Qualitative change.

Question 2
To complete this task refer to your textbook ‘Frameworks for Learning and Development’.

a) Define each visual perception skill.

Visual Perception Descriptor

Skill

Spatial relations.

Visual memory.

Visual closure.

Visual discrimination.

Figure ground.

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b) Suggest an experience suitable for pre-schoolers for the skill of visual discrimination (the
ability to detect small differences between objects).

c) Suggest an experience suitable for pre-schoolers for the skill of visual memory (the ability to
recall visual images and information).

Question 3
To compete this task refer to your textbook ‘Frameworks for Learning and Development’your readings:

 Move and Play Every Day: National Physical Activity Recommendations for children 0-5 years.
 Fundamental Movement Skills

a) What are the benefits of physical activity for young children?

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b) Why are fundamental movement skills important?

c) In the table below, list two experiences for each of the active movement and fundamental
movement skill categories.

Skills Experiences

Awareness of body in
space

Static and dynamic

balance

Coordination, speed,
direction and control

Question 4
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To complete this task refer to your textbook ‘Frameworks for Learning and Development’ and of your textbook
‘Birth to Big School’.

Scenario: Caitlin

Caitlin (3 years 6 months) enjoys the challenges presented by this structure. She
climbs her way in and out to the end and then asks for adult assistance to walk along
the structure.

a) Identify the gross motor and perceptual motor skills Caitlin is using.

b) What do these photographs indicate about Caitlin’s developing motor skills?

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Question 5
To complete this task refer to your textbook ‘Frameworks for Learning and Development’ andof your textbook
‘Birth to Big School’.

Scenario: Daniel

Daniel (15months) heads straight to the bikes on arrival. He is unable to push the
bike with his feet but he manages to take the bike where he wants to go!

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a) Identify the gross motor, fine motor and perceptual motor skills Daniel is using.

b) What do these photographs indicate about Daniel’s developing motor skills?

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Question 6
To complete this task refer to your textbook ‘Frameworks for Learning and Development’and of your textbook
‘Birth to Big School’.

Scenario: Dynamic Balance

These girls are demonstrating dynamic balance skills. In the first picture (A) they have no
difficulty balancing as they move along the stepping blocks. In the second picture (B) their
balance appears to be less steady.

a) Explain why there is a difference in the girl’s ability to maintain their balance on the narrow
beam.

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Question 7
To complete this task refer toyour textbook ‘Frameworks for Learning and Development’.

Think about the ways that fine motor skills can be integrated into everyday experiences within the Early
Childhood environment and curriculum.

List five areas/experiences/routines where you might see fine motor skills commonly being used.

Question 8
To complete this task refer to your textbook ‘Frameworks for Learning and Development’.

Scenario: Not Walking

The parent of Bella (13 months) is concerned because Bella is not yet walking. She
has noticed that other children Bella’s age and even younger are walking. The
parent asks if she should put Bella into a walker which she has been given by a
friend.

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Bella did not begin to crawl until she was 10 months old and did not sit without
support until 9 months old. She is not yet pulling herself up to a standing position
but actively crawls and can easily move from sitting to crawling to sitting. She is
able to manoeuvre herself into, under, and out of small spaces. Bella is
demonstrating age-appropriate skills and behaviours in all other developmental
areas.

Motor skills tend to develop in the same universal sequence across all cultures. However mastery of motor
skills will vary according to genetic predisposition and environmental factors.

a) What advice/information would you provide Bella’s parent?

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Scenario: Writing
Leila (3 years 6 months) is an outdoors girl. She loves climbing, kicking and
throwing balls, digging in the garden and making dams in the digging patch. She
has two older brothers who are keen footballers and an older sister who is
excelling in ballet. Leila’s parents are concerned that Leila shows no interest in
fine motor activities, has poor scissor skills and an immature pencil grip.

b) What advice/information would you provide the parent?

Scenario: Poor Posture

Carlos (4 years 9 months) is a bright and intense child. He loves to research
information about animals and insects. Carlos has a reading age of 7 – 8 years and
has taught himself to write. Carlos is a serious collector shells, rocks, erasers and
marbles and his grandfather has taught him how to document his collections.
Lately Carlos has been complaining of headaches, back and shoulder pain. He tends
to sit hunched over when reading and writing and he also holds his pen quite
firmly.

c) What advice/information would you provide the parents?

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002 Fostering Social and Emotional Development

CHCECE017 Foster the holistic development and wellbeing of the child in early
childhood

Element 2 Foster social development

Element 3 Foster emotional development

Element 4 Foster cognitive development

Element 6 Foster an environment for holistic learning and development

Performance Evidence

Knowledge Evidence

Question 1
To complete this task refer to your textbook ‘Frameworks for Learning and Development’.

a) Define social development in the early years.

b) Define emotional development.

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Question 2
To complete this task refer to your textbook ‘Frameworks for Learning and Development’.

a) Define emotional self-regulation and pro-social skills.

b) While each child develops self-regulation at their own unique pace there are factors that
support the development of age appropriate self-regulation. List three factors and provide an
example of pedagogical practice.

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Question 3
To complete this task refer to your textbook ‘Birth to Big School’.

a) Define the term ‘temperament’ and the three temperament types.

b) List three impacts a child’s temperament will have on relationships and emotional self-
regulation.

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Question 4
To complete this task refer to your textbook ‘Birth to Big School’.

Self-esteem influences life chances and choices.

a) List ten examples of skills/traits that are displayed by children who have a healthy self-
esteem.

b) List five behaviours commonly associated with a low self-esteem.

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Question 5
To complete this task refer toyour textbook ‘Frameworks for Learning and Development’.

Mental health relates to social and emotional wellbeing of individuals and communities.

a) List the four elements of mental health.

In Early Childhood, educators can support children’s mental health by promoting the CHILD (framework).

b) List the strategies in the framework.

Developing resilience is a social / emotional skill that children can use to manage their own behaviour.

c) List five strategies an educator can use to support the development of children’s resilience.

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Question 6
To complete this task refer to your reading:

 Theories and Theorists: Erik Erikson.

List the ways educators can support children in each of Erikson’s stages of psychosocial
development.

Stage of Educator Strategy

psychosocial
development

Trust vs Mistrust.

Autonomy vs Shame
and Doubt.

Initiative vs Guilt.

Question 7
To complete this task refer toyour textbook ‘Frameworks for Learning and Development’ and your reading:

 Theories and Theorists: Erik Erickson.

The following scenario’s follow Kali’s development from 7 months to 3 years.

Scenario: Kali – 7 months

Kali (7 months) is sitting in her highchair waiting for her morning tea. As the
educator approaches with her food Kali smiles and squeals loudly, banging her
hands on the tray.
“Are you a hungry girl?” says the educator.
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Kali waves her hands and laughs.

a) Identify the behaviors that indicate Kali’s growing sense of self.

b) What stage of psychosocial development does Kali demonstrate?

Scenario: Kali – 18 months

Kali (18 months) is playing a game by herself. She places blocks in a box and then
tips the blocks out and repeats the process. As she puts each block in the box she
pauses, looks intently at the box and then continues her game. As she tips the
blocks from the box she laughs and then claps her hands. The educator comments,
“I can see you like tipping out the blocks Kali.” Kali smiles, nods and continues her
game.

c) Identify the behaviors that indicate Kali’s growing sense of self.

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d) What stage of psychosocial development does Kali demonstrate?

Scenario: Kali – 3 years

Kali (3 years) is in the sandpit rubbing her toes into the wet sand. She is holding a
small scoop in one hand and begins to dig a hole. She pours the sand from the scoop
onto her other hand. She repeats this action several times. Kali then notices she has a
lot of sand on her lap. She begins to brush it away with large arm movements. The
sand scatters in all directions. Nia (15 months) is sitting nearby and the sand flicks
into her eyes. She begins to cry. Kali stops and looks at Nia. She stands up and goes to
Nia, taking her hand she says “She’s crying.” She looks around for an educator.

e) Identify the behaviors that indicate Kali’s growing sense of self.

f) What stage of psychosocial development does Kali demonstrate?

Question 8

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To complete this task refer to your reading:

 You Got It- Teaching Social and Emotional Skills.

Fox & Harper Lentini (2006) suggest that where young children have not had the opportunity to acquire key
social and emotional skills it is necessary to teach these skills.

Read each scenario and provide an example of what you might say and do to assist the children to
develop each social and emotional skill or behaviour.

Scenario Skill/behaviour Educator strategy

Liam (3 years 6 months) always Following Liam, look at Josh and Sari, they are
avoids helping to pack away. directions/helping helping to pack away the blocks. You
Today he refuses to help Josh and adults and peers. need to help pack away the blocks.
Sari pack away the blocks.
EXAMPLE
a. Oliver (4 years) tends to laugh Expressing
when one of the other children empathy with
is hurt and upset. When Corrie others’ feelings.
falls and hurts his leg, Oliver
laughs at him.

b. Saadi (3 years) is extremely Controlling anger

impulsive – she lashes out at and impulses.
others when she doesn’t get
her own way. Saadi wants the
blue dolls pram which Jai is
using. Saadi pushes Jai and
takes the pram.

c. Zeenie (4 year 7 months) Suggesting play

tends to be a follower. She themes and
rarely initiates play ideas and activities to peers.
tends to remain on the fringe.
Zeenie is watching Pia and
Billy make snakes from the

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playdough. Pia asks Zeenie if

she would like to make
snakes. Zeenie puts her head
down and doesn’t reply.
d. William (7 months) is crying on Identifying feelings
waking. The educator picks up in oneself and
William and takes him to the others
change table without speaking.

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Question 9
To complete this task refer to your reading:

 You Got It- Teaching Social and Emotional Skills.

Scenario: I love you

Gemma (4 years 6 months) and Mia (4 years 7 months) are at the writing centre,
‘writing’ letters to ’Dora’”.
”I’m going to say I love you”, says Mia.
”So am I”, says Gemma.
”No you can’t! I’m saying it first”, replies Mia.
”I can say it too”, says Gemma.
Mia reaches across and scribbles on Gemma’s writing.
”I hate you! Look what you did to my letter”, yells Gemma.
”I don’t care”, says Mia. ”I don’t like you anymore!”

Successful interaction requires children to be able to co-operate, collaborate, negotiate, compromise and
problem-solve.

a) How can the educator support Gemma and Mia to use the appropriate pro-social skills?

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Scenario: He’s not sharing

Three-year-old Erin, complains to Nicky the educator, “Charlie won’t share the
snake puzzle with me.”
“Erin, Charlie has been working very hard to do that floor puzzle, I think he wants
to work on it some more before he’s finished.”
“But I want a go,” says Erin.
“Then you’ll need to ask Charlie when he thinks he might be finished,” says Nicky.
“But he says he will be a long, long time and I want a go too.”
“I’m sorry, Erin, you’ll have to wait until he has finished. Why don’t you find
something else to do while you’re waiting?”
Erin kicks the floor puzzle, scattering some of the puzzle and stomps away with an
angry look on her face.

b) How can the educator intervene to assist Erin to appropriate pro-social skills?

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Question 10
To complete this task refer to your textbook ‘Frameworks for Learning and Development’.

Scenario: The Cubby

Preschoolers, Dom, Ahmed, Aleah & Gia had spent the morning making a cubby on
the verandah. They asked the educator, Lexie, if they could have their lunch in
the cubby. Lexie agreed but on the proviso that the children put away all of the
excess materials that they had accumulated whilst building the cubby.

“But there’s too much,” said Dom.

“Yeah, it will take forever and ever to clean up,” said Ahmed.
“I know”, said Gia. “The boys can pick up the blocks and the girls can pick up the
blankets.”
“Ok”, said Aleah.
“No, that’s not fair”, said Dom,” there’re too many blocks.”
The children began to argue. Lexie intervened . “Everyone pick up four things and
put them away and then we’ll see how much is left.” The children agreed.
“Well done,” said Lexie, “now let’s see… I can see two blocks, a blanket, two
pillows and three boxes.”Lexie then asked each child in turn what they would like
to put away. In no time the area was tidy and the children were ready for their
cubbyhouse lunch.

Were the choices given appropriate or inappropriate? Explain your reasoning and give an
alternative choice where your response is that the choice was inappropriate.

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Question 11
To complete this task refer toyour reading:

 Belonging, Being and Becoming the Early Years Learning Framework for Australia.

Note: To complete this task you will need to reflect on the knowledge you havegained in relation to social
and emotional development.

Read the Learning Outcome and Indicator of the EYLF listed in the table below and suggest one
pedagogical practice (educator strategy) that will support the achievement of the related group
goals. Think about:

 The age of the group.

 Educator strategies.
 Routines.

Toddler Group (18 months – 2 years)

Learning Outcome 1: Children have a strong sense of identity
Indicator: Children feel safe, secure, and supported

Goals Pedagogical practices

a. Children will engage in

routine self-help tasks.

b. Children will develop a

trusting relationship with
staff.

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Preschool Group (3 years – 6 years)

Learning Outcome 1: Children have a strong sense of identity
Indicator: Children feel safe, secure, and supported

Goals Pedagogical practices

a. Children will engage in

routine self-help tasks.

b. Children will develop a

trusting relationship with
peers.

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Toddler Group (18 months – 2 years)

Learning Outcome 1: Children have a strong sense of identity
Indicator: Children learn to interact in relation to others with care, empathy and respect

Goals Pedagogical practices

a. Children will become

aware of the how their
actions affect others.

b. Children will confidently

explore and engage in
the children’s services
environment.

Preschool Group (3 years – 6 years)

Learning Outcome 1: Children have a strong sense of identity
Indicator: Children learn to interact in relation to others with care, empathy and respect

Goals Pedagogical practices

a. Children will reflect on

their actions and
consider consequences
for others.

b. Children will confidently

explore and engage in
the children’s services
environment.

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Question 12
To complete this task refer to your readings:

 Belonging, Being and Becoming the Early Years Learning Framework for Australia.
 Code of Ethics.

Scenario: Belonging

The educators have worked with the children and their parents to make a visual
symbol to represent their family which is displayed in the room.

a) How has this experience supported the sense of community within the service?

Scenario: Noticing difference

In group time, Naomi the educator and the children were discussing the visual
symbols that each of the children had brought in to represent their family. Sally
(3 years 8 months) notices that Jason’s symbol has his two mums on it. Raoul (4
years 2 months) laughs and says “You can’t have two mums”.

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b) What ethical issues have Raoul’s comments raised?

c) What opportunities could you provide for the children to investigate these ethical issues?

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003 Cognitive Development

CHCECE017 Foster the holistic development and wellbeing of the child in early
childhood

Element 3 Foster emotional development

Element 4 Foster cognitive development

Element 5 Foster communication development

Element 6 Foster an environment for holistic learning and development

Knowledge Evidence

Question 1
To complete this task refer to your textbook ‘Frameworks for Learning and Development’.

Cognitive development, like all developmental domains, does not occur in isolation but is part of a dynamic
interactive process that encompasses all areas of development.

a) List the five key principles of child development.

There are a range of factors that influence cognitive development – these factors must be taken into
account when planning to support development.

b) List four key factors that influence cognitive development.

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Question 2
To complete this task refer to your textbook ‘Frameworks for Learning and Development’.

Vygotsky made a significant contribution to the relationship between cognitive development and the socio-
cultural context.

a) Briefly outline (under 100 words) the principles of Vygotsky’s theory of cognitive
development.

b) In your own words describe what is meant by the ‘Zone of Proximal Development’ (ZPD).

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c) Provide an example of an educator using the Zone of Proximal Development (ZPD).

Question 3

Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following question.

Scenario: Rabiyah

Rabiyah (4 years) speaks both Arabic and English. She often combines the two
when speaking to adults and then laughs because she knows the educator does not
speak Arabic. Rabiyah is very interested in making patterns – with beads, blocks,
collage etc, she will spend long periods of time creating her patterns and will then
go into great detail as she describes how the pattern was made. Rabiyahs’ father
makes lead-light windows as a hobby. He creates beautiful patterns that reflect his
Middle Eastern culture.

The educator has displayed a range of pictures that show naturally occurring
patterns in the environment. Rabiyah studies them closely.

a) Explain how you could apply Vygotsky’s theory working with Rabiyah?

b) List three everyday materials that you could provide for Rabiyah to create patterns.

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Question 4
To complete this task refer to your textbook ‘Frameworks for Learning and Development’.

Piaget made a significant contribution to our understanding of cognitive development. Significantly, he was
able to demonstrate that children do not think in the same way as adults

a) List the seven significant ideas in Piaget’s cognitive theory.

b) What did Piaget mean by the term ‘scheme’?

Question 5
To complete this task refer to your textbook ‘Frameworks for Learning and Development’.

List and describe Bruner’s three identified stages of learning:

Stage of Learning Description

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Enactive

Iconic

Symbolic

Question 6
To complete this task refer to your textbook ‘Frameworks for Learning and Development’.

Encouraging and valuing children’s questions are important strategies for assisting the development of
cognitive abilities.

Provide a definition for each question type and provide two examples.

Milestone Description and Example

Question for toddlers.

Reasoning questions.

Creative questions.

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Valuing questions.

Information questions.

Question 7
To complete this task refer toyour textbook ‘Frameworks for Learning and Development’.

Winter 2010 highlights the key findings of brain research on our understanding of cognitive
development. Write three key findings.

Question 8
To complete this task refer to your textbook ‘Birth to Big School’.

Scenario: Where’s the clock Liam?

Loretta is sitting with Liam (2 years 6 months) looking at a picture book together.
They are looking at a book with illustrations of different rooms in a home. Loretta is
playing a game – ‘I can see…’ where each person takes a turn at stating something they
can see in the picture and the other person points to it.
Loretta: “I can see a red clock hanging on the wall.”
Liam looks closely but is not able to see the clock in the book.
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“There it is,” says Loretta. “Your turn.”

“ball” says Liam. Loretta knows that Liam is looking at the ball that one of the
children is rolling across the floor.
“I can’t see the ball Liam. Can you show me?”
Liam shakes his head, “Gone.”
“Ok, my turn. I can see a coffee mug and some biscuits on a plate.”
“Yum, yum” says Liam. He looks intently but again fails to find the items in the book.
a) Considering Liam’s age (2 years 6 months) and stage appropriate development what
concerns would you have in regards to Liam’s cognitive development?

Concerns about Liam’s inability to:

Scenario: William

William (4 years 4 months) has been attending the service three days per week
for the past two years. Next year he goes to school. William has poor
concentration and is easily distracted. He finds it difficult to follow two or three
step directions and will often stop mid-way through a task because he has
forgotten what he is supposed to be doing. He still calls his peers ‘Hey boy/girl’ -
he has not managed to learn their names in two years.

He finds it difficult to stay on task when attempting puzzles or playing games

that involve matching colour or shape. William builds quite elaborate structures
with blocks and enjoys outdoor play.

b) What concerns would you have about William’s cognitive development, as at 4 years 4
months what should William should be able to do?

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By age 4 years 4 months, William should be able to:

Question 9
To complete this task refer to your textbook ‘Frameworks for Learning and Development’.

Symbolic relationships include an understanding of symbols used in everyday life to convey meaning.
These symbols include concrete objects, physical actions, and spoken and written symbols. Read each
scenario and suggest an educator response that could support or reinforce the understanding and use of
symbols.

Complete the following table (scenario ‘a’ is provided as an example).

Scenario Symbol Type Educator response

a. When the highchairs are set Action symbols: “You know it’s nearly time for
up 15 month old Deka recognition that something morning tea, don’t you Deka. Are
squeals with delight, he is going to happen. you a hungry boy?”
knows it’s time for morning
tea.
EXAMPLE
b. The educator and two toddlers Object symbols: provide
are packing away. A third opportunities for children to
toddler, Jay, brings over a teddy. explore and discover the
The teddies have already been properties of objects, which
put in the cupboard. helps the child to form a
mental image of the object
when it is out of sight.
c. The educator carries a box into Picture symbols: use
the room for the children to pictures of familiar objects to
unpack. There are several new assist in understanding that a
toys inside which have been two-dimensional picture
ordered from the catalogue represents a real three-
which the children like to look at dimensional object.
through the day.
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d. The educator in the 3 yearolds’ Language symbols:talking,

room has put a display of pointing and labelling assist
pictures on the wall that shows the child to understand that
close-up images of a variety of words are symbols for objects,
shoes. actions, feelings, ideas,
concepts and beliefs.
e. The educator has a series of Number symbols:counting
pictures that show the various and the use of numerals assist
routines that occur throughout the child to develop a concept
the day e.g. arrival, play, of quantity and time.
outdoors, morning tea etc.

Question 10
To complete this task refer to your textbook ‘Frameworks for Learning and Development’.

a) Explain the difference between rote counting and rational counting.

b) The daily routine provides opportunity for educators to introduce and practice one-to-one
correspondence with the children, provide an example.

c) Suggest two ways educators can help children to recognise numerals.

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d) What are the skills children need for matching?

Question 11
Maths Planning Experience

Plan four maths experiences for a group of children (2 – 3 years) based on one of the following concepts:

Children (2 - 3 years)
 Matching e.g. like to like, size to size, socks to socks, colour to colour.

 Spatial relationships (body in space) e.g. in/out, over/under, up/down.

 Sorting e.g. shells, buttons, fruit.

Please note: This project is a PLANNING EXERCISE and you are not required to implement the
experiences.

You are required to:

Plan four maths experiences to develop the children’s knowledge of the concept you have chosen. These
experiences may be planned for small or large groups and may take place indoors or outdoors.You must
ensure that the experiences you plan are hands-on and would actively engage the children in exploration.

 Identify the goal/s for the experience and the related EYLF Learning Outcomes.
 Detail why you have chosen this activity in your rationale.
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 Document the resources you will need.

 Describe each experience – the child’s role and your role/strategies.
 Explain how you will assess the outcomes of your experiences in terms of concept development

Document your response onthe ‘Maths Experience Plan’ template.

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Theory Task 003 – Question 11

Maths Experience Plan

Learning concept: Age group: 2-3 years

Experience 1: Experience 2:

Description and teaching strategies: Description and teaching strategies:

Rationale: Rationale:

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Experience 3: Experience 4:

Description and teaching strategies: Description and teaching strategies:

Rationale: Rationale:

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004 Language and Communication

CHCECE017 Foster the holistic development and wellbeing of the child in early
childhood

Element 4 Foster cognitive development

Element 5 Foster communication development

Element 6 Foster an environment for holistic learning and development

Knowledge Evidence

Question 1
To complete this task refer toyour textbook ‘Frameworks for Learning and Development’.

List and define the four theoretical perspectives on language development.

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Question 2
To complete this task refer toyour textbook ‘Frameworks for Learning and Development‘.

Define each of the terms in the table below.

Terms Definition

Communication

Language

Literacy

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Question 3
To complete this task refer toyour textbook ‘Frameworks for Learning and Development‘.

Identify the language skills for each age group.

Approximate Language skills

Age

0 - 3 months

3 - 6 months

6 - 9 months

9 - 12 months

12 - 18 months

2 - 2½ years

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2½ - 5 years

Question 4
To complete this task refer to your reading:

 Phonological Awareness.

Research has shown that phonological awareness is related to the child’s ability to learn to read.
Phonological awareness develops along a continuum, from simple to complex.

Refer to the reading and provide a practical example of how educators can support children’s
learning and development for the following levels of the continuum.

Skills in Phonological Educator strategies for supporting children’s development of the

Awareness Continuum skill.

Listening

Rhyming

Alliteration

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Sentences and words

Syllables

Question 5
To complete this task refer to your reading:

 Letters and Words.

a) What benefits do children derive from learning specific skills related to letters and words?

b) Explain why teaching the alphabet using the “Letter of the week” is not a best practice
model within the early years?

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c) List five activities/experiences that educators could provide children that will support them
to gain knowledge of letters and words in a meaningful way.

Question 6
To complete this task refer to your reading:

 Literacies, Communities and Under 5’s.

Consider the different types of texts referred to in the reading and prepare a list of resources and/or
experiences you could add to the environment to support the children’s interest in trains.

Type of text Resources and/or experience to support an interest in trains

Everyday texts

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Paper-based texts

Oral texts

Digital texts

The arts

Texts of popular culture

Question 7
To complete this task refer to your reading:

 Enhancing Early Literacy Practices in Early Childhood Services.

The reading highlights the use of literacy in learning centres.

a) List four resources that could be added to the dramatic play area that is set up as a
Restaurant.

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In the reading there are suggestions that foster the child’s language and literacy development through the
sharing of resources between the service and the child’s home.

b) Describe how each language and literacy resource is implemented.

Resource Implementation

Literacy bears.

Literacy backpacks.

Families reading
together backpacks.

Families reading
and cooking
together backpacks
and sustainability
backpacks.

Question 8
To complete this task refer to your textbook ‘Frameworks for Learning and Development‘.

Scenario: Oscar

Oscar (2 years) has been building with the small coloured blocks. He has
incorporated several figures (boy, woman, man) and as well as farm animals into
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his building. He also has two trucks and a helicopter placed on or near his building.
He now has several pieces of blue paper which he is cutting and placing around the
building.

As he is working he talks quietly to himself. Occasionally he nods his head as he

touches each figure. Oscar has been working on his construction for around 20
mins.

a) Write two open-ended questions that you could ask Oscar, andgive a reason for your
response.

Scenario: Pia and Ashia

Pia and Ashia (both 4 years 6 months) have been busy playing at the bottom of
the vegetable garden for quite some time. They have transported various items
such as African dolls, plastic giraffes & elephants, pieces of fabric, a blue
ceramic bowl, small boxes and various items from the collage trolley to the site.
The girls have created a little scene – they have made the boxes into buildings
decorated with fabric and various bits of collage, put water in the bowl and have
arranged the animals among the plants. The dolls are seated around the water.
Trish approaches: “Hello girls, I saw you down here and wondered what you have
been doing.”
Pia: “We made an Africa safari zoo!”
Ashia: ”Can you see our animals? They’re hiding in the jungle.”

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b) Suggest two open ended questions that Trish could ask Pia and Ashia to extend their
language and thinking.

Question 9
To complete this task refer to your textbook ‘Frameworks for Learning and Development‘.

Refer to each picture and related child’s question, and document how you would respond to the
child.

a. What age-appropriate information would you provide and,

b. How would you help the child to understand the information?

Picture and Response

3 year old: ‘Why does the hermit crab

live in a shell?’

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4 year old: “Where’s the spider’s

eyes and mouth?”

A toddler is startled by a moth that is

at the window: ‘What’s that?’

Question 10
To complete this task refer to Chapter 4 of your textbook ‘Frameworks for Learning and Development‘.

For each of the scenarios listed in the table below, write a verbal response that the educator could
use to support or extend the child’s language development. Give a reason why (in terms of
language development) the response is appropriate.

Scenario Educator Response Reason

Rebecca, 2 years: ”Mummy “Yes Rebecca, Mummy has Role models a complete
gone.” gone to work. She will be sentence and offers
back to pick you up this communication that is
afternoon” reassuring
EXAMPLE

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Brendon, 3 years 4 months:

”Him foots are all muddy.”

Benita, 17 months is sitting in

the highchair for morning tea.
The dog next door begins to
bark and she looks towards
the window and says:
”d,d”.

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Question 11
To complete this task refer to your textbook ‘Frameworks for Learning and Development‘.

Background Information

Child’s Name: Elaha

Age: 3years 6 months

Cultural Background: The family comes from Afghanistan. They are of the Muslim
faith.

Family:Elaha’s family arrived illegally in Australia two years ago as ‘boat people’.
Elaha’s father worked as a journalist in Afghanistan and was seeking asylum for his
family as he feared his outspoken articles would lead to retribution. During the time
in the detention centreElaha’s father was able to further develop his English skills.
Elaha’s mother also attended language classes but missed many during her difficult
pregnancy with Nahid (12 months). The English classes for children were very
structured and Elaha’s spoken English is poor.

The family was released from detention two months ago and now live in government
housing. Elaha’s father is studying full time at university and her mother works in a
factory.

Time in care: Elaha and Nahid have been in care for the past 3 weeks. They attend
five days a week.

Language/s spoken at home: First language is Dari (the official language of

Afghanistan). Both Elaha’s mother and father also speak Farsi. Elaha’s father speaks
English fluently, her mother’s English language skills are developing.

Parents’ expectations:Elaha’s parents want her to be fluent in English.

Interests:Elaha enjoys all activities but particularly painting, dramatic play with
dolls, puzzles, blocks and musical instruments. She has shown a friendship interest
in Alexandra (4 years) and Shahla (4 years 5 months). Alexandra is Greek and Shahla
is from Afghanistan. Shahla only speaks English.

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Observation I

Child’s Name:Elaha Age: 3 years 6 months

Observation Date: 23/2/04 Observer: Sharon

Setting: Elaha has just woken up from sleep. Sharon (educator) is sitting on the
floor helping children to get dressed.

Elaha walked out of the sleep room, carrying her teddy bear. She put her bear into
her locker and then went to the toilet. She then sat down on the floor next to
Sharon. Sharon asked Elaha if she would like to go and get her clothes. Elaha
nodded and went to her locker. She came back carrying her tracksuit and her
shoes. She gave them to Sharon. Sharon asked Elaha what she wanted her to do.
Elaha did not reply but looked at Sharon. Elaha took back the clothes and put her
track suit pants on. She had difficulty pulling her top over her head. When Sharon
asked if she needed help, Elaha nodded her head and murmured “yes.”

Observation II

Child’s Name:ElahaAge: 3years 6 months

Observation Date: 26/2/04 Observer: Fran

Setting: Indoor free play in afternoon. Children have oil pastels, textas and pencils
to draw.
Elaha and Shahla are the only children at the drawing table.

Shahla takes a texta and says“I am doing this for my Mum.”

Elaha watches Shahla draw a large circle with the texta. Elaha picks up a black texta
with her right hand and uses a mature grip to draw a confident circle. She proceeds
to draw a face, carefully placing details. She has two attempts to draw a nose.

Shahla looks over and asks, “Who is that?”

Elaha says very softly without looking up, “Nahid”.

Fran comes over and says, “Who is it Elaha?” but Elaha does not respond.

Shahla says, “She said it was Nahid.”

Elaha looks up and Fran smiles and says, “You are a good drawer, mum and dad will like

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that drawing.”

Observation III - Language Summary

Child’s Name:ElahaAge: 3 years 6 months

Elaha’s verbal interactions with both educators and children are limited.
Elaha speaks very quietly to Alexandra, and Shahla but her interactions are limited
to a few quiet words such as ”yes, no, more, out, me, go, teacher”.
Elaha uses facial expressions, gestures and head movements rather than
verbalising.
Elaha stands quietly near an educator when she wants something. She smiles at
educators and will now sit close for a story.
Elaha speaks Dari at home and with her sister at the service.
Elaha has been overheard “crooning” to her “baby” in Dari.
Elaha’s understanding of English is more advanced than her spoken English. She can
follow directions and respond to requests.

Observation IV

Child’s Name:ElahaAge: 3 years 6 months

Date of Observation: 27/2/04 Observer: Fran

Setting: Elaha was sitting in the block area, building a tower with Shahla

Time 10.15am

Shahla is holding a long rectangular block in her hand. She places it on the floor
next to the tower that she and Elaha have built.
“This is the road”, says Shahla.
She takes a shorter rectangular block and places it in front of the first one. “It’s
going to be a long road. Here Elaha, you help me. Make the road to the end of the
room.”
Shahla gets more blocks and continues to build the road with one long block and
then one short block.
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Elaha goes back to building the tower.

Shahla says “It’s too high. It will fall down.”
Elaha looks at the tower and then carefully removes cylindrical blocks from the top.
She looks at Shahla who says“Good girl, now it won’t fall over”, Elaha smiles.

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Observation V

Child’s Name:ElahaAge: 3 years 6 months

Date of Observation: 29/2/04 Observer: Mary

Setting: Lunchtime

Time: 12.15pm

The children are having Pita bread and various fillings for lunch. When Mary (an
educator) asks Elaha what she wants on her pita, Elaha points to lettuce, tomato
and humus.
Mary says“You need to say the words Elaha.”
Mary points to the lettuce and asks, “What is this called?”
Elaha looks at Mary and shakes her head.
“It’s OK, Elaha. I’ll help you,” says Mary.
“Now, let’s see you wanted lettuce, and some tomato and some humus.”
As Mary is talking she looks to Elaha for confirmation. Elaha nods and smiles as
each item is added to the pita bread.
“There you are Elaha. That looks yummy!” Mary passes the pita bread to Elaha.
Elaha smiles and nods.
While Elaha is eating her lunch she watches the other children intently. She
appears to be listening as children engage in conversations but does not attempt
to join in.

Where children speak a language other than English (LOTE) it is essential to provide a range of strategies
to support English language development while at the same time encouraging retention of the home
language.

a) What information would you need to gather from Elaha’s family about her language?

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Elaha’s father has suggested they stop speaking their home language, Dari, to Elaha at home. A friend has
told him she will “learn English quicker.”

b) What information would you provide Elaha’sparents’ about the importance of maintaining
Elaha’s home language?

c) What would you say to Elaha’s mother and father about Elaha’s use of language at the
service?

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d) What would you say to a colleague who is concerned that Elaha seldom speaks to anyone
except Nahid when at the service?

e) Suggest threespecific strategies that you would put in place to support Elaha’s language
acquisition.

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005 Development and Play

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CHCECE017 Foster the holistic development and wellbeing of the child in early
childhood

Element 1 Foster physical development

Element 2 Foster social development

Element 3 Foster emotional development

Element 4 Foster cognitive development

Element 5 Foster communication development

Element 6 Foster an environment for holistic learning and development

Performance Evidence

Knowledge Evidence

Question 1
To complete this task refer to your reading:

 Intentional Teaching.

List five practices of intentional educators.

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Question 2
To complete this task refer to Chapter 1 of your textbook ‘Birth to Big School’.

Scenario: Mia

Mia (8 months) has been hospitalised five times since birth. Mia was born eight
weeks premature and spent the first 12 weeks of her life in a Neonatal Intensive
Care Unit. She has a congenital heart problem and suffers recurring bouts of
breathing difficulties. Mia’s teenage mother is a heavy smoker and casual drug user.
Mia is often left in her cot for long periods of time.

a) List the key influencing factors on Mia’s development.

Scenario: Nuha

Nuha(15 months) is an only child of immigrant parents. Both parents work full-
time and study part-time. At home Nuha is cared for by her elderly aunt, who
does not speak English. Nuha tends to spend a lot of time outside in a playpen with
familiar toys provided by her aunt. Her aunt’s friends interact with Nuha a great
deal – she is rarely left to play alone. Nuha is not encouraged to feed herself or
‘help’ in any self-help, routine tasks.

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b) List the key influencing factors on Nuha’s development.

Question 3
To complete this task refer to your textbook ‘Frameworks for Learning and Development‘.

List and describe the five principles suggested by Jolongo& Isenberg that make up a high quality
learning environment.

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Question 4
To complete this task refer to your textbook ‘Birth to Big School’.

Scenario: Heuristic Play

Jemma, an educator in the under 3”sroom recently learnt about the concept of
‘heuristic play’. She then set about collecting a range of materials for her toddlers
to explore to support their development.

a) What is heuristic play?

b) List at least six objects that you could gather for a heuristic play experience for a 2-year old.

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Question 5
Reflect and draw on knowledge you have acquired from the text and readings in this unit to answer the
following question.

Scenario: Fairyland

The educators heard a group of children talking about fairies. At group time the
educators discussed with the children their ideas on what would be needed to
build a fairyland for the fairies. The children suggested homes and places for the
fairies to play. The next day the children discovered the fairy village.

a) How have the educators inspired surprise and intrigue for the children?

b) List two ways the educators could add to the fairy village to extend play and continue the
magic of surprise.

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Question 6
To complete this task refer to your reading:

 Let the children play. Natures answer to early learning.

Scenario: Tunnel Play

The children in the preschool room move the tunnel away from the obstacle
course to play a variety of new games with it.

a) List threereasons Hewes gives for why children’s opportunities to play are under threat.

b) What is Rubin, Fein & Vandenburg’s definition of play behaviour?

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c) List five ways educators can facilitate and support children’s play?

You are supervising the preschool outdoor area and hear your colleague say to the children “Put the tunnel
back near the obstacle course where it is meant to be, I hope you will then use it properly or I will have to
pack it away”.

d) What would you say to your colleague to assist her in understanding the nature of
spontaneous play?

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Question 7
Reflect and draw on knowledge you have acquired from the text and readings in this unit to answer the
following question.

Scenario: The Secret

Frank, Carter & Samir (5 years) have a secret. They have discovered gold is in the
playground. (Samir has some rocks painted gold that his grandfather gave him).
The three boys are deciding where to dig for more gold. They have drawn a map
of the playground which they have attached to a clipboard. They ask Brooke if
they can secretly bury their gold and then challenge the other children to find it.
It is agreed that when everyone goes inside for music the boys will go and bury
their gold.

Using the idea the children have developed in their play, suggest a follow up experience for a
small/large group of children. Ensure that your experience will be challenging and interesting for all
children.

In your answer detail:

a) What additional resources could you add?

b) How could you include maths and literacy in this experience?

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Question 8
To complete this task refer to your textbook ‘Birth to Big School’.

Scenario: Maddison

Maddison (3 years 7 months) has been attending long day care five days per week
for the last three years. Maddison is an extremely bright child who has an
extensive vocabulary. She enjoys talking to adults. She has taught herself to read,
is able to write her full name and lately she has been making a good attempt at
writing other words. Maddison can produce quite elaborate and detailed drawings.
Maddison can do 30 piece puzzles and particularly enjoys the challenge of mosaic
puzzles. Maddison has recently become interested in butterflies after visiting the
live butterfly display at the botanic gardens where visitors walk in an enclosure
filled with butterflies.

a) Based on Gardner’s Theory of Multiple Intelligence, identify Maddison’s preferred learning

style.

b) You decide to build on Maddison’s interest in butterflies. How would you find out what it is
about butterflies that interests Maddison?

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c) You discover Maddison is interested in the colours and patterns on butterfly wings.
Describe two experiences you could provide for Maddison to give her the opportunity to
explore her interest and build on her existing knowledge?

Question 9
To complete this task refer to your textbook ‘Frameworks for Learning and Development’.

Scenario: Leo’s Animal Circus House

Leo (4 years 9 months) made an animal circus house today. He carefully combined
lots of different materials to build his structure.

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I asked him to tell me about what he had made and this is what he said:
“I made a new house for the animals ‘cause they didn’t like their house any more.
It’s called an animal circus house so they can play and make rockets and watch
movies if they want to.”
Leo pointed out the features of the animal circus house. “This is the big screen
TV”– pointing to the timber arch with the coloured Perspex inserts. “They can
watch the footy and the cartoons. And this is where they can make rockets and
(points to the cylinder with the purple paper on top) and this is where they can
sleep. See these stones, they’re not really stones they’re the beds and some of
them are the food 'cause they get hungry. Some animals are in this fence because
they were bad and they can’t run away.”
Leo has given quite a detailed description of his creation. I asked for some more
detail.
“What’s that purple part on the top of the rocket?”
“Oh, that’s the metal and the flames, rockets get very, very hot you know.”
“What are these?” I point to the coloured stones.
“They are special magic food that the animals saved so that can eat them and be
magic.”
“What sort of magic?”
”They can be invisible and they can fly faster than the rocket if they want to.”
“Wow, that’s incredible. I’d love to be able to fly like that!”
“Yeah me too, we need to get some magic first, but I think the animals are going to
the movies now. See you later Brooke!”
Leo ran off to the block area.

a) Complete an interpretation of the narrative, outlining Liam’s development, knowledge, skills

and understandings as evidenced in the narrative.

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b) What would you plan for Leo next and why?

c) Create a box of unusual/interesting materials for Leo to explore - list five items you could
include.

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006 Simulated Task: Designing and Planning

CHCECE017 Foster the holistic development and wellbeing of the child in early
childhood

Element 2 Foster social development

Element 3 Foster emotional development

Element 4 Foster cognitive development

Element 6 Foster an environment for holistic learning and development

Performance Evidence

Question 1
Science Experiences

Plan a science experience for preschool children (3 - 6 years) based on the following concept:

 Things that Fly (this will allow exploration of a wide range of bugs, birds, bats and their habitats or
machines that fly -helicopters, planes, jets, etc.).
NOTE:This project is a planning exercise and you are not required to implement the experiences.

Activity 1: Plan the Learning Centre

 Develop a web plan on what might children already know about things that fly.Develop
a web plan of questions that you could use with children to explore their existing
knowledge

 Identify the specific learning outcomes and link to the Early Years Learning Framework,
providing a rationale for your choices.

 List the resources you will use, including materials, reference books, stories, songs, IT,
websites etc.

 Explain how the Learning Centre will be set-up e.g. table against wall to display
posters, artificial grass on table, use book shelf to display resources like a diorama (you
may like to draw a picture).

 Identify key vocabulary (words, phrases) you could use and questions you could ask to
promote children’s learning.

Document your response on the ‘Science Web Plan’ and ‘Science Planning Experience’ templates.
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Activity 2: Plan for Teaching and Learning

 Describe a series of four related experiences/challenges/tasks for the children to

undertake that complement the Learning Centre. Ensure the experiences relate to the
concept being explored and provide a rationale for your choice.

Document your response on the ‘Plan for Teaching and Learning’ template.

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Task 1 – Activity 1

SCIENCE WEB PLAN

What might children already know about things that fly?

Things That Fly

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Task 1 – Activity 1

SCIENCE PLANNING EXPERIENCE

Based on one concept from your web plan complete the following:

Learning Concept: Age Group: 3-6years

Link to EYLF Learning Outcome Goal

Rationale:

Resources:

How will resources be set up/presented?

Language (vocabulary and questions) to provoke and/or promote children’s learning.

Task 1 – Activity 2

PLAN FOR TEACHING AND LEARNING

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Experience 1: Experience 2:

Description and Teaching Strategies: Description and Teaching Strategies:

Rationale: Rationale:

Experience 3: Experience 4:

Description and Teaching Strategies: Description and Teaching Strategies:

Rationale: Rationale:

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Question 2
Designing the learning environment
To complete this task refer to your readings:

 Spaces: Room layout for 0-5 yearolds.

 Theories and Theorists: Vygotsky.

You are required to design an indoor learning environment for infants and toddlers (0-24mths). Your
layout should consider the developmental needs and reflect the theories of learning appropriate to the age
group.

Activity 1: Design the indoor learning environment:

i. Sketch your room layout and design elements on A4 paper (you may use the template provided
or one of your own).
ii. Link each key play space to the areas of development (physical, social, emotional, cognitive,
language).
iii. On your room design/layout you need to identify the following:
 Paths and boundaries.
 Storage and display.
 Furniture.
 Open-ended, natural and found materials that will be considered to resource each space.
 Areas that encourage self-help and independence of children.

Document your plan on the ‘Learning Environment Design’ template, or design your own.

Activity 2: Reflect on and evaluate your design:

 Provide a rationale for the play space design – for example comment on where play materials have
been situated, the selection of play materials offered to the children, how have you arranged the
environment to accommodate children’s need for privacy, solitude and quiet? How have you
organised the space for social interaction between 1-2 children and small groups of 4?
 What safety considerations (including emotional wellbeing) have been applied in the play
environment? How do the spaces encourage self-help and independence of children? How does
the plan promote children’s sense of belonging and connectedness?
 Applying Vygotsky’s theory, what spaces will facilitate the educator to scaffold children’s learning?
 How will families be included in the environment? How could families contribute to the
environment?

Document your response on the ‘Reflection and Evaluation’ template.

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Task 2 - Activity 1

LEARNING ENVIRONMENT DESIGN – 0-24mths.

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Task 2 – Activity 2

REFLECTION AND EVALUATION

Provide a rationale for the play space design – for example comment on where play materials have
been situated, the selection of play materials offered to the children, how have you arranged the
environment to accommodate children’s need for privacy, solitude and quiet? How have you organised
the space for social interaction between 1-2 children and small groups of 4?

What safety considerations (including emotional wellbeing) have been applied in the play environment?
How do the spaces encourage self-help and independence of children? How does the plan promote
children’s sense of belonging and connectedness?

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Applying Vygotsky’s theory, what spaces will facilitate the educator to scaffold children’s learning?

How will families be included in the environment? How could families contribute to the environment?

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