CHC30113 Certificate III in Early Childhood Education and Care

CHC30113 Certificate III in Early Childhood Education and Care

Play and Development

V3.4 Produced 08 July 2020

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Compliant Learning Resources

Date	Summary of modifications made	Version
30 April 2013	Version 1 final produced following assessment validation.	V1.0
27 May 2014	Amendments made to Part E, Question 3 regarding the wording	V1.1
27 October 2014	Amendments made to Part E, Question 3 regarding the wording	V1.2
17 November 2014	Changes made throughout the document	V2.0
9 December 2014	Significant changes made to document following validation	V3.0
18 July 2016	Updated unit mapping and formatting	V3.1
23 August 2017	Added URL to hyperlink	V3.2
26 February 2020	Made changes to Child Observation Form B. Updated the link in the workbook.	V3.3
08 July 2020	Renamed the link for Child Observation Form B.	V3.4

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

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

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING . 5 THE DIMENSIONS OF COMPETENCY…………………………………………………………………………………………. 6

THE UNIT OF COMPETENCY………………………………………………………………………………………………. 7

ASSESSMENT REQUIREMENTS …………………………………………………………………………………………….. 12

REASONABLE ADJUSTMENT …………………………………………………………………………………………….. 12

ASSESSMENT METHODS…………………………………………………………………………………………….. 13

PRESENTATION……………………………………………………………………………………………. 14

ASSESSMENT WORKBOOK COVERSHEET………………………………………………………………………………………………. 15

KNOWLEDGE ASSESSMENT……………………………………………………………………………………………. 16

PART A – HOLISTIC DEVELOPMENT……………………………………………………………………………………….. 16

PART B – SUPPORT PLAY AND LEARNING ……………………………………………………………………………………….. 28

PART C – USE INFORMATION ABOUT CHILDREN……………………………………………………………………………………….. 30

PART D – RESPECTFUL AND POSITIVE WITH CHILDREN……………………………………………………………………………………….. 33

PART E – SUPPORT BEHAVIOUR……………………………………………………………………………………….. 37

CASE STUDY A – HOLISTIC DEVELOPMENT……………………………………………………………………………………………… 44

CASE STUDY B – DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH CHILDREN……………………………………………………………………………………….. 46

CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR……………………………………………………………………………………………… 49

PROJECT – OBSERVING, GATHERING AND ANALYSING INFORMATION………………………………………………………………………………………………. 54

WORKBOOK CHECKLIST……………………………………………………………………………………………. 61

FEEDBACK ……………………………………………………………………………………………. 62

INSTRUCTIONS

Some questions cover underpinning knowledge content and concepts. These questions are all in a short answer format. The longer questions requiring the application of concepts are covered in the other assessments. You must answer all questions using your own words. However you may reference your learner guide, and other online or hard copy resources to complete this assessment.

If you are currently working as part of an Early Childhood Education/Child Care team, you may answer these questions based on your workplace. Otherwise, consider what you should do if you were working as part of an Early Childhood Education/Child Care team.

WHAT IS COMPETENCY-BASED ASSESSMENT

The features of a competency-based assessment system are:

It is focused on what learners can do and whether it meets the criteria specified by the industry as competency standards.
Assessment should mirror the environment the learner will encounter in the workplace.
Assessment criteria should be clearly stated to the learner at the beginning of the learning process.
Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.
In incompetency assessment, a learner receives one of only two outcomes –

competent or not yet competent.

The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.
The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.

Developing and conducting the assessment, in an Australian vocational education and training context, is founded on several basic conventions:

The principles of assessment

Assessment must be valid

Assessment must include the full range of skills and knowledge needed to demonstrate competency.
Assessment must include the combination of knowledge and skills with their practical application.
Assessment, where possible, must include judgments based on evidence drawn from several occasions and across some contexts.

Assessment must be reliable

Assessment must be reliable and must be regularly reviewed to ensure that assessors are consistently making decisions.
Assessors must be trained in national competency standards for assessors to ensure reliability.

Assessment must be flexible

Assessment, where possible, must cover both the on and off-the-job components of training within a course.
Assessment must provide for the recognition of knowledge, skills, and attitudes regardless of how they have been acquired.
Assessment must be made accessible to learners through a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.

Assessment must be fair and equitable

Assessment must be equitable to all groups of learners.
Assessment procedures and criteria must be made clear to all learners before assessment.
Assessment must be mutually developed and agreed upon between the assessor and the assessed.
Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of the challenge.

The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence certain rules apply to that evidence. All evidence must be valid, sufficient, authentic, and current;

Valid

Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills, or attitudes.

Sufficient

This rule relates to the amount of evidence gathered enough evidence must be gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.

Authentic

When evidence is gathered the assessor must be satisfied that evidence is the learner’s work.

Current

This relates to the recency of the evidence and whether the evidence relates to current abilities.

THE DIMENSIONS OF COMPETENCY

The national concept of competency includes all aspects of work performance and not only narrow task skills. The four dimensions of competency are:

Task skills

Task management skills Contingency management skills Job role and environment skills

THE UNIT OF COMPETENCY

Each unit of competency can be unbundled to reveal two key assessment components:

the performance criteria
- specifying the required level of performance
the evidence guide
- Describing the underpinning knowledge and skills that must be demonstrated to determine competence. It provides essential advice for the assessment of the unit of competency in the form of the assessment criteria.

The assessments in this workbook cover four units of competency below:

CHCECE010 Support the holistic development of children in early childhood

Support physical development
- Support social development
- Support emotional development
- Support cognitive development
- Support communication development
- Create an environment for holistic learning and development

Application

This unit describes the skills and knowledge to support and recognize the interrelationship between the physical, social, emotional, cognitive, and communication development of children from birth to 6 years of age.

This unit applies to educators working in a range of early childhood education and care services.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:

supported the development of children in at least three different situations/activities (including different age groups and abilities), including:
interacting with children to holistically support the development and learning appropriate to the

child’s abilities and age

providing a variety of experiences and environments to support the different areas of children’s development (including a combination of physical, creative, social, emotional, language, and cognitive)
performed the activities outlined in the performance criteria of this unit during at least 120 hours of work in at least one regulated education and care service.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:

code of ethics
United Nations Convention on the Rights of the Child
how to access:
the National Quality Framework
the National Quality Standards
the relevant approved learning framework
and how to navigate through framework and standards documents to find areas relevant to this unit of competency
introductory-level child development for children, including:
early brain development
importance of the early years for subsequent educational success
foundational knowledge of developmental theory
aspects of poor early childhood development, such as:
poor diet
lack of play
limited stimulation of brain development
lack of materials and resources
inconsistent or non-existent emotional support or comfort
trauma
other life experiences which interrupt appropriate childhood activities, and their potential long-term harmful impacts
biological and environmental influences on development
symbol systems including letters, numbers, time, money, and musical notation.

CHCECE013 Use information about children to inform practice

Gather information about the child through observation
Gather information about the child from secondary sources
Record observations appropriately
Use observations and information collected to contribute to program planning

This unit describes the skills and knowledge required to gather information about children through observation and other sources as a basis to inform program-planning cycles and to share with children and their families.

This unit applies to educators working in a range of education and care services.

Performance Evidence

observed, documented, and analyzed information regarding at least three children of varying ages, including:
- gathering and recording information using:
  - observations
  - questioning
  - discussion with families
  - anecdotal information
  - learning stories
  - jottings
  - digital images
  - samples of children’s work
- analyzing observations of the children’s behavior, including:
  - aspects of child’s development
  - knowledge, ideas, abilities, and interests
  - social interactions
  - reactions to play environment
- writing reports that record observations accurately and respectfully to the level of detail expected in the service
- using the information to contribute to the program/planning.

Knowledge Evidence

how to access:
- the National Quality Framework
- the National Quality Standards
- the relevant approved learning framework
how to navigate through standards and framework documents to find areas relevant to this unit of competency
United Nations Convention on the Rights of the Child
code of ethics
reflective practice
child development, to analyze information and plan accordingly
observation techniques
report-writing standards and protocols relevant to the context of observation reports
organizational standards, policies, and procedures.

Further information including the unit description, performance criteria, and assessment standards are available.

CHCECE006 Support behavior of children and young people

Contribute to a safe and supportive environment
- Use positive support techniques
- Observe and collect data to assist with the development of appropriate strategies for support
- Implement strategies to support children or young people who require additional support
- Monitor and review strategies

Application

This unit describes the skills and knowledge to apply strategies to guide the responsible behavior of children and young people in a safe and supportive environment.

The unit applies to workers in a range of community service contexts.

Performance Evidence

communicated issues to a supervisor and negotiated solutions clearly and appropriately at least twice
- guided behavior using positive support techniques with at least two children and/or young people
- discussed behaviors of children and/or young people to plan and problem-solve in collaboration with others
- recorded observations and identified behaviors requiring the support of children and/or young people using a range of methods
- used judgment to determine when to involve other staff for supported intervention.

Knowledge Evidence

definitions of and differences between disruptive behavior and behaviors of concern
- how learning difficulties or mental health issues may affect behavior
- impacts of environment and culture on the behavior of children and/or young people
- the communicative function of behavior and positive support strategies to redirect behavior and defuse situations
- organizational standards, policies, and procedures.

CHCECE007 Develop positive and respectful relationships with children

Communicate positively with children
- Interact positively with children
- Support and respect children
- Maintain the dignity and rights of children

Application

This unit describes the skills and knowledge required by educators working with children to ensure they can develop and maintain effective relationships and promote positive behavior.

This unit applies to educators who work with children in a range of education and care service settings.

Foundation Skills

The foundation skills described those required skills (language, literacy, and numeracy) that are essential to performance.

Oral communication – to engage in sustained conversations with children. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Performance Evidence

communicated positively and respectfully and interacted effectively with at least three children, including:
- active listening
- consideration of a child’s age, activities, interests, culture, and needs
- interpreting non-verbal cues of children
- responding to distress in ways that meet the child’s need
- communication of care and respect through all interactions
- assessed and responded appropriately to behaviors of concern
- encouraged children to respect similarities and differences between each other
- involved and encouraged children in decision-making and planning
- performed the activities outlined in the performance criteria of this unit during at least 120 hours of work in at least one regulated education and care service

Knowledge Evidence

how to access:
- the National Quality Framework
- the National Quality Standards
- the relevant approved learning framework
- how to navigate through framework and standards documents to find areas relevant to this unit of competency
- effective communication techniques including verbal and non-verbal ways to show respect
- techniques to guide children’s behavior
- United Nations Convention on the Rights of the Child
- organizational standards, policies, and procedures.

ASSESSMENT REQUIREMENTS

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to:

An appropriate workplace and/or simulation of realistic workplace setting where assessment can take place

Relevant organization policy, protocols, and procedures

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit will be most appropriately assessed in the workplace or a simulated workplace and under the normal range of workplace conditions

It is recommended that assessment or information for assessment will be conducted or gathered over some time and cover the normal range of workplace situations and settings.

REASONABLE ADJUSTMENT

Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

the same learning opportunities as learners without a disability
- the same opportunity to perform and complete assessments as those without a disability.

ASSESSMENT METHODS

Assessment for this unit will be assessed through completion of Assessment Workbook Four (4) and Assessment Workbook Seven (7) Skills Journal – Play and Development

Workbook Four will focus on two assessment methods:

Written Questions – based on the required knowledge component as described in the Instructions for Assessment
Case Studies – utilizing the Sparkling Stars virtual Education and Care Service and activities set out in this workbook.

Further Assessments:

Workbook Seven (7) Skills Journal – Play and Development: the participant must attend a Vocational Placement

PRESENTATION

Things to Consider:

Only submit your workbook once all activities inside are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer. Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed. Your final assessment result will either be competent or not yet competent.

If submitting your assessments please ensure that

1. All assessment tasks within the workbook have been completed

2. You have proof read your assessment

Answering the Questions:

1. If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.

Assessments may not be processed if the above guidelines are not adhered to. To ensure your assessment is processed as quickly as possible, please follow these instructions.

ASSESSMENT WORKBOOK COVERSHEET

WORKBOOK:	WORKBOOK 4
TITLE:	Play and Development
FIRST AND SURNAME:
PHONE:
EMAIL:

Read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.
By submitting this work, I declare that: I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.I have organized and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be identified and may request the work be resubmitted according to the correct process.This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of qualification or statement of attainment.I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.
Name :	Signature:	Date:

Nutrition is extremely important for a child’s brain development.Explain how adequate nutrition before a child’s birth is important.Explain how adequate nutrition after a child’s birth is important.

For appropriate brain growth, enough nourishment is important. Nutrition is particularly critical throughout pregnancy and infancy, which are key times for brain formation and lay the basis for cognitive, physical, and socio-emotional skills development throughout childhood and adulthood. Before you get pregnant, a healthy diet is crucial since adequate nutrition will assist your kid through their lungs, heart, brain, and other major organs throughout the first trimester (3 months).

A good diet is crucial for healthy growth and growth during the first year of life. They require sufficient calories, protein, and critical nutrients for children to grow adequately. At all ages, nutrition is significant. Your kids require adequate nutrition to remain strong and healthy and develop robustly. Child nutrition may also help develop a basis for good eating and nutritional information your child can use for life.

a) When adults engage in ordinary activities based on the interests of children, they learn more efficiently. Many studies have demonstrated that youngsters may learn more when their interests are based on their elders’ daily activities. Responsive, caring, good experiences: everyday experiences can develop the brain of your kid – from daily routines to persons with whom your infant comes. Babies must live and play with the opportunity to learn and grow in healthy environments. Wonderful activities to talk to your baby, to read, to sing is a fun approach to help it grow. Fun activities: Simple activities include going down with a tiny infant for a while or playing peek-a-boo with your five-month-old boy.

b) Explain in 4-5 sentences, the importance of using your observations of children to support their development. Guidance: Refer to the National Quality Standards and the relevant approved learning framework

b) By monitoring children exploring, playing, and learning, practitioners may guarantee that children’s development is on an anticipated level, as well as that their surroundings and resources (toys, equipment) are promoting their growth. The primary purpose of observation is to give practitioners reliable information so that they may create appropriate courses which match the children’s requirements and increase their learning and development during their care continuously.

c) Explain in 4-5 sentences, the importance of using routines as opportunities to foster children’s independence. Guidance: Make sure you refer to the National Quality Framework in your answer

c) It also encourages the independence of a kid, enabling them to make decisions on their own – for example, simple washing of hands and seating before morning tea – and supports a kid’s independence and trust when they start noticing when they need to do so without adult guidance. Routines provide a sense of safety and consistency for newborns and children. Routines enable babies and children in their environment to feel comfortable and comfortable. Young children become aware of everyday occurrences, processes, and what is expected of them, as routines improve the predictability of their surroundings.

d) In 4-5 sentences, explain the importance of encouraging children to explore the environment and biological resources, to positively influence learning and development. Guidance: Make sure you refer to the National Quality Framework in your answer.

d) The significance that children be encouraged to investigate the surroundings and resources: Encouraging children to exploit will improve physical activities, cognitive development, social skills, the gross/finish engine, coordination, and support for all the interests and capacities of the children in the center and provide an atmosphere of opportunity. Children acquire self-confidence and have fun by being active.

a)
	Equipment	Games	Toys
Fine motor development	Markers, pencils, and big crab are child-resistant Scissors, paints, brushes	Painting, Rice races, Water play.	TOMY Toomies Hide & Squeak Eggs, VTech Latches & Doors Busy Board
Gross motor development	Parachute, Scarves, Round Spot Markers, Bean Bags, Cones, Scooter Boards Parachute, Movement	Trampolines. Trampolines. Hopscotch. – Classes of martial arts. Playground play. Bubble play with a balloon.	Mini Trampoline of Color Count, Too playful and to see the Tunnel of Play, Cozy truck Little Tikes.
Fundamental movement skills	Beanbags, Seals, Cones	Touch down, Frogs and Fish, Snow forts.	Balance bike. , Toy snow skis, Dive in pool toys.
b) This question has been intentionally left blank. Please proceed to the next question.

Text Box: c) Emotional/Psychological development - List three (3) decision-making opportunities in the table below, that you can provide to children to help support their emotional and psychological development.

c)
	Decision-making opportunities
1	Start at birth by responding favorably to her screams to boost your baby’s self-confidence. It helps him to feel comfortable and comfortable. Babies need to be careful, patient, and have a lot to confront. Help him recognize his feeling in the younger years and label it. Talk to him about being frustrated and encouraging him to start labeling what he feels when he shows indicators of a tanter. This will free him to comprehend his own emotions and manage them.
2	You may start teaching her how to regulate her emotions rather than allow her to rule her. As she learns to categorize her feelings. Children need an example to follow; model how to handle and healthily treat your emotions (taking a time-out, meditation, prayer, a deep breath, counting to 10). Be careful also how you deal with other homemade grownups. The constant tension between her caretakers produces an uneasiness that once she is in school might lead to behavioral difficulties.
3	The capacity to manage disagreements properly requires successful relations. Again, you are the most closely followed example by your child. Teach her to appreciate the uniqueness of others, not to compare her to other children, and above all apologize for your mistake.

d)
Experiences that give exposure to a range of language forms
1	Speak ordinary stuff when you are. Places or items recognizable to you. Describe the stuff you notice and speak about them. Speak clearly. Speak plainly. Pause for the younger kids so they may emulate you.
2	Read your child’s books, sing, and speak rhymes every day. As your children age, tell them what’s going to happen in your narrative. Call it or make a picture. Invite. Speak to “Who,” “What,” “When,” “Where” and “Why” in tale or talk.
3	Go to museums, visit libraries and pursue pastimes that extend the world of your children beyond home and neighborhood.
Expressive language experiences
1	Be a role model – children learn how to express feelings and how to look at people properly. Show your youngster how you feel and how you react to different situations.
2	Encourage your youngster with praise – reward your youngster when they speak or express their feelings accordingly.

Text Box: e) Creative development – Fill out the table below, by indicating at least one (1) experience you could provide for children to use each of their senses and to express themselves to support their creative development.

e)
	Experience
Visual	Art involves children of many various levels because, among other developments, it improves eye-hand coordination, creativity, and visual learning. If youngsters paint fingers or molds with age-suitable clay, they enhance their self-esteem and learn how to find solace in calm hobbies.
Hearing	Research demonstrates that sensory play creates nerve connections in the pathways of the brain, which help the kid to do more complicated learning activities. Sensory play helps linguistic development, cognitive development, motor abilities, ability to solve problems, and social connection. Aid to brain development, fine and large motor capacities, problem-solving capabilities, cognitive growth. Help for language development.
Taste	Taste is an extremely significant sensation since it is vital to help us discern the flavors. In reality, our taste capacity has traditionally been connected with human survival, because our sense of taste indicates if a product is safe to eat or harmful.
Touch	In addition to cognitive advantages, skin-to-skin relationships make youngsters realize that they are safe and safe. Parents may aid improve social, emotional, and physical development in their youngest years through continuously nurtured contact.
Smell	The smell is a significant meaning, because it may warn of dangers such as a gas leak, fire, or rotten food, but it’s also strongly related to the brain which transforms emotion and memory. Unangeneous and poor odors give the brain pain messages to alert us of potential hazards.
Self-expression	The most open form of self-expression is creativity. The ability to be creative, to make something out of own experiences and feelings may reflect and sustain the emotional health of youngsters. In their initial years of life, the experiences of youngsters can considerably improve the creativity.

f)
	Experience
Problem-solving (0-2yrs)	Babies know by the end of the first year that even if they’re out of sight people and items still exist. After 18 months, kids aim to use their previous experiences and gain from them. Two-year-olds are now able to solve issues by using order and sequence.
Problem-solving (3-5yrs)	In the present instant, threes and fours rely on their thought and issue resolution on their actions and observations. Fours start seeing things from another’s perspective and are more prepared to cooperate to solve problems. In addition, fours employ language and material as problem-solving instruments with their increasing vocabulary. Because they can think abstractly, children learn to solve problems without doing or manipulating anything.
Problem-solving (6-12yrs)	Might you grasp other people’s points of view: know that other people can have different thinking. Can concentrate on numerous issues at a time. Can focus for longer durations on what they do. Improved capacity to resolve problems, but not yet like an adult. Can talk and write; children aged 10 have 20,000 words in the language and acquire an average of twenty new words a day; they can also realize that the meanings of a word vary. Can speak, express yourself, and comprehend things better and longer.

Tell and sing together stories, They’re open to learning and the tales of individuals. There are many different methods to share stories. All information is true. Along with that throughout the year there are cultural celebrations. These are opportunities through which culture may communicate and engage. Encourage families to participate with you authentically in significant cultural festivals or festivals. Organize inclusive activities in which children share. Connect can mean reassessing actions taken as a matter of course, sometimes – eyerodontic contact, greetings, arbitrary rules (mealtimes, how people are dealt with, etc.); language barriers; physical barriers; religious opinions (not holding events, such as Easter/birthdays, dressing patterns, etc.) and relationship roles to list a few examples. Young kids always create ideas based on what they hear and see. All these “why?” issues allow youngsters to develop their understanding of the world. It helps kids to make a sense of their environment around them when kids hear and witness acceptance and feel able to talk about differences.

Developmental Theory	Theorist	Summary of Theory
Physical Development	Arnold Gesell	The development standards assigned to ages have been drawn out. He determined how the infant would be able to accomplish certain things normally, such as rollover, sit up, crawl, walk, babble, talk, etcetera. These age standards still research the development of children and those working in the disciplines of medicine, psychology, and children. Look for the many phases of child development as you work with youngsters. In your textbooks, link this to the standards.
Cognitive Development	Jean Piaget	The cognitive theory deals with the evolution of the thinking processes of a person. It also examines the role of these processes in understanding and interacting with the world.
Emotional /Psychological Development	Erik Erikson	Erikson felt that social interactions and experience had a decisive role, rather than focusing on sexual attraction as a driving factor for growth. Erikson’s 8-stage theory of psychosocial development outlines life-long growth and change, concentrating on social interaction and conflicts through various stages of development.
Social Development	Albert Bandura	By witnessing the activities of others, parents and classmates included, youngsters, gain new abilities and learn new knowledge.
Language Development	Jean Piaget	Language development theory argues that children employ language-learning equipment as well as accommodation. According to him, infants establish mental structures (schemas) initially within the mind, and linguistic development takes place from these schemas.

Creative play has a crucial role in the development of children. Kids can grow emotionally, socially, academically, and even physically via creative and imaginative play. Creative activities encourage a youngster to develop this talent and to convey ideas, feelings, and emotions. It contributes to the growth of youngsters, exposing them to creative options. It does not have to be stressful or take long to come up with ways of playing creatively. Over-structuring is the reverse of creative play. Creative play creates confidence in pre-schools, verbal, physical, and thought capabilities, imagination, and understanding emotions. Dramatic play helps the world make sense to pre-school students. Arts and crafts promote self-expression and decision-making.

The incorporation of activities that stimulate a child’s creativity is an essential part of a center’s program. Which part of the national standards supports this? Guidance: Quote the quality area and standard. What learning outcome of the relevant learning frameworks supports this? Guidance: Quote the framework and learning outcome.

a) Quality Area 1 – Standard 1.2 – In the development and delivery of the program, educators and coordinators are focused, active and thoughtful. Quality area 3 – Standard 3.2 – The setting is inclusive, encourages skills, autonomous discovery, and playful learning.

b) Learning Framework 4: Kids are confident and involved learners. Early years learning framework.

Describe in your own words:What is Bloom’s Taxonomy?What are the six cognitive skills revised by Krathwohl in 2000?

a) Bloom’s taxonomy is a methodology for classifying the three stages of knowledge, that is, thought, learning and understanding, and defining them. Bloom’s taxonomy is a series of three hierarchical frameworks that divide education goals into complexity and specificity levels. The templates arrange learning goals into three fields: cognitive, affective, and sensory/psychomotor. A system for classifying school objectives generally referred to as the Bloom taxonomy has been presented in Benjamin Bloom. The taxonomy includes six key categories: knowledge, understanding, use, analysis, synthesis, and appraisal.

b)The six cognitive skills revised by Krathwohl are in the following ways- KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

Describe in your own words:Who proposed Multiple Intelligence Theory?How could you include it in learning experiences?What are the nine bits of intelligence?

a)Howard Gardner

b) The many hypotheses of intelligence can retract pupils. Using the many bits of intelligence to teach a subject, every one of your students has the opportunity to learn successfully. The student with visual-spatial intelligence strength is good at sketching and puzzles. Linguistic intelligence students would perform well to report a reading job, whereas interpersonal intelligence students are good at conversations in the classroom on what was read. With success in learning, pupils experience less troublemaking. Teaching student strength contributes to the success of learning.

c) Nine bits of intelligence are- Naturalist Musical Logical-mathematical Existential Interpersonal Bodily-kinesthetic LinguisticIntra-personal Spatial

Text Box: 10. In 4-5 sentences, explain the importance of the early years and early development, concerning a child’s subsequent educational success.

For a safe emotional attachment and the abilities that help children achieve success in life, the early years are critical. These basic abilities are critical not just for a smooth school transition, but for later academic performance and social adjustment. On the way. The basics for lifetime learning, behavior, and health are early childhood development. The early infancy experience of children shapes the brain and the ability of the kid to learn, coexist, and adapt to everyday stressors and obstacles.

Aspects of poor early childhood development	Long term harmful impacts
Poor Diet	Food instability impairs brain development in the first few years of a kid. Children in food impoverished homes would likely eat inadequately and incoherently and risk cognizance, obesity, and other long-term dietary habits. Children who eat poorly tend to acquire various long-term health problems and consequences, including later-life osteoporosis. Cardiovascular conditions. Growth in fatty, sugar, and salt meals may raise the risk of excessive cholesterol, higher blood pressure, and adult atherosclerosis.
Lack of Play	During the first 10 years of life, sustained moderate to severe play deprivation seems to be connected to early childhood development, later leading to sadness, difficulties adjusting to changes, worse self-control, and an increased inclination to addiction and fragility, and fewer human interactions.
Limited Stimulation of brain development	Interesting stimuli can lessen or deprive the young and developing child of curiosity, attention, focus, and desire for learning. In all domains of cognitive development, linguistic stimulation is crucial.
Lack of Materials and resources	Lack of materials and resources may hinder a child’s development to become motivated. Inconsistent or non-existent emotional support or comfort can lead to the child becoming withdrawn and acting out as the child would not know how to control their own emotions. Children born in contexts where (a) lack of individual and family resources for complete education and social inclusion and (b) lowered levels of self-efficacy and collective effectiveness might also impair their ability to achieve their developmental potential.
Inconsistent or non-existent emotional support or comfort	Inconsistent or non-existent emotional support or consolation might lead to the kid’s retirement and action, as the youngster cannot regulate their feelings.
Trauma	Children with complex traumas sometimes find it challenging to recognize, express, and manage emotions, and have limited terminology for emotional conditions. They often internalize and/or out-pressure responses, resulting in severe melancholy, anxiety, or fury. Trauma-induced brain alterations can lead to varying degrees of cognitive impairment and emotional disorder and can lead to several difficulties including attention and focus issues, learning difficulties, poor self-esteem, social impairment, and sleep disruption.

	Potential Long-term harmful impacts
Serious illness or condition/hospitalization	The likelihood of subsequent issues is increased by longer and recurrent hospitalizations. During acceptance, the separation of the kid from familiar individuals may create some emotional upheaval. Younger children are particularly susceptible, especially those aged 6 months to 4 years. Children who have been hospitalized for more than one week developed separation fear (forms of changes in behavior among family members, higher weeping, and greater difficulties being left alone).
Loss of parent/family through divorce/death or displacement	The likelihood of numerous adverse effects, including mental illness, sadness, anxiety, somatic complaints, post-traumatic stress symptoms, shorter education, poorer academic performance, worse self-esteem, and more compartments with sexual risk, is higher among children suffering from parental failure.

Reflective practice helps the continual training and development of professionals by building on the strengths and abilities of educators and offering more insight into the intricacies of their jobs and responsibility . Some practices that can be utilized using reflective practice – Feedback on learning for youngsters.To develop shares with youngsters, utilize talks.Create pleasant relationships and encourage shared understanding.Encourage teamwork and why.Parents/community participate in learning experiences with significance and collaboration.Binding

Right to Play is a global non-profit organization enabling disadvantaged children to play across the world to overcome the impacts of war, pauvreté, and sickness, that every kid is entitled to relaxation, to play and to recreation for the kid’s age, and to participate freely in cultural and artistic life. The governments of those Member States should protect and promote children’s right to engage fully in cultural and artistic activities and support adequate and equitable opportunities for cultural, artistic, leisure, and recreational activities.

Standards:	National StandardNational law and national regulations
Policies:	Child protection policyHealth hygiene and safe food policy
Procedures:	Move we and move program.Get up and grow, consist health or correct diet or physical activities.

	Purpose
United Nations Convention of the Rights of the Child	The UN Convention on the Rights of the Child (UNCRC) is a legally enforceable international agreement setting forth, regardless of race, religion, or ability, the civil, political, economic, social, and cultural rights of any child.
Early Childhood Australia Code of ethics	Democracy, fairness, and inclusiveness foster equity and a strong sense of ownership. Cherries in child education and care are respectful, responsive, and reciprocal connections. For children’s learning, growth and well-being, play and leisure are crucial. The ECA Ethics Code contains a series of assertions on the adequacy and anticipation of young professionals’ behavior. As an aspiring document, it offers a framework for critical consideration, a guide to professional conduct, and principles for informing decision-making both individually and collectively.

Page number-14, Linking Beliefs, and Theoretical Perspectives

On page number 21 and 22, Linking belief and Theoretical perspectives

Kids are continuously watching for the growth of each kid in a precise and up-to-date way. It should also be recognized that the recording should also incorporate observations by other team members and parents/guardians as children have various associations with various individuals. These viewpoints will provide alternative and individual viewpoints to fully reflect the behavior and development of the child. The most extensive records are used to acquire observations for every kid during plays and at meals, in varied circumstances, inside and outside, at the nursery and home, with other children, and on their own. The observation procedure and all the documents are then put into a kid’s file, which is examined and analyzed throughout time so that significant observations are made regarding the growth of the kid.

Observation Technique	Description	Best Use
Anecdotal	A narrative about the behavior of a youngster is an anecdotal observation. It has been said in the past and like any narrative, there’s a start and an end. On the scene and immediately, anecdotal observations can be documented.	This is a great approach for recording events or acts based on the strengths, interests, performances, growth, and needs of the kid. One of the principal reasons is that they can be recorded quickly.
Learning Stories	Learning history is a sort of observation, telling tales of what an educator observes, listens, learns, and interprets. The child, the kid’s family, and other stakeholders may be involved.	Stories of learning are crucial ways for developing the identity of a kid. When youngsters understand how they learn and know what they do, they can acquire a crucial feeling of self-worth and their interests. This promotes higher interest in self-will learning
Developmental Checklist	Observation checklists let the observer detect skill gaps and problems to better enhance the tactics for teaching, school environments, and the growth of student learning. For the teachers, classroom, and observations of students, see iAuditor’s free templates.	Checklists are a logical sequential technique to monitor the progress of children from one point to another. This observing approach provides insight into the problems or excellence of a youngster.
Event Sample	Event samples are a set of short observations in a given set of a child’s responses. It is used to document the behavior of a kid which shows the causes behind certain behavior.	Event samples are several brief observations on the response of a youngster in a certain setting. It is used to document the behavioral pattern of a kid that indicates the causes for certain conduct.
Running Record	The running record aims to collect much, typically qualitative information. The observer can then put down his conclusion after writing a record and summarise succinctly what has happened. Running records enhance activity planning for individual students.	Continuous records enable teachers to monitor the development of students, prepare for future education, offer students an opportunity to comprehend their development, and convey progress to parents and the educational community.
Time Sample/Sociogram	A picture of the day of a youngster is shown with a time sample. It is used to record a child’s behavior at specific periods of the day, such as group time or meals. It is commonly employed when a person is interested in specific behavior and must know how many times it happens	Time is commonly utilized when a component of behavior is concerned. It includes watching a child for a long time, like an entire morning/afternoon, or an entire day.

History DetailsComportements PlayLanguage PositiveBe relevant to the factsBe objective Do not be subjective

There are certain organizational standards, policies, and procedures that are relevant to the gathering of information about a child to inform practice.Name the relevant standard, frameworks, convention, and code that applies. (There are five in total).

Area of NQS Quality 5.1 Children’s relationshipsArea of NQS Quality 6-Collaborate family and community partnershipsECA Ethical Code: 10. Preserve the privacy and respect the family’s right to privacy. 10.Article 16 (Right to Privacy) of the UN Convention on the Rights of the Child

b) Name the relevant policies.

b) Each kid develops and maintains respectful and equitable interactions. Encouraged to discuss the beliefs and expectations that parents have about their children’s learning with the nominated supervisor, educators, and coordinators.

c) Name the relevant procedures.

c) -Transfer to families -Children’s observations/documents – Guidance. – Meetings of the family/educator

Verbal communication considerations	Non-verbal communication considerations
To encourage them to speak, use children’s interests.	Maintain cultural touch with newborns and young children
Place yourself at its level	Get down to the same level as a youngster when you chat with them.

Time of day	Example of interaction
Sample answer: Arrival time	Smile and greet child and adult, begin speaking with the child about the day
Every time	Provide undivided attention to your newborn or youngster when you communicate
Meals time	Sensitively hearing and answering every sort of thing, not only happy things or good news but anger, shame, grief, and fear.
Morning	Fostering, healthy food, general talks
Afternoon	Speak at the moment to ask questions
Playtime	Play with them and try to be more interactive.

Make sure in your lunch you establish regular and play periods and how you interact throughout lunch.Include an example of how the child’s needs can be addressed in response to distress.Include in your response verbal and non-verbal communication approaches

The stuff Toys and resources which are well supplied and suited for age and development assist children to concentrate and participate in constructive learning experiences. With children’s groups, it is crucial to provide duplicates of preferred items, as young children have not yet learned how to share and have duplicates with minimizing preventable confrontations. Schedule of Time/Program Youngsters need schedules, routines, and ample time for changes and transitions, helping children to build confidence, security, and order. While these might be flexible, carers must teach youngsters about what is anticipated. Children require a balanced day of activities and relaxation, solo, group, and play-initiated adult activities Provide them positive culture or environment to have integrated and enhanced thinking with a positive attitude.

All centers are required to have a policy that outlines strategies that will be used to guide children’s behavior as stated in the Education and Care Services National Regulations 2011.What organizational policies, procedures, and guidelines would be in place to assist you in developing limits and consequences for inappropriate behaviors?Which section of the above regulations are you required to follow and what does it state?How does this meet the requirements of upholding a child’s rights under the United Nations Convention on the Rights of the Child?

a) – Every youngster will feel comfortable, reliable, and involved. – Every kid is supported through collaborative learning chances to collaborate with, learn and help others. – Every kid is supported in the management, responds to the conduct of others, and effectively communicates to settle problems. Each kid is supported. – Every child’s dignity and rights are always preserved.

b) Each youngster can regulate his or her behaviors, respond properly to others’ behaviors, and communicate effectively for conflict resolution.

b) Regulation 168- Education and Care Service shall have (j) policies and procedures for contact with kids, including the topics provided for by Regulations 155 and 156, in the 2011 National Regulations. Education and Care Services Regulation 155-Kid interactions involve offering good direction to every child and encouraging them to conduct themselves appropriately. This criterion fulfills the policy of the United Nations on the rights of the child to safeguard its dignity and to guide them to conduct properly.

PART E – SUPPORT BEHAVIOUR

Treat a “third teacher” atmosphere in a classroom. Create a classroom to help kids achieve their full potential and offer them chances for pupils.Teach them how powerful and able they are. We want students to feel empowered, be they in a small group or one-on-one training.Through doing, students learn best. Provide youngsters with an engaged classroom participant.Create employment experiences for students that will be mirrored in actual-world situations. Emphasize the growth of excellent social and managerial abilities. Help them realize that errors are development opportunities and are a vital part of learning.Specify mobility and exercise options. This contributes to the growth and development of the brain and the mental wellness of a young child.

	Environmental Factor	Practice
Children with a physical disability	Before or after birth, exposure to chemicals or chemicals may affect the physical development of a kid.	An individual should take the right and adequate diet and nutrition while the child is not born for better health.
Children with a learning difficulty	Dyscalculia	Discuss a problem or write it out. Mathematical ideas are only abstractions and amounts of signs on one page for the dyscalculic pupil. Just draw the problem. Draw the problem. Down to subsets break tasks
Children with a mental health issue	Anxiety	Provide a happy and motivating environment with positive attributes.

Reduce mental and social interaction skills.Reduce confidence and unable to understand activities.Mental health issuesUnable to overcome obstacles or restrictions associated with them.

This would enhance responsibility handling capability among children.Enable to make friends and be socially interactive.Enhance communication skills and confidence.

The physical environment in which children live includes housing, schooling, health, jobs, and open leisure areas influences their children, because they spend the bulk of their time interacting. Children learn from their surroundings through mimicking people’s social conduct around themselves, and their social conduct impacts what they observe in their daily lives.The social environment of a kid is governed mostly by the whereabouts of its parents and the whereabouts of the kid to start schooling and the social environment primarily defines who the children have social ties, since many of their relationships form inside the families or neighborhood.The social structure impacts the type and quality of the connections between parents and children, as the social environment primarily dictates which parents and children connect as well as how often and under which circumstances. To achieve a decent quality of life and behavior development it is vital to build and sustain strong social interactions defined by trust, mutual satisfaction, respect, love, and happiness.Persons living in favorable social surroundings are driven more than those who don’t enjoy peer support and are one of the key variables in motivating children to strive for social objectives, while the support of instructors enhances the motivation of their children in social and academic activities. Support for parents impacts the amount of interest in schooling and the pursuit of objectives among children.

a) improvement is the addition of an enhanced stimulus following behavior in operational conditioning, which makes the conduct more likely to occur in the future. If following an activity a beneficial consequence, event or reward happens, this specific reaction or behavior.

b) Positive enhancements in the classroom provide instructors and other staff with the potential to attract kids. Students need to feel protected, supported, and successful in school

Routines Set defined procedures in your classroom for everything you want pupils to do. Even if it might be tiresome, it may be explicit. Conduct not presume that kids know your classroom objectives and demonstrate to them how you want to do things.

Small Signals Create quiet signals to tell your pupils to be careful and to stay on business. These signals might be for the entire class or you may set specific signals for a kid who needs further help for conduct. Silent messages are a successful action because their behavioral expectations are rapidly strengthened with minimum distress.

Proximity It is another big silent procedure; you may get closer to a pupil physically without giving spoken directions. Make it a custom to go around your school as pupils complete chores to concentrate on.

First I will stop a person who is shouting that would immediately reduce the anger of attacking one and then try to make them friends and resolve their issue.

If society encourages a more extroverted kind of personality, social engagement is necessary. Individualistic cultures also encourage more forceful and open-minded conduct. When the general public supports this sterilizing behavior, there will be more discussions and a boost in self-esteem. You may also alter the environment of your house and the interaction with neighbors. You might have a bad influence on your child’s personality if you live in an atmosphere congested or too laudable. Your youngster may also begin to acquire the will to suppress sounds and talk.

Disruptive kid behavior refers to behavior occurring when it is difficult for a youngster to manage its behaviors. Examples of disturbing behaviors include loss of temper, interruption, impulsiveness that takes little consideration of safety or repercussions, aggression, and other socially unacceptable actions.

Disturbance occurs when a youngster is recalcitrant and stops him/her from concentrating on what he/she is doing. Concerns, formerly known as ‘difficult conduct,’ occur when a youngster does things that injure himself and/or others. A behavior of concern refers to any behavior which causes bodily injury or destruction of property, which might cause injury to the individual or any other person. Whereas, Disruptive behavior is described as actions that hinder teachers’ and students’ capacity to learn. Common instances of disruptive behaviors, however, are class foods. Cellular ringing. Classroom talks are monopolized.

13. Rewrite the following instructions using positive language, so that they become positive communication behavior expectations.

a) I’ve told you a million times Sienna, don’t run inside.

Sienna doesn’t run inside, I have told you earlier.

b) Boys are so destructive. Stop throwing the books, Isaac!

Stop throwing the book. It shows that boys are destructive.

c) Don’t snatch the toys, Sam.

Sam, don’t snatch toys.

Activity 1 – Letters: Everyone has to create a name starting from A to the last letter of all 26 alphabets.

Activity 2 – Numbers: Everyone will count to 100 according to roll number on daily basis.

Activity 3- Time: Every student according to roll number will clean the board before the teacher arrives in the classroom.

Activity 4- Money: Every student should be given money to buy their stationery item from given or specified money and no extra money would be given.

Activity 5 – Musical Notation: Enhance and schedule musical classes once a week to create interest.

CASE STUDY A – HOLISTIC DEVELOPMENT

Download the linked scenario and answer the questions below.

Scenario – Kurt Sampson

Kurt is 6 years old. He has recently enrolled at the School Age Care service where you work as an assistant educator. Kurt is one of several children his age at the service and he attends each day both before and after he goes to school. The lead educator you work with lets you know that Kurt’s parents have recently separated and while there are no parenting orders in place, his mother did say that things had been ‘messy’ leading up to the separation. Kurt’s mother is the parent you will have the most contact with as his father works away.

Kurt presents as a very quiet and withdrawn child – not unusual for a new enrolment. You and your colleagues ‘buddy’ him up with one of the other children his age and work hard to help him feel comfortable at the service. You are careful to find out what his likes and interests are to help him engage with the resources and other children. After one month, Kurt still has not formed any friendships amongst his peers and generally only engages with the educators if they speak to him first. His mother says that he is becoming a little withdrawn at home as well. You begin to suspect that there may be an issue with Kurt’s current emotional

/ psychological state.

Write a paragraph to describe your concerns about Kurt and what steps, as an assistant educator you would need to take to respond to those concerns.

Guidance: Make sure you include details of how you will record and report your suspicions and how you would share information with colleagues regarding Kurt’s development and wellbeing.

Kurt is 6 years old, he has recently registered as an Assistant Educator for the School Age Care Service. Kurt is one of several children of his age. He attends school every day before and after. The lead teacher you work with let you know that Kurt’s parents had split lately, and his mom said things are a bit rough until the split is through. The mother is the parent with whom you will have the greatest interaction when her father is working. Kurt portrays himself for his new enrollment, as a very calm and distant youngster. You and your colleagues make him feel comfortable serving with one of his other children and work hard to support him. You are attentive to find out what it enjoys and to assist it to deal with resources and with other children. Kurt still has no friendship with his peers after one month and she usually talks with the teachers first. Her mother tells him that she is also a bit retired. You begin to suspect that Kurt’s current/emotional/psychological problem may be present Kurt needs more attention and care from family importantly. Along with that she should be pointed out in a group and should be involved in various activities like games and activities that enhance social and emotional welfare. Even, Kurt should create friends and try to provide and surround him with the thinks or atmosphere that comes under the likes of him. As his mental and emotional health is not correct and should be stabilized with continuous approach and counseling.

Name the sensation They may at first get the diverse sensations that kids experience every day, but you may help them by properly identifying those sensations. For instance, it may be “Mummy has to work, and you’re sorry to say goodbye” or “you’re unhappy because the favorite player was snapped by your buddy.” You may also utilize image books or films to point out your child’s various emotions. Provide a deep relationship between While children are being relieved by their parents, children and pre-school children are required, to control and deal with their emotions, to connect to mother and dad. So the finest thing you can do to reconnect is to feel your child sad or stressed. You may see things from the point of view of your youngster. This allows you to understand why they collapse and to react properly. Waver from penalizing One of the five ways children may identify and voice their emotions is to resist the need to punish them. Discipline approaches, such as twists and turns, results, and humiliation are commonly employed to fix misbehavior by children, but they do little to assist them to deal with their feelings. Using these tactics, children receive the message that they are at fault for their misconduct for their “bad” feelings.

Track interests If a youngster does something they’re interested, it comes more naturally to enjoy others. It is the first step towards improving social skills, whether they participate in a preferred sport, are playing an instrument that they like, or are part of an interesting group. Get to know questions Sometimes when youngsters are scared or discuss lagging, in future social circumstances, they might become more introverted and ultimately fight. There are various methods in which kids may begin and have constructive talks with others according to the Center for Development & Learning. Exercise Role Play Pretend play is an excellent approach for children to actively exercise their social skills, both younger and older youngsters. LD Online offers practical advice for parents to play a meaningful role. Tell your kid that she is the one with whom she can speak or get along. This gives you an insight into how this individual is or at least how this specific individual views his child.

2.1.1The health needs of each kid are encouraged. QA 5 — Children relations • 5.1 Responsive and fair interactions with each child must be formed and maintained. Element 5.2.2 It supports the management of each child’s behavior, the responsiveness of others, and effective communication to resolve conflict. Element 5.2.2. Each kid is provided with the standard element 5.1.3 to feel safe

States Parties shall respect and ensure the rights of any child within their jurisdiction, regardless of race, color, gender, language, religion, political or another opinion, national, ethnic or social origin, property, disability, birth, or other status outlined in this Convention, regardless of discrimination in any kind, regardless of the parent’s or legal guardian’s race, color or otherwise.

Scenario One (1) : Collaborating with children

Read the following scenario and answer the questions below.

You are one of the educators working with a group of 24 pre-school-aged children at Sparkling Stars Childcare Centre. At Sparkling Stars, there is a very strong focus on collaborating with the children to build their ideas into the program each day.

Each day in the Preschool Room starts with a ‘Morning Conference’ where the children are invited to share their ideas for what they would like to do for the day.

Question 1.

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

a)Every student should be given a set amount of time in which their thoughts and values are considered. If anybody has any issue with the conference then can meet personally at the end of school.

b)Students can meet personally or can call me personally from home to me on my number. So the optimistic approach can be inherited

c) Recognizing the efforts of youngsters, consider: Close to the youngster and confront the body language. Eye contact – Show that you’re engaged and careful, but don’t take over. Listen — here what’s being said and think about what answers may be relevant.

d)By giving rewards like chocolates and much more that can enhance them in telling the right thing happened with them or ensuring them the privacy and importance of their thoughts and stories.

a)I will simply carry the idea of Jackson in front of the class and appreciate him for his innovation. Then try to extract out the problems and start explaining the suggestions embedded by each of them and importantly encourage them to put suggestions forward like this.

b)Through the below given steps the new ideas can be expressed and the wrong one can be extracted- Encourage your youngster to discuss the issue. Alternative brainstorm. Let the child select a solution. Get an undertaking. Assess the solution’s success and explain the right one to be adapted.

It helps to establish a sense of independence and enables them to make decisions in fullness. It also encourages them to make their own decisions. However, it is crucial to make your own choices. Give them several distinct alternatives, all acceptable for you, whatever you select, to help them make the appropriate selection. You make them feel assured that they can decide well, and then show attention for their option, that the decision of the child is significant. One key competency that youngsters, but also adults, often forget is the establishment of objectives. Being in a position to define and realize SMART objectives is a life skill that brings not only attention but self-awareness and confidence to adults when being taught at a young age. It may be an excellent chance for young people to educate them how to practice new sports, or how to play a musical instrument. This demonstrates the significance of decision-making in planning and execution and helps students, not only physical but also socially and emotionally, to develop paths of education.

Watch shows for cooking Consider spending some time watching a TV show together, so your children can be introduced to the wonder of cooking. Many shows with diverse culinary types and culinary methods are available. When you see a cooking demonstration, kids can provide you a visual picture of the cooking process and increase your desire to start preparing your food. Special menu creation After a while viewing a culinary demonstration, parents might urge their children to think about the many kinds of food they have learned. It is a terrific chance to inspire children to get creative and consider a unique cuisine that they wish to plan and create for their families. Children who can express their creativity in the kitchen typically try new meals and explore various culinary methods.

Meet Jake. Jake is now 5 years old. He just started going to Sparkling Stars Childcare Centre and has been assigned to your care. You talked with his mother, Emilia, to learn more about Jake. You found out that Emilia had just separated from her husband after several years in an abusive relationship. She had serious concerns for Jake’s safety and how it was impacting him and decided it was best for them to move out. Now Emilia is taking care of Jake on her own as she works full-time as an admin assistant for an accounting firm. She often has to work until late and has arranged for the school bus to send Jake to the childcare center after his school until she can pick him up on her way home from work. Scenario 1: Despite what he has gone through, Jake is a happy and playful kid. He likes being around other kids and has no problems meeting new people. However, during his first week at the center, it was observed that Jake has violent tendencies when having disagreements with the other kids in the center. He was caught hitting another kid and using bad language while fighting over some Lego blocks. You have had a talk to Jake about his behavior and how it is not right to use violence and bad words, however, he started to panic in fear of being punished for his bad behavior. His heartbeat started to race and he started to breathe heavily and sweat profusely. He stopped responding to your questions until he calmed down a few minutes after the incident.

This behavior raised your concern and made you decide to discuss it with your supervisor. Simulate a dialogue with your supervisor by creating a video recording of yourself discussing your concerns about Jake. You may do it as a monologue or you may invite a friend to play the part of your supervisor. Keep your recording less than 5 minutes long. Guidance: To ensure successful completion of the relevant requirements for this task, including the following information in your discussion: Identify areas of concernRecognize any possible developmental challenges or mental health issues of Jake that may have potential impacts on his behaviorIdentify possible contributing environmental factorsShare your recommendation in determining when to involve other staff for supported intervention

Scenario 2:

After the incident on Jake’s first day in the center, you decided to conduct further research on Jake’s case to be able to understand and assist him better. For the rest of the week, you recorded your observations on Jake’s behavior:

On the second day, Jake fought with other kids in the center twice during the day. Both fights started over a disagreement while playing games. Jake does not like losing and often resorts to name-calling and hitting when

he cannot have his way. When you talked to him about his behavior, he displayed severe signs of anxiety and frustration and ended up isolating himself for the rest of the day.

On the third day, Jake had a fight with another kid in the center over losing a group race because one of his teammates did not follow the race instructions correctly. He blamed his teammate for losing the game and used bad language to express his frustration.

On the fourth day, Jake pushed Lisa, a 5-year-old girl who also goes to the center, after she refused to share her snacks with him. When Lisa started crying and telling Jake she would tell her mum what he did, Jake started to panic and started crying himself.

On the fifth day, Jake fought again with some of the kids because they didn’t want to include him in their games. Jake started throwing things at them and when you tried to calm him down, he started having another severe panic attack.

Collect and record the data presented in the case study using the questionnaire provided below:

	a. What behavior have you identified as a source of concern? Provide a brief description.
Answer: Jake’s behaviour like violent attitude, use of bad language while playing with other children. When encountered for his behaviour he has panic attacks.
b. How frequently do you observe this behavior?
Answer: This behaviour has been observed regularly.
c. How much does this behavior affect the child’s relationships? Describe the intensity of the behavior.
Answer: Due to this behaviour, other children will not want to play with him. He is very aggressive and uses strong language to depict his aggression. He ends up being alone for rest of day.
1.3 Behaviours that require support:

Based on your observations, identify Jake’s behavior/s that may require additional

support.

Answer: Jake’s behaviour which requires additional support are his extreme anxiety, high level of frustration and the panic attacks he experiences while being encountered.

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

By telling him about his behaviour and how his behaviour is different from others.By giving him another opportunity to apologize and recognize his mistake.

1.4 Create a report offering your findings from your observation as additional support to your supervisor:

Use the template provided below to write your report:

Title:	Aggressive Behavior of Jake
Summary:	The report incorporates the behvioral problems of Jake. He has an anxiety disorder, he is aggressive and experience panic attacks frequently. He demonstrated the behavior for first day. Then I observed this behavior of his on second, third, fourth and fifth day. He is not a team player and is violent with different children regularly. Due to his this habit, he is usually alone and has nobody to play with.
Introduction:	Jake is a 5 years old Jack’s five-year-old aggressive inclinations, harsh language, striking, and shoving, as well as anxiety and panic behaviours, have been a strain throughout the remainder of the week. Jack’s conduct may need the use of support techniques to safeguard the safety of other children in the area. I saw Jack’s conduct throughout the remainder of the week; his actions may bring harm to other youngsters. On following day, Jack got into two fights with other children after a dispute about a game. He had been using foul language and striking them, and I spoke with him about his conduct in case it caused them harm. He was clearly anxious and irritated, and he ended up isolating himself for the remainder of each day, but he continued with his routine. Mostly on third day, day, he had yet another altercation with another child about losing a group race, blaming his buddy and using foul words to vent his dissatisfaction. Jake pushed Lisa, a five-year-old girl, on 4th day when she refused to disclose her food with him. On the sixth day, Jake had another altercation with several of the children because they refused to include him in their activities. Jake began throwing objects at them, and when I attempted to soothe him, he went into another violent panic episode. As a result, I reviewed his actions with other educators, trying to interpret why he is acting this way. We agreed that if Jack struck, used foul language, or pushed, we would restate the rules and distract him.
Body:	Making Jack understand of how it feels others of his doing and then giving him another chance is something that will give Jack a new perspective and a chance to undo his mistakes.

Conclusion:

According to Jack’s behaviour, he exhibits aggressive inclinations and uses abusive language while interacting with other youngsters. He also struggled with anxiety as well as panic attacks. My technique for coping with Jack’s negative behaviour during playtime was to remind him that it was inappropriate because it may cause harm to the several children, yet he continued his terrible behaviour.

Recommendations:

Jack should be made understand of his violent behaviour. Since he has anxiety attacks therefore, she should be handled carefully but should be confronted. He should be given another chance for undoing his mistakes. Jack should be encouraged for his good behaviors.

Guidance:

*Title:*	Indicate topic/main findings
*Summary:*	The message of your reportOutline of your:methods,findings,conclusions,implications,recommendations.
*Introduction:*	Aim, scope, and limitationsBackground or contextMay include an overall answerOutline of report structure
*Body:*	Justifies recommendation(s)Presents methods and findingsIs based on evidenceKeeps the discussion concise
*Conclusion:*	Restates position/key messagePresents and evaluates possible solutions
*Recommendations:*	Suggests appropriate policy/actions

Assessment Requirements: To complete this project, you will need access to: A Regulated childcare centreThree children of varying ages attending the childcare centreThe children’s families for discussionSamples of children’s workImportant: You are required to complete this project in a childcare setting as an educator through vocational placement or direct employment. Project Overview: This project requires you to observe, document and analyse information regarding three children of varying age in the centre. This project is divided into four parts: Gathering and recording informationAnalysing observations of the children’s behaviourWriting reportsContributing to program planning

Part 1: Gathering and recording information Select three children of varying ages from the childcare centre and follow the steps below: Step 1: Gather and record their information using the forms provided in the link below: Childcare Team plates (http://compliantlearningresources.com.au/network/sparkling-stars/?p=2342) (Download Childcare Information Sheet) Guidance: To ensure successful completion of this step, make sure you follow the instructions below: Secure consent to interview from the parents. Download Consent to Interview Form here: Childcare TemplatesInterview parents of three children attending the childcare centreThe three children must be of varying ageOne form must be completed for each childSubmit the completed forms with this workbook

Step 2: Talk and interact with the children and record your observations. For children 2 years old and above: Give the child drawing supplies (ensure drawing supplies are child-friendly)Have the child draw a picture.Have the child describe and explain the drawing.During the entire exercise make sure to jot down your observations regarding the child’s personality and behaviour Scan the child’s work and save it in his records Use the form provided in the link below to record your observations: Childcare Templates (http://compliantlearningresources.com.au/network/sparkling-stars/?p=2342) (download Child Observation Form A) For infants to 1 year old: With the assistance of the parent, interact with the child and record your observations based on: Anecdotal informationStories/Accounts from the parent Use the form provided in the link below to record your observations: Child Observation Form B (NOTE: Download Child Observation Form B using this link.)

Part 2: Analysing observations of the children’s behavior Based on your observations, provide an analysis of the children’s behaviour. Use the space provided below to discuss your analyses:

Child 1
Name of Child: Jack	Age: 1 years
Did you identify any behaviour that will require special support for the child? Yes \| X No If yes, please explain: Yes, the child requires support as the child shows symptoms of motor skill deficit.
Describe the frequency, intensity and duration of the behaviour of the child that requires support: The child id unable to crawl properly and experiences bumps and bruises in hands, legs and forehead frequently.
Describe an aspect of the child’s development as reflected by your observation: The child can not balance himself properly. Child is unable to hold pen and pencils.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own observation: Child has an ability to try every time. He shows the fighter attitude. He doesnot give up easily.

Child 2
Name of Child: Sarah	Age: 3 years
Did you identify any behaviour that will require special support for the child? Yes \| X No If yes, please explain: Yes, the child is showing symptoms do ADHD or Attention Deficit Hyperactivity Disorder.
Describe the frequency, intensity and duration of the behaviour of the child that requires support: The drawing that I gave child to draw. The child was not attentive while drawing at all. She started excitingly but she lost her interest within 5 minutes. The situation was such that, she was not able to complete the drawing.
Describe an aspect of the child’s development as reflected by your observation: The depicts normal motor skills, she was able to walk properly and hold the things easily.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own observation: Child was very active and interactive. She was bubbly and intelligent.

Child 3
Name of Child: Sia	Age: 4
Did you identify any behaviour that will require special support for the child? Yes \| X No If yes, please explain: Yes, the child is having the symptom of Fetal Alcohol Spectrum Disorder.
Describe the frequency, intensity and duration of the behaviour of the child that requires support: The child shows severe learning and behavioral activity.
Describe an aspect of the child’s development as reflected by your observation: The child is 4 years old and she was not able to recognize different colors while drawing. She tried to make alphabets but was making them wrong. She was an anxious child with aggressive nature.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own observation: Child showed an enhanced skills of dancing, she really enjoyed dancing on songs.

Sample
Name of Child: Benjamin Biggs	Age: 5
Did you identify any behaviour that will require special support for the child? Yes \| No If yes, please explain: The violent nature of his drawing is something I find very disturbing and I believe requires further evaluation from an expert.
Describe the frequency, intensity and duration of the behaviour of the child that requires support: Throughout the day within the next 3 days, I asked Benjamin to keep drawing things that interests him. In all occasions, he drew pictures that showed his interest for violence and killing animals. In all cases, the pictures he drew are very bloody and gruesome.
Describe an aspect of the child’s development as reflected by your observation: Benjamin demonstrated normal cognitive and motor skills throughout the exercise. He was able to understand the instructions and he was able to perform the tasks without any difficulty.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own observation: Benjamin is a smart kid. The way he communicates and explains his ideas is very clear and elaborate. He likes drawing. When he draws he is completely immersed and focused in the task.

Part 3: Writing Reports Write a report summarizing your findings for the three children. You may use any format as long as the following information are included in your report: For each of the three children interviewed and observed, you must provide:A summary of the interview/observation session conducted with the childA summary of your observationsA summary of your findingsYour recommendations Submit a soft copy of your report along with the completed forms from Parts 1 and 2.

Part 4: Contributing to program planning Based on your findings and recommendations, create a childcare program for each of the child interviewed and observed. Your childcare program should provide guidance on how the childcare centre will nurture the children’s development. It should demonstrate how the centre will offer experiences that will help the children learn about themselves and the world around them. Your program should include: Planned activitiesMaterials, equipment and staffInteractions between the children and providers and among other children in the centre Your curriculum must reflect your observations of each of the child’s needs, strengths and interests. It should build new experiences and expectations based on the children’s background. The program should allow educators to be intentional in the methods used to support the children’s needs. If available, you may use the template provided by the centre, or you may use the template provided in the link below: Childcare Templates (http://compliantlearningresources.com.au/network/sparkling-stars/?p=2342) (Download Childcare Program Planning Sheet)

WORKBOOK CHECKLIST

When you have completed this assessment workbook, review the candidate’s assessment against the checklist below: The candidate has completed all the assessments in the workbook: Knowledge Assessment Part A Part B Part C Part D Part E Case Study A Case Study B Case Study C Project IMPORTANT REMINDER Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster. To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.

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CHC30113 Certificate III in Early Childhood Education and Care

TABLE OF CONTENTS

INSTRUCTIONS

WHAT IS COMPETENCY-BASED ASSESSMENT

The principles of assessment

THE DIMENSIONS OF COMPETENCY

THE UNIT OF COMPETENCY

ASSESSMENT REQUIREMENTS

REASONABLE ADJUSTMENT

Why make a reasonable adjustment?

ASSESSMENT METHODS

PRESENTATION

ASSESSMENT WORKBOOK COVERSHEET

PART E – SUPPORT BEHAVIOUR

CASE STUDY A – HOLISTIC DEVELOPMENT

Question 1.

WORKBOOK CHECKLIST

FEEDBACK

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