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Assessor Guide 4

Play and Development

V3.0 Produced 9 December 2014

Copyright © 2014 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or

distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of

the Copyright Act 1968 (Commonwealth), without the prior written permission of

Compliant Learning Resources

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SAM

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Subject 4 - Workplace Effectiveness Assessor Guide V3.0 Produced 9 December 2014 © Compliant Learning Resources

This Assessor Guide contains assessments for the following units:

CHCECE010 Support the holistic development of children in early childhood

CHCECE011 Provide experiences to support children’s play and learning

CHCECE013 Use information about children to inform practice

CHCECE007 Develop positive and respectful relationships with children

CHCECE006 Support behaviour of children and young people

Date Summary of modifications made Version

30 April 2013 Version 1 final produced following assessment validation.

V1.0

27 May 2014 Amendments made to Part E, Question 3 regarding the wording

V1.1

27 October 2014 Amendments made to Part E, Question 3 regarding the wording

V1.2

17 November 2014

Changes made throughout document V2.0

9 December 2014 Significant Changes made to document following validation

V3.0

SAM

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Subject 4 – Play and Development Assessor Guide V3.0 Produced 9 December 2014 © Compliant Learning Resources

TABLE OF CONTENTS

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INTRODUCTION .................................................................................. 4

WHAT IS COMPETENCY BASED ASSESSMENT ............................................ 4

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING . 5

The principles of assessment ............................................................................................... 5

THE DIMENSIONS OF COMPETENCY ........................................................ 6

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

THE ASSESSMENTS IN THIS WORKBOOK COVER FIVE (5) UNIT OF

COMPETENCY BELOW: ......................................................................... 7

CHCECE010 SUPPORT THE HOLISTIC DEVELOPMENT OF CHILDREN IN

EARLY CHILDHOOD ............................................................................. 7

CHCECE011 PROVIDE EXPERIENCES TO SUPPORT CHILDREN’S PLAY AND

LEARNING ......................................................................................... 8

CHCECE006 SUPPORT BEHAVIOUR OF CHILDREN AND YOUNG PEOPLE ... 10

CHCECE007 DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH

CHILDREN ........................................................................................ 11

ASSESSMENT REQUIREMENTS ............................................................ 13

IT IS RECOMMENDED THAT ASSESSMENT OR INFORMATION FOR ASSESSMENT

WILL BE CONDUCTED OR GATHERED OVER A PERIOD OF TIME AND COVER THE

NORMAL RANGE OF WORKPLACE SITUATIONS AND SETTINGS .................... 13

REASONABLE ADJUSTMENT ............................................................... 13

ASSESSMENT METHODS .................................................................... 14

WRITTEN QUESTIONS ASSESSMENT .................................................... 15

Instructions to Assessor ..................................................................................................... 15

Instructions to Students ..................................................................................................... 15

PART A - HOLISTIC DEVELOPMENT ..................................................... 16

PART B - SUPPORT PLAY AND LEARNING.............................................. 36

PART C - USE INFORMATION ABOUT CHILDREN .................................... 48

PART D – RESPECTFUL AND POSITIVE WITH CHILDREN .......................... 53

PART E – SUPPORT BEHAVIOUR ......................................................... 56

CASE STUDY A – HOLISTIC DEVELOPMENT .......................................... 65

CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH

CHILDREN ....................................................................................... 68

CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR ..................... 71

PROJECT 1: OBSERVING, GATHERING AND ANALYSING INFORMATION ...... 76

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INTRODUCTION

Assessment is a difficult process – we understand this and have developed a range of

assessment kits, such as this, to facilitate a painless process for both the assessor and the

learner being assessed.

There are a number of characteristics of assessment, ranging from subjective assessment

(which is based on opinions and feelings), to objective assessment (which is based clearly

on defined processes and specific standards). Nearly all assessment involves a mixture of

both types of assessment because it is almost impossible to eradicate the subjectivity

humans carry into the process of assessing. The goal in developing and implementing

these assessment kits is to work towards the objective end as far as possible and to reduce

the degree of opinions and feelings present.

WHAT IS COMPETENCY BASED ASSESSMENT

The features of a competency based assessment system are:

It is focused on what learners can do and whether it meets the criteria specified

by industry as competency 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 competency assessment a learner receives one of only two outcomes –

competent or not yet competent.

The basis of assessment is in applying knowledge for some purpose. In a

competency system, knowledge for the sake of knowledge is seen to be

ineffectual unless it assists a person to perform a task to the level required in the

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.

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THE BASIC PRINCIPLES OF ASSESSING NATIONALLY

RECOGNISED TRAINING

Developing and conducing assessment, in an Australian vocational education and training

context, is founded on a number of basic conventions:

The principles of assessment

Assessment must be valid

o Assessment must include the full range of skills and knowledge needed to

demonstrate competency.

o Assessment must include the combination of knowledge and skills with their

practical application.

o Assessment, where possible, must include judgements based on evidence

drawn from a number of occasions and across a number of contexts.

Assessment must be reliable

o Assessment must be reliable and must be regularly reviewed to ensure that

assessors are making decisions in a consistent manner.

o Assessors must be trained in national competency standards for assessors to

ensure reliability.

Assessment must be flexible

o Assessment, where possible, must cover both the on and off-the-job

components of training within a course.

o Assessment must provide for the recognition of knowledge, skills and

attitudes regardless of how they have been acquired.

o Assessment must be made accessible to learners though a variety of delivery

modes, so they can proceed through modularised training packages to gain

competencies.

Assessment must be fair and equitable

o Assessment must be equitable to all groups of learners.

o Assessment procedures and criteria must be made clear to all learners before

assessment.

o Assessment must be mutually developed and agreed upon between assessor

and the assessed.

o Assessment must be able to be challenged. Appropriate mechanisms must be

made for reassessment as a result of challenge.

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

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When collecting evidence there are certain rules that apply to that evidence. All evidence

must be valid, sufficient, authentic and current;

Valid

o 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

o This rule relates to the amount of evidence gathered It is imperative that

enough evidence is gathered to satisfy the requirements that the learner is

competent across all aspects of the unit of competency.

Authentic

o When evidence is gathered the assessor must be satisfied that evidence is the

learner’s own work.

Current

o 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

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THE UNIT OF COMPETENCY

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

1. the performance criteria

specifying the required level of performance

2. the evidence guide

Describing the underpinning knowledge and skills that must be demonstrated to

determine competence. It provides essential advice for assessment of the unit of

competency in the form of the assessment criteria.

The assessments in this workbook cover five (5) unit of competency below:

CHCECE010 Support the holistic development of children in early childhood

Support physical development

Support social development

Support emotional development

Support cognitive development

Support communication development

Create an environment for holistic learning and development

Application

This unit describes the skills and knowledge to support and recognise the interrelationship between

the physical, social, emotional, cognitive and communication development of children from birth to

6 years of age.

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

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and

performance criteria of this unit, manage tasks and manage contingencies in the context of the job

role. There must be demonstrated evidence that the candidate has completed the following tasks at

least once:

supported the development of children in at least three different situations/activities (including different age groups and abilities), including:

interacting with children to holistically support development and learning appropriate to the

child’s abilities and age

providing a variety of experiences and environments to support the different areas of

children’s development (including a combination of physical, creative, social, emotional ,

language and cognitive)

performed the activities outlined in the performance criteria of this unit during a period of at

least 120 hours of work in at least one regulated education and care service.

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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.

CHCECE011 Provide experiences to support children’s play and learning

Create an environment for play

Support children’s play and learning

Facilitate children’s play, learning and physical activity

Support cognitive development

This unit describes the skills and knowledge required to support children’s play and learning.

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




role. There must be demonstrated evidence that the candidate has completed the following tasks:

set up a safe environment on at least three occasions (including at least one indoor and one

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outdoor), including:

o demonstrating effective selection and placement of equipment and resources, with

consideration for safety of the children

o guiding and facilitating individual children’s play and learning experiences,

including allowing for children to make decisions

o creating an environment that allows for individual and collaborative experiences

o providing a range of experiences to stimulate children and aid learning, including

those that allow exploration of natural materials, environments and experiences.

Knowledge Evidence




how to access:

o the National Quality Framework

o the National Quality Standards

o the relevant approved learning framework

how to navigate through framework and standards documents to find areas relevant to this unit of competency

relevance of the approved framework to pedagogical practices

play and learning experiences, associated resources and materials relevant to the interests and abilities of children

role of play in learning

theories that pertain to play

reflective practice

United Nations Convention of the Rights of the Child

organisational standards, policies and procedures safety measures available to minimise risks for children and others.

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.





observed, documented and analysed information regarding at least three children of varying ages, including:

gathering and recording information using:

observations

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questioning

discussion with families

anecdotal information

learning stories

jottings

digital images

samples of children’s work

analysing observations of the children’s behaviour, including:

aspects of child’s development

knowledge, ideas, abilities and interests

social interactions

reactions to play environment

writing reports that record observations accurately and respectfully to the level of detail expected in the service

using information to contribute to program/planning.

Knowledge Evidence




how to access:




how to navigate through standards and framework documents to find areas relevant to this unit of competency

United Nations Convention on the Rights of the Child code of ethics reflective practice child development, in order to analyse information and plan accordingly observation techniques report-writing standards and protocols relevant to the context of observation reports organisational standards, policies and procedures.

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

are available.

CHCECE006 Support behaviour of children and young people

Contribute to a safe and supportive environment

Use positive support techniques

Observe and collect data to assist with development of appropriate strategies for support

Implement strategies to support children or young people who require additional support

Monitor and review strategies

Application

This unit describes the skills and knowledge to apply strategies to guide responsible behaviour of

children and young people in a safe and supportive environment. SAM

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





communicated issues to a supervisor and negotiated solutions in a clear and appropriate manner at least twice

guided behaviour using positive support techniques with at least two children and/or young people

discussed behaviours of children and/or young people to plan and problem-solve in collaboration with others

recorded observations and identified behaviours requiring support of children and/or young people using a range of methods

used judgement to determine when to involve other staff for supported intervention.

Knowledge Evidence




definitions of and differences between disruptive behaviour and behaviours of concern how learning difficulties or mental health issues may affect behaviour impacts of environment and culture on behaviour of children and/or young people communicative function of behaviour and positive support strategies to redirect behaviour

and defuse situations organisational standards, policies and 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 behaviour.

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

settings.

Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy)

that are essential to performance. SAM

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Oral communication – in order to engage in sustained conversations with children.

The remaining foundation skills essential to performance are explicit in the performance

criteria of this unit.




role. There must be demonstrated evidence that the candidate has completed the following tasks at

least once:

communicated positively and respectfully and interacted effectively with at least three children, including:

active listening

consideration of a child’s age, activities, interests, culture and needs

interpreting non-verbal cues of children

responding to distress in ways that meets the child’s need

communication of care and respect through all interactions

assessed and responded appropriately to behaviours of concern encouraged children to respect similarities and differences between each other involved and encouraged children in decision-making and planning performed the activities outlined in the performance criteria of this unit during a period of

at least 120 hours of work in at least one regulated education and care service

Knowledge Evidence




how to access:




how to navigate through framework and standards documents to find areas relevant to this unit of competency

effective communication techniques including verbal and non-verbal ways to show respect techniques to guide children’s behaviour United Nations Convention on the Rights of the Child organisational standards, policies and procedures.

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ASSESSMENT REQUIREMENTS

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to:

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

Relevant organisation policy, protocols and procedures Critical aspects for assessment and evidence required to demonstrate this unit of

competency:

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

well as skills

This unit will be most appropriately assessed in the workplace or in a simulated

workplace and under the normal range of workplace conditions

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

REASONABLE ADJUSTMENT

Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a

disability - November 2010 - Prepared by - Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment

or making changes to the training delivered to assist a learner with a disability. A

reasonable adjustment can be as simple as changing classrooms to be closer to amenities,

or installing a particular type of software on a computer for a person with vision

impairment.

Why make a reasonable adjustment?

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

the same learning opportunities as learners without a disability

the same opportunity to perform and complete assessments as those without a

disability.

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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:

1. Written Questions – based on the required knowledge component as described in

the Instructions for Assessment

2. Case Studies – utilising the Sparkling Stars virtual Education and Care Service

and activities set out in this workbook.

Further Assessments:

Workbook Seven (7) Skills Journal - Play and Development: participant must

attend a Vocational Placement

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WRITTEN QUESTIONS ASSESSMENT

Instructions to Assessor

This is a compulsory assessment to be completed by all students. This assessment tests the

student’s ability to understand and apply the content and concepts related to this unit of

competency.

Reasonable adjustment applies here and while the majority of students will complete this

assessment as a written assessment, verbal assessment may be an option for those who

need it.

The assessor guide provides model answers to all the questions, setting out which key

responses must be included as well as indicating where flexibility is acceptable. For

example if a question requires the student to list three options, then their response must

include three of the items listed in the model answer. Where a response can be more

flexible, instructions to the assessor are included.

Instructions to Students

Some questions cover underpinning knowledge content and concepts. These questions are

all in a short answer format. The longer questions requiring the application of concepts are

covered in the other assessments. You must answer all questions using your own

words. However you may reference your learner guide, and other online or hard copy

resources to complete this assessment.

If you are currently working as part of an Early Childhood Education/Child Care team, you

may answer these questions based on your own workplace. Otherwise consider what you

should do if you were working as part of an Early Childhood Education/Child Care team.

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PART A - HOLISTIC DEVELOPMENT

1. Nutrition is extremely important in relation to a child’s brain development.

a) Explain how adequate nutrition before a child’s birth is important.

b) Explain how adequate nutrition after a child’s birth is important.

Mapping: CHCECE010 KE – 5.1

LG PG 37-44

a) Student answer must contain the following:

Before Birth: This response requires the recall and application of theory. From the

learning materials: A hundred billion brain cells develop in the nine months spent in a

mother’s womb as a foetus develops, making nutrition an important part of a child’s life

before they’re even born.

Mapping: CHCECE010 KE – 5.1

b) Student answer must contain the following:

After Birth: There is extensive evidence to show that adequate nutrition and high quality

early childhood programs support brain development and enhance later school

performance.

2. As an Early Childhood educator it is essential that you support the brain

development of all children in your care.

a) Explain in 4-5 sentences, the importance of discussing children’s interests with

them, in order to stimulate early brain development.

Guidance: Refer to the National Quality Standards and the relevant approved

learning framework to support your answer.

CHCECE010 KE3.2, KE3.3

CHCECE011 KE1.2,KE1.3



LG PG 225

This response requires the comprehension of theory. A range of responses will be

acceptable but the student’s answer must show an understanding that discussing the

children’s interests with them will help develop positive relationships with them and to

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provide optimal programs and environments.

The student’s answer must also make links to the NQS and EYLF.

This is covered extensively in the learning materials: NQS - 1.1.1 Curriculum decision

making contributes to each child’s learning and development outcomes in relation to their

identity, connection with community, wellbeing, confidence as learners and effectiveness as

communicators; 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests

are the foundation of the program; 1.1.6 Each child’s agency is promoted, enabling them to

make choices and decisions and influence events and their world; EYLF Principles: Secure,

respectful and reciprocal relationships; EYLF Practices: Responsiveness to children; EYLF

Learning Outcomes; Child development theory

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

LG pg 225

CHCECE010 KE 5.1, KE3.2, KE3.3





acceptable but the student’s answer must show an understanding that using observations

underpins providing relevant & responsive quality programs.

The student’s answer may also make links to the NQS, EYLF and National Child Health

and wellbeing core competencies.

This is covered extensively in the learning materials: NQS - 1.1.3 The program, including

routines, is organised in ways that maximise opportunities for each child’s learning. 1.1.5

Every child is supported to participate in the program; EYLF Practices; The National

Child Health and wellbeing core competencies; Child development theory, Milestones

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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

LG Pg 24, Pg 224

CHCECE010 – KE3.1

CHCECE011 KE1.1

CHCECE013 KE1.1

CHCECE007 KE1.1


acceptable but the student’s answer must show an understanding that using routines as

learning and skill development opportunities for children is important.

The student’s answer must also reference the National Quality Framework.

From the learning materials:

1.1.3 - The program, including routines, is organised in ways that maximise opportunities

for each child’s learning.

The routine is predictable assisting children in feeling safe and secure. Children will have

the opportunity to develop their skills through active participation during routine times.

Educators will interact with children during routine times and undertake intentional

teaching and spontaneous learning opportunities during these times.

Curriculum encompasses all the interactions, experiences, routines and events—planned

and unplanned—that occur in an environment designed to foster children’s learning and

development (Early Years Learning Framework, page 9).

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Subject 4 - Workplace Effectiveness Assessor Guide V3.0 Produced 9 December 2014 Page 36 © Compliant Learning Resources

PART B - SUPPORT PLAY AND LEARNING

1. Indicate in the table below, where would you access the following

frameworks/standards:

Guidance: provide the website link in the table below

a) The National Quality Framework.

b) The National Quality Standards.

c) The relevant approved learning framework.

CHCECE011 KE 1.1, KE 1.2, KE1.3

LG, PG 223, PG 32

Indicate where you would access the below frameworks/standards

The National

Quality

Framework

should be copy at the Centre,

http://www.acecqa.gov.au/national-quality-framework

The National

Quality

Standards

should be copy at the Centre,


Educators guide

to the EYLF should be copy at the Centre, http://education.gov.au/early-years-learning-framework

VEYLF should be copy at the Centre,

http://www.education.vic.gov.au/childhood/providers/edcare/pages/veyladf.aspx

2. Fill out the table below by navigating through framework and standards documents to

find the following information that is relevant to providing experiences to support

children’s play and learning. Identify the practice number and the associated page

numbers.

CHCECE011 KE2

LG PG 32

a) EDUCATORS Guide to Belonging, Being & Becoming

Guidance: Locate the following Practices and note their page number.

Practice: Reflective Guide to EYLF Practice 2: Reflective practice for improvement pages 7-9

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Subject 4 – Play and Development Assessor Guide V3.0 Produced 9 December 2014 © Compliant Learning Resources Page 37

practice

Practice: Learning

through play

Guide to EYLF Practice 8. Learning through play Pages 30 - 33

b) BELONGING, BEING & BECOMING The Early Years Learning Framework for

Australia

Locate the following Practices and Principles and note their page number.

Practice: Learning

environments

BELONGING, BEING & BECOMING pg 15

Practice: Learning

through play


Principle: Ongoing

learning

and reflective practice


Practice:

Responsiveness to

children


c) The Educators’ Guide to the Framework For School Age Care In Australia discusses

the “Ongoing and cyclic program planning” and the need to break it down into

sections to understand how we can apply this in a centre. Locate the following

headings and note their page number.

Strengths and interests: Educators’ Guide to the Framework For School Age Care In

Australia. Pg 13

Devise learning

environment:

Educators’ Guide to the Framework For School Age Care In

Australia. Pg 13

Define the role of the

educator:

Educators’ Guide to the Framework For School Age Care In

Australia. Pg 13

Plan experiences: Educators’ Guide to the Framework For School Age Care In

Australia. Pg 15

d) My Time, Our Place

Locate the following Practices or Principles and note their page number.

Principle: Ongoing

learning and Reflective

Practice

MY TIME, OUR PLACE Framework for School Age Care in

Australia Pg. 11 SAM

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Practice: Collaboration

with

children


Australia Pg. 13

Practice: Learning

through play


Australia Pg. 14

Practice: Environments MY TIME, OUR PLACE Framework for School Age Care in

Australia Pg. 15

3. Which pedagogical practices providing experiences to support children’s play and

learning, are listed in the EYLF?

CHCECE011 KE3

LG, PG 86-87, 32

Example from the EYLF Pg. 14

The principles of early childhood pedagogy underpin practice. Educators draw on a rich repertoire of pedagogical practices to promote children’s learning by:

• adopting holistic approaches • being responsive to children • planning and implementing learning through play • intentional teaching • creating physical and social learning environments that have a positive impact on

children’s learning • valuing the cultural and social contexts of children and their families • providing for continuity in experiences and enabling children to have successful

transition • assessing and monitoring children’s learning to inform provision and to support

children in achieving learning outcomes.

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PART D – RESPECTFUL AND POSITIVE WITH

CHILDREN

1. There are a range of things you need to take into consideration if you want to

communicate effectively.

Complete the table below listing 2 verbal and 2 non-verbal things you need to take into

consideration when communicating with children and their families.

CHCECE007 KE3 (p)

LG, PG 110

Benchmark: This response requires the recall of theory. Detailed information is contained

in the learning materials: Verbal and non-verbal communication. A range of responses to

be accepted – examples provided below.

Verbal communication

considerations

Non-verbal communication

considerations

age and culturally appropriate verbal

communication (no jargon)

Suitable gestures, body language & facial

expressions to be used

Appropriate tone of voice

Need to be aware of the audience and their

cues

2. List 5 examples of how you can interact and communicate positively and respectfully

with children throughout their day and provide examples of what those interactions

would be.

Guidance:

Make sure you identify routine times as well as play times in your examples

and include how you would communicate over lunch.

Include an example of how you would respond to distress in ways to meet the

child’s need.

Include verbal and non-verbal communication techniques in your answer.

CHCECE007 PC1.2(k), KE 3,

LG , PG 284-285

This response requires the application of theory. 5 examples required. From the learning

materials: Effective communication, Collaborating with children.

Time of day Example of interaction

Sample answer: Arrival time Smile and greet child and adult, begin

speaking with the child about the day

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Times identified might include indoor

or outdoor times, nappy change

routine times, meal times etc.

Interactions described need to be

positive and child-focused.

Five different times need to be

identified.

Must identify routine times as well as

play times in your examples

Must include how you would

communicate over lunch

Must include how they would

respond to a child in distress.

Must include verbal and nonverbal

ways to show respect.

Student needs to show knowledge of different

times that can be used to interact positively

with children and what those interactions

might be.

3. Describe 3 different ways you can respond in a sensitive, respectful and collaborative

way when communicating with children about their interests, stories and ideas.

Guidance: Include verbal and non- verbal methods of communication.

CHCECE007 PC1.1(k),1.2(k), KE3

LG, PG 284-285

This response requires the recall of content. A range of suitable strategies to be accepted –

3 must be provided.

Examples about collaborating with children about their interests could include:

listening,

consulting,

discussing,

talking,

questioning,

negotiating,

observation,

body language,

suggestion box on an individual, small or whole group basis. SAM

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Scenario 2:

After the incident on Jake’s first day in the centre, you

decided to conduct further research on Jake’s case to be

able to understand and assist him better. For the rest of

the week, you recorded your observations on Jake’s

behaviour:

On the second day, Jake fought with other kids in the

centre twice during the day. Both fights started over a

disagreement while playing games. Jake does not like

losing and often resorts to name calling and hitting when

he cannot have his way. When you talked to him about his behaviour, he displayed severe

signs of anxiety and frustration and ended up isolating himself for the rest of the day.

On the third day, Jake had a fight with another kid in the centre over losing a group race

because one of his teammates did not follow the race instructions correctly. He blamed his

teammate for losing the game and used bad language to express his frustration.

On the fourth day, Jake pushed Lisa, a 5 year old girl who also goes to the centre, after she

refused to share her snacks with him. When Lisa started crying and telling Jake she would

tell her mum what he did, Jake started to panic and started crying himself.

On the fifth day, Jake had a fight again with some of the kids because they didn’t want to

include him in their games. Jake started throwing things at them and when you tried to

calm him down, he started having another severe panic attack.

Mapping CHCECE006 PC3.1, 3.2, 5.3, PE 4

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

below:

a. What behaviour have you identified as a source of concern? Provide a brief

description.

Benchmark:

Candidate must include at least one of the following:

- Violent tendencies

- Use of bad language

- Anxiety issues/panic attacks

Other answers may be acceptable as long as it is demonstrated in the scenario and

a valid source of concern.

SAM

PLE


b. How frequent to you observe this behaviour?

Benchmark:

Depending on the answer provided in the previous item, review scenario and

confirm frequency the identified behaviour is demonstrated by Jake.

c. How much does this behaviour affect the child’s relationships? Describe the

intensity of the behaviour.

Benchmark:

Depending on the answer provided in the previous items, review scenario and

confirm intensity of the identified behaviour demonstrated by Jake.

Mapping CHCECE006 PE4

1.3 Behaviours that require support:

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

support.

Benchmark:

Candidate must include at least one of the following:

o Violent tendencies

o Use of bad language

o Anxiety issues/panic attacks

Other answers may be acceptable as long as it is demonstrated in the scenario and a valid

behaviour that may require support

b. Research about the behavior identified and provide two possible methods to provide

support to Jake:

1.

2.

Benchmark:

o Candidate must provide two possible methods to support Jake. This may include but

are not limited to: Promoting and reinforcing the use of positive language in the

centre

o Promoting and reinforcing sharing and good sportsmanship through stories,

activities, games, etc.

o Providing support to the family by giving possible ways to continue reinforcement of

good behaviour at home

Other answers may be acceptable.

SAM

PLE


Mapping CHCECE006 PC5.3, CHCECE013 PC3.2

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:

Summary:

Introduction:

Body:

Conclusion:

Recommendations:

Guidance:

Title: Indicate topic/main findings

Summary: 1. The message of your report

2. Outline of your:

o methods,

o findings,

o conclusions,

o implications,

o recommendations.

Introduction: 1. Aim, scope and limitations

2. Background or context

3. May include an overall answer

4. Outline of report structure

Body: 1. Provides justification for recommendation(s)

2. Presents methods and findings

3. Is based on evidence

4. Keeps the discussion concise

Conclusion: 1. Restates position/key message

2. Presents and evaluates possible solutions

Recommendations: Suggests appropriate policy/actions

Benchmark:

The candidate must demonstrate:

- accurate presentation of data gathered from observation exercise

- recording of information is free from biased comments and negative labelling of children

SAM

PLE

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