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CHCECE017 Assessment answers


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

Assessment  1 – Student Information

This information is to be handed to each student to outline the assessment requirements

Project 1.

The childhood education and care service you work for places a great deal of emphasis on the holistic development and wellbeing of children. They are also proud of the fact that they make children feel like they belong. The service provider has asked you to design a multi-page brochure or booklet that outlines and promotes its efforts in nurturing the development of children.

The brochure/booklet should:

  • outline what physical, social, emotional, cognitive development and communication development is
  • explain different theories of physical, social, emotional, cognitive development and communication development
  • identify what parents can expect to see as their children develop in each area (e.g. normal milestones/ stages of development)
  • outline what the organisation does to foster development in each area in children (be specific, you will need to provide examples of activities and strategies used)
  • discuss holistic development-what it is and how it is achieved
  • explain how the organisation helps children feel like they belong

You will also need to outline how childhood education and care service providers are affected by and meet the requirements of the National Quality Framework (NQF) and the National Quality Standards (NQS) and the concepts of the Early Years Learning Framework (EYLF).

You should develop your brochure/ booklet with close reference to the material in this unit of work. You should also demonstrate that you have undertaken your own research. You are required to provide a reference list/ bibliography.

CHCECE017 Assessment answers

The brochure/ booklet should be visually pleasing and can include the use of relevant pictures, diagrams and charts. The ideas should be presented logically and should be worded in a fashion that allows parents to understand what you are saying. You should not overwhelm them with technical terms and jargons.

Activity 1.

You are an educator and you are working with a group of children including Thomas, Maddie and James. Their physical skills have been identified as:

  Thomas can:   Maddie can:   James can:
lift head up when placed on stomachroll from back to stomachroll from stomach to backsit upright unsupportedmove to a crawl position crawlstand up independently using furniture reach for objectshold objectshold her head uproll overtransfer objects from one hand to anothercrawlhold herself uppush and pull objectswalk haltingly walk up and down stepsride a tricyclesense of balance is developing
  1. Identify the children’s likely age based on their level of development of physical skills.
  • How might you undertake the process of identifying and monitoring their physical skills and development?
  • Provide an example of a developmentally appropriate experience/opportunity you might plan and provide to foster each of the children’s fine and gross motor/fundamental movement skills.
  1. Thomas
  • Maddie
  • James

Activity 2.

  1. Plan an experience which challenges the physical skills and abilities and endeavours of children and promotes their physical fitness in each of the areas:
  1. Active games
  • Music and movement experiences.
  • Why is it important for children to be physically fit?

Activity 3.

Spend an extended period of time monitoring a child you know. This might be a child you work with, a relative or the child of a friend. Make sure you obtain a parent’s permission before carrying out observation. Identify and monitor children’s social skills and development. Record your observations. What did you observe? Provide examples (eg. what did they say and do?).

 What do your observations reveal about the child’s social development?

Activity 4.

  1. Suggest a game or activity that could be used to get children to interact in pairs. What social skills might children develop as a result of this game or activity?
  • You have directed a group of three children to go and play in the dress-up area. One of the children wants them all to dress up as princesses and another one wants them all to dress up as clowns. The third child does not mind what they dress up as. An argument has broken out. What would you do to get the children to respect each other’s interests and to settle the argument?

Activity 5.

  1. You hold a group discussion about the environment and littering. You notice that one child has not made any contribution to the discussion. What would you do to encourage the child to participate in the discussion in a meaningful way? Provide at least three examples. Do not limit your response to ideas presented in the text. 
  • You hold a group discussion about animals that children see outside. When you ask the group, “What do birds eat?”, one child responds that birds only eat bird seed. What would you do?
  • You have asked a group of children to decide which song they would like to sing at the end of year concert to which family are invited. They cannot agree on one song. What would you suggest?

Activity 6.

Children are engaging in free play. Quite suddenly two children start to cry and yell at each other and even start to pull each other’s hair. It seems that they are in conflict about who should get to play with a doll. What steps would you take to resolve the conflict? Provide a detailed response.

Activity 7.

  1. Identify three community groups or organisations in your local community that service providers might establish a link with to promote a sense of community in children. Provide a description of what they do.
  Group   What they do
  • Identify a place in your local community that children might be taken to, to promote a sense of community. Describe what they would do on their excursion.

Activity 8.

  1. Explain how the environment of a service provider can be set up to encourage interaction.
  • A parent tells you that their three year old child no longer has daytime sleeps. Would they still benefit from an environment that allows the child to have solitude and quiet? Explain.
  • List three activities that could be used to promote quiet time.

Activity 9.

  1. What are ethics?
  • Identify and describe a time when you were faced with an ethical dilemma. How did you resolve the matter? What helped you to make your decision? Do you think you did the right or wrong thing?
  • Provide a description of two scenarios that children could discuss to investigate ethical issues relevant to their lives and their communities.

Activity 10.

Spend an extended period of time observing a child you know. This might be a child you work with, a relative or the child of a friend. Make sure you obtain a parent’s permission before carrying out observation. Observe the child on their own and when engaged with others.

Identify and monitor children’s emotional development/expression of feelings. What did you observe? What do your observations reveal about the child’s emotional development and their ability to express feelings?

Activity 11.

Choose three of Gardner’s multiple intelligences. Describe an activity for each of these intelligences that would allow children that have them to experience individual strengths and success.

Activity 12.

  1. You are teaching all of the children in your care a dance routine that expresses how children feel when they are happy. You expect the routine to present a challenge but to be within child’s emerging skills and capabilities. Nevertheless, you monitor the children’s confidence while attempting the activity.

During the dance session you notice that one child:

  • is behaving badly, they are not trying to follow the steps and are instead being silly
  • claims that they feel sick even though they felt well enough to run around with other children just before the dance session started
  • is taking steps to avoid the dance routine without even trying
  • quits soon after the dance routine begins
  • when asked why they do not want to take part in the dance routine they reply that “dancing is stupid”
  • says that they are not as good as the other children dancing

What would you conclude? What would you do as a result of your observations?

  • Identify a time that you tried to do something that challenge your skills and capabilities. How did you feel prior to doing the task? Did you succeed in the task? What did you learn as a result of your experience? How would you use this insight when asking children to undertake tasks that challenge their emerging skills and capabilities?

Activity 13.

  1. You ask a group of children to make a ball out of plasticine. You want them to complete this task independently. One child does not make any steps to complete the task. What process would you follow to help the child complete this task independently?
  • You have asked each child in your care to papier-mache a balloon independently. One child is having some difficulty doing the task but is making slow progress. You really want to get the child to start a new activity. Should you tell them to put the task aside and move on to the next task? Explain.

Activity 14.

Describe an experience that would allow children to explore issues of self-image and identity through play. Be specific. Describe what you would do and what children need to do step-by-step. Identify any resources that would be needed, such as paper, paints, pictures or music. How would this learning experience help children to explore issues of self-image and identity?

Activity 15.

  1. Briefly describe three activities not mentioned in the text that could be used as opportunities for children to release their feelings and express emotions through suitable experiences.
  • Provide an example of a way that a child with a restricted vocabulary and who cannot read might be helped to express their feelings and emotions to educators.
  • A child wants to talk to you about their feelings and emotions. How can you show them that you are listening to them?

Activity 16.

  1. What is cognition and cognitive development?
  • At what stage of development do children have the cognitive skills to be able to:
  Skill/Activity   Stage/Age
  Repeat behaviours that bring about pleasure.  
  Classify objects into two categories at the same time.  
  Place objects in quantitative sequence (eg tallest to shortest)  
  Understand concepts of right and wrong.  
  Able to recall past events and anticipate future events  
  Make repetitive voluntary movements, such as opening and closing fingers  
  Begin searching for objects that are hidden.  
  Recall past events and anticipate future events.  
  Express their thoughts verbally  

Activity 17.

Describe three activities/ experiences that could be used to develop children’s science, maths and technology skills (ie, one activity for each area of learning).

You need to:

  1. Provide step-by-step instructions for the activities.
  2. List any resources needed.

You cannot use any of the examples provided in the text.

Activity 18.

  1. A group of children are playing hopscotch outside. One of the children keeps pushing in and taking other children’s turns. When the other children tell the individual that this is not fair the child responds by calling them names. As a consequence of this child’s action the other children decide that they do not want to play with this child and the child becomes very upset. What would you do or say to the child?
  • A child has to choose between playing a computer game on their own or playing dress-ups with a group of friends. What process would you suggest they use to make a choice in this situation? Provide a detailed answer.

Activity 19.

  1. Aside from providing praise, identify three things you could do that will encourage children to explore, experiment and take risks in their learning.
  • A child who has always been reluctant to try and answer maths based questions (e.g. “How many spots can you see on the dog?”), has taken a risk and has correctly answered the question, ‘What number comes after ten?” What would you do to encourage the child to keep taking risks in their learning? Providing at least three examples.

Activity 20.

You want to use a project that will provide children with an opportunity for involvement in experiences that support the investigation of ideas, complex concepts and thinking, reasoning and hypothesising. You decide to involve the children in a project that will require them to use all these skills.

  1. Suggest a topic/ concept that children might think about and investigate.
  • What might you expect children’s initial hypotheses to be?
  • How might children investigate ideas?
  • How might they demonstrate the results of their investigation?