Early Childhood Education and Care

CHC30113 Certificate III in Early Childhood Education and Care

CHCECE010 Support the holistic development of children in early childhood

Student Name: Amanpreet kaur

Student Number: E0890965

Assessment Number: 31838B/03

 

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To help Open Colleges manage your assessment, please use the following file-naming convention: [student number]_[assessment]_[assessment number].doc

For example 12345678_Support holistic development_31838B_03

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Getting started

The assessment tasks in this booklet have been designed to allow you to provide evidence that demonstrates your competence in the unit CHCECE010 Support the holistic development of children in early childhood.

Your trainer will:

answer any questions that you might have about the assessment

assess your competence as required by the unit of competency, by making judgments about the evidence you have presented in line with the rules of evidence: validity, authenticity, currency and sufficiency

provide feedback on the outcomes of the assessment process.

Introduction

You are required to complete a written assessment that involves responding to both short answer questions and case studies, and are required to complete a project for CHCECE010 Support the holistic development of children in early childhood.

In completing the final assessments, you will show evidence of your ability to:

support the physical, social, emotional, cognitive and communication development of children in early childhood

create an environment for holistic learning and development.

Assessment number

Assessment deliverables

31838B/02

Written assessment

31838B/03

Project

31838B/03 Project

This project is in three parts.

You are required to complete each part of the project.

Part A – The whole child

This assessment task requires you to prepare a set of child development charts that summarise major achievements/milestones under each developmental area for children in the below age groups:

6 months – 1 year

1–2 years

2–3 years

3–4 years

4–5 years

5-6 years.

In each chart, for each developmental area, put in point form three (3) typical major achievements/milestones of children in the identified age range. For example, you may list the below major achievements under communication development for a child aged between 1-2 years as follows:

The 1-2 year old child can:

say about 50 words but can understand whole sentences

put two to three sentences together to form a simple sentence

understand the meaning of actions words.

Keep in mind that this part of the task requires you to focus on the major achievements and milestones in each age range only.

Once you have listed major achievements/milestones, you are then required to identify in each chart an example of:

a one-on-one interaction that could encourage development of the milestone skill

how you could use daily routines such as, nappy changes, toileting and mealtimes as a way to support children acquire and practise skills

an experience to support development of the milestone skill.

You must do the above for each achievements/milestone listed. For each experience suggested link it to an EYLF outcome.

The 6 month–1 year old child typically can:

Interactions that encourage development of the milestone skill

Ways to support children acquire and practise skills as part of daily routines

Experiences to support development of the milestone skill

EYLF Learning Outcome that suggested experience links to

Physical development

1.can sit on floor with lower back support

2. raise head upper chest and pushing up on arms and legs while lying on her stomach.

Later on she will crawl and stand up against on object.

3.Reach for toys and hold with palmer grasp

Sit on floor with child and play with her with her toys

Interact with child at eye level and encourage her as she is showing signs of coordinating movement to begin to crawl

Provide the child with interesting resources- tap and shake them to create interest in the objects- praise efforts to reach them and holding them in the palmer grasp

Place pillows behind the child

Place her on her tummy on the mat after nap time some tummy time and encouraging her attempts

While changing their nappies have sterilised objects that child can reach for and grasp top keep them busy while changing his or her nappies.

Sit infant with pillow and push a wheeled toy to her then pull it back so she can reach forward.

Placing a toy bit further from the child so she can crawl and stretches towards the objects.

Provide objects of interest that she can grasp safely and easily – should be safe to place in mouth.

Learning outcome4:

4 children are curious and enthusiastic participants in their learning.

1.3 children develop knowledge and confident self identities.

4.4 children resource their own learning through connecting with people, place, technologies and natural and processed materials.

Social development

1.. makes eye contact when held with face about 20cm from face of adult looking at them

2 recognises familiar people and stretches arms to be picked up

3. shows definite anxiety or wariness at appearance of strangers

EYLF Outcome 3: Children have a strong sense of wellbeing – Children become strong in their social and emotional wellbeing. E.g. “promote children’s sense of belonging, connectedness and wellbeing.” (p.31) NQS: Areas 1, 4, 5, 6

EYLF Outcome 5: Children are effective communicators – Children interact verbally and nonverbally with others for a range of purposes. E.g. “are attuned and respond sensitively to children’s efforts to communicate.” (p.40) NQS: Areas 1, 5

EYLF Outcome 3: Children have a strong sense of wellbeing – Children become strong in their social and emotional wellbeing. E.g. acknowledge children’s stage of emotional development and support them to develop resilience. NQS: Areas 1, 2, 5

Emotional development

1.

2.

3.

Communication development

1.

2.

3.

Cognitive development

1.

2.

3.

The 1–2 year old child typically can:

Interactions that encourage development of the milestone skill

Ways to support children acquire and practise skills as part of daily routines

Experiences to support development of the milestone skill

EYLF Learning Outcome that suggested experience links to

Physical development

1.

2.

3.

Social development

1.

2.

3.

Emotional development

1.

2.

3.

Communication development

1.

2.

3.

Cognitive development

1.

2.

3.

The 2–3 year old child typically can:

Interactions that encourage development of the milestone skill

Ways to support children acquire and practise skills as part of daily routines

Experiences to support development of the milestone skill

EYLF Learning Outcome that suggested experience links to

Physical development

1.

2.

3.

Social development

1.

2.

3.

Emotional development

1.

2.

3.

Communication development

1.

2.

3.

Cognitive development

1.

2.

3.

The 3–4 year old child typically can:

Interactions that encourage development of the milestone skill

Ways to support children acquire and practise skills as part of daily routines

Experiences to support development of the milestone skill

EYLF Learning Outcome that suggested experience links to

Physical development

1.

2.

3.

Social development

1.

2.

3.

Emotional development

1.

2.

3.

Communication development

1.

2.

3.

Cognitive development

1.

2.

3.

The 4-5 year old child typically can:

Interactions that encourage development of the milestone skill

Ways to support children acquire and practise skills as part of daily routines

Experiences to support development of the milestone skill

EYLF Learning Outcome that suggested experience links to

Physical development

1.

2.

3.

Social development

1.

2.

3.

Emotional development

1.

2.

3.

Communication development

1.

2.

3.

Cognitive development

1.

2.

3.

The 5–6 year old child typically can:

Interactions that encourage development of the milestone skill

Ways to support children acquire and practise skills as part of daily routines

Experiences to support development of the milestone skill

EYLF Learning Outcome that suggested experience links to

Physical development

1.

2.

3.

Social development

1.

2.

3.

Emotional development

1.

2.

3.

Communication development

1.

2.

3.

Cognitive development

1.

2.

3.

Part B – Selecting experiences to support children’s holistic development

As you worked through the Learner Guide for this Unit of Competency you were asked to collect ideas for appropriate experiences that support the different areas of children’s development. Now it is time to collate your ideas into a Resource Kit. Your ideas for experiences must support the development of children aged 0-6 years.

Divide your Resource Kit into six sections as follows:

physical development

social development

emotional development

cognitive development

communication development

creative development.

In each section you need a minimum of three ideas; therefore you will have a total of 18 entries. For example, physical development will have three experiences as will social development and so on.

Each entry should be a maximum of two pages.

Ideas should be gathered from a minimum of five different sources. Sources include books, journals, internet articles, CDs and so on.

The following information should be included in each entry:

name of the experience

specific age range (in years and months) for whom the experience is appropriate

suggested group size

skills supported by the experience

resources required for the experience for example, a list of equipment, words of a song, recipe, instructions for playing a game

how the experience will be conducted (teaching method used to intentionally scaffold children’s learning)

suggested interactions to support children’s efforts and achievements.

Your Resource Kit can be either paper-based or in an online format using a free downloadable software product. If presenting the tool in an online format, make sure you provide a Web link and instructions so that your Assessor can easily access the tool.

PHYSICAL DEVELOPMENT EXPERIENCE:

NAME OF EXPERIENCE

1) Tummy time

2)

3)

SPECIFIC AGE RANGE IN YEARS AND MONTHS

0-6 months

GROUP SIZE

0-4

SKILLS SUPPORTED

Core

Arm

Neck

And leg muscle development

RESOURCES REQUIRED FOR EXPERIENCE

Tummy pillow

Puppets

Old macdonald had a farm

Incy wincy spider lyrics

HOW THE EXPEIRNCE IS TO BE CONDUCTED

Create a space that is clean and comfortable

Arrange tummy time pillow in an area that is familiar and comfortable for the baby

Place baby on a tummy time support pillow – it gives them the opportunity to lift themselves.

While the baby is on the tummy time support pillow I will singing songs with puppet

SUGGESTED INTERACTIONS TO SUPPORT CHILDREN’S EFFORTS AND ACHIEVEMENTS

Non-verbal interactions such as: smiling, clapping, hugging, laughing, using positive facial expressions to show support, interest, guide and encouragement. Verbal encouragement and support by saying “very good, you can do it”.

Part C – Exploring communication development through stories

This assessment task requires you to source a range of developmentally appropriate stories for young children that could be used in an early childhood setting to support their communication development.

Select three developmentally appropriate stories for each of the age groups that follow:

0-2 years

2-3 years

3-5 years.

As a broad rule for babies look for stories and books that have good rhymes, rhythm and repetition. Books with simple large and bright pictures, with pictures of babies and faces would be appropriate selections.

For toddlers look for books about food, transport, animals, shapes, community helpers and other babies and toddlers to help them make sense of their environment.

For preschool age children look for books that have illustrations that tell a story, engage the imagination, large letters to see and have a storyline that is easy to follow. For example Pamela Allen’s book ‘Bertie and the Bear’ provides children with a well-illustrated picture like storyline.

For each age group stipulated include at least one book that draws the children’s attention to symbols and patterns typically found in their environment, and which could be used to promote and encourage further discussion with the children about the patterns and their relationships. This can include the relationships between letters and sounds, or symbols systems such as numbers, time, money or musical notation.

In making your selections, be mindful that books used in early childhood education and care settings should reflect different types of people, cultures and communities.

Complete the table that follows, identifying the book title and its’ author, a brief description of the book and how you would introduce the book with the age group it has been selected for.

Age

Title and Author

Description

Implementation

0-2 years

MY BIG ANIMAL BOOK

BY: Roger Priddy

Priddy books

It is a book that explores:

The fun for little one who love the animals

On the large pages of the book they will discover bright , bold photographs of all different kinds of animals, from pet to farm animals to bird.

There is name of animals under the picture of them so it helps the children to find their loved animals and they make their own vocabulary.

When I read this story on mat time , I will :

use a big book so every child can view the colourful pictures.

First I start from the cover of the book and talk about everything we see on the cover

Talk about the picture of the animals or bird see on the page and try to explore what they eat and where they live

I will encourage the children to make a sound of the animals so they can enjoy with me and having fun.

.

2-3 years

LITTLE GREEN PEAS

A big books of colours

AUTHOR: Keith Baker

It is book the explores the:

The journey of peas with rainbow colours

Shows the different colours and different place where the little green peas goes and play and enjoy.

Recognise the rainbow colours

When I read this story on mat time , I will :

use a big book so every child can view the colourful pictures.

First I start from the cover of the book and talk about everything we see on the cover

Sing a finger rhyme that relates to this story- this will help settle and introduce the story to the children

Read the book with name of colour and explain each and everything see on the page

So the children can explore self esteem to find what the peas are doing over there.

Reconginse the colour and all thing that matches with colour.

WHEELS ON THE BUS

BY: JERRY SMATH

It is a book that explores:

The journey of the bus

how a person can feel when they sit into the bus

Rhymes word like open and shut

Wiper on the bus say swash

How the bus make bumpy on the road

When I read this story on mat time , I will :

use a big book so every child can view the colourful pictures.

First I start from the cover of the book and talk about everything we see on the cover

Sing a finger rhyme that relate to the story this will help the children to settle down and introduce the story to the children.

3-5 years

THE VERY HUNGRY CATERPILAR

AUTHOR: Eric Carle

It is a book that explores:

The life cycle of a butterfly

Eating habits: how a person can feel when they eat sometimes food, and different foods

Days of the week

numeracy

When I read this story on mat time , I will :

use a big book so every child can view the colourful pictures.

First I start from the cover of the book and talk about everything we see on the cover

Sing a finger rhyme that relates to this story- this will help settle and introduce the story to the children

I will encourage the children to count with me

Try to repeat the days of the week with children.

DR . SEUSS’S

ABC

An Amazing Alphabet Book

Author: Dr Seuss’s

It is a book that help the children to recognise alphabet letter

Its help to recognise both small and big alphabet into rhymes

Word find that start with letters

Help the school readiness program

Also helpful for children to find their name letter and having lots of fun in mat time.

When I read this book with children I will

Will use rhymes with every letter so children can sing with me

I play a game with children so they can find their name letter start with alphabet.

I will encourage to children to find friends name letter so they can having fun

It makes easy to settle down for lunch time and send one by one according to recognise name letter of the child.