CHCECE035 Support The Holistic Learning :
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RTO No. 31736 | CRICOS 03010G
CHCECE035 Support the holistic learning and development of children
Student Assessment tool 2 of 3
Version control
Date | Version | Changes made | Author |
May 2022 | V2.0 | New development based on Compliance | Odette King |
Students, please complete this cover sheet. PRINT CLEARLY using Black or Blue Ink only.
Qualification | |||
Student name | |||
Student number | |||
Student email | |||
Assessor name | |||
Assessment due date | |||
Submission date | Attempt 1 Date: | Attempt 2 Date: | Attempt 3 Date: |
Result for attempt (S or NS) |
Copyright © 2022 Malekhu Investments trading as Queensford College. All rights reserved.
Contents
Version control…………………………………………………………………………………………………….. 1
Student declaration of authenticity……………………………………………………………………………… 3
Assessment Tool 2 of 3 – Short answer questions…………………………………………………………. 4
Student instructions………………………………………………………………………………………………….. 4
How to submit this Assessment Tool………………………………………………………………………….. 4
What you must do to achieve Satisfactory for this Assessment Tool………………………………. 4
Written answer question guidance………………………………………………………………………….. 4
Question 1 – Requirements of the National Quality Standard and related regulations and laws…………………………………………………………………………………………………………………………… 6
Question 2 – How childhood development links to learning framework………………………. 8
Question 3 – Australian Early Development Census (AEDC)…………………………………….. 8
Question 4 – Child development theory…………………………………………………………………… 9
Question 5 – Influences and variations relating to child development……………………….. 11
Question 6 – How the different developmental domains are interrelated and how this informs a holistic approach………………………………………………………………………………………………… 12
Question 7 – Other theories of early childhood learning…………………………………………… 13
Question 8 – Principles of literacy development……………………………………………………… 13
Question 9 – Factors impacting child development…………………………………………………. 14
Question 10 – Strategies used to support children’s development……………………………. 15
Question 11 – Symbol systems……………………………………………………………………………. 15
Question 12 – Service standards, policies, and procedures…………………………………….. 16
AT 2 of 3 Result (for use by assessor only)………………………………………………………………. 17
Note: You must sign the student declaration for your submission to be accepted.
Student declaration of authenticity
Before you submit this Assessment Tool you must declare the work is your own. Read the text below. Sign the declaration if you agree with all the statements. I declare: The answers I have given in this Assessment Tool are my own work, based on my own study and research and no part of it has been copied from any other source, except where due acknowledgement/reference has been made. (Plagiarism is not permitted in any form)A late submission fee of $150 per Unit of Competency will apply before my submission will be marked if my submission is made past the due time and date.I have kept a copy of my Assessment Tool if I have submitted the answers in any form other than a self-marking quiz on Moodle.Queensford College will retain this Assessment Tool as evidence of assessment for audit purposes.I give permission for my Assessment Tool to be reproduced, communicated, compared, and archived for the purposes of detecting plagiarism or collusion and to fulfil Queensford College’s requirements as an RTO.Any assessment marked as unsatisfactory will require me to undergo reassessment; reassessment may involve different assessment to that originally undertaken.I have read and understand the policies and procedures relating to assessment as outlined in the Queensford College Student Handbook (or the International Student Handbook) and the Student Assessment Guide. | |||
Signed | Dated | ||
Note: If you are completing this document electronically, use either a scanned and cropped jpg image of your signature or type your name in the space above. For documents submitted through Moodle, the inclusion of this declaration with any form of signature, however presented, with your submission, indicates you understand and agree the declaration is true. If you are completing this Assessment Tool as self-marking questions on Moodle, you will be required to agree to an electronic statement of authenticity at the beginning of the Knowledge questions before being able to proceed. |
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Assessment Tool 2 of 3 – Short answer questions
Student instructions
Purpose | This assessment is designed to assess your knowledge required to recognise and support the interrelationship between the physical, social, emotional, cognitive and communication development of children. |
Location | Your assessor will advise the due date and time for this assessment. Make a copy of this document. Name it CHCECE035 AT 2 of 3_[Your Name]_submission1 (if your first attempt, submission2 if your second etc.) |
Resources supplied by your assessor | Sparkling-Stars-Educator-Handbook |
Resources supplied by you | Computer and internet access |
How to submit this Assessment Tool
What? | 1 | A copy of this Assessment Tool named: CHCECE035 _[Your Name]_AT 2 of 3_submission1 (if first attempt, submission2 if your second etc.) Make sure you have: completed the cover sheet(s) completed the responses for each task composed and sent any required emails using the Moodle platform, in accordance with the ‘‘How to send emails from Moodle – Student’ instructions’ provided in the ‘Student Supporting Resources’ folder |
When? | Your assessor will advise the due date and time for this assessment. | |
Where? | Upload to the submission link for Assessment Tool 2 of 3 in Moodle. If your assessor advises not to use Moodle, you may hand in your printed copy of this Assessment Tool however you MUST keep a copy. |
What you must do to achieve Satisfactory for this Assessment Tool
Written answer question guidance
The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you in providing the type of response expected.
Note the following guidance is the minimum level of response required.
Analyse | When a question asks you to analyse something, you should do so in detail, and identify important points and key features. One or two paragraphs is expected. |
Compare | When a question asks you to compare something, show how two or more things are similar, also indicate the relevance of the consequences. One or two paragraphs is expected. |
Contrast | When a question asks you to contrast something, show how two or more things are different, ensuring you indicate the relevance or the consequences. One or two paragraphs is expected. |
Describe | When a question asks you to describe something, state the most noticeable qualities or features. Two to three sentences are expected. |
Discuss | When a question asks you to discuss something, point out important issues or features and express some form of critical judgement. One or two paragraphs is expected. |
Evaluate | When a question asks you to evaluate something, put forward arguments for and against something. One or two paragraphs is expected. |
Examine | When a question asks you to examine something, this is like “analyse” – provide a detailed response with key points and features and a critical analysis. One or two paragraphs is expected. |
Explain | When a question asks you to explain something, make clear how or why something happened or the way it is. Two to three sentences are expected. |
Identify | When a question asks you to identify something, you are asked to briefly describe the required information. Two to three sentences are expected. |
List | When a question asks you to list something you are expected to briefly state information in a list format. |
Outline | When a question asks you to outline something, this means giving only the main points, A response two to three sentences is expected. |
Summarise | When a question asks you to summarise something, this means (like “outline”) only giving the main points. Two to three sentences are expected. |
Question 1 – Requirements of the National Quality Standard and related regulations and laws
Provided in the table below are elements of Quality Areas 1, 2, 3, and 5 of the National Quality Standard (NQS). Access and review each of the Quality Areas in the ACECQA website. Next, research the laws and regulations applicable in your State/Territory. You can access these sources using the following links:
- Education and Care Services National Law Act 2010
- National Quality Standard Using the table provided, document:
- Document your State/Territory
- A minimum of one piece of legislation relevant to the Quality Area
- Identify the coverage of the law you have identified (is it State/Territory or National coverage?)
- Provide one section from the identified law relevant to each quality area
- Determine what the identified section from the identified law requires from an early years learning centre
State/Territory | |||||
Quality Area | Legislation | Coverage | Section | Requirement to be Met by early years learning centre | |
State/Territory | National | ||||
Quality Area 1: Educational Program and Practice | ☐ | ☐ | |||
Quality Area 2: Children’s Health and Safety | ☐ | ☐ |
State/Territory | |||||
Quality Area | Legislation | Coverage | Section | Requirement to be Met by early years learning centre | |
State/Territory | National | ||||
Quality Area 3: Physical Environment | ☐ | ☐ | |||
Quality Area 5: Relationships with Children | ☐ | ☐ |
Assessors use only | Satisfactory | ☐ | Not yet satisfactory | ☐ | |
Comment if NYS | |||||
CHCECE035 Support the holistic learning and development of children
Question 2 – How childhood development links to learning framework
Consider you are an early childhood educator working for Sparkling Stars Childcare Centre. You know that Sparkling Stars Childcare Centre uses the Early Years Learning Framework (EYLF)to inform its activities and operations.
With this knowledge in mind, briefly explain how the Early Years Learning Framework supports early childhood development. Your response should be between 50 to 100 words.
Assessors use only | Satisfactory | ☐ | Not yet satisfactory | ☐ | |
Comment if NYS | |||||
Question 3 – Australian Early Development Census (AEDC).
Answer the following questions about the Australian Early Development Census (AEDC).
Question | Response |
What is the AEDC? | |
What type of information can you get from the AEDC? |
Assessors use only | Satisfactory | ☐ | Not yet satisfactory | ☐ | |
Comment if NYS | |||||
908f38ffae47727d8d4c228ff47ace6b5e2592bfd5c00758d9555daf40c25b17
Question 4 – Child development theory
Answer the questions in the table in the context of child development.
Question | Response | ||||
1 | Briefly explain the importance of early brain development for a child’s future success in school. | ||||
2 | Briefly explain how a centre’s inclusive practices facilitates development in children. | ||||
3 | Provide one developmental milestone per age period of a child for each development area listed. | Age | Major Development milestones | ||
Cognitive | Communication | Emotional | Physical | Social | |
Birth to 4 months | |||||
4–8 months | |||||
8–12 months | |||||
1–2 years |
Question | Response | ||||||
2–3 years | |||||||
3–6 years |
Assessors use only | Satisfactory | ☐ | Not yet satisfactory | ☐ | |
Comment if NYS | |||||
CHCECE035 Support the holistic learning and development of children
Question 5 – Influences and variations relating to child development
There are positive and negative effects that can impact a child’s development. In the table below, document:
- One factor that can positively affect a child’s development and one factor that can negatively affect a child’s development
- The area of early childhood development each identified factor can affect
- How each factor can affect each identified area of early childhood development
Question | Column 1 | Column 2 |
Positive effects on early childhood development | Negative effects on early childhood development | |
List one factor that impacts a child’s development (positive in column 1, negative in column 2). | ||
What area of early childhood development is affected by your chosen factor? | ||
How does the factor can affect the area of early childhood development? |
Assessors use only | Satisfactory | ☐ | Not yet satisfactory | ☐ | |
Comment if NYS | |||||
908f38ffae47727d8d4c228ff47ace6b5e2592bfd5c00758d9555daf40c25b17
CHCECE035 Support the holistic learning and development of children
Question 6 – How the different developmental domains are interrelated and how this informs a holistic approach
In the table provided, answer the following questions:
- Explain, in your own words, how each pair of developmental domains below are interrelated with each other
- Briefly explain how the interrelationship among different developmental domains informs a holistic approach in early childhood development
Question | Developmental Domain Pair | Explanation | |
1 | Explain, in your own words, how each pair of developmental domains below are interrelated with each other | Physical health and wellbeing; emotional maturity | |
Social competence; emotional maturity | |||
Language and cognitive skills; communication skills and general knowledge | |||
2 | How do the interrelationships among different developmental domains inform a holistic approach in early childhood development? |
Question 7 – Other theories of early childhood learning
There are a range of theories in early childhood learning. Answer the following questions to demonstrate your depth of understanding of other theories:
Theory | Question | Response |
Learning | How does play help a | |
through play | child learn? | |
How does playing | ||
encourage the | ||
development of a | ||
child’s language skills? | ||
Gifted and | What is the difference | |
talented | between being gifted | |
children | and being talented? | |
Why is it important to | ||
come up with a | ||
personalised | ||
curriculum for gifted | ||
children? |
Assessors use only | Satisfactory | ☐ | Not yet satisfactory | ☐ | |
Comment if NYS | |||||
Question 8 – Principles of literacy development
Explain, in your own words, how the following principles help promote literacy development in early childhood.
Principle | How each principle helps promote literacy development in early childhood |
Learning sounds | |
Learning words | |
Learning language | |
Patterns of repetition | |
Rhyming | |
Mimicking |
Principle | How each principle helps promote literacy development in early childhood |
Pre-reading skills | |
Early writing skills |
Assessors use only | Satisfactory | ☐ | Not yet satisfactory | ☐ | |
Comment if NYS | |||||
Question 9 – Factors impacting child development
In the table below, for each factor listed, document a minimum of two (2) likely impacts on child development if the factor is left unchecked or unaddressed
Factor | Impacts of this factor that hinder a child’s early development if left unchecked or unaddressed: |
Poor diet | |
Lack of play | |
Limited stimulation of brain development | |
Lack of materials | |
Lack of resources | |
Inconsistent or emotional support or comfort | |
Non-existent emotional support or comfort | |
Trauma | |
Factor | Impacts of this factor that hinder a child’s early development if left unchecked or unaddressed: |
Child abuse | |
Family violence | |
Assessors use only | Satisfactory | ☐ | Not yet satisfactory | ☐ | |
Comment if NYS | |||||
Question 10 – Strategies used to support children’s development
For each developmental domain below, provide one strategy used in early childhood education to support children’s development.
Developmental domain | Strategy to support developmental domain |
Physical health and wellbeing | |
Social competence | |
Emotional maturity | |
Language and cognitive skills | |
Communication skills and general knowledge |
Assessors use only | Satisfactory | ☐ | Not yet satisfactory | ☐ | |
Comment if NYS | |||||
Question 11 – Symbol systems
For each of the symbol systems listed below, describe an activity in full detail that would allow children to explore the system.
Symbol system | Activity that would allow children to explore it |
Letters | |
Numbers | |
Time | |
Money | |
Musical notation |
Assessors use only | Satisfactory | ☐ | Not yet satisfactory | ☐ | |
Comment if NYS | |||||
CHCECE035 Support the holistic learning and development of children
Question 12 – Service standards, policies, and procedures
Consider you are an early childhood educator working for Sparkling Stars Childcare Centre. Using following link, access Sparkling Stars’ Educator Handbook in the’ Supporting Resources’ folder.
The Sparkling Stars’ Educator Handbook includes information on the organisation’s standards, policies, and procedures for complying with the NQS endorsed by ACECQA. Review the contents of Sparkling Star’s Educator Handbook in the areas of educational program practice, health, safety, physical environment, and relationship with children. For each of the areas, document a standard, policy, and a procedure.
Area | Standard | Policy | Procedure |
Educational program | |||
Educational practice | |||
Health | |||
Safety | |||
Physical environment | |||
Relationship with children |
Assessors use only | Satisfactory | ☐ | Not yet satisfactory | ☐ | |
Comment if NYS | |||||
CHCECE035 Support the holistic learning and development of children
AT 2 of 3 Result (for use by assessor only)
Has the declaration of authenticity been signed, or has it been done through Moodle? | Yes ☐ No | ||||||
Results for this Assessment Tool | Question 1 | Satisfactory | ☐ | Not Satisfactory | ☐ | ||
Question 2 | Satisfactory | ☐ | Not Satisfactory | ☐ | |||
Question 3 | Satisfactory | ☐ | Not Satisfactory | ☐ | |||
Question 4 | Satisfactory | ☐ | Not Satisfactory | ☐ | |||
Question 5 | Satisfactory | ☐ | Not Satisfactory | ☐ | |||
Question 6 | Satisfactory | ☐ | Not Satisfactory | ☐ | |||
Question 7 | Satisfactory | ☐ | Not Satisfactory | ☐ | |||
Question 8 | Satisfactory | ☐ | Not Satisfactory | ☐ | |||
Question 9 | Satisfactory | ☐ | Not Satisfactory | ☐ | |||
Question 10 | Satisfactory | ☐ | Not Satisfactory | ☐ | |||
Question 11 | Satisfactory | ☐ | Not Satisfactory | ☐ | |||
Question 12 | Satisfactory | ☐ | Not Satisfactory | ☐ | |||
Name of assessor | |||||||
Signature of assessor | |||||||
Has reasonable adjustment been made by the assessor in assessing the student’s competency in respect of this Assessment Tool? | Yes ☐ No If yes, the assessor must specify the arrangements of the reasonable adjustment. Describe here: | ||||||
Date of marking assessment | Click here to enter a date. | ||||||
If resubmission is required, provide date | Click here to enter a date. | ||||||
If resubmission is required, specify requirements | Resubmission due date and time: The following must be resubmitted: | ||||||
Note to assessor: once this Result section is completed, copy the result of S or NS to the cover page and transfer result to the Student Assessment Tracker.
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