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.

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

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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.

908f38ffae47727d8d4c228ff47ace6b5e2592bfd5c00758d9555daf40c25b17

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