CHCECE038 Observe Children To Inform Practice :

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RTO No. 31736 | CRICOS 03010G

CHCECE038 Observe children to inform practice

Student Assessment tool 2 of 3

Version control

Date	Version	Changes made	Author
May 2022	V2.0	New development	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

Unit overview.. 4

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. 5

Question 1 – Requirements of the National Quality Standard and related regulations and laws  6

Question 2 – Stages of child development and how they are used in curriculum planning. 8

Question 3 – Curriculum planning cycle and process stages. 8

Question 4 – Changes in child or family circumstance. 9

Question 5 – What information is important and why. 9

Question 6 – Importance of using a strengths-based approach. 10

Question 7 – Observations. 11

Question 8 – Stakeholders. 13

Question 9 – questioning and reviewing information to determine needs and learning opportunities  14

Question 10 –Contribute to the planning stage based on information collected. 14

Question 11 – Reflective practice. 15

Question 12 – Service standards, policies, and procedures. 16

Question 13– Collaborative partnerships with families and communities. 17

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:
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.

Unit overview

This unit describes the performance outcomes, skills and knowledge required to identify and gather information about children from observation and other sources as part of a collaborative process and as a basis for curriculum planning.

This unit applies to educators who contribute to the curriculum planning process under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards, and industry codes of practice.

Assessment Tool 2 of 3 – Short answer questions

Student instructions

Purpose	This assessment is designed to assess your knowledge required to identify and gather information about children from observation and other sources as part of a collaborative process and as a basis for curriculum planning.
Location	Your assessor will advise the due date and time for this assessment. Make a copy of this document. Name it CHCECE038 AT 2 of 3_[Your Name]_submission1 (if your first attempt, submission2 if your second etc.)
Resources supplied by your assessor
Resources supplied by you	Computer and internet access

How to submit this Assessment Tool

What?	1	A copy of this Assessment Tool named: CHCECE038 _[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

This Assessment Tool is the second of three assessments for this Unit of Competency. You must achieve a Satisfactory result for each of the 2 Assessment Tools to achieve an overall mark of Competent of this Unit of Competency. You are permitted 3 attempts at this assessment.

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, 5 and 6 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:

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 5 – Relationships with Children		☐	☐
Quality Area 6 – Collaborative Partnerships with Families and Communities		☐	☐

Assessors use only		Satisfactory	☐	Not yet satisfactory	☐
Comment if NYS

Question 2 – Stages of child development and how they are used in curriculum planning

Listed below are stages of child development and curriculum development. For each stage of child development, identify one consideration that should be taken into account during each of the corresponding stages of curriculum development.

Stage of child development	Stage of curriculum development	Consideration for the stage of curriculum development
0 to 4 months	Gathering information
4 to 8 months	Analysing information
8 to 12 months	Planning
1 to 2 years	Implementation
2 to 3 years	Review

Assessors use only		Satisfactory	☐	Not yet satisfactory	☐
Comment if NYS

Question 3 – Curriculum planning cycle and process stages

Provide a brief explanation of what happens during each stage of the curriculum planning cycle provided in the table below.

Stage	Brief description of what happens during each stage
Gathering information
Questioning information
Analysing information
Planning
Implementation
Review
Reflection

Assessors use only		Satisfactory	☐	Not yet satisfactory	☐
Comment if NYS

Question 4 – Changes in child or family circumstance

Identify the following:

For each change identified, explain why it should be considered in collecting information.

	Change In circumstance	Explanation
Child
Family

Assessors use only		Satisfactory	☐	Not yet satisfactory	☐
Comment if NYS

Question 5 – What information is important and why

Complete the table below by:

Types of information	Importance of each type of information

Assessors use only		Satisfactory	☐	Not yet satisfactory	☐
Comment if NYS

Question 6 – Importance of using a strengths-based approach

Answer the following questions:

Question	Response
Explain the importance of applying a strengths-based approach in children’s learning.
Explain the importance of applying a strengths-based approach in children’s development

Assessors use only		Satisfactory	☐	Not yet satisfactory	☐
Comment if NYS

Question 7 – Observations

Having the skills to be able to conduct effective observations is critical in your role. Demonstrate your knowledge by completing the table provided.

Question		Response
1	Identify three (3) observation techniques and provide a brief description of each. In the last column, explain how information gathered from each technique can be used to inform learning programs.	Observation technique	Brief description of technique	How information gathered from technique inform learning programs
2	For each method listed, provide a brief description, and explain how:	Method to make and document meaningful observations	Description	How this can help in making meaningful observations	How this can help in documenting meaningful observations
		Using objective language rather than subjective language
		Avoidance of labelling
		Writing in past tense
		Writing in present tense
		Avoidance of bias

Assessors use only		Satisfactory	☐	Not yet satisfactory	☐
Comment if NYS

Question 8 – Stakeholders

Provided in the table below is a list of ways of gathering information. For each one, possible stakeholders involved are listed. Complete the table below by describing how each of the stakeholders can be involved in each way of gathering information. The first one has been done for you as an example.

Ways of gathering information	Stakeholder	How can the stakeholder be involved?
Seeking information from families	Parents	Parents can provide important information about their child’s behaviour, demeanor, and habits at home.
	Adult siblings	A child’s behaviour may change when with their adult sibling than with their parents. Therefore, it is important to also seek information from them.
	Nannies	Since a nanny may spend more time with the child than their parents, a nanny may have more observations about the child’s behaviours, mannerisms, and habits.
Using jottings and notes of incidental events	Children
	Educators
	Psychiatrist
Taking photos of children’s experiences	Community
	Educators
Collecting samples or copies of children’s work	Nannies
	Parents
Collecting samples or copies of children’s work	Adult siblings
	Tutor
Observing children’s social play	Children
	Community
	School security guard

Assessors use only		Satisfactory	☐	Not yet satisfactory	☐
Comment if NYS

Question 9 – questioning and reviewing information to determine needs and learning opportunities

Imagine you are an educator at an early years learning centre. Read the following scenario:

An educator called in sick one day, so you volunteered to handle their class, seeing you have no classes to handle that day. While overseeing said class during arts and crafts time, you notice Mark, a four-year-old child, is struggling to colour within the lines of the picture given to him. You notice Mark holds his crayons the way one would an ice-pick, so you start to wonder if Mark also has difficulty writing his own name. Fortunately, the educator who normally handles the class you’re handling will be returning the next day.

Given the scenario above, answer the following questions:

Question		Response
1	What question would you ask the other educator to gain better understanding of Mark’s need/s?
2	How will your question from the previous question help you gain a better understanding of Mark’s need/s?
3	What question would you ask your assistant educator to gain better understanding of a learning opportunity for Mark?
4	How will the information from the previous question help you gain a better understanding of a learning opportunity for Mark?

Assessors use only		Satisfactory	☐	Not yet satisfactory	☐
Comment if NYS

Question 10 –Contribute to the planning stage based on information collected

Consider you are an educator at Sparkling Stars Early Years Learning Centre. For the specific group of children, you are handling, you notice for the past two weeks, they are too tired and lethargic even after the 30-minute to 1.5-hour rest time. Upon consulting with the other educators, you conclude the reason of their tiredness is because the volume of daily activities is too tiring for the children.

Given this situation, access and review the Sparkling Stars Information for Parents (Daily Schedules/Routines section) from the ‘Supporting Resources’ folder.

Based on the information provided, describe suggest one change to be implemented into the daily schedules and routines of the children that would address the problem.

Question 11 – Reflective practice

Reflective practice is an integral part of being effective in your role. Demonstrate your understanding of reflective practice by answering the questions in the table provided.

Question	Response
What is reflection in the context of childhood learning?
Why do educators use reflection in children’s education?
How do educators use reflection in children’s education?
What is meaningful reflection in the context of childhood learning?

Assessors use only		Satisfactory	☐	Not yet satisfactory	☐
Comment if NYS

Question 12 – Service standards, policies, and procedures

Consider that you are an early childhood educator working for Sparkling Stars Childcare Centre. Access the Sparkling Stars’ Educator Handbook in your ‘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 practice, and relationship with children. For each of the areas, document a standard, policy, and a procedure.

Area	Standard	Policy	Procedure
Educational program
Educational practice
Relationship with children

Assessors use only		Satisfactory	☐	Not yet satisfactory	☐
Comment if NYS

Question 13– Collaborative partnerships with families and communities

Access and review the following policy in the supporting resources folder:

Based on your review, answer the following questions.

Question	Response
Which National Quality Standards does this policy/procedure relate to?
Provide a brief overview of the policy relating to ‘The Service and the family’
List two (2) procedures/ processes that relate to consultative meetings.
Provide a brief overview of the policy relating to ‘The Service and the family’
List two (2) procedures/ processes that relate to the Family Day.

Assessors use only		Satisfactory	☐	Not yet satisfactory	☐
Comment if NYS

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		☐
	Question 13		Satisfactory	☐	Not Satisfactory		☐
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Date of marking assessment		Click here to enter a date.
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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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