List the three approved learning frameworks currently used in Australia and the websites they can be retrieved from: Approved Learning Framework Website 2. Explain the differences between the approved learning frameworks identified in question 1: (25-50 words)

Part 1: Legislation and ethical practice 1. List the three approved learning frameworks currently used in Australia and the websites they can be retrieved from: Approved Learning Framework Website 2. Explain the differences between the approved learning frameworks identified in question 1: (25-50 words) 3. Describe in your own words the two functions of the Early Years Learning Framework (EYLF) in relation to children’s education and care. Use the Educators Belonging, Being and Becoming: Educators Guide to the Early Years Learning Framework for Australia to guide your response. (25-50 words) The function of the Early Years Learning Framework 1. 2. 4. The EYLF outlines a vision for Children’s Early Education and Learning. The framework states: “All children experience learning that is engaging and builds success for life” (pg 7) The framework then continues to explain the vision under three predominant aspects of children’s lives. Identify the three aspects of the vision and explain in your own words what each one means. (50 words for all three sections )

Attachments:

Play & Development Cluster

CHC30113 – Certificate 3 in Early Childhood Education & Care (4)

CHC50113 -Diploma of Early Childhood Education & Care (4)

Unit code, name and release number

CHCECE009 – Use an approved learning framework to guide practice (2)

CHCECE010 – Support the holistic development of children in early childhood (2)

CHCECE011 – Provide experiences to support children’s play and learning (2)

CHCECE013 – Use information about children to inform practice (2)

Clustered Knowledge Assessment 1 of 3

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© 2019 TAFE NSW, Sydney
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This assessment can be found in the: Learning Bank

The contents in this document are copyright © TAFE NSW 2019, and should not be reproduced without the permission of the TAFE NSW. Information contained in this document is correct at time of printing: 21 June 2020. For current information please refer to our website or your teacher as appropriate.

 

Assessment instructions

Table 1 Assessment instructions

Assessment details Instructions
Assessment overview The objective of this clustered assessment is to assess your knowledge in the following units:

·         CHCECE009 – Use an approved learning framework to guide practice

·         CHCECE010 – Support the holistic development of children in early childhood

·         CHCECE011 – Provide experiences to support children’s play and learning

·         CHCECE013 – Use information about children to inform practice

The Assessment Event number 1 of 3
Instructions for this assessment This is a clustered written assessment and it will be assessing you on your knowledge of all the units listed in this assessment.

This assessment is in three parts and contains arrange of short answer, multiple choice and matching questions.  The assessment also contains an Evidence Guide and Assessment Feedback (marking tools):

1.      Legislation and ethical practice.

2.      Supporting child development and learning.

3.      Observation and assessment.

You must read the entire document before commencing your assessment so you are aware of all requirements.

Submission instructions On completion of this assessment, you are required to submit your response and any marking tools as they appear in this assessment workbook to your assessor for marking

Ensure you have written your name at the bottom of each page of this assessment. It is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE and complete the assessment declaration when submitting the assessment.

What do I need to do to achieve a satisfactory result? To achieve a satisfactory result for this assessment you must complete each part of your assessment to a satisfactory standard. You must ensure your assessment responses are written in your own words (unless otherwise specified), include APA references where required and adhere to the word count requirements where specified.
What do I need to provide? Pen and paper if completing the assessment in writing; computer; and internet connection
Due date/time allowed/location The time allowed: Untimed, however allow 3 hours to complete
Supervision This is an unsupervised, take-home assessment. Your assessor may ask for additional evidence to verify the authenticity of your submission and confirm that the assessment task was completed by you.
Assessment feedback, review or appeals In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment.

If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher or Head Teacher.  If they are unavailable, contact the Student Administration Officer.

Contact your Head Teacher for the assessment appeals procedures at your college/campus.

 

Part 1: Legislation and ethical practice

  1. List the three approved learning frameworks currently used in Australia and the websites they can be retrieved from:
Approved Learning Framework Website
  1. Explain the differences between the approved learning frameworks identified in question 1:

(25-50 words)

  1. Describe in your own words the two functions of the Early Years Learning Framework (EYLF) in relation to children’s education and care.

Use the Educators Belonging, Being and Becoming: Educators Guide to the Early Years Learning Framework for Australia to guide your response. (25-50 words)

The function of the Early Years Learning Framework
1.
2.

 

  1. The EYLF outlines a vision for Children’s Early Education and Learning. The framework states:

“All children experience learning that is engaging and builds success for life” (pg 7)

The framework then continues to explain the vision under three predominant aspects of children’s lives. Identify the three aspects of the vision and explain in your own words what each one means.

(50 words for all three sections )

EYLF Vision aspect. Meaning of each aspect.
  1. The following question will require you to access the EYLF (Resources for Assessment). Read the scenario and respond to the following:
  2. a) List three EYLF Principles and describe how each Principle relates to the scenario
  3. b) List three EYLF Practices and describe how each Practice relates to the scenario

(15-25 words per Principle and Practice.)

Five-year-old Amanpreet arrives in the morning and walks straight over to the music corner where she hears some Indian music playing. Anna had set this up specifically for Amanpreet as she knew how much Amanpreet loves to dance. Anna asked Amanpreet’s mum for the CD to play.

Her friend Ying is also in the music corner with Amanpreet.

Amanpreet finds some bells on an elastic band and places them carefully around her ankles, she raises her hands in the air and begins to twirl her hands around. Her bangles and bells make a tinkling sound as she moves through space.

Ying says to Amanpreet: Why are your hands moving like that? Do you want your bangles to make a sound? Amanpreet says “This is an Indian dance called Kathak. When you dance this dance you have to have bells on your ankles. I saw the ladies dance like this at our Indian group. It’s a love dance”.

Ying says “I like your dance Amanpreet, can you teach me”?

Name of Principle/Practice How it applies to the scenario
a Principle 1:
Principle 2:
Principle 3:
b Practice 1:
Practice 2:
Practice 3:

 

  1. The Victorian Early Years Learning and Development Framework (Resources for assessment) has similar ‘Practice Principles’ to the Early Years Learning Framework. Using the scenario provided, identify three ‘Practice Principles’ that are evident based on the choices in the table below. Place an ‘x’ next to your answers.

 

Cody’s grandma, Aunty Betty, noticed that one idea on the children’s program was to plant a vegetable garden. She offered to help dig the patch with the children and provide some bush tucker seedlings for the children to plant.

Answer choices Put X next to your answer
a)      Reflective- Reflective practice
b)      Collaborative- Family-centred practice –
c)      Collaborative- High expectations for every child
d)      Effective- Respectful relationships and responsive engagement
e)      Effective- Equity and diversity.
f)       Effective- Assessment for learning and development
g)      Effective- Integrated teaching and learning approaches
h)      Collaborative- Partnerships with professionals

 

  1. Who is responsible for implementing the EYLF? Reference the Educators Belonging, Being and Becoming: Educators Guide to the Early Years Learning Framework in Australia or the Victorian Early Years Learning Framework in your response.

(15-30 words).

 

 

  1. To answer the following question you will need to access the EYLF (Resources for assessment) and read pages 16 to 21.

Educators will use many pedagogical practices to facilitate children’s learning.

Read the statements below and match them to the correct pedagogical practice term.

Pedagogical practice terms to select:

Holistic approaches Responsiveness to children Learning through play Intentional teaching
Learning environments Cultural competence Continuity of learning and transitions Assessment for learning

 

Description Pedagogical practice
a)      Educators see children’s learning as integrated and interconnected
b)      Playspaces in natural environments invite open-ended interactions spontaneity, risk-taking, exploration, discovery
c)      Educators use strategies such as modelling, demonstrating, open questioning, speculating, explaining, engaging in shared thinking and problem solving to extend children’s learning
d)      The five learning outcomes provide educators with key reference points against which children’s progress can be identified, document and communicated to families
e)      The ability to understand, communicate with and effectively interact with people across cultures
f)       When children play with other children they create social groups, test out ideas, challenge each other’s thinking and build new understandings
g)      Educators respond to the child’s strengths, abilities, interests and multiple ways of being and knowing in the world by respecting, valuing, listening and acting on what they observe.
h)      Educators help support children’s continuity during transitions in how to be and how to learn. By building on children’s prior and current experiences will help them feel safer and secure through the transition period.
  1. There is an international document that recognises the child’s right to play.
  2. a) Record the name of this document
  3. b) State the number and title of one article that is relevant to play.
a)   Title of document
b)   Article (title and number)

 

Part 2: Supporting child development and learning

Exploring different theoretical perspectives provides an opportunity to think deeply about how development occurs, the factors that influence development and how early childhood professionals can support and enhance children’s development effectively.

  1. Explain the term ‘developmental theory’ in your own words. (15 – 40 words)

 

 

  1. Fill in the table below for 3 different theorists:
  2. Name the theorist and their developmental theory.
  3. Describe the key ideas of the theory.
  4. Write one implication for educators.

 

1.  Theorist and Theory
Key Ideas of Theory
Implication for Educators.
2.  Theorist and Theory
Key Ideas of Theory
Implication for Educators.
3.  Theorist and Theory
Key Ideas of Theory
Implication for Educators.

 

  1. From a developmental perspective, there are ‘typical’ and ‘age-appropriate’ expectations of development.

In table below list three developmental milestones or characteristics typically presented during each stage of development.

Developmental area Infant

(Birth to 24 months)

Toddler

(24 to 36 months)

Preschool

(36 months to 5years)

Social/Emotional
Physical/Motor
Cognitive
Language

 

  1. Consider the importance of play and respond to the following:
  2. Describe the difference between play-based learning and free play. Explain in your own words the importance of play in children’s learning. (50-80 words).
  3. Refer to two theories that support the idea that play is central to children’s learning and development. Explain the key idea and concepts of each theory. (Approximately 100 words).
  4. Refer to the United Nations Convention on the Rights of the Child [UNCROC] and identify the most relevant article to this topic. Describe three strategies educators could implement to support this article. (20-30 words per strategy)
  5. Based on this information describe what the implication would be for children if they have limited access to play opportunities and play materials? (15-30 words)
  6. A lack of play limits opportunities for brain stimulation describe what the implication would be for children if they receive limited brain stimulations? (15-30 words)

 

a)Differences between play-based learning and free play Importance of play
b)     Theory supporting play Key ideas and concepts

 

c)      UNCROC Article supporting play Three Strategies
d)     Implications of limited play opportunities and play materials on children  
e)     Implications of limited brain stimulation on children

 

  1. Suggest a play experience idea that will develop the literacy skill for each concept area in the table below, using your knowledge of child development. Include the following information to support the planning of a play experience:
  2. Description of the experience.
  3. List of resources and materials that would be used.
  4. The target age of your experience.
  5. The safety measures you will use to minimise risks for children and others.
  6. Suggestions about how the experience may relate to a child’s interest.
  7. Refer to the EYLF and identify a pedagogical practice that you would implement during the experience. You can also refer to EYLF outcomes- Educators promote the learning section of the document.

 

  Letters Numbers Time Money Musical notation
Name of experience:
Resources/Materials:
Age group:
Safety considerations:
Interests:
Pedagogical practice:

 

  1. Access the link about Reflective Practice (Resources for assessment) and read the document to respond to the following:
  2. Describe in your own words your understanding of reflective practice. (60 – 80 words)
  3. State two reasons why it is important for us to be a reflective educator.
  4. List the Quality Areas the Reflective Practice document refers to using the correct headings from the National Quality Standards. Access the Guide to the National Quality Framework to support you with answering this question.

 

a)      Reflective practice (60 – 80 words)

 

b)     Reasons to be a reflective educator

 

c)      Quality Areas

 

  1. The Reflective Practice document also refers to an inquiry cycle process to support and improve reflective practice that involves four steps:
  2. Being alert and aware
  3. Analysis
  • Action
  1. Assess.

Read the scenario below and answer the following questions:

  1. Identify one area of practice for improvement relating to the curriculum. (e.g routine, program, or interactions) from the scenario.
  2. Apply the four steps (of reflective practice) to this area for improvement and discuss how you will support the children’s play and development.

 

Scenario:

You are an educator in the baby room which caters to 0-18-month-olds.

Each morning the babies arrive there are a lot of tears. Educators expect this due to separation anxiety most of the babies are going through. They are sometimes dropped off to the main room with all the other children and other times the babies are dropped off in the veranda area outside. 

The educators are supervising closely and often say how the morning routine is rushed and hurried and very busy with all the children together. The educators only have a few minutes with each parent as they make a quick exit to escape the volume of noise in a busy baby play space.

Sometimes the babies are placed directly down on baby play mat outside and parents leave without an educator talking to them. Babies then sit on the mat and watch the educators pass by frantically. The babies often send non- verbal cues through facial expressions to the educator to be picked up, however, the educator misses these and continues on. There are a few scattered rattles on the baby play mat but some babies are beginning to pull up on furniture and start to move around and are not interested in rattles anymore. The baby mat is set up next to the arrival walkway where many parents and children are constantly walking back and forth.

 

a) Area of practice to improve:
b)  i.   Alert and aware:
ii.   Analysis:
iii.   Action:
iv.   Assess:

 

Part 3: Observation and assessment.

  1. Access the Guide to the National Quality Framework (Resources for assessment). Refer to the National Quality Standards in the guide and identify:
  2. One standard and one element relating to the observation and assessment of individual children.
  3. The relevant National Law and National Regulations relating to the Standard.
National Quality Standard
a)   Standard
a)   Element
b)   National Law and Regulation

 

  1. List two workplace practices for each part that you must follow when observing children addressing:
  2. Ethical considerations.
  3. Report writing.
a)      Ethical considerations b)     Report writing

 

  1. Access the following text (Resources for assessment containes scanned chapter):

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings. (7th ed.). Victoria, Australia: Cengage Learning Australia Pty Limited. Refer to pages 294 – 314 to answer the following question:

  1. .Identify the purpose of each observation technique (that are used by education & care services) listed in the table. (40 – 60 words per technique.)
Observation technique Purpose
Learning story
Running record
Jotting
Anecdotal
Work sample
Photographs
Time sample

 

 

Evidence Guide Part 1 – Legislation and ethical practice
Course Certificate III for Early Childhood Education and Care Units Play & Development Cluster CHCECE009; CHCECE010; CHCECE011 & CHCECE013 Tasks Q 1 -9
Student Name Student Number
Q no. Essential skills & knowledge S NS Assessor comments
1 Student lists three nationally approved learning frameworks that are recognised in Australia.
1 Student provides the websites where each document can be retrieved from.
2 The student clearly explains the differences between the three approved learning frameworks from question one.
3 The student provides two functions of the Early Years Learning Framework.
4 The student identifies the three aspects of the vision from The Early Years Learning Framework.
4 The student explains in their own words what each of the aspects means from the document following word count.
5a The student identifies three Principles from The Early Years Learning Framework that relate to the scenario.
5a The student describes in 15 – 25 words for each Principle how it relates to the scenario.
5b The student identifies three Practices from The Early Years Learning Framework that relate to the scenario.
5b The student describes in 15 – 25 words for each Practice how it relates to the scenario.
6 The student correctly identifies the three Principles or Practices from The Victorian Early Years Learning and Development Framework that is evident from the scenario.
7 The student identifies in 15 – 30 words who is responsible for implementing the Early Years Learning Framework with a reference from either the Educators Belonging, Being and Becoming or the VEYLF.
8 The student matched the correct pedagogical practices to each statement in the table.
9a The student records the title of the international document that recognises the child’s right to play.
9b The student identifies the number and title of the article that is relevant to play.
Assessor Name Signature Comments
I acknowledge that I have received and understood the feedback provided by my Assessor on this assessment item:
Student Name Signature Comments

 

Evidence Guide Part 2 – Supporting child development and learning
Course Certificate III for Early Childhood Education and Care Units Play & Development Cluster

CHCECE009; CHCECE010; CHCECE011 & CHCECE013

Tasks Q 1 -7
Student Name Student Number
Q no Essential skills & knowledge S NS Assessor comments
1 The student explains developmental theory in their own words, following word count.
2 Student provides three different developmental theory flashcards using the template provided.
2a Student provides the name of the theorist and their theory
2b Student provides a minimum of three points relating to the key ideas of the theory.
2c The student provides two points to inform early childhood educators/ implications for educators relating to the theory.
3 The student lists three developmental milestones of characteristics typically presented in each stage of development identified in the table across all developmental domains.
4a The student identifies the differences between play-based learning and free play.
4a The student explains the importance of play in children’s learning.
4a The student meets word count requirements for this section.
5
6a The student describes in their own words their understanding of reflective practice following word count.
6b The student states two reasons from the reading why it is important to be a reflective educator.
6c The student provides three of the Quality Areas identified from the reading.
7 The student identifies an area of practice to improve on from the scenario.
7 The student applies the four steps of the inquiry cycle for the reflection process based on their area for improvement from the reading.
Assessor Name Signature Comments
I acknowledge that I have received and understood the feedback provided by my Assessor on this assessment item:
Student Name Signature Comments

 

Evidence guide Part 3 – Observation and assessment
Course Certificate III for Early Childhood Education and Care Units Play & Development Cluster

CHCECE009; CHCECE010; CHCECE011 & CHCECE013

Tasks Q 1 -3
Student Name Student Number
Q no Essential skills & knowledge S NS Assessor comments
1a The student identifies one quality area with the element that relates to the observation and assessment of individual children in education and care services.
1b The student identifies the relevant National Law and Regulation relating to the Standard and Element.
2a The student provides two ethical practices that they must follow when observing children.
2b The student provides two report writing practices that they must follow when observing children.
3 The student identifies the purpose of each observation technique listed in the table that follows the word count based on the text.
Assessor Name Signature Comments
I acknowledge that I have received and understood the feedback provided by my Assessor on this assessment item:
Student Name Signature Comments

 

 

Assessment Feedback

NOTE: This section must have the assessor signature and student signature to complete the feedback, unless submitted online..

Initial Assessment outcome

☐ Satisfactory          ☐ Resubmit (Date:_____________)

Final Assessment outcome

☐ Satisfactory          ☐ Unsatisfactory

Assessor Feedback

Was the assessment event successfully completed?                         ☐         YES      ☐         NO

If no, was the resubmission successfully completed?                        ☐        YES      ☐         NO

Was a reasonable adjustment in place for this assessment event?  ☐        YES      ☐         NO
If yes, ensure it is detailed on the assessment document.

Comments:

 

Assessor name, signature and date:

 

 

Student acknowledgement of the assessment outcome

Would you like to make any comments about this assessment?

 

Student name, signature and date

 

 

NOTE: Make sure you have added your name in the footer of your submission before submitting to your assessor for marking.