CHCECE010 Asessment 4

RTO 32215
Assessment Workbook
CHCECE010
Support the holistic development
of children in early childhood
CHC30113 Certificate III in Early Childhood Education and Care
goodstart.edu.au
Version 1, August 2017

Acknowledgements
This Assessment Workbook is part of a set of materials produced by the Goodstart Institute of Early Learning
COPYRIGHT STATEMENT
© Goodstart Early Learning Limited
43 Metroplex Avenue, Murarrie Qld 4172
All rights reserved. Copyright protects this publication.
Except for the purposes permitted by the Copyright Act 1968, no part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form or by any means without prior written permission.
Enquiries should be addressed to:

National Manager, Goodstart Institute of Early Learning
43 Metroplex Avenue, Murarrie Qld 4172
Goodstart Institute of Early Learning

RTO 32215
ABN 69 139 967 794
43 Metroplex Avenue
Murarrie Qld 4172
PO Box 12089 George Street

Brisbane Qld 4003
Facsimile: 07 3908 2527

Free call: 1800 617 455
Email: goodstart@goodstart.edu.au
Web: www.goodstart.edu.au
Acknowledgement of Country
Goodstart Early Learning
acknowledges the Aboriginal
and Torres Strait Islander
peoples as the Traditional
Custodians of the land on
which we come together. We
recognise Aboriginal and
Torres Strait Islander cultures
as enduring, living cultures
and pay our respects to
Elders, past and present.
This artwork is titled Pathway

Leading to Reconciliation,
and was commissioned by
Goodstart. It was created by
Cindy Newman, Wiradjuri
woman of Condobolin, NSW,
and Centre Director.
Assessment Workbook | CHCECE010 Support the holistic development of children in early childhood
This document is uncontrolled when printed IMPLEMENTATION DATE APPROVED Page

11/09/2017 National Manager 1 of 36
TITLE CHCECE010 Assessment Workbook v1.0
Contents
Instructions to Student 4
Assessment instructions 4
Overview 4
Written work 4
Active participation 4
Plagiarism 4
Competency outcome 4
Additional evidence 5
Confidentiality 5
Assessment appeals process 5
Recognised prior learning 5
Special needs 5
Assessment Requirements 6
Page Set-up & Style Guide 6
Observation/Demonstration 7
Third Party Guide 7
Activities 8
Instructions 8
Activity 1A 8
Activity 1B 8
Activity 1C 8
Activity 1D 9
Activity 2A 9
Activity 2B 9
Activity 2C 10
Activity 2D 10
Activity 2E 10
Activity 2F 11
Activity 2G 11
Activity 2H 11
Activity 2I 12
Activity 3A 12
Activity 3B 12
Activity 3C 13

Activity 3D 13
Activity 3E 13
Activity 3F 14
Activity 3G 14
Activity 4A 14
Activity 4B 15
Activity 4C 15
Activity 5A 15
Activity 5B 16
Activity 5C 16
Activity 5D 16
Activity 5E 17
Activity 5F 17
Activity 5G 17
Activity 6A 18
Activity 6B 18
Activity 6C 18
Activity 6D 19
Activity 6E 19
Activity 6F 19
Activity 6G 20
Summative Assessments 21
Section A: Knowledge Activity (Q&A) 21
Section B: Performance Activity (Portfolio Self-assessment) 21
Section C: Skills Verification – Third Party Report 21
Section A – Knowledge Activity (Q&A) 22
Section B – Performance Activity (Portfolio Self-assessment) 24
Section C – Skills Verification– Third Party Report 26

Who can be a nominated Workplace Supervisor? 26
Instructions to Workplace Supervisor 26

Instructions to Student
Assessment instructions
Overview
Please consult with your trainer and assessor if you are unsure of any questions. It is important that
you understand and adhere to the terms and conditions, and address fully each assessment task. If
any assessment task is not fully addressed, then your assessment task will be returned to you for
resubmission. Your trainer and assessor will remain available to support you throughout the
assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge
of the overall unit of competency. When undertaking any written assessment tasks, please ensure
that you address the following criteria:
• Address each question including any sub-points
• Demonstrate that you have researched the topic thoroughly
• Cover the topic in a logical, structured manner
• Your assessment tasks are well presented, well referenced and word processed
• Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a student’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer and assessor. The following list outlines some of the activities for which a student can be
accused of plagiarism:
• Presenting any work by another individual as one's own unintentionally
• Handing in assessments markedly similar to or copied from another student

• Presenting the work of another individual or group as their own work
• Handing in assessments without the adequate acknowledgement of sources used,

including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the student has satisfactorily completed all the tasks for this module the student will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your trainer and
assessor and will be given another chance to resubmit your assessment task(s). If you are still
deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you
in supplying us with such information.
Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. See the Complaints and Appeals Policy, procedure on the Goodstart website –
www.goodstart.edu.au for more information or speak to your trainer and assessor.
Recognised prior learning

Students will be able to have their previous experience or expertise recognised on request.
Special needs
Students with special needs should notify their trainer and assessor to request any required
adjustments as soon as possible. This will enable the trainer and assessor to address the identified
needs immediately.

Assessment Requirements
Assessment can either be:
• Direct observation
• Product-based methods e.g. reports, work samples
• Portfolios – annotated and validated
• Questioning
• Third party evidence.
Third Party Observation document must be completed by the agreed third party.
Third parties can be:
• Work place Supervisors
• Trainers and Assessors
• Team members
The third party observation is to be used by the trainer and assessor to assist them in determining
competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the trainer and assessor. If you do not answer some questions or
perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer and
assessor may ask you supplementary questions to determine your competence. Once you have
demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all students must abide by any relevant assessment policies as
provided during induction.
Page Set-up & Style Guide

Students are required to complete their assessment tasks in a word processed document (unless
otherwise indicated in the assessment instructions). To ensure the students work is mark accurately
and within a timely period the students must follow the Page Set-up & Style Guide instructions
below.
1. All responses must be typed and word processed in Microsoft Word document or other
appropriate word processing software which can save the document as a .docx file format.
2. The document must be set up as an A4 page, with 2cm page margins
3. The document must include a ‘Header’ which shows the Student’s full name and Student
Number on each page.
4. All assessment parts must be clearly labelled. E.g. Assessment 1, Part A, Question 2
5. Only clear document fonts such as Arial, Helvetica, Verdana, Century Gothic, Georgia, and
Times New Roman are permitted. Please use size 10 point font, with 1.5 Line Spacing.

6. Ensure to use correct spelling and grammar.
7. Proof read your document prior to submitting your work for marking.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer and assessor will have a observation checklist of tasks
to be observed. The observations and demonstrations will be completed as well as the activities
found in this workbook.
An explanation of observations:
Observation is on-the-job
The observation will usually require:
• Performing a work based skill or task
• Interaction with colleagues and/or customers.
The observation will cover the unit’s elements.
The observation will take place in the workplace, your trainer and assessor will ensure you are
provided with the correct equipment and/or materials to complete the task. They will also inform
you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learning Guide.
Third Party Guide

The reasons to use a third party may include:
• Assessment is required in the workplace
• Where there are health and safety issues related to observation
• Children confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need
to inform the trainer and assessor. They will work with you to make suitable arrangements.
We would prefer that, wherever possible, these be “live” scenarios for your industry and require
application of the principles that you are learning as part of your training.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your
work role that relate to the unit of competency but are not a part of the formal assessment process.

Activities
Instructions
• Complete the following activities individually (as applicable to the specific activity and the
assessment environment).
• Students are required to follow the Page Set-up & Style Guide as detailed in the Assessment
Requirements section of this Assessment Workbook.
• Ensure to clearly label the document with your full name and student number and label
each question so that we can identify the question your response corresponds with, for
example: Activity 3B.
Activity 1A
Estimated time 30 minutes
Objective To provide you with an opportunity to explain how daily routines can be
used as opportunities to support children to acquire and practice skills
Activity
Provide examples of how you could use daily routines as an opportunity to support children to
gain and practice skills.
Activity 1B
Objective To provide you with an opportunity to explain how an activity can help
children to develop fine and/or gross motor skills and why it is important to
encourage choice and spontaneity in children’s play
Activity
1. Identify an experience and explain how this will help children to develop fine and/or gross
motor skills. Refer to specific equipment within your answer.
2. In your own words, explain why it is important to encourage choice and spontaneity in
children’s physical play.
Activity 1C
Objective To provide you with an opportunity to explain how you can provide
opportunities for babies and young children to develop their physical skills
Activity
Explain how you can provide opportunities for children to develop their physical skills. In your
answer provide two examples, one for babies and one for a preschool age child.

Activity 1D
Objective To provide you with an opportunity to identify a range of ways to

encourage children to take responsibility for their health and wellbeing
Activity
Identify three things that you can do to encourage children to take responsibility for their health
and wellbeing.
Activity 2A
Objective To provide you with an opportunity to explain why it is important for

children to take responsibility for their own actions and identify ways to
support this appropriate to different levels of understanding
Activity
1. Why is it important for children to take responsibility for their own actions?
2. Identify two different ways to support children to take responsibility for their own actions.
Provide one example suitable for a toddler (age 1-3) and one example suitable for a young
child (age 3-6).
Activity 2B
Objective To provide you with an opportunity to identify the benefits of one-on-one

interaction and list potential opportunities to facilitate this
Activity
1. Identify three benefits of one-on-one interaction.
2. List one opportunity in which you can facilitate one-on-one interaction for each of the
following age groups:
- Babies (from birth-1 year)
- Toddlers (age 1-3)
- Young children (age 3-6).

Activity 2C
Objective To provide you with an opportunity to identify how to promote care,

empathy, or respect
Activity
Identify five ways you can promote care, empathy, or respect.
Activity 2D
Objective To provide you with an opportunity to discuss a range of ways to

encourage children to join in play and social experiences with other
children
Activity
Discuss with your Supervisor how you could encourage children to join in play and/or social
experiences with other children and produce a list of at least four answers. With your
documented response provide a signature from your Supervisor to verify the completion of this
activity.
Activity 2E
Objective To provide you with an opportunity to identify a range of ways to assist and
support children when they are having difficulty understanding or
communicating with each other and explain how the possession of cultural
competence can help this
Activity
1. Identify three ways to facilitate positive and effective communication between children
whilst also helping children to develop their communication skills.
2. Explain how your own knowledge of cultural competency can help to support children
when they are having difficulty understanding or communicating with each other.

Activity 2F
Objective To provide you with an opportunity to explain how your organisation

facilities an environment which encourages children to express ideas,
negotiate roles, and collaborate to achieve goals
Activity
Select one of the following, and explain how your Early Childhood environment facilitates this
into its practices:
• Expressing ideas
• Negotiating roles
• Collaborating to achieve goals.
Activity 2G
Objective To provide you with an opportunity to discuss how to assist children in

developing trusting relationships with educators and other adults
Activity
With your supervisor discuss how you can help children to develop trusting relationships with
adults. Your documented response will need to include the signature of your workplace
supervisor to verify the completion of this task.
Activity 2H
Objective To provide you with an opportunity to list organisational procedures which

aim to teach children about diversity
Activity
List four ways in which your Early Childhood environment works to teach children about diversity.

Activity 2I
Objective To provide you with an opportunity to identify a range of choices which

might be provided to children during play and explain why it is important
to respect children’s choice to watch and observe
Activity
1. What choices might you offer to children during play time? List three different answers.
2. Briefly explain why it is important to respect children’s choice to sit out of play.
Activity 3A
Objective To provide you with an opportunity to identify and explain strategies for
encouraging children to make informed choices about their own
behaviours
Activity
Identify and explain three strategies for encouraging children to make informed choices about
their own behaviours.
Activity 3B
Objective To provide you with an opportunity to identify the different achievements

which children might accomplish, explain why it is important to ensure that
children feel proud and confident in their achievements, and list ways to
do this
Activity
1. Identify three different achievements which children may accomplish.
2. Why is it important to ensure that children feel pride and confidence in their achievements?
3. List three ways to ensure that children feel proud and confident in their achievements.

Activity 3C
Objective To provide you with an opportunity to identify and explain techniques for
supporting a child when they experience frustration and explain why it is
important to encourage children to accept their mistakes
Activity
1. Identify three techniques for supporting children when they experience frustration and
explain how they are effective.
2. Provide a short summary explaining why it is important to encourage children to accept

their mistakes.
Activity 3D
Objective To provide you with an opportunity to identify how to encourage children

to express and manage feelings appropriately
Activity
Working with your supervisor make a list of three ways for children to express and manage their
feelings. Three ways for each point below:
• Encourage children to express their feelings
• Help children to manage their feelings.
With your documented response include the signature of your workplace supervisor to verify the
completion of this activity.
Activity 3E
Objective To provide you with an opportunity to demonstrate how to support

children’s efforts, assisting and encouraging as appropriate
Activity
Provide an example of how you have provided support to a child’s efforts by assisting and
encouraging them through the process.
Your documented response will need to be signed by your workplace supervisor to verify your
practices.

Activity 3F
Objective To provide you with an opportunity to summarise the meaning of

perseverance and identify how to motivate and encourage children to
persevere with challenges
Activity
1. Summarise the meaning of perseverance.
2. Identify three ways to motivate and encourage children to persevere with challenges.
Activity 3G
Objective To provide you with an opportunity to list a range of ways to communicate

with the families of children and explain how to overcome barriers to
communication
Activity
1. Make a list of four ways to communicate with families.
2. A child’s family in your Early Childhood environment have moved to the country for work.
Both parents do not speak fluent English and you need to communicate with both of them
about the progress of their child. Explain how you can overcome this barrier to achieve
effective communication with the child’s parents.
Activity 4A
Objective To provide you with an opportunity to explain what it means to scaffold

children’s learning and identify techniques which will help to do this
Activity
1. Briefly explain what it means to scaffold children’s learning.
2. Identify four techniques which will help you to scaffold children’s learning.

Activity 4B
Objective To provide you with an opportunity to identify how a range of materials,

resources, technologies and experiences can be used to aid cognitive
development
Activity
Provide examples of how you have used the following ways to aid cognitive development in
your Early Childhood environment. Provide an example for each way:
• Materials/resources
• Technologies
• Experiences.
Your document response will require your workplace supervisor to sign to verify your completion
of this activity.
Activity 4C
Objective To provide you with an opportunity to identify toys/games which can help
and encourage concept development
Activity
Identify three examples of toys/ games which can help and encourage concept development.
Activity 5A
Objective To provide you with an opportunity to discuss how to encourage the use
and acquisition of home languages
Activity
Discuss with your workplace supervisor how you can encourage the use and acquisition of
children’s home languages within your Early Childhood environment.
Your documented response will need to be signed by your workplace supervisor to verify the
completion of this activity.

Activity 5B
Objective To provide you with an opportunity to explain what is meant by

developmentally appropriate, identify how to assess a story for
developmental appropriateness, and explain how the use of props can
help to stimulate children’s enjoyment of language and literature
Activity
1. What do we mean by ‘developmentally appropriate’?
2. Identify three things which you might look for when assessing a story for developmental
appropriateness.
3. Provide three examples of how props can help to stimulate children’s enjoyment of
language and literature.
Activity 5C
Objective To provide you with an opportunity to demonstrate how to model effective

two-way communication through questions and careful listening
Activity
Provide an example of when you have demonstrated effective two-way communication to

children in your Early childhood environment.
Your documented response will need to include the signature of your workplace supervisor to
verify the practise in your example.
Activity 5D
Objective To provide you with an opportunity to list ways to encourage children to

explore symbols and patterns in their environment and outline a task or
activity which aims to draw children’s attention to the relationship
between letters and symbols
Activity
1. Make a list of at least three ways in which you can encourage children to explore symbols
and patterns within their environment.
2. Outline one experience which aims to draw children’s attention to the relationship between
letters and sounds.

Activity 5E
Objective To provide you with an opportunity to identify ways to create opportunities

for group discussions between children and explain why it is important to
encourage children to exchange their views
Activity
1. Identify two ways in which you can create opportunities for group discussions between
children.
2. Explain, why it is important to encourage children to exchange their views.
Activity 5F
Objective To provide you with an opportunity to explain why it is beneficial to ask and
answer children questions when reading and discussing books or texts
Activity
Explain why it is beneficial to ask and answer children’s questions when reading and discussing
books or texts.
Activity 5G
Objective To provide you with an opportunity to explain how to provide children with
the opportunity to communicate in a range of different situations
Activity
Explain how you can provide children with the opportunity to communicate in a range of
different situations.

Activity 6A
Objective To provide you with an opportunity to identify how to support and initiate
the inquiry process, explain why it is important to encourage children to try
new ideas and take on challenges, and identify resources and materials
which offer challenge, intrigue, and surprise
Activity
1. Identify three ways in which you can support and/or initiate the inquiry process.
2. Why it is important to encourage children to try new ideas and take on challenges.
3. Identify three resources/materials which offer one or more of the following:

- Challenge
- Intrigue
- Surprise.
Activity 6B
Objective To provide you with an opportunity to outline how to promote children’s

sense of belonging and connectedness drawing on organisational policies
and procedures
Activity
Identify policies and procedures in your Early Childhood environment that promote a sense of
belonging and connectedness with children. List the policies or procedures identified. Outline
from these policies and procedures five different ways in which you can promote a sense of
belonging and connectedness for children.
Activity 6C
Objective To provide you with an opportunity to summarise the term ‘sustained

conversation’ and make a list of ways to help children to engage in
sustained conversation
Activity
1. Provide a short summary of the term ‘sustained conversation’.
2. Make a list of four ways to help children engage in sustained conversation.

Activity 6D
Objective To provide you with an opportunity to demonstrate a scenario when the

learning of a child could be facilitated
Activity
Provide an example of when you have supported a child’s learning in your Early Childhood
environment.
In your documented response include your workplace supervisor’s signature to verify your
practices.
Activity 6E
Objective To provide you with an opportunity to discuss why it is important to

encourage children to see their mistakes as opportunities to learn and
grow and identify how to help children to learn from their mistakes
Activity
Discuss with your supervisor why it is important to encourage children to see their mistakes as
opportunities to learn and grow. Document your discussion including examples you may have
experienced in your Early Childhood environment.
Identify three ways, using your examples, which could be used to help children to learn from their
mistakes.
Include the signature of your workplace supervisor or verify the completion of this activity.
Activity 6F
Objective To provide you with an opportunity to identify the different types of

contributions which families can make to the learning community, explain
why families may find it difficult to contribute, and list ways to
communicate with families
Activity
1. What sort of contributions can families make to the learning community? Identify three
different examples.
2. Why might parents find it difficult to contribute to the learning community?
3. List three methods of communication you can use to contact children’s families.

Activity 6G
Objective To provide you with an opportunity to outline organisational policies and

procedures regarding sharing information with colleagues about children’s
development and wellbeing
Activity
Outline the policies and procedures of your organisation regarding sharing information with
colleagues about children’s development and wellbeing.

Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learning Guide. You should complete these as stated below and as instructed by
your trainer and assessor.
Skills, knowledge and performance may be termed as:
• Skills – skill requirements, required skills, essential skills, foundation skills
• Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence
• Performance – evidence requirements, critical aspects of assessment, performance
evidence.
Section A: Knowledge Activity (Q&A)

The Knowledge Activity is designed to be short answer questions where you answer questions to
confirm your competency for all of the required knowledge in the unit of competency.
Section B: Performance Activity (Portfolio Self-assessment)

The Performance Activity is designed to use the knowledge learned in this unit of competency in
practice within the work environment. This may include completing checklists, scenarios, projects,
etc. Ensure to submit any additional documents required with your assessments.
Section C: Skills Verification – Third Party Report

The Skills Verification - Third Party Report is designed to capture evidence of you undertaking the
tasks that relate to this unit of competency within the workplace environment. A nominated
Workplace Supervisor must complete the Third Party Report which will then be verified by your
Trainer and Assessor.

Section A – Knowledge Activity (Q&A)
Objective
To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
• Code of ethics
• United Nations Convention on the Rights of the Child

• How to access:
- the National Quality Framework
- the National Quality Standards
- the relevant approved learning framework
• And how to navigate through framework and standards documents to find areas
relevant to this unit of competency
• Introductory-level child development for children, including:

- early brain development
- importance of the early years for subsequent educational success
- foundational knowledge of developmental theory
• Aspects of poor early childhood development, such as:

- poor diet
- lack of play
- limited stimulation of brain development
- lack of materials and resources
- inconsistent or non-existent emotional support or comfort
- trauma
- other life experiences which interrupt appropriate childhood activities, and their
potential long-term harmful impacts
• Biological and environmental influences on development
• Symbol systems including letters, numbers, time, money and musical notation.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
Question 1
Identify and summarise the code of ethics which you follow within your organisation.
Question 2
Provide a short summary of the United Nations Conventions on the Rights of the Child and what it
aims to do.
Question 3
Provide the website addresses for the following:

• The National Quality Framework
• The National Quality Standards
• The relevant approved learning framework.
Question 4
Using the website you provided in the previous question, identify the quality areas that are
important when supporting the holistic development of children in early childhood. Explain why
each identified is important.
Question 5
Drawing on your own research, provide a short summary explaining why the early years of life are
important in terms of brain development.
Question 6
How can a child’s early experiences have an impact on their future educational success?
Question 7
Summarise why child development theories are important in early childhood.
Question 8
Select two of the following and explain how they can have a negative impact on child
development:
• Poor diet
• Lack of play
• Limited stimulation of brain development
• Lack of materials and resources

• Inconsistent or non-existent emotional support or comfort
• Trauma.
Question 9
Explain how biological and environmental factors might influence the development of a child.
Question 10
Identify three strategies to help children to learn symbol systems.

Section B – Performance Activity (Portfolio Self-assessment)
Objective
To provide you with an opportunity to demonstrate the required performance elements for this
unit.
This activity will enable you to demonstrate the following performance evidence:
• Supported the development of children in at least three different situations/activities

(including different age groups and abilities), including:
- interacting with children to holistically support development and learning
appropriate to the child’s abilities and age
- providing a variety of experiences and environments to support the different areas of
children’s development (including a combination of physical, creative, social,
emotional, language and cognitive)
• Performed the activities outlined in the performance criteria of this unit during a period of
at least 120 hours of work in at least one regulated education and care service.
Complete the activity in as much detail as possible, considering your organisational requirements.
Part A
Throughout the duration of this course, produce a portfolio on three children. You must select
one child from each of the three age groups below:
• Birth to 24 months
• 2 years to 3 years
• 3 years to 5 years
For each age group provide examples of how you have supported the development of the
children. Within your portfolio you must provide:
• Three different experiences and environments for each age group to support the differing
areas of children’s development. Within your experiences and environments you will
need to include a combination of physical, creative, social, emotional, language and
cognitive development.
• Examples within in each of your experiences and environments where you have
interacted with children to holistically support development and learning appropriate to
the child’s ability and age.
When you have completed your portfolio review your documents and experiences. Identify and
document any strengths and weaknesses. Document three ways in which you can improve your
performance going forward.
Part B
As part of this task you are to ensure a Centre Director or work place supervisor completes a
statement of Service document. This document can be located in MyPortal where you
download the assessment workbook.
This statement outlines how you:

• Assisting to select and arrange equipment that will acquire and develop fine and gross
motor skills
• Supporting the physical development of children and creating environments for children
to take responsibility for their own health and well being
• Supports the emotional development of children through experience, pride, confidence

and motivation
• Interacting with children to holistically support development and learning appropriate to
the child’s abilities and age
• Providing a variety of experiences and environments to support the different areas of

children’s development (including a combination of physical, creative, social, emotional,
language and cognitive)
• Encourages children to express themselves through language, play, discussions,

questioning.
Complete the required fields in the statement before gaining the signature and then upload
through MyPortal.
If you are NOT employed in an early childhood centre and you are undertaking placement,
please upload a copy of your logbook to verify your hours instead of the statement of service
document.

Section C – Skills Verification– Third Party Report
For this activity your nominated Workplace Supervisor must observe you undertaking the tasks
outlined in the Third Party Report. You may also be required to attach additional completed
workplace documents such as checklists, forms, policies/procedures, etc.
Who can be a nominated Workplace Supervisor?

A workplace supervisor can be one or more people who directly work with and supervise the
student whilst working within their assigned room/age group in an early learning and care service.
In the cases where students are studying via traineeship or apprenticeship arrangements, the
workplace supervisor will have already been established within the student’s training plan
Instructions to Workplace Supervisor

The purpose of this Third Party Report is to gather evidence about the performance of the below
mentioned student. We seek support from a workplace supervisor who works with the student
and/or understands the student’s work role and responsibilities. The workplace supervisor will be
asked to confirm that the student is able to perform a number of tasks that relate to the
performance evidence of this unit of competency. This Third Party Report (alone) does not allow for
the student to complete the course, it only addresses part of the unit of competency mentioned
below. The nominated Trainer and Assessor will be assessing the competence of required skills and
knowledge, for this unit of competency, once this Third Party Report has been completed.
Please complete the form below with the information of your nominated Workplace Supervisor.
Workplace name
Workplace address
Workplace supervisor
name
Job title
Centre Director
Early Childhood Teacher
Relationship to
Time in current position Educational leader
student
Lead Educator
Other direct supervisor
Workplace Supervisors
Relevant Qualifications

Trainer and Assessor
Student Name
Name
Unit of competency CHCECE010 Support the holistic development of children in early childhood
This practice is Evidence of this in the workplace No. of Practices verified

Workplace tasks that are to be demonstrated at a standard acceptable in the workplace observed and/or other comments times by Trainer and
satisfactorily observed Assessor
on more than (signature & date)
Unit requirements What this might look like in the workplace
one occasion
1. Use daily routines as opportunities to Yes No
support children to acquire and practise
skills
The learner should:
Explain how to use daily routines as
an opportunity to support children
to gain and practice their skills.
2. Assist in selecting and arranging Yes No
equipment that will develop fine and
gross motor skills, and to challenge and
encourage choice and spontaneity in
physically active play
The learner should:
Identify an activity and explain
how this can help children to
develop fine and/or gross motor
skills
Explain why it is important to
encourage choice and
spontaneity in children’s play.
3. Help to create opportunities to support Yes No
the emerging physical skills of individual
children
The learner should:
Explain how to provide
opportunities for babies and young
children to develop their physical
skills.
4. Support children to take increasing Yes No
responsibility for their own health and
wellbeing
The learner should:
This document is uncontrolled when printed

IMPLEMENTATION DATE APPROVED Page
one occasion
Identify how to encourage
children to take responsibility for
their own health and wellbeing.
5. Support children to understand and Yes No
accept responsibility for their own
actions appropriate to their level of
understanding
The learner should:
Explain why it is important for
children to take responsibility for
their own actions
Identify different ways to
encourage children to take
responsibility for their own actions
according to their age.
6. Create opportunities for one-on-one Yes No
interactions
The learner should:
Identify the benefits of one-on-one
interaction
Identify a range of opportunities
for one-on-one interaction with
children of different ages.
7. Model care, empathy and respect for Yes No
children, educators and families
The learner should:
Identify a range of ways to
promote care, empathy or
respect.
8. Join in play and social experiences with Yes No
other children
The learner should:
Discuss how educators/carers can
encourage children to join in play
and social experiences with other
children.
9. Assist and support children when they Yes No
are having difficulty understanding or
communicating with each other

one occasion
The learner should:
Identify ways to facilitate positive
and effective communication
between children
Explain how they can use cultural
competency to support children
when they are having difficulty
understanding or communicating
with each other.
10. Model language that children can use Yes No
to express ideas, negotiate roles and
collaborate to achieve goals
The learner should:
Explain how their organisation
facilitates one of the following into
its practices:
o expressing ideas
o negotiating roles
o collaborating to achieve
goals.
11. Assist children to develop trusting Yes No
relationships with educators and other
adults
The learner should:
Discuss how to help children to
develop trusting relationships with
adults, referring to organisational
procedures or personal practices.
12. Encourage children to respect and Yes No
regard each other’s individual
differences
The learner should:
List a range of organisational
procedures which aim to teach
children about diversity.
13. Offer children play choices and respect Yes No
children’s choice to watch and observe
The learner should:

one occasion
Identify choices which may be
given to children during play
Explain the importance of
respecting children’s choice to sit
out of play.
14. Provide children with a range of Yes No
strategies to make informed choices
about their behaviours appropriate to
their level of understanding
The learner should:
Identify and explain a range of
strategies which aim to encourage
children to make informed choices
about their own behaviours.
15. Ensure children experience pride and Yes No
confidence in their achievements
The learner should:
Identify the different achievements
which children may accomplish
ensure that children feel proud
and confident in their
achievements
List three ways to ensure that
children feel proud and confident
in their achievements.
16. Provide acknowledgement and support Yes No
if a child experiences frustration, and
encourage children to see mistakes as
an opportunity to learn
The learner should:
Identify techniques for supporting
children when they experience
frustration and explain how they
are effective
encourage children to accept
their mistakes.

one occasion
17. Encourage children to express and Yes No
manage feelings appropriately
The learner should:
Identify three ways to encourage
children to express their feelings
Identify three ways to help children
to manage their feelings.
18. Support children’s efforts, assisting and Yes No
encouraging as appropriate
The learner should:
Demonstrate how to provide
support to a child, focusing on
assisting and encouraging them.
19. Motivate and encourage children to Yes No
persevere with challenges
The learner should:
Summarise the meaning of
perseverance
Identify how to motivate and
encourage children to persevere
with challenges.
20. Share children’s successes with families Yes No
The learner should:
List a range of methods of
communication
Explain how to overcome a barrier
to communication with families.
21. Intentionally scaffold children’s learning Yes No
The learner should:
Explain what it means to scaffold
children’s learning
Identify four techniques for
scaffolding children’s learning.
22. Provide children with a range of Yes No
materials, resources, technologies and
experiences to explore and problem-
solve to stimulate cognitive
development

one occasion
The learner should:
Identify how the following can be
used to aid cognitive
development:
o materials/resources
o technologies
o experiences.
23. Provide experiences that allow children Yes No
to explore a range of concepts
The learner should:
Identify toys/games which can
help and encourage concept
development.
24. Value the child’s linguistic heritage and Yes No
encourage the use and acquisition of
home languages
The learner should:
Discuss how to encourage children
to use and develop their home
languages within the service.
25. Select, read and tell developmentally Yes No
appropriate stories
The learner should:
Explain what is meant be
‘developmental appropriateness’
Identify how to assess a story for
developmental appropriateness.
26. Use puppets and other props to Yes No
stimulate children’s enjoyment of
language and literature
The learner should:
Explain how props can help to
engage children in storytelling and
promote their interest in language
and literature.
27. Model and encourage two-way Yes No
communication through questions and
careful listening
The learner should:

one occasion
Demonstrate how to model
effective two-way communication
to children within their own
conversations.
28. Encourage children to explore symbols, Yes No
patterns and their relationships
The learner should:
List a range of ways to encourage
children to explore symbols and
patterns within their environment.
29. Draw children’s attention to symbols Yes No
and patterns in their environment and
talk about patterns and relationships,
including the relationship between
letters and sounds
The learner should:
Outline a task or an activity which
aims to draw children’s attention
to the relationship between letters
and sounds.
30. Create opportunities for group Yes No
discussions and exchange of views
between children
The learner should:
Identify a range of ways to create
opportunities for group discussions
between children
encourage children to exchange
their views.
31. Ask and answer questions during the Yes No
reading and discussion of books or other
text
The learner should:
Explain why it is beneficial to ask
and answer children questions
when reading and discussing
books or texts.

one occasion
32. Model language and encourage Yes No
children to express themselves through
language in a range of contexts and for
a range of purposes
The learner should:
Explain how to provide children
with the opportunity to
communicate in a range of
different situations.
33. Support and initiate inquiry processes, try Yes No
new ideas and take on challenges
The learner should:
Identify a range of ways to support
and/or initiate the inquiry process
encourage children to try new
ideas and take on challenges.
34. Provide resources and materials that Yes No
offer challenge, intrigue and surprise
The learner should:
Identify a range of resources
and/or materials which offer
challenge, intrigue, and surprise.
35. Assist to promote children’s sense of Yes No
belonging and connectedness
The learner should:
Outline five different ways to
promote a sense of belonging and
connectedness for children
drawing on the policies and
procedures of their organisation.
36. Engage children in sustained shared Yes No
conversations to extend their thinking
The learner should:
Summarise the term ‘sustained
conversation’
Make a list of four different ways to
help children to engage in
sustained conversation.

one occasion
37. Provide the opportunity for scaffolding Yes No
learning and development
The learner should:
Demonstrate a scenario in which
they could scaffold a child’s
learning.
38. Assist children to see their mistakes as Yes No
opportunities to learn and grow
The learner should:
Discuss why it is important to
encourage children to see their
mistakes as opportunities to learn
and grow
Identify ways to help children to
learn from their mistakes.
39. Facilitate families’ diverse contributions Yes No
to the learning community
The learner should:
Identify three different
contributions which families can
make to the learning community
Explore why parents may find it
difficult to contribute to the
learning community
List ways to communicate with
children’s families.
40. Share information with colleagues about Yes No
child development and wellbeing
The learner should:
Outline the policies and
procedures of their organisation
regarding sharing information with
colleagues about children’s
development and wellbeing.
41. Supported the development of children Yes No
in at least three different
situations/activities (including different
age groups and abilities), including:

one occasion
Interacting with children to
holistically support development
and learning appropriate to the
child’s abilities and age
Providing a variety of experiences
and environments to support the
different areas of children’s
development (including a
combination of physical, creative,
social, emotional, language and
cognitive).
42. Performed the activities outlined in the Yes No
performance criteria of this unit during a
period of at least 120 hours of work in at
least one regulated education and care
service.
Workplace Supervisor Comments
Workplace Supervisor Declaration
I understand the purpose of this form and what is required of me to complete it. I am aware the student being observed above will see a copy of this Third Party Report. I understand
that I will be contacted by the Trainer and Assessor to verify the contents of this Third Party Report. I confirm that I am in no way related to the student being observed.
Workplace Supervisor Signature Date
Signature of Trainer and Assessor Date


CHCECE010 Asessment 4

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

CHCECE010 Asessment 4

Hochgeladen von

Copyright:

RTO 32215

CHC30113 Certificate III in Early Childhood Education and Care

Version 1, August 2017

Enquiries should be addressed to:

Goodstart Institute of Early Learning

PO Box 12089 George Street

Facsimile: 07 3908 2527

This artwork is titled Pathway

This document is uncontrolled when printed IMPLEMENTATION DATE APPROVED Page

Third Party Guide 7

This document is uncontrolled when printed IMPLEMENTATION DATE APPROVED Page

Section A – Knowledge Activity (Q&A) 22

Section B – Performance Activity (Portfolio Self-assessment) 24

Section C – Skills Verification– Third Party Report 26

This document is uncontrolled when printed IMPLEMENTATION DATE APPROVED Page

• Address each question including any sub-points

• Demonstrate that you have researched the topic thoroughly

• Cover the topic in a logical, structured manner

• Presenting any work by another individual as one's own unintentionally

• Handing in assessments markedly similar to or copied from another student

• Handing in assessments without the adequate acknowledgement of sources used,

This document is uncontrolled when printed IMPLEMENTATION DATE APPROVED Page

Assessment appeals process

Recognised prior learning

This document is uncontrolled when printed IMPLEMENTATION DATE APPROVED Page

• Product-based methods e.g. reports, work samples

• Portfolios – annotated and validated

• Third party evidence.

Third parties can be:

• Work place Supervisors

• Trainers and Assessors

Page Set-up & Style Guide

2. The document must be set up as an A4 page, with 2cm page margins

This document is uncontrolled when printed IMPLEMENTATION DATE APPROVED Page

• Performing a work based skill or task

• Interaction with colleagues and/or customers.

The observation will cover the unit’s elements.

Third Party Guide

• Assessment is required in the workplace

• Where there are health and safety issues related to observation

• Children confidentiality and privacy issues are involved.

This document is uncontrolled when printed IMPLEMENTATION DATE APPROVED Page

This document is uncontrolled when printed IMPLEMENTATION DATE APPROVED Page

Objective To provide you with an opportunity to identify a range of ways to

Objective To provide you with an opportunity to explain why it is important for

Objective To provide you with an opportunity to identify the benefits of one-on-one

1. Identify three benefits of one-on-one interaction.

This document is uncontrolled when printed IMPLEMENTATION DATE APPROVED Page

Objective To provide you with an opportunity to identify how to promote care,

Identify five ways you can promote care, empathy, or respect.

Objective To provide you with an opportunity to discuss a range of ways to

This document is uncontrolled when printed IMPLEMENTATION DATE APPROVED Page

Objective To provide you with an opportunity to explain how your organisation

• Collaborating to achieve goals.

Objective To provide you with an opportunity to discuss how to assist children in

Objective To provide you with an opportunity to list organisational procedures which

This document is uncontrolled when printed IMPLEMENTATION DATE APPROVED Page

Objective To provide you with an opportunity to identify a range of choices which

Objective To provide you with an opportunity to identify the different achievements

1. Identify three different achievements which children may accomplish.

This document is uncontrolled when printed IMPLEMENTATION DATE APPROVED Page

2. Provide a short summary explaining why it is important to encourage children to accept

Objective To provide you with an opportunity to identify how to encourage children

• Encourage children to express their feelings

• Help children to manage their feelings.

Objective To provide you with an opportunity to demonstrate how to support