Element child directed learning each childs agency promoted

CHC50113 Diploma of Early Childhood Education and Care

DEVELOPMENT

ASSESSMENT RESULT SHEET

CHC50113 Diploma of Early Childhood Education and Care

Module: Development
	DANIELA BOLIVAR
Assessor’s Name


				 Not Satisfactory
Is re-assessment necessary?	 Yes
Criteria			Comment
Criteria	S	NS	Comment

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CHC50113 Diploma of Early Childhood Education and Care

Trainer’s Overall Feedback:

CHC50113 Diploma of Early Childhood Education and Care

QUALIFICATION/S

CHC50113 - Diploma of Early Childhood Education and Care

INFORMATION RELATING TO ASSESSMENT TASKS

This is a summative assessment tool. Your completed assessment tasks will provide evidence for your tutor to determine whether you have successfully performed and satisfied all of the requirements to achieve competency.

Plagiarism and Referencing

All students are reminded that plagiarism will not be tolerated. Information, ideas etc. quoted or

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CHC50113 Diploma of Early Childhood Education and Care

CRITERIA
The assessment task will demonstrate your ability to understand the topics related to the units you are studying.

ASSESSMENT TASK
For this assessment you are to complete a series of short answer questions. All questions must be answered.

Chapters 1 and 2
CHCECE022 Promote children’s agency
CHCECE019 Facilitate compliance in an education and care service

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CHC50113 Diploma of Early Childhood Education and Care

•

To complete this task refer to your reading at the back of your assessment book:

 Belonging, Being and Becoming the Early Years Learning Framework for Australia.

Toddler Group (18 months – 2 years) Learning Outcome 1: Children have a strong sense of identity Indicator: Children feel safe, secure, and supported

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CHC50113 Diploma of Early Childhood Education and Care

b. Children will confidently explore and engage in the children’s services environment.	Organise learning environments in ways that promote small group interactions and play experiences


	model explicit communication strategies to support children to initiate interactions and join in play and social experiences in ways that sustain productive relationships with other children
b. Children will confidently explore and engage in the children’s services environment.

Identify the language skills for each age group.

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

 12 - 18 months- comprehends and follows single questions/commands, says first name, says many words (mostly naming words) begins to use one to two word sentences e.g. “want milk”

 2 - 2 ½ years- uses two or three words together, e.g “go potty now”, ‘explosion’ of vocabulary and use of correct grammatical forms of language, asks lots of questions, uses pronouns and prepositions, simple sentences and phrases.

Research has shown that phonological awareness is related to the child’s ability to learn to read.

Phonological awareness develops along a continuum, from simple to complex.

 Rhyming – Educator can support children’s learning related to rhyming by using particular songs, stories and rhymes. Drawing children’s attention to the sounds of language when you share them. E.G. allowing children to fill in the missing rhyming word of a song, fingerplay or story.

 Alliteration – Educators can support children’s learning related to alliteration by demonstrating and role-modelling curiosity about language. For example, dismissing children to go outside by the first sound in their names.

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-Recognize and name letters

-Recognize beginning letters in familiar words, especially in their own names

c) List five activities/experiences that educators could provide children with that will support them to gain knowledge of letters and words in a meaningful way.

There must be a combination of using resources at the “centre” and resources/experiences that you can create with/for the children.

Consider the different types of texts referred to in the reading and prepare a list of resources and/or

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train.



The children in the preschool room move the tunnel away from the obstacle course to

According to Rubin, Fein & Vandenberg’s play behaviour is defined as the compliance with social demands, and appetitive drives.

c) How can educators facilitate and support children’s play?

Let children play for their own purposes.

Play with children on their terms, taking the occasional ride down the slide, or putting on a hat and assuming a role in pretend play
. Recognize the value of messy play, rough-and tumble play, and nonsense play.

Understand that children need to feel a sense of belonging to the play culture of childhood.

Take an interest in their play, asking questions, offering suggestions, and engaging eagerly as

d) What would you say to your colleague to assist her in understanding the nature of

spontaneous play?

To complete this task refer to your readings:

 Belonging, Being and Becoming the Early Years Learning Framework for Australia.

The educators have worked with the children and their parents to make a visual symbol to

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CHC50113 Diploma of Early Childhood Education and Care

b)	have two mums”. What ethical issues have Raoul’s comments raised?

Discuss and explain to children about families with no mom or dad and with grandmothers

and grandfathers or adopted children.

 1 year to 2 years

 2 years to 3 years

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	protest

	Demands adult attention
	May be less likely to willingly share toys with peers
	Builds tower of five to seven objects
	Can follow two or more directions


	Asks a lot of questions
	Copies words and actions
	Makes music, sing and dance

 Social

 Emotional

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CHC50113 Diploma of Early Childhood Education and Care

To complete this task refer to your readings:

1. Children develop their emerging autonomy, inter- dependence, resilience and sense of agency.

2. Children develop knowledgeable and confident self- identities

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- Children interact verbally and non-verbally with others for

a range of purposes

Question 10

To complete this task refer to your reading:

Fun, creative and team work

b) List and describe Drew and Rankin’s principles of using open ended materials and provide an

E.g.: Outdoor painting by using hands and diverse natural resources.

PRINCIPLE 3 Children’s play with peers supports learning and a growing sense of competence.

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PRINCIPLE 7 Ongoing self-reflection among teachers in community is needed to support these practices.

E.g.: Ask co-workers about feedbacks about an experience or ask them for their own ideas and discuss them.


a)

Kable defines loose parts as an influence on child-play experts and playscape designers. She

defines them as materials with no specific set of directions that can be used alone or

 Loose parts can be adapted and manipulated in many ways.

 Loose parts encourage creativity and imagination.

 Children choose loose parts over fancy toys.

Question 12

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a)

The four basic elements of dance are the body and its different parts and range of

movement, and space, time, and energy.

Question 13

To complete this task refer to (pp. 28 – 30) of your reading:


a)

CHC50113 Diploma of Early Childhood Education and Care

They describe as a fantasy world created by children where their

early literacy concepts, and self-regulation.

c) What reason is given by the authors for suggesting that educators must support (engage in

dramatic place, in case they both want to take the same role.

d) The authors have developed a strategy for assessing and scaffolding children’s play which

 Extended time frame

 Language

actions, such as a child playing with toy cars while making “vroomvroom” sounds.

• An example of the next stage—roles in action—would be a child walking back and forth in

• An example of stage 4 play is found in the opening vignette describing the airport play in

Ms. Soto’s room. Children engage in multiple pretend actions, all being consistent with