Subject 4 Play and Development

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KNOWLEDGE ASSESSMENT 1 PART A

CHC30113 Certificate III

in Early Childhood Education and Care

Subject 4 Play and Development

Version 3.5 Produced 9 March 2018

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Instructions

The questions in this workbook are divided into three (3) categories: Knowledge Assessment (Part A,B,C,D,E), Case Study (Part A,B,C), and Project Assessment (included in your Workbased Training – Skills Workbook).

The questions under Knowledge Assessments are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Case Study and Project Assessments in your Workbased Training – Skills Workbook. You must answer all questions using your own words. However, you may reference your Learner Guide and other relevant resources and learning materials to complete this assessment.

Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting.

Accessing Intranet Pages and External Links

There are instructions in this workbook that will refer you to intranet pages and or external links. These intranet pages and external links are formatted in Blue Underlined Text.

To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Mac users while clicking on these links.

What is Competency-Based Assessment

The features of a competency-based assessment system are:

• It is focused on what learners can do and whether it meets the criteria specified by the industry as competency standards.
• Assessment should mirror the environment the learner will encounter in the workplace.
• Assessment criteria should be clearly stated to the learner at the beginning of the learning process.
• Assessment should be holistic. That is it aims to assess as many elements and units of competency as is feasible at one time.
• In competency assessment, a learner receives one of only two outcomes: competent or not yet competent.
• The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.
• The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.

Definition of Competency

Assessment in this context can be defined as:

The fair, valid, reliable and flexible gathering and recording of evidence to support the judgement on whether competency has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.

The Basic Principles of Assessing Nationally Recognised Training

Developing and conducting assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:

The principles of assessment

• Assessment must be valid

• Assessment must include the full range of skills and knowledge needed to demonstrate competency.
• Assessment must include the combination of knowledge and skills with their practical application.
• Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.
• Assessment must be reliable

• Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
• Assessors must be trained in national competency standards for assessors to ensure reliability.
• Assessment must be flexible

• Assessment, where possible, must cover both the on and off-the-job components of training within a course.
• Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.
• Assessment must be made accessible to learners through a variety of delivery modes so they can proceed through modularised training packages to gain competencies.
• Assessment must be mutually developed and agreed upon between assessor and the assessed.
• Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.

(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)

The rules of evidence

When collecting evidence, there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current:

• Valid

Evidence gathered should meet the requirements of the unit of competency. This evidence should match, or at least reflect, the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.

• Sufficient

This rule relates to the amount of evidence gathered. It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent in all aspects of the unit of competency.

• Authentic

When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.

• Current

This relates to the recency of the evidence and whether the evidence relates to current abilities.

(Source: Training in Australia by M Tovey, D Lawlor)

The Dimensions of Competency

The national concept of competency includes all aspects of work performance and not only narrow task skills. The four (4) dimensions of competency are:

1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills

Reasonable Adjustment

Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

• The same learning opportunities as learners without a disability, and
• the same opportunity to perform and complete assessments as those without a disability.

Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:

• Customising resources and assessment activities within the training package or accredited course
• Modifying the presentation medium
• Learner support
• Use of assistive/adaptive technologies
• Making information accessible both before enrollment and during the course
• Monitoring the adjustments to ensure learner needs continue to be met

Assistive/Adaptive Technologies

Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.

IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant unit(s) of competency. For example, if the assessment were gathering evidence of the candidate’s competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

The Units of Competency

The units of competency specify the standards of performance required in the workplace.

This assessment addresses the following unit(s) of competency from CHC30113 Certificate III in Early Childhood Education and Care:

CHCECE006 – Support behaviour of children and young people

1. Contribute to a safe and supportive environment
2. Use positive support techniques
3. Observe and collect data to assist with development of appropriate strategies for support
4. Implement strategies to support children or young people who require additional support
5. Monitor and review strategies

CHCECE007 – Develop positive and respectful relationships with children

1. Communicate positively with children
2. Interact positively with children
3. Support and respect children
4. Maintain the dignity and rights of children

CHCECE010 – Support the holistic development of children in early childhood

1. Support physical development
2. Support social development
3. Support emotional development
4. Support cognitive development
5. Support communication development
6. Create an environment for holistic learning and development

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

1. Create an environment for play
2. Support children’s play and learning
3. Facilitate children’s play, learning, and physical activity

CHCECE013 – Use information about children to inform practice

1. Gather information about the child through observation
2. Gather information about the child from secondary sources
3. Record observations appropriately
4. Use observations and information collected to contribute to program planning

For complete copies of the above units of competency:

Download them from the TGA website:

https://training.gov.au/Training/Details/CHCECE006

https://training.gov.au/Training/Details/CHCECE007

https://training.gov.au/Training/Details/CHCECE010

https://training.gov.au/Training/Details/CHCECE011

https://training.gov.au/Training/Details/CHCECE013

Context for Assessment

To complete the assessments, students need to have access to their learning materials and the Internet. The Knowledge Assessment and Case Study may be completed wholly at the student’s home or chosen place of study. The Project Assessment must be completed in a workplace.

Assessment Requirements

The assessment requirements specify the evidence and required conditions for assessment.

Each unit of competency can be unbundled to reveal three key assessment components:

1. Performance Evidence

• describes the subtasks that make up the element of the unit

1. Knowledge Evidence

• describes the knowledge that must be applied to understanding the tasks described in the elements

1. Assessment Condition

• describes the environment and conditions that assessments must be conducted under

The associated assessment method in this kit covers all of these components as detailed in the matrix below:

	Units of Competency
Assessment Activities	CHCECE006	CHCECE007	CHCECE010	CHCECE011	CHCECE013
Knowledge Assessment Part A,B,C,D,E					
Case Study Part A,B,C					
Project Assessment – Workbased Training – Skills Workbook					

Assessment Methods

This workbook uses the following assessment methods:

1. Knowledge Assessment (Part A,B,C,D,E) – A set of generic and workplace questions testing the student’s general knowledge and understanding of the general theory behind the unit.
2. Case Study (Part A,B,C) – Includes detailed scenarios and simulated environments providing all necessary information required to complete relevant tasks and activities.
3. Project Assessment (included in your Workbased Training Skills Workbook) – A set of tasks or activitiescompleted according to set instructions and guidelines to meet the requirements of the relevant units. These tasks and activities will require you to have access to a workplace or these may be undertaken in a simulated workplace environment.

Resources Required for Assessment

Candidate will need access to:

• Computer with Internet and email access and a working web browser
• Installed software: MS Word, Adobe Acrobat Reader
• A Regulated Childcare Centre
• Three (3) children of varying ages attending the childcare centre
• The children’s families for discussion
• Samples of children’s work

Important: You are required to complete this project in a childcare setting as an educator through vocational placement or direct employment.

Assessment Cover Sheet

To the candidate: This coversheet is to be completed by filling in all the required information and affixing your signature in the space provided. Submit this cover sheet along with your assessment and any supporting evidence. Use the filename: CLASS NUMBER_STUDENT NAME_STUDENT ID_UNIT CODE_ASSESSMENT NUMBER_TRAINER_SUBMISSION DATE

For Example: 1234_Jack Sparrow_s9990001_Subject4_ASS1A_Lynn_021282

Marking guide for the assessor: The candidate must fill in all the required details of this coversheet. The completed cover sheet must be completed and signed

ASSESSMENT	Knowledge Assessment 1 Part A
TITLE:	Play and Development
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.
By submitting this work, I declare that: I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time. I am aware that there is a limit to the number of submissions that I can make for each assessment, and I am submitting all documents required to complete this Assessment. I have organised and named the files I am submitting according to the instructions provided, and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process. This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of qualification or statement of attainment. I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.
Name :	Signature:	Date:

Knowledge Assessment – part A

1. Holistic Development

Nutrition is extremely important in relation to a child’s brain development. Explain how adequate nutrition before a child’s birth is important. Explain how adequate nutrition after a child’s birth is important.

As an Early Childhood educator, it is essential that you support the brain development of all children in your care. Explain in 4-5 sentences, the importance of discussing children’s interests with them, to stimulate early brain development. Guidance: Refer to the National Quality Standards and the relevant approved learning framework to support your answer.

Explain in 4-5 sentences, the importance of using your observations of children to support their development. Guidance: Refer to the National Quality Standards and the relevant approved learning framework

Explain in 4-5 sentences, the importance of using routines as opportunities to foster children’s independence. Guidance: Make sure you refer to the National Quality Framework in your answer

In 4-5 sentences, explain the importance of encouraging children to explore the environment and biological resources, to positively influence learning and development. Guidance: Make sure you refer to the National Quality Framework in your answer.

As an Early Childhood educator, it is essential that you provide play and learning experiences that support the growth of children across all developmental domains. Complete the tables as instructed for each developmental domain: Physical development – Name at least one (1) piece of equipment, game or toy you could use to support children’s fine motor, gross motor and fundamental movement skills.

	Equipment	Games	Toys
Fine motor development
Gross motor development
Fundamental movement skills

Emotional/Psychological development – List three (3) decision-making opportunities in the table below, that you can provide to children to help support their emotional and psychological development.

Decision-making opportunities
1
2
3

Foundational Knowledge of Developmental Theory: Language development – Complete the table below listing three (3) experiences you can provide to children that will expose them to different forms of language and literature and two (2) experiences that will give children the opportunity to express themselves through language.

Experiences that give exposure to a range of language forms
1
2
3

Expressive language experiences
1
2

Creative development – Fill out the table below, by indicating at least one (1) experience you could provide for children to use each of their senses and to express themselves to support their creative development.

	Experience
Visual
Hearing
Taste
Touch
Smell
Self-expression

Cognitive development – Write at least one (1) problem-solving experience you can provide to support the cognitive development of children in each of the following age groups: 0-2 years, 3-5 years and 6-12 years.

	Experience
Problem-solving (0-2yrs)
Problem-solving (3-5yrs)
Problem-solving (6-12yrs)

Consider a cultural activity that encourages the use of home languages and family contributions that can be done within the centre. Write a paragraph of 5-7 sentences, discussing the following points: Ensure you cover the following points for your chosen activity: Briefly describe or name your chosen activity. How does your activity value and encourage the use and acquisition of home languages? Which age group you have planned the activity for? What focus should the introduction and implementation of the activity have? What could you do to involve the children in group discussions? What could you do to encourage contribution from the children’s family? How does encouraging family’s diverse contribution to learning activities benefit children?

Fill out the table below giving the name of a relevant theorist and a summary of the relevant theory of child development.

Developmental Theory	Theorist	Summary of Theory
Physical Development
Cognitive Development
Emotional /Psychological Development
Social Development
Language Development

In your own words, explain why creativity is important to child development.

The incorporation of activities that stimulate a child’s creativity is an essential part of a centre’s program. Which part of the national standards supports this? Guidance: Quote the quality area and standard. What learning outcome of the relevant learning frameworks supports this? Guidance: Quote the framework and learning outcome.

Describe in your own words: What is Bloom’s Taxonomy? What are the six cognitive skills revised by Krathwol in 2000?

Describe in your own words: Who proposed Multiple Intelligence Theory? How could you include it in learning experiences? What are the nine intelligences?

In 4-5 sentences, explain the importance of the early years and early development, about a child’s subsequent educational success.

In 4-5 sentences, explain the importance of the early years and early development, about a child’s subsequent educational success.

Aspects of poor early childhood development	Long-term harmful impacts
Poor Diet
Lack of Play
Limited Stimulation of brain development
Lack of Materials and resources
Inconsistent or non-existent emotional support or comfort
Trauma

The table below indicates two other life experiences, aside from the factors listed in the above table that may interrupt appropriate childhood activities.

	Potential Long-term harmful impacts
Serious illness or condition/hospitalisation
Loss of parent/family through divorce/death or displacement

Assessment Feedback Cover Sheet
Student Name:		Student ID:
Unit Code or Subject Number And Name:
Assessment Task No:
Assessment Outcome:	☐ Satisfactory	☐ Not Satisfactory
Assessor’s Feedback: Assessor must provide constructive and meaningful feedback
Has the student been informed of the assessment outcome and the reason for the decision?
☐ Yes	☐ No
How was the student informed of the assessment outcome?	Date:
☐ In Person (Student to sign)	☒ Via Email (Copy of email to be kept)
Student’s Signature: (If Applicable)		Date:
Trainer/Assessor Signature:		Date:

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