Chcece007 Assessment Answers

chcece007 assessment answers

CHCECE007 Develop positive and respectful relationships with children

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  • Communicate positively with children
  • Interact positively with children
  • Support and respect children
  • Maintain the dignity and rights of children

 

Application

This unit describes the skills and knowledge required by educators working with children to ensure they can develop and maintain effective relationships and promote positive behaviour.

 

This unit applies to educators who work with children in a range of education and care service settings. 

Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.

  • Oral communication – in order to engage in sustained conversations with children.

The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

 

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.  There must be demonstrated evidence that the candidate has completed the following tasks at least once:

  • communicated positively and respectfully and interacted effectively with at least three children, including:
  • active listening
  • consideration of a child’s age, activities, interests, culture and needs
  • interpreting non-verbal cues of children
  • responding to distress in ways that meets the child’s need
  • communication of care and respect through all interactions
  • assessed and responded appropriately to behaviours of concern
  • encouraged children to respect similarities and differences between each other
  • involved and encouraged children in decision-making and planning
  • 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

 

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:

  • how to access:
  • the National Quality Framework
  • the National Quality Standards
  • the relevant approved learning framework
  • how to navigate through framework and standards documents to find areas relevant to this unit of competency
  • effective communication techniques including verbal and non-verbal ways to show respect
  • techniques to guide children’s behaviour
  • United Nations Convention on the Rights of the Child
  • organisational standards, policies and procedures.

Chcece007 Assessment Answers ASSESSMENT REQUIREMENTS

Context of and specific resources for assessment

 

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to:

An appropriate workplace and/or simulation of realistic workplace setting where assessment can take place

Relevant organisation policy, protocols and procedures

 

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

 

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

 

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings.

 

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
  • the same opportunity to perform and complete assessments as those without a disability.

        

ASSESSMENT METHODS  

Assessment for this unit will be assessed through completion of Assessment Workbook Four (4) and Assessment Workbook Seven (7) Skills Journal – Play and Development

 

Workbook Four will focus on two assessment methods:

  1. Written Questions – based on the required knowledge component as described in the Instructions for Assessment
  2. Case Studies – utilising the Sparkling Stars virtual Education and Care Service and activities set out in this workbook.

 

Further Assessments:

 

Workbook Seven (7) Skills Journal Play and Development: participant must attend a Vocational Placement

 

        

PRESENTATION

Things to Consider: 

Only submit your workbook once all activities inside are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer.

Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed.

Your final assessment result will either be competent or not yet competent.

 

If submitting your assessments please ensure that

  1. All assessment tasks within the workbook have been completed
  2. You have proof read your assessment

Answering the Questions:

  1. If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.

 

Assessments may not be processed if the above guidelines are not adhered to. To ensure your assessment is processed as quickly as possible, please follow these instructions.

        

 

ASSESSMENT WORKBOOK COVERSHEET

WORKBOOK:

WORKBOOK 4

TITLE:

Play and Development

FIRST AND SURNAME:

     

PHONE:

     

EMAIL:

     

 

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 Workbook.
  • 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 a 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 – HOLISTIC DEVELOPMENT

1. Nutrition is extremely important in relation to a child’s brain development.

a)    Explain how adequate nutrition before a child’s birth is important.

b)    Explain how adequate nutrition after a child’s birth is important. 

 

a)       

b)       

 

 

 

             

b) 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

 

b)       

 

c) 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

 

c)       

 

d) In 4-5 sentences, explain the importance of encouraging children to explore the environment and biological resources, in order to positively influence learning and development.

Guidance: Make sure you refer to the National Quality Framework in your answer.

 

  1. d)

 

             

 

3. 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:

a)  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.

 

 

  1. c) 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.

 

c)

 

 

Decision-making opportunities

1

     

2

     

3

     

 

             

d) 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.

 

d)

Experiences that give exposure to a range of language forms

1

      

2

      

3

      

Expressive language experiences

1

     

2

     

 

  1. 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 in order to support their creative development.

 

e)

 

 

Experience

Visual 

     

Hearing

     

Taste

     

Touch 

     

Smell

     

Self-expression

     

 

  1. 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.

 

f)

 

 

Experience

Problem-solving  (0-2yrs)

      

Problem-solving (3-5yrs)

      

Problem-solving (6-12yrs)

      

 

             

 

             

  1. 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

     

     

 

 

             

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

 

     

 

7.  The incorporation of activities that stimulate a child’s creativity is an essential part of a centre’s program. 

a)    Which part of the national standards supports this? 

Guidance: Quote the quality area and standard.

b)    What learning outcome of the relevant learning frameworks supports this?  

Guidance: Quote the framework and learning outcome.

 

a)      

b)      

 

             

8. Describe in your own words:

a)    What is Blooms Taxonomy?

b)    What are the six cognitive skills revised by Krathwohl in 2000?

 

a)      

b)      

 

9. Describe in your own words:

a)    Who proposed Multiple Intelligence Theory?

b)    How could you include it in learning experiences?

c)     What are the nine intelligences?

 

a)      

b)      

  1. c)

 

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

 

     

 

             

 

  1. Fill out the table below in relation to aspects of poor early childhood development and the potential long term impacts it can have on a child.

 

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

      

             

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

a) List their potential long-term harmful impacts.

 

 

Potential Long-term harmful impacts

Serious illness or condition/hospitalisation

     

Loss of parent/family through divorce/death or displacement

     

             

PART B – SUPPORT PLAY AND LEARNING

  1. This question has been intentionally left blank. Please proceed to the next question.

 

 

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  1. This question has been intentionally left blank. Please proceed to the next question.

 

 

  1. How would you use reflective practice in ‘providing experiences to support children’s play and learning’?

 

     

 

 

 

 

 

  1. How does the United Nations Convention of the Rights of the Child relate to ‘Providing experiences to support children’s play and learning’?

 

     

 

  1. Fill out the table below: Identify common organisational standards, policies and procedures that are relevant to a childcare centre. (List 2 of each)

 

 

Standards:

 

 

 

 

      

     

Policies:

 

 

 

 

      

     

Procedures:

 

 

 

      

     

 

 

  1. This question has been intentionally left blank. Please proceed to the next question.

             

PART C – USE INFORMATION ABOUT CHILDREN  

 

 

1. Fill out the table below in relation to the United Nations Convention of the Rights of the Child and Code of Ethics and explain the purpose of each.

Guidance: Access the United Nations Convention Website and the Early Childhood Australia Code of Ethics website.

 

 

Purpose

United Nations

Convention of the Rights of the Child

     

Early Childhood Australia

Code of ethics

     

 

  1. Which section of the Educators Guide to the EYLF refers to using theories of child development, in order to analyse information and plan accordingly? Note the page numbers of this section.

 

     

 

  1. Which section of the Educators Guide to the MTOP refers to using theories of child development, in order to analyse information and plan accordingly? Note the page numbers of this section.

 

      

 

             

  1. Describe in your own words how you can use observations on child development and analyse a child’s information to assist in planning?

 

     

 

  1. In the table below, provide a description of the following observation techniques and outline what they are best used to observe.

 

Observation Technique

Description

Best Use

Anecdotal

     

     

Learning Stories

     

     

Developmental Checklist

     

     

Event Sample

     

     

Running Record

     

     

Time Sample/Sociogram

     

     

 

  1. What report-writing standards and protocols should you follow when writing observation reports?

 

     

 

 

7. There are certain organisational standards, policies and procedures that are relevant to the gathering of information about a child to inform practice.

a) Name the relevant standard, frameworks, convention and code that applies. (There are five in total).

 

  1. a)

     

     

     

     

 

  1. Name the relevant policies.

 

  1. b)

 

  1. Name the relevant procedures.

 

  1. c)

 

             

PART D – RESPECTFUL AND POSITIVE WITH CHILDREN

1. There are a range of things you need to take into consideration if you want to communicate effectively.  

Complete the table below listing 2 verbal and 2 non-verbal things you need to take into consideration when communicating with children and their families.

 

 

Verbal communication considerations

Non-verbal communication considerations

      

      

      

      

 

 

             

2. List 5 examples of how you can interact and communicate positively and respectfully with children throughout their day and provide examples of what those interactions would be.   

Guidance: 

•        Make sure you identify routine times as well as play times in your examples and include how you would communicate over lunch. 

•        Include an example of how you would respond to distress in ways to meet the child’s need.

•        Include verbal and non-verbal communication techniques in your answer.

 

 

Time of day

Example of interaction

Sample answer:  Arrival time

Smile and greet child and adult, begin speaking with the child about the day

     

      

     

     

     

     

     

     

     

     

 

             

3. Describe 3 different ways you can respond in a sensitive, respectful and collaborative way when communicating with children about their interests, stories and ideas.

Guidance: Include verbal and non- verbal methods of communication.

 

     

     

     

 

 

  1. Describe 3 different techniques to guide children’s behaviour and how you would apply each in the centre.

 

     

     

     

 

 

 

 

             

5. All centres are required to have a policy that outlines strategies that will be used to guide children’s behaviour as stated in the Education and Care Services National Regulations 2011.

a.     What organisational policies, procedure and guidelines would be in place to assist you in developing limits and consequences for inappropriate behaviours?

b.     Which section of the above regulations are you required to follow and what does it state?

c.     How does this meet the requirements of upholding a child’s rights under the United Nations Convention on the Rights of the Child?

 

a)      

b)      

c)      

 

             

PART E – SUPPORT BEHAVIOUR  

  1. Describe at least 5 (5) characteristics of a safe and supportive environment.

 

     

 

2. Fill out the table below:

•        Identify one contributing environmental factor that may affect development and behavior for each of the examples. 

•        Provide a practice you could use to minimize the factors affects for each of the examples. 

 

 

Environmental Factor

Practice

Children with a physical disability

      

      

Children with a learning difficulty

     

      

Children with a mental health issue

      

      

 

             

  1. List at least four (4) potential impacts on the behaviour of each of these above groups, by not implementing safe, supportive and equitable practices?

 

     

 

  1. A child in the group has a new baby at home and must keep quiet and play outside at home. List three ways in which this could this affect the child’s behavior at the centre?

 

     

 

             

  1. Discuss four (4) impacts the environment and culture has on the behavior of children.

 

      

      

      

      

 

 

6. Describe in your own words:

a.      positive reinforcement

b.     Why you would use positive reinforcement

 

a)      

b)      

 

             

  1. Describe three (3) positive support strategies involving communication that you could use to redirect behaviors of concern.

 

      

      

      

 

8. Discuss how you would diffuse the following hypothetical situation:

Two children are yelling at each other, one of the children is holding a book about to throw it at the other.’

 

      

 

  1. Describe in your own words how culture and the environment can impact on the behaviour of children.

 

      

 

  1. What is disruptive behaviour?

 

      

 

  1. What is meant by ‘behaviours of concern’?

 

      

 

  1. What are the main differences between disruptive behaviours and ‘behaviours of concern’?

 

      

 

             

  1. Rewrite the following instructions using positive language, so that they become positive communication behaviour expectations.

 

a) I’ve told you a million times Sienna, don’t run inside.

      

b) Boys are so destructive.  Stop throwing the books, Isaac!

      

c) Don’t snatch the toys, Sam.

      

 

 

             

14. Describe an activity that would allow children to explore each of the following symbol systems with children in your centre:

•        Letters

•        Numbers

•        Time

•        Money

•        Musical Notation

 

 

Activity 1 – Letters: 

 

     

Activity 2 – Numbers: 

 

     

Activity 3- Time:

 

     

Activity 4- Money: 

 

     

Activity 5 – Musical Notation: 

 

     

 

           

CASE STUDY A – HOLISTIC DEVELOPMENT

Download the linked scenario and answer the questions below.

 

Scenario – Kurt Sampson

Kurt is 6 years old.  He has recently enrolled at the School Age Care service where you work as an assistant educator.  Kurt is one of several children his age at the service and he attends each day both before and after he goes to school.  The lead educator you work with lets you know that Kurt’s parents have recently separated and while there are no parenting orders in place, his mother did say that things had been ‘messy’ leading up to the separation.  Kurt’s mother is the parent you will have the most contact with as his father works away.

Kurt presents as a very quiet and withdrawn child – not unusual for a new enrolment.  You and your colleagues ‘buddy’ him up with one of the other children his age and work hard to help him feel comfortable at the service.   You are careful to find out what his likes and interests are to help him engage with the resources and other children.  After one month, Kurt still has not formed any friendships amongst his peers and generally only engages with the educators if they speak to him first.  His mother says that he is becoming a little withdrawn at home as well.  You begin to suspect that there may be an issue with Kurt’s current emotional / psychological state.

 

1. Write a paragraph to describe your concerns about Kurt and what steps, as an assistant educator you would need to take to respond to those concerns.

Guidance: Make sure you include details of how you will record and report your suspicions and how you would share information with colleagues regarding Kurt’s development and wellbeing.

 

 

 

     

As a result of your actions, you and your colleagues work with Kurt’s mother to develop strategies that will help him express his feelings and to encourage him to socialise with the other children at the service.

2. List at least 3 strategies that could be used to encourage Kurt to express his feelings. 

 

   

 

     

 

  1. List at least 3 strategies that could be used to support Kurt to socialise with the other children in the group.

 

     

 

  1. List the National Quality Standard and elements that link to this practice.

 

     

 

  1. State the code and the convention that applies in this situation.

 

     

 

 

CASE STUDY B –  DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH CHILDREN

 

Scenario One (1) : Collaborating with children

 

Read the following scenario and answer the questions below.

 

You are one of the educators working with a group of 24 pre-school aged children at Sparkling Stars Childcare Centre.  At Sparkling Stars there is a very strong focus on collaborating with the children to build their ideas into the program each day.  

 

Each day in the Preschool Room starts with a ‘Morning Conference’ where the children are invited to share their ideas for what they would like to do for the day.

 

Question 1.

a)    Imagine you are running the Morning Conference.  How will you ensure there is enough time for all the children to express their ideas?

b)    Which alternatives can you provide to the children that have difficulty expressing themselves in front of the whole group?

c)     How will you make sure you acknowledge each child’s contributions? 

d)    How will you encourage children to share their stories and ideas?

 

a)      

b)      

c)      

d)      

 

Question 2.

At this Morning’s Conference, Jackson has an idea to build a rocket which appeals to most of the children in the group.  As you discuss Jackson’s idea, a lot of other suggestions are added – some of them unsuitable for the care situation.  

 

a)              Describe how you will explain to the children that their suggestions are not suitable. 

b)              Write a description of how you will explore alternative options with those children.

c)               Write 2-3 paragraphs to describe how you will assist the children in making their ideas a reality.

 

a)      

b)      

  1. c)

 

Question 3.

During the discussions you had with the children, they showed an interest in finding out where all their friends’ families come from.  You decide it is a great opportunity to build multicultural cooking experiences into the program for all the children.  Some of the younger children are a little hesitant about trying new things.

 

a)       Describe at least 2 strategies you could use to encourage the children to participate in the multicultural cooking experiences.

 

     

 

             

CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR

Meet Jake. Jake is now 5 years old. He just started going to Sparkling Stars Childcare Centre and has been assigned to your care. 

You had a talk with his mother, Emilia, to learn more about Jake. You found out that Emilia had just separated with her husband after several years in an abusive relationship. She had serious concerns for Jake’s safety and how it was impacting him, and decided it was best for them to move out. 

 

Now Emilia is taking care of Jake on her own as she works full-time as an admin assistant for an accounting firm. She often has to work until late and has arranged for the school bus to send Jake to the childcare centre after his school until she can pick him up on her way home from work.

 

Scenario 1: 

Despite what he has gone through, Jake is a happy and playful kid. He likes being around other kids and has no problems meeting new people. However, during his first week at the centre, it was observed that Jake has violent tendencies when having disagreements with the other kids in the centre.

 He was caught hitting another kid and using bad language while fighting over some Lego blocks.  You have had a talk to Jake about his behavior and how it is not right to use violence and bad words, however, he started to panic in fear of being punished for his bad behaviour. His heartbeat started to race and he started to breathe heavily and sweat profusely. He stopped responding to your questions until he calmed down a few minutes after the incident.

 

1.1        This behaviour raised your concern and made you decide to discuss it with your supervisor. Simulate a dialogue with your supervisor by creating a video recording of yourself discussing your concerns about Jake. You may do it as a monologue or you may invite a friend to play the part of your supervisor. Keep your recording less than 5 minutes long. 

 

Guidance:

To ensure successful completion of the relevant requirements for this task, include the following information in your discussion:

•        Identify areas of concern 

•        Recognise any possible developmental challenges or mental health issues of Jake that may have potential impacts on his behaviour

•        Identify possible contributing environmental factors

•        Share your recommendation in determining when to involve other staff for supported intervention

 

             

Scenario 2: 

After the incident on Jake’s first day in the centre, you decided to conduct further research on Jake’s case to be able to understand and assist him better. For the rest of the week, you recorded your observations on Jake’s behaviour:

On the second day, Jake fought with other kids in the centre twice during the day. Both fights started over a disagreement while playing games. Jake does not like losing and often resorts to name calling and hitting when

he cannot have his way. When you talked to him about his behaviour, he displayed severe signs of anxiety and frustration and ended up isolating himself for the rest of the day.

On the third day, Jake had a fight with another kid in the centre over losing a group race because one of his teammates did not follow the race instructions correctly. He blamed his teammate for losing the game and used bad language to express his frustration. 

On the fourth day, Jake pushed Lisa, a 5 year old girl who also goes to the centre, after she refused to share her snacks with him. When Lisa started crying and telling Jake she would tell her mum what he did, Jake started to panic and started crying himself. 

On the fifth day, Jake had a fight again with some of the kids because they didn’t want to include him in their games. Jake started throwing things at them and when you tried to calm him down, he started having another severe panic attack. 

 

             

1.2       Collect and record the data presented in the case study using the questionnaire provided below:

 

a. What behaviour have you identified as a source of concern? Provide a brief description.

 

     

b. How frequent to you observe this behaviour? 

     

c. How much does this behaviour affect the child’s relationships? Describe the intensity of the behaviour.

     

 

 

1.3          Behaviours that require support: 

  1. Based on your observations, identify Jake’s behavior/s that may require additional support.

 

     

 

             

  1. Research about the behavior identified and provide two possible methods to provide support to Jake:
  2.  
  3.  

 

1.4       Create a report offering your findings from your observation as additional support to your supervisor:

 

Use the template provided below to write your report:

 

Title:

      

 

Summary:

      

Introduction:

     

Body:

      

 

Conclusion:

      

 

Recommendations:

      

 

Guidance:

Title:

Indicate topic/main findings

Summary:

1.

The message of your report

 

2.

Outline of your:

o    methods, o       findings, o       conclusions, o       implications, o       recommendations.

Introduction:

1.

Aim, scope and limitations

 

2.

Background or context

 

3.

May include an overall answer

 

4.

Outline of report structure

Body:

1.

Provides justification for recommendation(s)

 

2.

Presents methods and findings

 

3.

Is based on evidence

 

4.

Keeps the discussion concise

Conclusion:

1.

Restates position/key message

 

2.

Presents and evaluates possible solutions

Recommendations:

Suggests appropriate policy/actions

 

 

             

PROJECT – OBSERVING, GATHERING AND ANALYSING INFORMATION

Assessment Requirements:

To complete this project, you will need access to:

–        A Regulated childcare centre

–        Three 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.

Project Overview:

This project requires you to observe, document and analyse information regarding three children of varying age in the centre. This project is divided into four parts:

1.      Gathering and recording information

2.     Analysing observations of the children’s behaviour

3.     Writing reports

4.     Contributing to program planning

 

 

Part 1: Gathering and recording information

Select three children of varying ages from the childcare centre and follow the steps below:

Step 1: Gather and record their information using the forms provided in the link below: 

Childcare Templates

(http://compliantlearningresources.com.au/network/sparkling-stars/?p=2342)

(Download Childcare Information Sheet)

 

Guidance: To ensure successful completion of this step, make sure you follow the instructions below:

–        Secure consent to interview from the parents. Download Consent to Interview Form here: Childcare Templates

–        Interview parents of three children attending the childcare centre

–        The three children must be of varying age

–        One form must be completed for each child

–        Submit the completed forms with this workbook

 

             

Step 2: Talk and interact with the children and record your observations. 

 

For children 2 years old and above: 

–        Give the child drawing supplies (ensure drawing supplies are child-friendly) –       Have the child draw a picture. 

–        Have the child describe and explain the drawing.

–        During the entire exercise make sure to jot down your observations regarding the child’s personality and behaviour

–        Scan the child’s work and save it in his records

Use the form provided in the link below to record your observations: 

Childcare Templates

(http://compliantlearningresources.com.au/network/sparkling-stars/?p=2342)

(download Child Observation Form A)

 

For infants to 1 year old:

With the assistance of the parent, interact with the child and record your observations based on:

–        Anecdotal information

–        Stories/Accounts from the parent

Use the form provided in the link below to record your observations: 

Child Observation Form B

(NOTE: Download Child Observation Form B using this link.)

 

Part 2: Analysing observations of the children’s behavior

Based on your observations, provide an analysis of the children’s behaviour. Use the space provided below to discuss your analyses:

 

 

 

             

 

Child 1

Name of Child: S

Age:       

Did you identify any behaviour that will require special support for the child?  Yes |  No

If yes, please explain:                         

     

Describe the frequency, intensity and duration of the behaviour of the child that requires support:

      

Describe an aspect of the child’s development as reflected by your observation:

     

Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own observation:

     

 

Child 2

Name of Child:       

Age:       

Did you identify any behaviour that will require special support for the child?  Yes |  No

If yes, please explain:                         

     

Describe the frequency, intensity and duration of the behaviour of the child that requires support:

      

Describe an aspect of the child’s development as reflected by your observation:

     

Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own observation:

     

 

Child 3

Name of Child:       

Age:       

Did you identify any behaviour that will require special support for the child?  Yes |  No

If yes, please explain:                         

     

Describe the frequency, intensity and duration of the behaviour of the child that requires support:

      

Describe an aspect of the child’s development as reflected by your observation:

     

Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own observation:

     

Sample  

 

Name of Child: Benjamin Biggs

Age: 5

 

Did you identify any behaviour that will require special support for the child?

 Yes |  No

If yes, please explain:                         

The violent nature of his drawing is something I find very disturbing and I believe requires further evaluation from an expert.

 

Describe the frequency, intensity and duration of the behaviour of the child that requires support:

Throughout the day within the next 3 days, I asked Benjamin to keep drawing things that interests him. In all occasions, he drew pictures that showed his interest for violence and killing animals. In all cases, the pictures he drew are very bloody and gruesome.

 

Describe an aspect of the child’s development as reflected by your observation:

Benjamin demonstrated normal cognitive and motor skills throughout the exercise. He was able to understand the instructions and he was able to perform the tasks without any difficulty.  

 

Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by your own observation:

Benjamin is a smart kid. The way he communicates and explains his ideas is very clear and elaborate. He likes drawing. When he draws he is completely immersed and focused in the task.

 

 

 

             

Part 3: Writing Reports

Write a report summarizing your findings for the three children. You may use any format as long as the following information are included in your report:

–           For each of the three children interviewed and observed, you must provide: o A summary of the interview/observation session conducted with the child  o A summary of your observations o A summary of your findings  o Your recommendations

Submit a soft copy of your report along with the completed forms from Parts 1 and 2. 

 

Part 4: Contributing to program planning

Based on your findings and recommendations, create a childcare program for each of the child interviewed and observed.  

Your childcare program should provide guidance on how the childcare centre will nurture the children’s development. It should demonstrate how the centre will offer experiences that will help the children learn about themselves and the world around them. Your program should include:

–        Planned activities

–        Materials, equipment and staff

–        Interactions between the children and providers and among other children in the centre

Your curriculum must reflect your observations of each of the child’s needs, strengths and interests. It should build new experiences and expectations based on the children’s background. The program should allow educators to be intentional in the methods used to support the children’s needs.

If available, you may use the template provided by the centre, or you may use the template provided in the link below:

Childcare Templates

(http://compliantlearningresources.com.au/network/sparkling-stars/?p=2342)

(Download Childcare Program Planning Sheet)

 

 

             

WORKBOOK CHECKLIST

  

             

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