The work you complete in this workbook is used as evidence to contribute to your overall competence in the underpinning knowledge requirements for this qualification. There are 18 Units of Competency that form a full Certificate III in Early Childhood Education and Care.

Once you have successfully completed all workbooks and been assessed as competent by HBA, you will have achieved your Certificate III in Early Childhood Education and Care.

CHCECE002 Ensure the health and safety of children

CHCECE003 Provide care for children

CHCECE010 Support the holistic development of children in early childhood

CHCECE011 Provide experiences to support children’s play and learning

HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people

Chosen Electives:

Elements of Assessment

In undertaking an activity in this workbook you may be asked to:

Answer questions

NOTE:

Checking off Assessment Tasks

Submitting Assessment Workbooks

Only completed assessment activity items with appropriate evidence which is valid under the Registering Authority guidelines, and the terms of the RTO and its authorised delegates will be used toward determining competence.

You must submit your assessments in the Workbooks provided in their original format.

NOTE:

CHC30113 Workbook 3 Attempt #, your full name as per enrolment form

Note: Ensure that you change the attempt number with each submission

Activity Checklist and Declaration

Learner Declaration

I understand that competency will not be given if I do not meet the assessment evidence and activity requirements or if it is discovered that I have not undertaken all expected tasks.

I understand that HBA reserves the right to immediately withdraw a qualification if it is found that I provided false or misleading evidence, this includes any declaration, resource or tool I have submitted as being authored by me that I have submitted.

Signed:		Date:
Name (print):

Completing Assessment Tasks

Assessment Task Tips

Shortcut Keys:

** Mac Users – Note your ‘Control’ Key is the ‘Command’ key

Other tips:

** Mac Users: Your ‘View’ tab is the ‘Window’ tab

Use the Contents Page to find the topic/activity number by clicking on it in the list.

Undertaking Assessment Tasks

Employability Skills

Nationally Recognised Training is attached to employability skills. These are soft skills that are required to be demonstrated by a Learner to prove their ability to work effectively in the role in industry. For the Certificate III in Early Childhood and Care the Employability Skills include:

The assessments have been designed to capture these soft skills and it is essential these skills are in the forefront of your mind when you are completing the assessment requirements for this qualification.

Locked Documents

Assessment Tasks

This workbook:

It is essential that your answer addresses all components of the question adequately, simply copying and pasting content that more or less answers the question is not appropriate. You can copy and paste content from other sources, but you must modify/paraphrase it to meet the question requirements and demonstrate your understanding of key concepts, ideas and models.

TIPS:

Read the questions to ensure you are providing what has been asked for.

Section 1 – Unit 1

CHCECE009 Use an approved learning framework to guide practice

This unit applies to educators working in a range of education and care services.

To achieve competency in this unit you will need to provide evidence that you can:

Reflecting on and discussing practice with supervisor and others
Investigated and documented their own involvement in at least three examples of pedagogical practices in the service.

CHCECE009 Use an approved learning framework guide to practice readings

Australian Children’s Education and Care Quality Authority. (2011). Guide to the Education and Care Services National Law and the Education and Care Services National Regulations. ACT: Commonwealth of Australia.
Australian Children’s Education and Care Quality Authority. (2011). Guide to the National Quality Standard. ACT: Commonwealth of Australia.

Early Childhood Australia. (2011). Learning Outcomes. The Early Years Learning Framework Professional Learning Program e-Newsletter, 6. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No6.pdf

001 Learning frameworks

001 Learning frameworks readings

To complete these tasks you will need to refer to the relevant chapter in your Learner guide for underpinning knowledge:

Australian Children’s Education and Care Quality Authority. (2011). Guide to the National Quality Standard. ACT: Commonwealth of Australia.
Australian Government Department of Education, Employment and Workplace Relations. (2010). Educators’ Guide to the Early Years Learning Framework for Australia. Canberra: DEEWR.

001 Learning frameworks assessment tasks

Question 1

Readings

Question 1 (a)

List the four requirements of the National Law and National Regulations in regards to the program that services provide.

Question 1 (b)

Question 1 (c)

List the two national approved learning frameworks?

Question 1 (d)

Question 1 (e)

The Early Years Learning Framework (EYLF) reinforces the principles laid out in the United Nations Convention on the Rights of the Child.

In the table below list whether each Article from the UN Convention relates to the concept of Belonging, Being or Becoming as they are defined in the EYLF.

Article from the UN Convention of the Rights of the Child	Link to EYLF
Article 12 (Respect for the views of the child): When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into account.
Article 13 (Freedom of expression): Children have the right to get and share information, as long as the information is not damaging to them or others. In exercising the right to freedom of expression, children have the responsibility to also respect the rights, freedoms and reputations of others. The freedom of expression includes the right to share information in any way they choose, including by talking, drawing or writing.
Article 29 (Goals of education): Children’s education should develop each child’s personality, talents and abilities to the fullest. It should encourage children to respect others, human rights and their own and other cultures. It should also help them learn to live peacefully, protect the environment and respect other people.
Article 30 (Children of minorities/indigenous groups): Minority or indigenous children have the right to learn about and practice their own culture, language and religion. The right to practice one’s own culture, language and religion applies to everyone; the Convention here highlights this right in instances where the practices are not shared by the majority of people in the country.
Article 31 (Leisure, play and culture): Children have the right to relax and play, and to join in a wide range of cultural, artistic and other recreational activities

Question 2

Readings

Question 2 (a)

Question 2 (b)

What does Standard 1.1 of the NQS aim to achieve?

Question 3

Readings

Question 3 (a)

Question 3 (b)

What is involved in meaningful curriculum decision making?

Question 3 (c)

002 Pedagogy, principles and practices

002 Pedagogy, principles and practices readings

Refer to Section 9 in the HBA Learner Guide for CHC30113 Certificate III in Early Childhood Education and Care

You will also need to access the following readings:

002 Pedagogy, principles and practices assessment tasks

Question 1

Readings

Belonging, Being and Becoming: The Early Years Learning Framework for Australia (pp. 11- 12), Australian Government Department of Education, Employment and Workplace Relations (2009).

Question 1 (a)

How does the EYLF define the term ‘pedagogy’?

Question 1 (b)

Question 1 (c)

	Theoretical Perspective	Description
	Developmental Theories
	Socio-cultural theories	Focus on the role of experiences in shaping children’s behaviour
	Socio-behaviourist theories	Emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development.
	Critical theories
	Post-structuralist theories

Question 2

Question

Question 3

Readings

Belonging, Being and Becoming: The Early Years Learning Framework for Australia, Australian Government Department of Education, Employment and Workplace Relations (2009).
Guide to the National Quality Standard (p. 42- 43), ACECQA (2011).

Question 3 (a)

List the eight pedagogical practices educators use to deliver educational programs to support and enhance children’s learning and development.

Question 3 (b)

Question 3 (c)

003 Using the framework

003 Using the framework readings

HBA Learner Guide

Refer to Section 9 in the HBA Learner Guide for CHC30113 Certificate III in Early Childhood Education and Care

003 Using the framework assessment tasks

Question 1

Readings

To complete this task refer to the following reading:

Belonging, Being and Becoming: The Early Years Learning Framework for Australia, Australian Government Department of Education, Employment and Workplace Relations (2009).

Question 1 (a)

Question 1 (b)

For each of the following situations describe possible strategies educators can use to be responsive to children.

Arrive time:

Painting at the easels:

Lunch time:

Completing an obstacle course outdoors:

Question 2

Readings

To complete this task refer to the following reading:

Question 2 (a)

Readings

Question 2 (b)

Learning Outcomes	Ways educators can promote learning for the outcome
Children have a strong sense of identity
Children have a strong sense of identity
Children are connected with and contribute to their world
Children are connected with and contribute to their world
Children have a strong sense of wellbeing
Children have a strong sense of wellbeing
Children are confident and involved learners
Children are confident and involved learners
Children are effective communicators
Children are effective communicators

Question 2 (c)

Question 2 (d)

List three strategies for supporting and facilitating children’s learning within Outcome 5: Children are effective communicators - Children express ideas and make meaning using a range of media.

Section 2 – Unit 2

CHCECE010 Support holistic development of children in early childhood

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)

CHCECE010 Support holistic development of children in early childhood readings

Australian Children’s Education and Care Quality Authority. (2011). Guide to the National Quality Standard. ACT: Commonwealth of Australia.
Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR.

001 Child development

001 Child development readings

Refer to Section 10 in the HBA Learner Guide for CHC30113 Certificate III in Early Childhood Education and Care

001 Child development assessment tasks

Question 1

Question

Match definition with the corresponding term.

Question 2

Question

All children have needs that must be met if they are to thrive and develop to their potential.


		Access to developmentally appropriate play that fosters development in all areas.
	Psychological needs

		Affection, consistency, security, trust, quality interactions and appropriate.
	Respect and self-esteem

Question 3

Question

Question 4

Question

The following factors may influence physical growth and development. For each factor give a short explanation and example.

Factor	Explanation	Example
Maturation − Readiness:
Heredity:
Culture/family:
Prenatal development:
Diet:

Question 5

Question

Tick the column to indicate the stage of development when you would typically expect to observe the following behaviours.

002 Theories of development

002 Theories of development readings

002 Theories of development assessment tasks

Question 1

Question

Stage	Piaget Stages of Cognitive Development	Approximate Ages Related to Stage
1.
2.
3.
4.

Question 2

Question

Choose the correct word to complete each sentence.

Question 3

Readings

Question

Question 4

Readings

To complete this task refer to the following readings:

Question 4 (a)

Explain the term Zone of Proximal Development (ZPD). Give an example to support your answer.

Question 4 (b)

Question 5

Question

Describe the two key functions of language which Vygotsky believed to be important to the learning process.

Private speech:

Public speech:

Question 6

Question

Question 7

Question

Choose the correct word to complete each sentence.

Missing Words
Social	Information	Partnership	Abilities	Development
Needs	Significant	Positive	Relationship	Support

Question 8

Question

Question 9

Question

	Term	Definition
	Critical periods
	Sensitive periods	A narrow window of time during which a specific part of the body is most vulnerable to the absence of stimulation or to environmental influences.
	Synapses	The broad windows of opportunity for certain types of learning.
	Neurons
	Limbic hypothalamus pituitary adrenal
	Plasticity
	Genes

Question 10

Question

Describe each of the following stages of Erikson’s theory.

003 Physical development

003 Physical development readings

To complete these tasks you will need to refer to the relevant chapter in your Learner guide for underpinning knowledge:

HBA Learner Guide

003 Physical development assessment tasks

Question 1

Readings

Question

Tick the key motor skills being demonstrated by Alyssa as she washes her hands.

Key Motors Skills	ü
Hand–eye co-ordination – using the eye to assist in accurate movement.

Question 2

Question 2 (a)

Question 2 (b)

Suggest two other experiences (not involving the use of scissors) that may assist preschool children to develop the fine motor skills necessary for manipulating scissors.

Question 3

Question 3 (a)

Listed below are some general characteristics of the physical development of infants and toddlers.

Question 3 (b)

Infant /Toddler Physical Development	Skills being developed

Question 4

Question 4 (a)

	Preschool Descriptors
	Can kick a ball from a standing position and can kick a rolling ball.
	Participate in ball target games: bats; balls; bean bags, to develop their gross motor skills.

Question 4 (b)

Listed below are some of the general characteristics of the physical development of Pre-schoolers.

For each characteristic, list two experiences and/or resources that you can use to support children’s development and mastery of these skills.

Question 5

Readings

Question 5 (a)

Question 5 (b)

To complete these tasks you will need to refer to the relevant chapter in your Learner guide for underpinning knowledge:

HBA Learner Guide

Question 1

Question 1 (a)

What does social and emotional development include?

Question 1 (b)

Question 2

Question 2 (a)

	Aspect of Social Development	Strategy/Experience/Environmental Factor
	Self–help skills promote autonomy, confidence and self-esteem.
	Children learn that friendships are based on shared interests and care for others.
	Play materials offer age-appropriate challenges that promote competence.	In the Pre-school room, the Educators plan experiences for groups of up to four children to complete – e.g. group collage, projects, dramatic play scenarios.


	Children’s experiences, achievements and interests are shared with their family.	Beside the parent’s sign in/out folder there is a similar folder for the children to sign themselves in/out. Each child then takes the passport size photo of themselves and Velcro’s it to the “Who’s here today?” chart.

Question 2 (b)

Question 3

Question

Statement	ü ü
Providing children with genuine choices supports social development.		False
Consistent, predictable routines support children’s emotional and psychological development.
Preschool children are too young to be encouraged to take responsibility for their own actions.	True
Actively involving children in decision-making supports their emotional and psychological development.		False
Requiring children to care for and respect the centre’s resources supports children’s social development.
Educators should always step in and quickly resolve preschool children’s conflicts.	True
Educators should allow children to give up on tasks that they find too challenging.		False
To provide a quality program for a child an Educator needs to understand the child, and family’s background, circumstances, experiences and needs.

Question 4

Question 4 (a)

Match the Educator strategy to each scenario to support the development of friendships with pre-schoolers.

Question 4 (b)

Read each of the following scenarios and suggest a strategy that the Educator could use to support the child’s social and emotional development.

Scenario	Educator Strategy
Tilly (4years 6 months) is crying because the other girls have excluded her from their play because Tilly was being too bossy and would not share the equipment.
Harry (4 years) is quiet and shy. He tends to talk so softly he can barely be heard. He usually talks with his head bowed.
Clancy (4years 7months) complains that nobody every listens to her. Clancy tends to talk over others and has a loud voice.
Arran (4years 4months) appears unaware of how others might be feeling . He does not seem to pick up on body language/facial expressions.

005 Thinking and talking

005 Thinking and talking readings

Readings

To complete these tasks you will need to refer to the relevant chapter in your Learner guide for underpinning knowledge:

005 Thinking and talking assessment tasks

Question 1

Readings

To complete this task go to your text and refer to the following reading:

Belonging, Being and Becoming: The Early Years Learning Framework for Australia, Australian Government Department of Education, Employment and Workplace Relations (2009).

Question 1 (a)

Question 1 (b)

The Early Years Learning Framework Learning Outcome 5: Children are effective communicators, is demonstrated when Anshul:

Question 1 (c)

Question 1 (d)

Suggest one question that the Educator could ask Anshul about his structure or construction techniques to promote language and his cognitive learning.

Question 2

Question

Question 3

Question 3 (a)

Match the descriptor to the correct cognitive development term.

	Descriptor	Cognitive Term
	The ability to turn thoughts into actions marks the beginning of.
	This is when a toddler looks for and tries to find an object in the last place they saw it.
	The ability to imitate actions by remembering past events that have been observed is known as.
	Receiving and storing individual pieces of sensory data in the memory is.
	When a toddler pretends to pour a cup of tea and drink from an empty cup it’s called.	Self Awareness
	The toddler’s activities become more purposeful as the child plans and experiments.	Object permanence
	By 18 months, most children know how to use different tools such as utensils for eating, pens for drawing and keys to open doors.
	A two year old can now identify themselves as a separate person and begin to show empathy for others.

Question 3 (b)

Question 4

Question 4 (a)

In the following scenario, the Educator has used the technique known as ‘scaffolding’ to help Nailah persevere and achieve success.

Explain how the Educator scaffolds Nailah’s learning?

Question 4 (b)

006 Communication

006 Communication readings

Readings

006 Communication assessment tasks

Question 1

Question 1 (a)

Language development refers to:

Question 1 (b)

Question 1 (c)

Language development is divided into two areas – receptive language and expressive language.

Expressive language refers to?

Question 2

Readings

For each of the following scenarios consider how the Educator could respond to the child to promote the development of verbal communication skills.

Question 2 (a)

Question 2 (b)

Suggest what you could say to Owen to encourage him to speak in a complete sentence.

Readings

Question 2 (c)

Question 2 (d)

Suggest a response that allows you to model language skills by expanding upon what Perri is doing.

Question 3

Question

Question 4

Question

		Demonstrated Skill
	Preschoolers can begin to understand that printed symbols have meanings.

		Begin to imitate print – they form a series of shapes or lines which they call ‘writing’ and will ‘read’ what has been written
	Preschoolers can make up rhyming words and nonsense words.

Question 5

Question

007 Supporting holistic development

007 Supporting holistic development readings

To complete these tasks you will need to refer to the relevant chapter in your Learner guide for underpinning knowledge:

HBA Learner Guide

007 Supporting holistic development assessment tasks

Question 1

Question 1 (a)

Answer	Scenario	Effective Encouragement Strategy
	The ‘Reptile Show’ had come to the centre. Noah (3 years) began to hide behind the Educator, Sue, and refuse to sit in the circle with the other children. Sue said “Yes it is a bit scary isn’t it, Noah. When I’m scared, I find it best to take a big deep breath and stand next to someone who helps me feel safe. Would you like to sit next to me in the circle?”
	Gillian watched Tess (4 years) walk, arms outstretched, along the balance beam. As Tess looked up at her, Gillian, the Educator, nodded and smiled broadly and stayed close by to show an interest in Tess’s efforts.	Suggest undertaking tasks in small steps or stages (or, if we're organising the experience, we'd do so by focusing on developing one skill, reinforcing that skill and then building upon it)
	Michelle (3 years) was sitting at the top of the slide, holding on to the sides with both hands. Some other children were waiting for her to go down and she was becoming anxious. Peta, the Educator, came over to the slide and said calmly “I saw you go down the slide yesterday, Shelly, so I know you can do it. I’ll wait down here for you. Off you go!”	Provide verbal support – we can do this in lots of different ways including:
	Megan, the Educator, was about to teach her group of four year old children a new circle game. They already knew ‘Punchinello’ so she wanted to introduce ‘Skip to My Lou’, a partner game. Today, Megan taught the song to sing with the game and the children practiced it a few times before standing up, to find a partner. The children learnt the first verse and in future group times, Megan will introduce the rest of the verses, one at a time.	Provide non-verbal support - this may be through smiles, nods, clapping hands, the use of hand gestures to entice and provide feedback, paying close attention to what they're saying or doing.
	“Wow. This is a hard puzzle, isn’t it Sara?” said Kylie the Educator. “You’re very clever with puzzles it’s one of your strengths. So, I’m sure that if you take your time and think about it carefully, you’ll finish it.”	Believe in them.
	Melanie, the Educator, smiled warmly Chrissy (11 months). Chrissy stretched out to reach the table top and attempted to pull herself up “You can do it” said Melanie, but she slipped back down. Chrissy started to frown. “Try again. That was close. You are such a clever girl. Give it one more try.” Chrissy gave a gigantic push up and successfully grasped the table top and stood up. Melanie clapped and cheered.

Question 1 (b)

Suggest an experience that you could plan to support the child’s development in this area.

Question 2

Question

Choose one routine experience (such as morning tea, toileting, lunch) and list the possible learning opportunities for a child to acquire and practice skills in each of the areas listed in the table below.

Routine Experience:
Social Development:	Language/Communication Development:
Health and Physical Development:	Emotional Development:
Sustainable Practices:	Cognitive Development:

Question 3

Readings

Question 3 (a)

Question 3 (b)

How does the experience support creative development?

Question 3 (c)

Question 3 (d)

How does the experience support language development?

Question 4

Readings

Question 4 (a)

Readings

Question 4 (b)

Identify the positive and negative impacts each family may be having on the child’s development.

Section 3 – Unit 3

CHCECE011 Provide experiences to support children’s play and learning

This unit describes the skills and knowledge required to support children’s play and learning. This unit applies to educators working in a range of education and care services.

Creating an environment that allows for individual and collaborative experiences
Providing a range of experiences to stimulate children and aid learning, including those that allow exploration of natural materials, environments and experiences.

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

Australian Children’s Education and Care Quality Authority. (2011). Guide to the Education and Care Services National Law and the Education and Care Services National Regulations. ACT: Commonwealth of Australia.
Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR.

001 Playing

001 Playing readings

To complete these tasks you will need to refer to the relevant chapter in your Learner guide for underpinning knowledge:

HBA Learner Guide

001 Playing assessment tasks

Question 1

Readings

Belonging, Being, Becoming: The Early Years Learning Framework

Question 1 (a)

Question 1 (b)

How does play promote development (i.e. play as a context for learning)?

Question 1 (c)

Complete the following sentences.

Question 1 (d)

Question 2

Question

What are the important features of play?

Question 3

Question

Match the type of play with the social play scenarios.

Types of Play
	Social Play Scenarios




	A group of preschool children is busy playing in the digging patch area. The children have decided to build a zoo. The children have moved rocks and boulders around to create enclosure and are now creating some water holes for the animals. There is a great deal of discussion and negotiation between the children.

Question 4

Question

Match the type of play with the cognitive play scenarios.


	Cognitive Play Scenarios



	Elise and Amy use pieces of hose to pretend they are putting out a fire in the home corner.

Question 5

Question

Question 6

Question

Dramatic play provides children with a wide range of opportunities to promote learning and development.


		Sociodramatic Play
Type of Dramatic Play

	b. Anshul has taken on the role of ‘father’. He has prepared a BBQ for his family, who are holidaying in a caravan park
	c. As Callie picks leaves from the tree she talks quietly to herself. ‘Magic leaves for my magic cake.’

002 Following interests

002 Following interests readings

002 Following interests assessment tasks

Question 1

Readings

Question 1 (a)

Question 1 (b)

Readings

(ii) List three different play resources and equipment that you could place in the block area to foster children’s interest.

Question 2

Question

003 Participations and interactions

003 Participations and interactions readings

To complete these tasks you will need to refer to the relevant chapter in your Learner guide for underpinning knowledge:

HBA Learner Guide

003 Participations and interactions assessment tasks

Question 1

Question 1 (a)

List the five key functions of Educators in relation to children’s play.

Question 1 (b)

Question 2

Readings

Question 2 (a)

How would address Eva’s behaviour whilst respecting her choice not to participate?

Readings

Question 2 (b)

Readings

Question 2 (c)

How would you address Harry whilst respecting his choice not to participate?

Readings

Question 2 (d)

Question 3

Question

Scenarios	Educator Response ü
Justin (3 years) offers you a wooden block and says, “Have a cup of tea.”	Say “You are always making cups of tea. Why don't you make coffee or cake, just for a change?'” “Thanks Justin. I've just got time for a quick cuppa before I wash the paint pots. I take milk though, do you have any?”
Catherine (5 years) kicks a ball towards you.
Josh (4 years) tells you there is a monster under the bed.	Offer him a pretend biscuit and ask if he thinks the monster would like to eat it. Change the topic of conversation to something real and non-imaginary.
Madison (13 months) picks up a pair of dress up pants, puts them on her head and grins at you.
The group of preschool children (3 - 5 years) are ready for the Educator to present the music session. She gets called to the office and you are left supervising the children while they wait for her return.	Encourage the children to sit quietly and wait Sing some familiar songs with the children, like ‘Open Shut Them’.

Question 4

Readings

Question 4 (a)

Question 4 (b)

Suggest an experience that Anne could plan to follow on from this discussion.

Question 4 (c)

004 Play environments and safety

004 Play environments and safety readings

To complete these tasks you will need to refer to the relevant chapter in your Learner guide for underpinning knowledge:

004 Play environments and safety assessment tasks

Question 1

Question 1 (a)

The objective of National Quality Standard (NQS) 3.2 is for services and Educators to provide an environment that is inclusive, promotes competence, independent exploration and learning through play.

List six features Educators should provide when structuring the learning environment to meet this standard?

Question 1 (b)

Question 2

	Example	Principle
	The room is divided into learning areas and each area is partially enclosed by furniture and equipment with clearly defined areas for traffic flow. Active areas are separate from quiet areas.
	Learning areas are set up permanently with certain provisions always available within each area for children e.g. Blocks in block area.
	The area is designed with low furniture and easily accessible toileting and hand washing facilities so that Educators can oversee all areas	Access and movement – designing play spaces to ensure children can move safely and freely from one area to another.
	Table and chairs are set up to define how many children can engage in an activity at any time; learning areas provide opportunities for children to be alone and play with others. There are multiples of resources to prevent conflicts. Soft furnishings reduce noise levels.	Positive Interactions and relationships – ensuring that the lay out promotes collaboration, cooperation and communication.
	An indoor/outdoor program is utilised to allow maximum opportunities for children to interact with a variety of materials and engage in sustained play.
	Outdoor areas are fenced, include self-closing gates and provide adequate shade. Climbing structures are kept away from fences.
	The learning environment has photographs of all children and their families displayed Learning areas have wide access points to ensure all children can access the area. There are artefacts and displays from the local Aboriginal people available to children.
	Furniture is at child height and resources are placed within children’s reach.

Question 3

Readings

To assist you with this task refer to the reading:

Toy safety for pre-school, The Royal Children’s Hospital Safety Centre (2008).

Question 3 (a)

Question 3 (b)

Statement	ü ü
Play spaces for infants and toddlers need to take into account safety aspects such as choking hazards, trips and falls.
Children do not learn as much in outdoor environments as they do in the indoor environment.	True
The Regulations and Standards require all centre-based services to provide an outdoor play space that allows children to explore and experience the natural environment.		False
Educators should involve children in establishing routines that keep them safe.
Open-ended materials should be avoided for babies and toddlers.	True
Environments for young children should be aesthetically pleasing, invite participation, and stimulate interest, curiosity and explorations.		False
Educators need to assess safety within play environments whilst at the same time ensuring they provide challenging and promote risk taking.

Question 3 (c)

005 Learning through play

005 Learning through play readings

To complete these tasks you will need to refer to the relevant chapter in your Learner guide for underpinning knowledge:

Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR.
Early Childhood Australia. (2011). Learning Outcomes. The Early Years Learning Framework Professional Learning Program e-Newsletter, 6. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No6.pdf

005 Learning through play assessment tasks

Question 1

Readings

Question 1 (a)

This scenario links to the EYLF Outcome 4: Children are confident and involved learners.

 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

Question 1 (b)

Question 1 (c)

List three reasons why this experience would be appealing to preschool children (3 – 5 years).

Question 1 (d)

Question 1 (e)

What additional teaching strategies or resources can the Educator use to promote the children’s learning and engagement?

Section 4 – Unit 4

CHCECE013 Use information about children to inform practice

This unit describes the skills and knowledge required to gather information about children through observation and other sources as a basis to inform program-planning cycles and to share with children and their families.

To achieve competency in this unit you will need to provide evidence of:

discussion with families
anecdotal information
Analysing observations of the children’s behaviour, including:
aspects of child’s development
Using information to contribute to program/planning.

CHCECE013 Use information about children to inform practice readings

To complete these tasks you will need to refer to the relevant chapter in your Learner guide for underpinning knowledge:

Early Childhood Australia. (2011). Documenting Learning 2. The Early Years Learning Framework Professional Learning Program e-Newsletter, 10. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No10.pdf
Early Childhood Australia. (2012). Observing Children. National Quality Standard Professional Learning Program e-Newsletter, 39. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/07/NQS_PLP_E-Newsletter_No39.pdf

001 Observation skills

001 Observation skill readings

HBA Learner Guide

Refer to Section 12 in the HBA Learner Guide for CHC30113 Certificate III in Early Childhood Education and Care

001 Observation skill assessment tasks

Question 1

Question

Question 2

Question

List the types of narrative observations that may be used in a children’s service.

Question 3

Readings

Question 3 (a)

Question 3 (b)

The reading describes how Educators can collaborate with families, other Educators and the child to gather information to build a holistic picture of children.

Match the strategy used to gather information with the type of information that may be gathered.



	Children’s writing, drawing, painting or photos of sculptures or constructions	Jottings and notes of incidental events


	Briefly noting children’s questions, brief transcripts of their conversations, or quick observations of play situations	Using observations: anecdotes, checklists, running records, learning stories

Question 3 (c)

Question 4

Question

	Child’s situation	Purpose of observation
	Kasim (3 years 6 months) has been attending the centre for 18 months. He tends to spend a great deal of time standing and watching others but does not join in their play.
	Nadia (8 months) has only been at the centre for 2 weeks. Her mother asks how she is coping.
	Erin (4 years) loves puzzles. The Educator has presented her with a new geometric puzzle that he thinks will challenge Erin.
	The Educator in the 2’s room is reviewing her goals for the children in relation to the children’s developing independence.	To assess how the child has adjusted to the service
	Jie (2 years) seems to fall over quite often when playing outdoors.	To assess the child’s self confidence and self-esteem
	The Educators are working on a design to revamp the outdoor area. They need to decide what elements of the play space to replace and what elements to keep.

Question 5

Question

Question 6

Question

Objective: Presents facts without opinion

Subjective: Represents personal opinion which may not be accurate


		Subjective
		Subjective

Tilly (3 years) never does as she is asked, she is very willful.
Cara (4 years 9 months) has poor receptive language skills.	Objective

Question 7

Question

Match each statement with the descriptor that best defines why the statement is unprofessional.

Descriptors:

002 Observing children

002 Observing children readings

To complete these tasks you will need to refer to the relevant chapter in your Learner guide for underpinning knowledge:

HBA Learner Guide

Early Childhood Australia. (2012). Summative Assessment. National Quality Standard Professional Learning Program e-Newsletter, 40. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/08/NQS_PLP_E-Newsletter_No40.pdf

002 Observing children assessment tasks

Question 1

Question

Look at each photo and scenario.

Troy is jumping on the trampoline, counting each jump ‘one two three….

The Educator and the children are discussing plants whilst gardening together.

Language – talking/listening

Gross Motor- eye-foot coordination

Language- Literacy

Social – interactions with others

Gross Motor- dynamic balance

Social - interactions

Question 2

Readings

Question

This task requires you to look closely at each photograph and  tick the two correct statements.

003 Elyse

003 Elyse readings

Refer to Section 12 in the HBA Learner Guide for CHC30113 Certificate III in Early Childhood Education and Care

003 Mitch assessment tasks

Question 1

Question 1 (a)

Look at the photos of Elyse (9 months) who is an active crawler. Match the observations of Elyse’’s motor skills to the photographs.

Photograph	Observation
	Elyse holds on with one hand while manipulating another object on the table.
	Elyse shifts to a crouching position while manipulating the objects.
	Elyse is able to sit without support, move her body forward and reach out with his arm while maintaining balance

Question 1 (b)

004 Ryan

004 Ryan readings

To complete these tasks you will need to refer to the relevant chapter in your Learner guide for underpinning knowledge:

HBA Learner Guide

004 Ryan assessment tasks

Question 1

Readings

you. Can you see the cow? Here it comes.

Here comes the cow Ryan, it’s getting close!

Do you think when a cow says beep that’s funny?

Here it is. Here’s the cow Ryan.

Question 1 (a)

Question 1 (b)

How does Kate know she has Ryan’s attention?

Question 1 (c)

Question 1 (d)

What does this observation tell us about Ryan’s social development?

Question 1 (e)

Question 1 (f)

The Educator would like to extend support and foster the development of Ryan’s social and/or language development.

Explain why you choose this experience, equipment or Educator strategy?

005 Mr Crocodile

005 Mr Crocodile readings

To complete these tasks you will need to refer to the relevant chapter in your Learner guide for underpinning knowledge:

005 Mr Crocodile assessment tasks

Question 1

Readings

Question

006 Misha

006 Misha readings

Readings

Early Childhood Australia. (2011). Documenting Learning. The Early Years Learning Framework Professional Learning Program e- Newsletter, 9. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No9.pdf
Early Childhood Australia. (2011). Documenting Learning 2. The Early Years Learning Framework Professional Learning Program e-Newsletter, 10. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No10.pdf

006 Misha assessment tasks

Question 1

Question 1 (a)

Misha’s personality, temperament, her self-confidence/self-esteem
Misha’s ability to make purposeful play choices

Example Observation	Analysis/interpretation
Educator: “Well done, Misha!” Misha sat astride for a moment at the top and carefully climbed When she reached the bottom of the slide she smiles, gave herself a clap and said “Misha clever girl!”	Seeks approval of Educator.
Observation 1	Analysis/interpretation
Misha is pushing a doll around the room in a pram. She has a shopping basket over her arm and is wearing a hat and shoes from dress-up. As she walks along Misha stops to look at her doll, she smiles and sometimes gives the doll a kiss.	.
Observation 2	Analysis/interpretation
Misha nods, takes Alec’s hand and drags him towards the door. She looks up at Alec and says, “Dolly.” Alec: “Would you like me to get you a teddy Misha?” Misha: “Teddy” (Nods)

Question 1 (b)

An example skill/knowledge has been provided for each domain of development.

Question 1 (c)

Suggest two areas of play that are of interest to Misha:

Question 1 (d)

Question 1 (e)

Describe an experience that will achieve this goal utilising one of Misha’s Interest area from Question 1c.