CHCECE003: Provide Care For Children

CHCECE003 Provide care for children. Theory Tasks V8.
Theory Assessment Task
CHCECE003
Provide care for children
STUDENT NAME:
SIGNATURE:
DATE:
ASSESSOR:
SIGNED OFF DATE:
Assessment Checklist
Rise Education & Training Pty Ltd ACN 148196687 ABN 98 148 196 687 Trading as Rise Education & Training RTOID 91823
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CHCECE003 Provide care for children. Theory Tasks V8.1
Note: the information below must be included with this coversheet and assignment will not be
assessed until ALL the information below is attached.
Student Name:
Student ID:
Attached S / NYS
Learner to
Assessor’s use
Assessments Confirm
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()
(initial)
Assessment Learner’s Declaration
CHCECE003-Provide care for children – Theory

Assessment Task
Assessor’s Assessment Notes to Student
This is to include: Comments, explanation of NYS (action to be taken and resubmit dates), any reasonable
adjustment
Assessment Instructions
Students are required to complete a range of assessment tasks throughout the training period to
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demonstrate competency in each relevant unit.
Attempting assessment tasks
You are required to provide appropriate responses to the indicated questions.
Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are
competency based. For each assessment undertaken you will be assessed as Satisfactory or Not
Satisfactory. Where you are assessed as ‘Not Satisfactory’ the trainer/assessor will provide you with
feedback and guidance regarding what needs to be completed for resubmission.
Reasonable Adjustment
Students may apply for reasonable adjustment to assessment tasks. If you feel ‘reasonable
adjustment’ may apply to you, please discuss further with Rise Education and Training.
Accessing Required Readings
Students will need to access the Required Readings throughout the assessment process. These
readings provide important underpinning knowledge and key information to help students provide
appropriate responses to assessment tasks. It is important that each student reads these to build a
better understanding of the Early Childhood requirements and how to effectively contribute to the
Education and Care of young children.
Students are able to access these readings online via hyperlinks under the Required Readings heading
on this document or in your USB at the commencement of each question provided by Rise Education
and Training.
Approach to assessment decisions in relation to assessment
Evidence of competency will be collected on a continuous basis throughout the unit. Assessments are
to be submitted as per the delivery plan provided to you at orientation/induction. You are required to
attend scheduled classes as per the delivery plan, including working on assessments during scheduled
class time and submitting assessments on time.
You will be given the opportunity to build the required knowledge and skills through training before
attempting the associated assessment task. To achieve competency in a unit, you must satisfactorily
meet all the requirements of all assessment tasks.
Rise Education uses the following assessment outcomes to make judgement for an individual
assessment task:
 Satisfactory (S), or
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 Not Satisfactory (NS)

Rise Education uses the following codes to record an outcome for a unit of competency:
 Competent (C)
 Not Yet Competent (NYC)
 Credit Transfer (CT)
 Recognition of Prior Learning (RPL)
Re-Submission of an Assessment Task
You will be eligible for re-submission, if after being assessed, further evidence is required to be
deemed Satisfactory (S).
You have 3 opportunity to re-submit. If you cannot satisfy all the requirements of the assessment after
resubmitting they will be required to re-enrol in the unit of competency.
Prior to any resubmission, you will be given feedback on the evidence they have already provided and/
guided as to the additional requirements to deem them satisfactory for the assessment task.
Re-submission of any part (question/s) of a re-assessment may be in writing and evidence must be
included with the original or completed submission.
Your trainer may choose to verbally question you to gain more evidence of your understanding for a
question which you do not answer successfully on the first attempt. The answers you provide verbally
will then be added in the assessment and a record of this verbal questioning will be added by your
trainer in the comments section on the assessment.
Reassessment
If you don’t qualify for a re-submission or still deemed Not Satisfactory (NS) after a re submission, you
will need to re-enrol and undertake further training before a re-assessment can occur.
Demonstrating Competency
To demonstrate competence, you must complete all assessment tasks. Each task is linked to specific
competency element/s or critical aspects of assessment. Satisfactory completion of all assessment
tasks for a unit of competency will generate a Competent (C) result.
Workplace Observation Assessment
As part of your assessment for this unit(s), your Assessor will organise a time and date to visit you at
legislated child care setting to observe you demonstrating your skills in your workplace that reflect
elements and criteria of this unit(s) of competency.
Cheating, Collusion and Plagiarism
Acting dishonestly in connection to any assessment conducted by Rise Education will result in a heavy
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penalty being imposed upon you, including cancellation of your course enrolment. Acting dishonestly
includes cheating by;
 copying from another student’s work

 using cheat notes during a closed book assessment
 colluding with other you to provide answers to assessments which are not your own
 plagiarising from another student’s work or from a published author
 any combination of the above.
Plagiarism is taking and using someone else’s work, ideas, writings or inventions and representing
them as your own. Plagiarism is a serious act and may result in a participant’s
exclusion from a unit or a course. If you have any doubts about including the work of other authors in
your assessments, please consult with your trainer.
The following list outlines some of the activities for which a participant can be accused of plagiarism:
 Presenting any work by another individual as one’s own unintentionally or intentionally

 Handing in assessments markedly similar to, or copied from another student
 Presenting the work of another individual or group as their own work.
 Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet.
Please Note: Penalties for plagiarism will be the same as applies to cheating.
Your Assessor will compare handwriting and paraphrasing to authentic your work and use a Web
based online plagiarism tool to identify if any part of an assessment submission is identical to a pre-
published work.
Cheating, Collusion and Plagiarism are classified as Academic Misconduct. The penalties for academic
misconduct include the following:
 marking your assessment as “Not Satisfactory”.

 Marking your unit of competency as being “Not Yet Competent”
 Cancellation of your enrolment.
Student Appeals
You have the right to appeal an unfavourable decision or finding during assessment. All student
appeals must be made in writing using the Appeals Form and specify the particulars of the decision or
finding in dispute. Appeals must be lodged within 20 working days of the decision or finding.
Authenticity Requirements
Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s
exclusion from a unit or the entire course.
The following activities will be considered plagiarism:
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 Presenting any work by another individual as one's own intentionally or unintentionally
 Handing in work copied from another student.
 Presenting the work of another individual or group as their own work.
 Handing in work without the adequate acknowledgement of sources used, including work taken
totally or in part from the internet.
You must PRINT AND SIGN this document
Student Declaration
You must sign your completed tasks and acknowledge the authenticity of your work prior to submission.
I understand my responsibility to provide assessment responses with my own materials and thoughts,
except where specifically acknowledged or taken from other sources. The material contained in these
tasks is my own work.
I have kept a copy of this assignment and all notes and reference material I used in researching and
preparing my answers to the assignment questions and activities.
I have referenced the sources (not Rise Education and Training materials) that I have used in completing
this assignment.
I understand that at any time if it is shown, that in an assessment task, a student has significantly
misrepresented material, any assessment outcome awarded to that student on the basis of this material
may be revoked including any qualification outcomes and/ or statement of attainment
Learners Name Signature: Date:
CHCECE003
Provide care for children
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Theory Assessment Task
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the
required knowledge and skills to ensure children’s physical and emotional wellbeing is maintained and their
self-sufficiency is nurtured.
Elements
The following elements define the essential outcomes of this unit:
 Element 1 Provide physical care
 Element 2 Promote physical activity
 Element 3 Adapt facilities to ensure access and participation
 Element 4 Help children with change
 Element 5 Settle new arrivals
Assessment Requirements
 001: Physical Care
 002: Providing for Physical Activity
 003: Routines and Transitions
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Required Readings
In order to complete this unit of competency you are required to access the following key resources.
Textbook
 Kearns, K. (2017). The Big Picture: Working in Early Childhood Education and Care Series (4th
ed.). Victoria: Cengage Learning Australia.
Core Document
 Guide to the National Quality Framework. (2018). Australian Children’s Education and Care Quality
Authority https://www.acecqa.gov.au/sites/default/files/2019-07/Guide-to-the-NQF.pdf (Accessed
October 2019)
Additional Readings for this Unit
 Challenging Play – Risky. KidSafe NSW Inc. Retrieved from: http://www.kidsafensw.org/playground-

safety/challenging-play-risky/ (Accessed January 2018).
 Move and Play Every Day: National Physical Activity Recommendations for children 0-5 years .
(2010). Department of Health and Aging. Retrieved from:
https://www1.health.gov.au/internet/main/publishing.nsf/Content/F01F92328EDADA5BCA257BF000
1E720D/$File/FS%200-5yrs.PDF (Accessed October 2019).
 Guidelines for Healthy Growth & Development For Children & Young People (5 To 17 Years).
Australian Government Department of Health: Retrieved from:
https://www1.health.gov.au/internet/main/publishing.nsf/content/F01F92328EDADA5BCA257BF000
1E720D/$File/brochure-24hr-guidelines-5-17yrs.pdf
 Active kids are healthy kids. Australia’s Physical Activity Recommendations for 5-12 Year Old’s
Retrieved from https://www.walk.com.au/pdfs/DOHA_205465_ParentsCarers.pdf
 SunSmart Recommendations for Child Care Services. Retrieved Cancer Council NSW:
https://www.cancercouncil.com.au/35811/cancer-prevention/sun-protection/sunsmart-program-for-
childcare-services/sunsmart-resources-childcare-services/why-become-a-sunsmart-service/
(Accessed October 2019)
Recommended Websites
 Australian Children’s Education and Care Quality Authority: http://www.acecqa.gov.au/
 Raising Children, The Australian parenting website. Separation anxiety in babies and children
https://raisingchildren.net.au/babies/behaviour/common-concerns/separation-anxiety#what-is-
separation-anxiety-in-children-nav-title(Accessed October 2019)
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001 Physical Care

CHCECE003 Provide care for children
Element 1 Provide physical care
Element 2 Promote physical activity
Element 3 Adapt facilities to ensure access and participation
Element 4 Help children with change
Knowledge Evidence
Question 1
To complete this task refer to your textbook ‘The Big Picture’.
Scenario: Toileting Accident
Eden (3 years 6 months) still has regular toileting accidents – she often wets
herself because she doesn’t want to leave her play and leaves it until the very last
minute to rush to the toilet. Eden is at the puzzle table when the educator notices a
pool of liquid under her chair. The educator approaches Eden and quietly says,
“Eden, I noticed you’ve had an accident. Let’s go and get some clean clothes for
you.” The educator takes Eden’s hand and they walk to the bathroom. The educator
also quietly alerts another educator who proceeds to clean the area. The educator
retrieves Eden’s change of clothes and offers assistance.
“Let’s get these wet things off. Here’s a warm washer Eden. Can you wipe yourself?”
The educator encourages Eden to dress herself while she puts the wet clothing in a
bag. “We’ll put these clothes in a bag so you can take them home to get washed.”
Eden appears anxious about having an accident.
Educator: “There you go Eden, all nice and dry. Sometimes when you’re playing you
get very busy and forget you need to go to the toilet. When your body tells you
need to go to the toilet its best to go straight away. You know you can go straight
back to your play after you’ve been to the toilet. How about I help you by reminding
you to go to the toilet.”
Eden smiles and nods. That afternoon, the educator takes Eden’s mother aside to a
private area away from the children and other families, and talks to her about
Eden’s accident and how Eden seemed a bit upset and anxious. Eden’s mother
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explained that they were getting frustrated with Eden’s accidents at home and
were not sure how best to manage them. The educator discussed the importance of
staying calm and reassuring Eden and to use gentle reminders regularly. She gave
Eden’s mum some further strategies on helping Eden be better tuned in to her body
so that she can get to the toilet in time .
a) Describe how the educator supports Eden’s self-esteem and privacy in relation to the toileting
accident.
The educator supports Eden’s self-esteem and privacy in relation to the toileting accident by doing the
following-
- The educator reacts calmly and is non – judgemental
- The educator speaks quietly to Eden and talks about each step in getting Eden changed.
- Considers Eden’s need to be independent by encouraging Eden to wipe and dress herself.
- The educator acknowledges that Eden left going to the toilet too late and suggests how she
could support Eden in the future
b) What are some simple rules that could be introduced to assist preschool children to develop
independent toileting skills.
Simple rules that could be introduced to assist preschool children to develop independent toileting skills
are-
- Boys can be taught to put the toilet seat up when urinating, lower it when
finished and avoid urinating on the floor.
- Girls can be taught to wipe from front to back when using toilet paper.
- All children can be taught to flush when finished, then wash and dry their hands.
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Question 2
a) Explain how educators can support children to use correct hand washing procedures.
Educators can support children to use correct hand washing procedures by using the following-
- Making posters with hand washing steps can be placed at eye level in the children’s bathrooms
- Making photograph of children at the centre washing their hands can also motivate
-Try with hand washing songs like
“wash, wash, wash my hand
Make them nice and clean
Rub the bottoms and the tops
And fingers in between”
b) Explain why following the correct hand washing procedure is important.
Germs can spread easily in childcare facilities. Children are curious, they touch and hold things that catch
their attention and they play with other children and share toys. Therefore, germs can easily move from
one person to the next.
Hand washing is vitally important! It is essentially the first line of defence against the spread of germs.
With proper hand washing, we can help prevent the spread of illnesses like the common cold, the flu,
pink eye, intestinal infections, and more.
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Question 3
The following photographs show educators engaging with children during meal times.
a) How are the educators ensuring appropriate supervision of the children during mealtime?
The educators ensuring appropriate supervision of the children during mealtime. They are
doing this by-
- ensuring all child remain seated while eating
- helping them to avoid sharing food or utensils
- ensuring they chew their food to avoid choking
- allowing them to sit in low table and in a chair that allows the child to place their feet on
the floor for stability
- supporting by providing plates and child-sized utensils
b) What could the educators do or say to engage with the children while eating or drinking.
Educator can
- help them to seat in a small group so that they can develop their social and language
skills
- support healthy eating by talking to toddlers about the taste, colour and
textures of foods
- talk to toddlers about likes and dislikes – for example, ‘Kirra loves bananas and
Monty loves pears’, ‘Mmm, the spaghetti smells delicious!’
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Question 4
To complete this task refer to your textbook ‘The Big Picture’ and refer to your reading:
 SunSmart Recommendations for Child Care Services.
Before going outside, what could the educators do to assist children to learn how to be SunSmart.
Educators assist children to become Sun Smart
- by teaching them basic sun-protection strategies

- by modelling practices that promote and encourage positive attitudes and habits in
relation to skin protection.
- by advising all children to wear a top that covers the neck, shoulders and chest
- by applying sunscreen 20 minutes before going outdoors
Question 5
Scenario: Jamie
Jamie (4 years) arrives at the service today dressed in a singlet top, thongs and cap.
The educator explained that the service sun smart policy required the children to wear
a top that covers the back and shoulder as well as a broad brimmed hat. His father
explains that this is what he wanted to wear and that he didn’t see a problem with it as
that’s what they normally wear and to just slap some sunscreen on. The educator
acknowledges that this is fine at home but that she needs to follow the service Sun
Smart policy which required children to wear clothing that covers the back and
shoulders. The educator suggested Jaime put a shirt and hat from the clothing pool so
that he could play outside. Jamie and his father were happy with this outcome and the
educator later reflected that it would be a good time to discuss sun safe practices with
the children again and to add some information into the newsletter for families .
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Identify how the educator implemented the service’s SunSmart policy.
Here the educator implemented the service’s SunSmart policy by-

- Asking Jamie’s father to provide a suitable hat for Jamie
- Asking to provide Jamie with suitable outdoor clothing that is cool and covers his back
and shoulder
- Suggesting Jamie to wear and shirt and hat from clothing pool
- Encouraging to practise SunSmart behaviours themselves when at the service
Question 6
To complete the task refer to your reading:
 Guide to the National Quality Framework.
a) What does the National Quality Standard (NQS) aim to achieve with Element 2.1.3 Healthy
Lifestyle, in relation to physical activity?
Healthy eating and physical activity contribute to children’s ability to socialise, concentrate, cooperate and
learn. Learning about healthy lifestyles, including nutrition and physical fitness, is integral to wellbeing and
self-confidence (Early Years Learning Framework, p. 30; Framework for School Age Care, p. 29).
Good nutrition is essential to healthy living and enables children to be active participants in play and
leisure (Framework for School Age Care, p. 29). Education and care settings provide many opportunities
for children to experience a range of nutritious food and to learn about healthy food choices from
educators and other children.
Physical activity enhances brain development, coordination and social and motor skills and helps children
to build confidence in their own abilities, develop their independence, and enjoy being active. The
educational leader and educators foster physical and psychological development in children by
encouraging physical activity that is challenging, extends thinking and offers opportunities to take
manageable risks. Instead of trying to eliminate all risk from children’s play, it is important to understand
that risky play can be acceptable where the benefit to children’s learning outweighs the risks. Risks can
be managed through conducting risk assessments, and weighing the obligation to protect children from
foreseeable risk of harm against the benefit of providing children with a stimulating play environment.
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b) What might an assessor observe educators doing when looking for evidence that a service
promotes physical activity as defined in Element 2.1.3 Healthy Lifestyles.
Assessor may observe educators-

- implementing physical games and activities as part of the program and encouraging
each child’s participation
- encouraging and supporting children to participate in new or unfamiliar physical
activities according to each child’s abilities and their level of comfort
- becoming involved and demonstrating enjoyment in children’s physical activity
- encouraging children to identify and manage risks in their play, including providing
opportunities for children to problem-solve
c) When assessors are looking for evidence that a service promotes physical activity as defined
in Element 2.1.3 Healthy lifestyle, what sorts of things may they observe children doing?
They observe children doing-
- being encouraged and supported to use increasingly complex sensory motor skills and
movement patterns that:
combine gross and fine motor movement and balance
increase their spatial awareness
use their problem-solving skills (adapted from the Early Years
Learning Framework, p. 32)
- having frequent opportunities to engage in active play
- showing enthusiasm for participating in physical play and negotiating play spaces to
ensure the safety and wellbeing of themselves and others
- helping to plan and set up physical play activities and equipment
- initiating and leading physical play activities with peers
Question 7
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The UN Rights of the Child and the ECA Code of Ethics both support the rights of children to be
treated with dignity and respect. Explain how giving pre-schoolers a choice between sleep or quiet
activities demonstrates respect for the child’s rights.
Children have right to choose what they want to do and educators need to respect their needs in
preschool. In a typical preschool room there may be children as young as three years and as old as five
years plus. The age gap means that there will be children who have out-grown an afternoon sleep. For
those children who need sleep are settled onto their mattresses. The remainders of the children select a
quiet-time kit are required to play quietly for 30 minutes.
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002 Providing for Physical Activity

Element 2 Promote physical activity
Element 3 Adapt facilities to ensure access and participation
Performance Evidence
Knowledge Evidence
Question 1
To complete this task refer to the readings:
 Move and Play Every Day: National Physical Activity Recommendations for children 0-5 years.
 Active kids are healthy kids. Australia’s Physical Activity Recommendations for 5-12 Year Old’s
a) What are the recommendations for physical activity for children birth – 5 years?
Infants (Birth to 1 year)

- For healthy development in infants, physical activity – particularly supervised floor-based
play in safe environments –should be encouraged from birth.
- Before infants begin to crawl, physical activity includes reaching and grasping, pulling and
pushing, moving their head, body and limbs during daily routines, and supervised floor
play, including tummy time. Once your infant is mobile, encourage them to be as active as
possible in a safe, supervise
- Encourage them to reach and grasp by placing toys just out of reach.
- Play push and pull games with balls and soft toys.
- Play music to encourage playful movements.
- Encourage movement and play during bath time.
Toddlers (1 to 3 years) & Pre-schoolers (3 to 5 years)
- Toddlers and pre-schoolers should be physically active every day for at least three hours,
spread throughout the day
- Play with different sized balls.
- Twirl and run with streamers.
- Play with balloons – punch, kick or throw them to keep them off the ground.
- Blow bubbles and chase them through the air.
- Play games – try hide-and-seek, obstacle courses, follow the leader, stuck in the mud, or
tip/tag games.
- Move to music or try action songs like ‘Ring-A-Ring-A-Rosie’ or ‘Head-Shoulders-Knees
and Toes’.
- Walk barefoot on different surfaces– try grass, carpet, concrete or sand.
- Pretend to move like different animals.
- Play dress ups and act out different roles.
- Walk to places rather than
- driving or using the stroller.
b) What is the recommended daily physical activity requirements for children 5 – 12 years?
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Recommendations are
- Children need at least 60 minutes (and up to several hours) of moderate to vigorous
physical activity every day.
- Children should not spend more than two hours a day using electronic media for
entertainment (e.g. computer games,TV, Internet), particularly during daylight hours.
c) Give one example of a moderate physical activity for children 5-12years.
A moderate activity will be about equal in intensity to a brisk walk, and could include a whole range of
activities such as a bike ride or any sort of active play.
d) Give one example of a vigorous physical activity for children 5-12years.
Vigorous activities will make kids “huff and puff” and include organised sports such as football and
netball, as well as activities such as ballet, running and swimming laps. Children typically accumulate
activity in intermittent bursts ranging from a few seconds to several minutes, so any sort of active play
will usually include some vigorous activity.
e) Provide 3 examples of why being physically active is important for children between 5 and 12
years of age.
3 examples are-
- Promote healthy growth and development.

- Build strong bones and muscles.
-Improve balance and develop skills.
Question 2
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Simulated Workplace Task

Assume you are required to conduct a small group experience with the 3-5 year old children to discuss how
their bodies work and the importance of physical activity to health and wellbeing.
a) Identify and describe a picture book relevant to this topic that you could read with the
children, include title and author.
“A busy body book: a kid’s guide to fitness”, author is Lizzy Rockwell. This book introduces how fun the
fitness can be. It encourages children to jump, sprint, twist, twirl, tumble and much more through the
different type of fitness. After this book, children will want to make physical activity a life-long habit.
b) List three open-ended questions (how, what, why) related to the book that you could ask the
children about physical health and well-being.
Three open-ended questions can be-
- what do you know about physical activity?
- How could you manage your fitness?
- Why physical activity is so important to maintain fitness?
c) Describe a follow-up experience you could use to extend on the children’s knowledge and
interest of health and wellbeing?
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There are several things I could use to extend on the children’s knowledge and interest of health and
wellbeing. But in my opinion the best thing is to help them to make a game.
I could helping the children make up a game. They could make the rules up and what materials they
could use. I can places a bunch of equipment out for inspiration (such as bikes, balls,
climbing frame) in the backyard. (They don't have to use all materials) This is also good so
they can see what resources they have to use and do some problem solving and thinking to
make it work. This activity also helps with creativity, team work, problem solving amount
other things.
Question 3
Part 4.3 of the Education and Care Services National Regulations includes requirements for the
physical environment. What are these requirements?
The requirements are-

- Fencing and security
- Furniture, materials and equipment
- Laundry and hygiene facilities
- Indoor space requirements
- Outdoor space requirements
- Toilet and hygiene facilities
- Ventilation and natural light
- Administrative space
- Nappy change facilities
- Outdoor space—natural environment
- Outdoor space—shade
- Premises designed to facilitate supervision
- Assessments of family day care residences and venues
- Glass
Question 4
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When completing this question think about:
 How physical space is arranged to promote children’s engagement.

 Boundaries/dividers; how the area is accessed; safety.
 Traffic areas; how these promote or hinder children’s flow
 Storage of and access to equipment, furniture for children and adults.
 How space promotes social interactions.
 How the space and/or resources promote independence and agency
 How the space promotes sustained play/concentration, sharing.
 How natural elements are used.
a) Look at each photograph and answer the related question.
i. How does the design and arrangement of these

gardens encourage children to be involved in
caring for the plants?
- Gardens are at child height.

- Equipment is easy for children to use.
ii. Explain how the arrangement of this computer

area encourages quiet, collaborative play.
- The table faces away from the

playroom to reduce distraction and
promote concentration.
- Only two chairs are provided – this
ensures there is no overcrowding and
allow children to interact
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iii. Explain how the design of this bathroom

supports the development of independence and
self-help skills.
- Basins, taps and toilets are at child

height – this promotes independence.
- The space is light, clean and inviting.
- The mirrors allow children to look at
their own reflection as they are washing
their hands – this promotes a sense of
self.
b) What might you consider in a space to promote children’s independence and ensure children are
not always dependent on adults to do things for them?
Indoors Outdoors
I might consider-
- having activities on low shelves for child

to pick and choose
- putting photos of toys/activities on
baskets/shelves and containers so children
know where to put things back
- having a jug of water and cups available
to the children throughout the day
- offering activities that are stimulating and
challenging for children
- add images of behavior that is expected
from the children around the room
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Question 5
To complete this task refer to the reading:
 Challenging Play – Risky.
a) Define the terms challenge and hazard as they relate to risky play.
A CHALLENGE: something obvious to the child where he/she can determine their
ability and decide whether to take that risk
A HAZARD: something unseen or not obvious to the child that often results in

injury!
b) List five ways you can support children to engage in safe risk-taking.
Five ways are-
- Pleasure
- Development of self-confidence and well-being
- Engagement with the natural environment and natural elements
- Learning through experience
- Mixing between different age ranges
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003 Routines and Transitions

Element 4 Help children with change
Element 5 Settle new arrivals
Knowledge Evidence
Question 1
a) List the typical daily routines found in a children’s service.
the typical daily routines found in a children’s service are-

- Arrival / Health Check / Free Choice in Activity Areas
- Breakfast+Children engage in free choice activity areas after finishing
- Clean-up, toileting
- Group Time:
Action songs ~ singing time ~ fingerplays ~ hello songs ~ concept games ~
discussion of daily activities ~ Story
- Outdoor play or vigorous indoor activity (including teacher-directed games)
- Toileting, clean-up, water
- Activity Areas
- Children are allowed to select their activities from standard equipment and a
changing variety of teacher provided materials.
- Some teacher directed activities as well as some self-directed activities are
included.
- Example of activities: creative art, cooking, science/discovery, blockbuilding,
dramatic play, language art/listening, sand and water play, dramatic role play,
fine motor manipulatives, gross motor skills.
- Toileting
Preparation for lunch
- Lunch
- Toileting
Preparation for nap, perhaps a quiet story
- Naptime
- Children are required to rest for a reasonable period but not required to sleep.
Quiet activities are available for those who are awake before others, i.e., quiet
books, puzzles done while sitting on cots.
- Toileting
Snack
- Group Time
Free choice in activity areas
- Toileting and preparation for outside play
- Outdoor play or vigorous indoor play
- Free choice in activity areas
Preparations for departure
Children leaving
Page 24 of 31
b) What skills are supported when educators develop an environment that creates a sense of
belonging?
Some skills are supported like-
- Social skills
- Behavioural skills
- Language skills
- Creative skills
c) Explain the skills that can be developed when children participate in routine task.
Children can develop the following skills when participating in routine task-
- Social
- Emotional
- Cognitive
-Language/Communication
- Health and Physical
Page 25 of 31
Question 2
Sudden change can be difficult for young children. What strategies can be considered by the
educator to support children who are being transitioned to another room.
Strategies can be considered are-
- Important information about the child must be shared with new educators (from enrolment, informal
conversations with families, observations and other relevant documentation). As well as sharing
information about the child’s needs it is essential to share information that might assist the child in making
smoother transitions to the next room and therefore help them settle into their new environment (e.g.,
likes, interests, cultural traditions).
3. Provide opportunities for child to meet with the educators in her new room prior to moving.
4. It may be a good idea to operate a buddy system where the child is teamed up with either another new
child or a child that is already in the new room. This is aimed at providing further support to her whilst
transitioning to a new room.
5. Talk about the change with the child and explain how he/she can make new friends in her new room .
Page 26 of 31
Question 3
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following question.
Scenario: Managing Change
Ethan (2 years 11 months) has been attending the service for two years and is
currently in the toddler room. A position has opened up in the 3 year old room and
Ethan’s educators and parents agree that Ethan would benefit from transitioning to
the 3 year old room. The educator and parents collaborate on a transition program
that they hope will ensure a smooth transition.
Each morning Ethan’s father tells him that now that he is a big boy he will be spending
time in the 3 year old room with Josh (educator). The educator and the parents make
this an exciting prospect for Ethan.
Just before morning tea Ethan is taken to the 3 year old room, has his morning tea
with the older children and then joins them for a story, music and indoor play. He then
returns to the toddler room for his lunch and afternoon sleep.
It is planned that this process will continue until the educator, parents and Ethan feel
he is ready for a permanent change. To everyone’s delight after two weeks Ethan
announces that he is “A big boy” and wants to “Stay with the big kids!”
What factors assisted Ethan to manage the change to the 3-year-old room.
Some factors are-

- The Educator and parents collaborated on a transition program that they hope would
ensure a smooth transition.
- The Educator and the parents made this an exciting prospect for Ethan
- The transition was unhurried and allowed Ethan to set his own pace.
Page 27 of 31
Question 4
following question.
Scenario: Jonty
Jonty (3 years 1 month) is still learning to share. When at the play dough table Jonty
gathers as much dough as he can and refuses to share.
Amy joins Jonty at the table.
Amy: “Jonty can I have some of that play dough?”
Jonty: “No, it’s mine!”
Amy: “No it’s not. You have to share!”
Jonty: “No!”
Amy goes to the educator: “Jonty won’t share the play dough.”
Educator: “I’m sure he will Amy. Let’s go and ask him.”
Amy: “No, I already did and he said no.”
Educator: “Let’s try again.”
The educator sits at the table and prompts Amy to ask for some dough. “Jonty can I
have some play dough?”
Jonty reluctantly hands over some of the dough to Amy.
Educator: “Can I have some dough too Jonty?”
Educator: “Thanks Jonty, that’s great sharing. I like it when you listen to what others
are saying. What are we going to do with this play dough?”
How did the educator’s response support both Jonty and Amy to listen and respond to each other
with respect?
The educator approached in a positive way and didn't use any negative comments or put Jonty down such
as "Jonty you need to learn to share - you can't always keep it yourself, give it to me now-something like
that. The educator responded calmly as she listened Amy carefully and came with her to resolve the
issue. The educator talked with both of them and tried to teach what is the importance of sharing is.
Page 28 of 31
Question 5
following question.
Scenario: Asher
Asher (3 years 3 months) and his mother, Tara are new to the area. Asher and Tara
have been on several orientation visits to the service and Asher has interacted well
with the educators and children. Today will be the first time Asher’s mother will
leave him at the service.
Tara is anxious that Asher will cry when she leaves. During the orientation visits
Tara had attempted to leave Asher for a short time but he became too distressed.
Tara has secured a part-time job which she is due to start tomorrow.
Asher likes to do puzzles, build with the blocks and play with the train set. There
are several other children in the group who are extremely social who have
approached Asher to play. Asher appears to be developing well and has been happy
and relaxed in his mother’s presence.
Asher has a rabbit called ‘Bob’ that he carries with him at all times.
a) List the questions you might ask Asher’s mother to help you develop a separation
routine/ritual.
Developing a routine means that I will do the same things in the morning when Asher comes to care. This
will begin from when Asher wakes up to when he is dropped off at the centre. So a few questions that I
would ask will be...
1) What do you do before coming to the centre?

2) Do you eat breakfast at home?
3) Is Asher allowed to keep BOB with him, at the centre?
4) What is favorite food/color/toys etc?
5) Which indoor/outdoor activity he likes most?
Page 29 of 31
b) Suggest a separation routine for Asher and his mother to follow.
For the separation routine I could suggest something like Tara gets Asher to help put his belongings
away, then help him find an activity he likes and stay for about 5 minutes so he can get comfortable in his
environment before saying goodbyes and reminding Asher that she will be back soon.
Question 6
following question.
Scenario: Big boys don’t cry
Milo (3 years 4 months) is having a bad day. He arrives at 7:45am with his father
Jon, who is looking a little harassed. Milo has been attending the service for 18
months and usually separates quite happily. Today he is upset and both father and
son appear to be on edge. The following occurs:
Jon: “Okay, Milo put your bag away and give Daddy a kiss.”
Milo doesn’t move, he is looking down.
Jon: “Come on Milo, Daddy has to go to work.”
Milo does not respond, so Jon takes Milo’s bag from him and puts it in Milo’s bag
bay. Jon then bends down and kisses Milo, saying “Have a good day. I’ll see you this
afternoon.”
Milo begins to cry and clings to his father’s leg. Jon gets annoyed.
“Milo, don’t be silly. Go and play with your friends.”
Milo cries louder and clings on. Jon extracts Milo from his leg and holds Milo away
from him saying, “Milo, big boys don’t cry. Stop being so silly. You know daddy has
to go to work and I am already late!”
Jon looks around for an educator, “Here’s Jenny, she’ll look after you.”
Jon makes a rapid exit with Milo continuing to cry.
Page 30 of 31
When Jon returns in the evening to collect Milo he comments to the educator,
“Milo was a real sook this morning, weren’t you Milo.’”
What would you say and do to help Milo manage his emotions?
Firstly, I would comfort Milo and let him know that his father will be back to pick him up and suggest him to
join in an activity or game with friends.
Or, I would go with him and read a book together until he settles or I would help him to draw a picture to
give to his daddy when he picks him up.
Secondly, I would ask him why he is upset today and what is bothering him?
Question 7
To complete this task refer to your reading:
 Raising Children, The Australian parenting website. Separation anxiety in babies and children
Scenario: Carna
Carna (3 years) has been attending the service for 3 weeks. She still cries every
morning when it is time for her father to leave.
What strategies could you suggest to Carna’s father to help minimize the distress of separation?
I would suggest some strategies to Carnas father, they are-

 spend time at the service with your child before the separation. Carna will be less distressed if
he’s left in a safe, familiar place with familiar people he trusts.
 Let Carna take something she loves from home, like a teddy bear, pillow or blanket. These
objects will help her feel safer, and you can gradually phase them out as she feels more settled in
the service.
 Gently encourage Carna to separate from you by giving her practice. It’s important to give her
positive experiences of separations and reunions. Avoiding separations from her can make the
problem worse.
 Settle Carna in an enjoyable activity before you leave.
 Say goodbye to Carna briefly – don’t drag it out.
 Keep a relaxed and happy look on your face when you’re leaving. If you seem worried or sad,
Carna might think the place isn’t safe and can get upset too.
Page 31 of 31

CHCECE003: Provide Care For Children

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CHCECE003 Provide care for children. Theory Tasks V8.

Theory Assessment Task

SIGNED OFF DATE:

assessed until ALL the information below is attached.

Assessment Learner’s Declaration

CHCECE003-Provide care for children – Theory

Assessor’s Assessment Notes to Student

demonstrate competency in each relevant unit.

Attempting assessment tasks

You are required to provide appropriate responses to the indicated questions.

feedback and guidance regarding what needs to be completed for resubmission.

Accessing Required Readings

Education and Care of young children.

Approach to assessment decisions in relation to assessment

 Not Satisfactory (NS)

deemed Satisfactory (S).

resubmitting they will be required to re-enrol in the unit of competency.

included with the original or completed submission.

trainer in the comments section on the assessment.

competency element/s or critical aspects of assessment. Satisfactory completion of all assessment

tasks for a unit of competency will generate a Competent (C) result.

Workplace Observation Assessment

elements and criteria of this unit(s) of competency.

Cheating, Collusion and Plagiarism

includes cheating by;

 copying from another student’s work

your assessments, please consult with your trainer.

 Presenting any work by another individual as one’s own unintentionally or intentionally

 marking your assessment as “Not Satisfactory”.

The following activities will be considered plagiarism:

 Presenting any work by another individual as one's own intentionally or unintentionally

 Handing in work copied from another student.

 Presenting the work of another individual or group as their own work.

You must PRINT AND SIGN this document

Learners Name Signature: Date:

Theory Assessment Task

 Element 1 Provide physical care

 Element 2 Promote physical activity

 Element 3 Adapt facilities to ensure access and participation

 Element 4 Help children with change

 Element 5 Settle new arrivals

Additional Readings for this Unit

 Challenging Play – Risky. KidSafe NSW Inc. Retrieved from: http://www.kidsafensw.org/playground-

 Australian Children’s Education and Care Quality Authority: http://www.acecqa.gov.au/

001 Physical Care

Element 2 Promote physical activity

Element 3 Adapt facilities to ensure access and participation

Element 4 Help children with change

Scenario: Toileting Accident

And fingers in between”

b) Explain why following the correct hand washing procedure is important.

 SunSmart Recommendations for Child Care Services.

Educators assist children to become Sun Smart

- by teaching them basic sun-protection strategies

Identify how the educator implemented the service’s SunSmart policy.

Here the educator implemented the service’s SunSmart policy by-

 Guide to the National Quality Framework.

Assessor may observe educators-

They observe children doing-

- having frequent opportunities to engage in active play

002 Providing for Physical Activity

Element 3 Adapt facilities to ensure access and participation