CHCECE035_Student Assessment Task 1_MEL16808

CHCECE035
Support the holistic learning and development of children

Student Assessment
ASSESSMENT TASK 1 – QUESTIONING

Student Details
Student ID MEL16808 Group 9

Student Name Nicomar A. Sabiano
Conditions of • The student will have access to the relevant learning resources, listed under
Assessment the learning resource of this document, for this assessment.
• Questions will be completed in the student’s own time.
• Responses to the questions must be typed.
Student • This task requires you to complete a written response knowledge assessment.
Instructions for • You are required to answer all questions correctly in Assessment Task 1 –
completion Questioning.
• The questions within this assessment relate directly to the integrated
knowledge contained within the unit of competencies and are f undamental to
the student’s knowledge and performance evidence. Use of correct grammar
and spelling is required to demonstrate foundation skills, so please ensure to
proofread your answers prior to submission.
• You may have up to three (3) attempts to receive a Satisfactory outcome for
this assessment.
• Failure to receive the Satisf actory outcome af ter the three (3) attempts, the
result f or the unit will be deemed Not Yet Satisfactory, and you must re-enroll
and repeat the unit to be eligible to be assessed again.
• APA ref erencing must be used where original sources have been used. Do
not copy and paste text f rom any of the online sources. SCEI has a strict
plagiarism policy and students who are f ound guilty of plagiarism, will be
penalised.
• The written assessment standards (8.2) outlined in the PP77 Assessment
policy and procedure apply to this assessment task.
Explanation of the • List / identify / state / give/provide = present in brief form

common command • Outline = provide the main facts about something, more than naming, but not
words used in the a detailed description
Assessment Task • Describe = Provide f ull details of characteristics and/or f eatures, more
needed than an outline or than a list
• Explain / Discuss = Provide a reasonable argument to discuss cause and
ef f ect and/or make links between things clear in your own words
• Analyse = Identif y parts, the relationship between them, and their
relationships with the whole. Draw out and relate implications
• Demonstrate = Present, show or illustrate through example or action
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CHCECE035 Support the holistic learning and development of children
Page 10 of 42 RTO Number 121952
CHC30121 Certificate III in Early Childhood Education and Care
Student Assessment - Version 1.1 July 2022
CHCECE035
Student Assessment
Assessment • You will be provided with a briefing on the assessment and the opportunity to
Procedure seek clarification on the conduct of the assessment.
• You may seek clarification at any point in time during the assessment task. If
you f eel you need more time to complete the assessment, you must negotiate
the time needed with the assessor prior to the assessment due date.
• Following the assessment, your responses will be assessed and marked as
appropriate. Where responses have been assessed in one (1) or more
questions as unsatisfactory, students will be required to resubmit these
questions. For more information, detailed information can be f ound in PP77
Assessment Policy and Procedure
Due Date • 14 days af ter the unit completion date as outlined in the PP77 Assessment
Policy and Procedure.
Provide a response to the Research the requirements of the f ollowing quality areas in the National Quality
Standards and provide three (3) examples of service standards, policies and procedures in relation to each of
the areas that support the holistic learning and development of children.
Quality areas Service standards, policies and procedures (three examples)
Quality Area 1:
Educational program and 1. The curriculum is child-centred and built upon the knowledge
practice educators have on individual and groups of children within the
centre, this may include information about children’s knowledge,
understandings, development, skills, strengths, ideas, culture,
abilities and interests.
2. Goodstart educators use The Early Years Learning Framework
(EYLF) or an approved learning framework that brings together
ideas, philosophies and approaches to guide the development of
their educational program and practices.
Quality Area 2: 3. Goodstart educators being deliberate, informed, purposeful and
1. All Goodstarters
planned throughouthave a responsibility
curriculum to understand
decision making the safety
and follow an
Children’s health and safety
health
ongoing and wellbeing
planning hazards
cycle. in their
Goodstart area andwill
educators actively
use themanage
EYLF and
monitor
Planningthese Cyclerisks as part of
to manage their daydecision
curriculum to day responsibilities.
making and to As
such, it is important that all Goodstarters are
support the development of quality educational programs.familiar with our
expectations for managing SHW and contributing to a safety-first
culture.
https://www.goodstart.org.au/policies-and-procedures
2. Additional accountabilities for safety management are assigned to
Centre Directors, other leaders, internal specialists and advisors.
Oversight roles are assigned to key governance committees and the
Board.
Quality Area 3: Physical 3. The Board and it’s SHW Committee will ensure there are
environment
1. In the management
processes are in place,oftoitskeep
centres, Goodstartvisitors,
Goodstarters, is committed to and
children
ensuring that all outdoor and indoor spaces, buildings,
families safe, and enable Goodstart to meets its Safety Legislationfurniture,
equipment,
obligations. facilities and resources are suitable for their purposes.
2. Goodstart's facilities will be designed or adapted to ensure access
and participation by every child and employee in the centre and to
allow flexible use, and interaction between indoor and outdoor space.
3. Sustainable practices will be embedded in the operations of our
centres, including the use of environmentally friendly products where
practicable.
CHCECE035
Student Assessment
Quality Area 5:
Relationships with children 1. Goodstart Early Learning recognises that young children have the
opportunity to thrive in early childhood education settings when they
have positive and secure relationships with educators who know how
to nurture and stimulate their learning, development, and wellbeing.
2. Goodstart educators are attuned to individual children and create
warm, trusting, and secure relationships with them and between
groups of children. These relational pedagogies are is fundamental
to children's emerging self-regulation, learning, development, and
well-being. Goodstart educators ensure every child feels safe, is
heard, and has access and can participate in meaningfully in early
childhood
2. Ref er to the National Quality Framework, education.
Standards and the Early Years Learning Framework and in your
3. Goodstart providesand
own words, document the quality area/s, standard/s inclusive earlythat
outcomes learning
supportenvironments that
cognitive development in
children.
reflect diversity, support participation and uphold the dignity and
rights of all children. Goodstart educators create educational
programs
Quality Area 1: Educational program and based on place-based pedagogies, so learning is relevant
practice
to the children
Standard 1.1: Curriculum enhances each child's in theirlearning
local content.
and development.
Outcome 1.1.1: Children feel safe, secure, and supported.
Outcome 1.1.2: Each child'shttps://www.goodstart.org.au/policies-and-procedures
learning and development are fostered through engaging
experiences and interactions.
Quality Area 3: Physical environment
Standard 3.1: The service environment is safe, suitable, and provides a rich and diverse range of
experiences that promote children's learning and development.
Outcome 3.1.1: The outdoor and indoor environments are safe, clean, and well maintained.
Outcome 3.1.2: The environment is designed to encourage exploration and learning through
play.
Quality Area 5: Relationships with children
Standard 5.1: Respectful and equitable relationships are developed and maintained with each
3.child.
Access the Code of Ethics, in your own words, identify ethical practices in each of the f ollowing aspects
Outcome
that can 5.1.1:
supportEach child holistic
children’s is supported to build
development (atand maintain
least sensitive
two (2) for and responsive
each aspect).
relationships.
● In relation to children:
Quality Area 6: Collaborative partnerships with families and communities
Standard 6.1: Respectful supportive relationships with families are developed and maintained.
1. Show respect and decency to every child, recognizing their uniqueness and fostering their
Outcome 6.1.1: Families are supported in their parenting role and their values and beliefs about
self-worth. This entails paying attention to what they have to say, respecting their viewpoints, and
child rearing are respected.
being aware of their rights.
2. Establish and preserve a caring, inclusive, safe environment that promotes the physical,
emotional, social, and cognitive growth of every child. This entails offering chances for play,
learning, and discovery in a safe environment.
● In relation to families:
1. Form and preserve cooperative, courteous, and transparent relationships with families.
Acknowledge and value the essential role that families play in their children's lives, and involve
them in their education and growth.
2. Show cultural awareness and openness, recognizing and honoring the various origins, beliefs,
and customs of every family. This helps a child feel like they belong and have an identity.

CHCECE035
Student Assessment
● In relation to the profession:
1. Uphold the highest standards of professional ethics through reflective practice and ongoing
education. This entails keeping up with the most recent findings and recommended procedures in
the field of early childhood education.
2. Promote the rights and welfare of every child in the context of the larger community and legal
systems. This entails speaking out for the needs of kids and making sure that their overall
development is given first priority when making decisions.
● In relation to the community:
1. Take an active role in establishing collaborations with the local community to improve
children's learning and development chances. Collaborations with neighborhood services,
organizations, and cultural groups can fall under this category.
2. Encourage an environment of community building in the early childhood setting that values
equity, inclusivity, and mutual respect for all participants. Children benefit from this by learning
about social responsibility and their place in the larger community.
● In relation to colleagues:
1. Encourage coworkers to work together and show respect for one another. Exchange
information, expertise, and resources to help each other's professional development as well as
the children's overall development.
2. Foster a helpful and upbeat work atmosphere by giving constructive criticism, appreciating one
another's accomplishments, and handling disagreements in a civil and professional way.
4. Provide a response to the following.

● Outline the f ive (5) important areas of early childhood development are measured in the Australian
Early Development Census.
1. Physical health and wellbeing

2. Social competence, emotional maturity and language
3. Cognitive skills (school-based)
4. Communication skills and
5. General knowledge
https://www.education.gov.au/early-childhood/early-childhood-data-and-reports/australian-early-d
evelopment-census-aedc

CHCECE035
Student Assessment
● Provide three (3) ways in which those data are used by early childhood education and care services
to support the holistic learning and development of children.
Developmentally Appropriate Practice (DAP)

Early childhood educators use research-based principles to create suitable learning experiences.
These principles acknowledge that development and learning are influenced by a child's
biological traits and environment. For example, early childhood is a critical period for forming
neural connections in the brain, highlighting the need for quality early learning. Educators engage
in responsive interactions with infants to support the development of communication, social skills,
and self-regulation.
Comprehensive Early Childhood Care and Education (ECCE)

This holistic approach integrates various care and education aspects, including health, hygiene,
nutrition, early stimulation, guidance, developmental activities, and family support. ECCE
addresses physical, social, emotional, intellectual, and spiritual development, promoting overall
growth in children from birth to eight years old.
Individualized
5. Provide Attention
a response and Encouragement
to the following.
Educators provide individualized attention byforfocusing
a. Identif y five (5) positive dispositions learning on each child's unique interests and
behaviors across physical, social, emotional, intellectual, and spiritual domains. They encourage
learning through the child's natural interests, tailoring experiences to meet individual needs and
1. Curiosity
fostering well-rounded development.
2. Cooperation
3. Creativity
References:
4. Persistence
https://www.foundationeducation.edu.au/articles/supporting-the-holistic-development-of-children
5. Enthusiasm
https://ijccep.springeropen.com/articles/10.1007/2288-6729-4-2-1
https://www.naeyc.org/resources/position-statements/dap/principles
https://www.petitjourney.com.au/positive-dispositions-for-learning
b. Brief ly explain why curiosity and discovery are important positive learning dispositions.
Developing dispositions such as curiosity, persistence and creativity enables children to

participate in and gain from learning. Effective learners are also able to transfer and adapt what
they have learned from one context to another and to locate and use resources for learning.
https://www.kindalin.com.au/eylf/4-0-children-are-confident-and-involved-learners

CHCECE035
Student Assessment
6. Brief ly explain the importance of early years learning and development in relation to:
● Children’s early brain development
In the first few years of life, more than 1 million new neural connections are formed every second.
After this period of rapid proliferation, connections are reduced through a process called pruning,
so that brain circuits become more efficient.
https://developingchild.harvard.edu/resources/inbrief-science-of-ecd
● Children’s f uture successes in school
It provides important opportunities to learn and develop. Early childhood education and care can
help your child make friends, develop independence and learn new routines. It also supports their
transition to school.
https://education.nsw.gov.au/early-childhood-education/information-for-parents-and-carers/every-
child-benefits
● Having f oundational knowledge of early childhood development theory
Early child development sets the foundation for lifelong learning, behavior, and health. The
experiences children have in early childhood shape the brain and the child's capacity to learn, to
get along with others, and to respond to daily stresses and challenges.
https://www.beststart.org/OnTrack_English/1-importance.html
7. Complete the f ollowing table and identify the major developmental milestones f rom birth to 6 years in
children.
Babies Physical Cognitive and communication Social and emotional
and
toddles
1- 3 1. moves whole body 1. smiles and laughs 1. smiles and laughs

months 2. squirms, arms 2. looks toward direction of 2. makes eye contact when
wave, legs move up sound held with face about 20cm
and down 3. expresses needs from face of adult looking at
3. eating and sleeping 4. when content makes small them
patterns throaty noises 3. bonding
4. startle reflex when 4. cries (peaks about six to
placed unwrapped on eight weeks) and levels off
flat surface/ about 12-14 weeks
when hears loud
noise
https://www.acecqa.g
ov.au/sites/default/file
s/2018-02/Developme
ntalMilestonesEYLFa
ndNQS.pdf
CHCECE035
Student Assessment
4- 6 1. plays with feet and 1. swipes at dangling objects 1. reacts with arousal,
months toes 2. shakes and stares at toy attention or approach to
2. makes effort to sit placed in hand presence
alone, but needs hand 3. enjoys games such as of another baby or young
support peek-a-boo or pat-a-cake child
3. raises head and 4. babbles and repeat sounds 2. responds to own name
chest when lying on 3. becoming more settled in
stomach eating and sleeping patterns
4. makes crawling 4. laughs, especially in social
movements when interactions
7- 9 lying on self
1. pulls stomach
to 1. shows definite anxiety or
1. moves obstacle to get at
months standing position desired toy wariness at appearance
when hands held of strangers
2. bangs two objects held in
2. raises self to sitting hands together 2. actively seeks to be next to
position parent or principal
3. responds to own name
3. sits without support caregiver
3. shows signs of anxiety or
stress if parent goes
away
9-12 1. may stand alone 1. shows interest in picture 1. offers toy to adult but does
months momentarily books not release it
2. may attempt to 2. understands 2. shows signs of empathy to
crawl up stairs gestures/responds to 'bye distress of another (but
3. grasps spoon in bye' often soothes self)
palm, but poor aim of 3. listens with pleasure to 3. actively explores and plays
food to sound-making toys and when parent present,
mouth music returning now and then for
assurance and
12- 18 1. walks, climbs and 1. repeats actions that lead to interaction
1. begins to cooperate when
months runs interesting/ playing
2. takes two to three predictable results, e.g. 2. may play alongside other
steps without support, bangs spoon on saucepan toddlers, doing what
legs wide and hands 2. points to objects when they do but without seeming
up for balance named to interact (parallel play)
3. crawls up steps 3. knows some body parts 3. may show anxiety when
separating from
significant people in their
lives
18 – 24 1. reverts to crawling 1. selects games and puts 1. seeks comfort when upset
months if in a hurry them away or afraid
2. can drink from a 2. calls self by name, uses 'I', 2. takes cue from parent or
cup 'mine', 'I do it myself' principal carer
3. tries to use 3. will search for hidden toys regarding attitude to a
spoon/fork stranger
3. curious and energetic, but
depends on adult
presence for reassurance

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Student Assessment
2-3 years 1. uses a pencil to 1. builds tower of five to 1. plays with other children
draw or scribble in seven objects 2. shows strong attachment
circles 2. lines up objects in ‘train’ to a parent (or main
and lines fashion family carer)
2. gets dressed with 3. recognises and identifies 3. shows distress and protest
help common objects and when they leave and
3. self-feeds using pictures by pointing wants that person to do
utensils and a cup things for them
3 to 6 1. dresses and 1. follows simple instructions 1. enjoys playing with other

years undresses with little 2. follows simple rules and children
help enjoys helping 2. understands when
2. hops, jumps and 3. may write some numbers someone is hurt and
runs with ease and letters comforts them
3. climbs steps with 3. develops independence
alternating feet and social skills they will
use for learning and getting
on with others at
preschool and school
a. Outline the main developmental domains in early childhood.
1. Physical domain
2. Cognitive domain
3. Language domain
4. Social-emotional domain
5. Adaptive (Self-Help) Development
https://mybrightwheel.com/blog/developmental-domains
b.Provide three (3) strategies that services can implement during the curriculum planning cycle and process
to provide holistic teaching and learning for children with the integration of all aspects of development.
1. Using the learning framework to guide the way plans are put into practice.
2. Collaborating with children, families, educators and relevant communities.
3. Creating opportunities and environments that support play and learning.
https://training.gov.au/Training/Details/CHCECE048

CHCECE035
Student Assessment
9. List at least four (4) environmental factors that can influence a child’s development.
1. biological
2. physical
3. psychosocial
4. familial
https://www.medicinenet.com/4_environmental_factors_that_affect_growth/article.htm
10. For each of the f our (4) biological factors listed that can inf luence a child’s development, identify at least
two (2) areas that can be considered or questions which can be asked regarding the child and their family for
each one.
Biological factors:
● Gender
Things to Think About
1. Hormonal Differences: Because of variations in sex chromosomes, boys and girls have
different hormonal profiles. The development of the brain and behavior are influenced by these
hormones.
2. Physical Development: The development of secondary sexual traits and reproductive organs is
influenced by gender. It is essential to comprehend these variations.
● General health
Questions to Pose
Things
1. How to
doThink Aboutpreferences and learning style change depending on their gender?
the child's
2. What specific growth and development disparities exist between boys and girls in terms of
1. Inherited
their bodies?Conditions: A youngster may be more susceptible to specific health issues due to
genetic causes. Examining the family history for any inherited illnesses or conditions is crucial.
2. Physical Traits: Physical traits like height, eye color, and hair type are also influenced by
genetic inheritance. Understanding the child's genetic composition can be gained by observing
these features.
● Mental health
Questions to pose
1. Do any known hereditary diseases or disorders run in the family?
2. Emotional
1. What physical characteristics
Control: do the
How effectively childthe
does and otherperson
young family control
members have
their in common?
emotions?
2. Stress and Anxiety: Does the youngster encounter stress or anxiety, and if so, how does it
impact their general wellbeing?
Questions to Pose
1. Do you see any indications of sadness, anxiety, or other mental health conditions?
2. How does the family meet the emotional needs of the child?
CHCECE035
Student Assessment
● Health practices
1. Hormonal Differences: Because of variations in sex chromosomes, boys and girls have
different hormonal profiles. The development of the brain and behavior are influenced by these
hormones.
2. Physical Development: The development of secondary sexual traits and reproductive organs is
influenced by gender. It is essential to comprehend these variations.
11. Describe how positively reinforcing children’s involvement in learning contributes to their development and
Questions to Pose
wellbeing.
1. How do the child's preferences and learning style change depending on their gender?
2. Whattospecific
Things growth and development disparities exist between boys and girls in terms of their
Think About
bodies?
1. Hygiene and Self-Care: How does the child continue to practice self-care and personal
hygiene?
2. Preventive Measures: What health regimens does the family adhere to, such as immunizations
and routine checkups?
Questions to Pose
1. How frequently does the young person clean their teeth or wash their hands?
2. Which healthy practices are promoted in the family?
https://www.verywellfamily.com/biological-factors-affecting-child-development-2162219 is the link

to this article.
12. There are many theorists related to early childhood development. In the table below, link the theorist to
their theoretical perspective and in your own words, briefly explain each theoretical perspective.
Theorists:
● Ivan Pavlov
● Jean Piaget
● Glenda MacNaughton
● Lev Vygotsky
● Margaret Donaldson
● Albert Bandura
● Loris Malaguzzi
● B.F Skinner
● Paulo Friere
● Michael Foucault

CHCECE035
Student Assessment
Theoretical Explanation of theoretical perspective Related Theorists

Perspective
Behaviourist Behaviorism in education, or behavioral Ivan Pavlov

learning theory is a branch of psychology that B.F Skinner
focuses on how people learn through their Albert Bandura
interactions with the environment. It is based
on the idea that all behaviors are acquired
through conditioning, which is a process of
reinforcement and punishment.
https://www.nu.edu/blog/behaviorism-in-educat
Critical ion
Critical theory perspectives are concerned with Paulo Friere
curriculum as both the effect and the source of Michael Foucault
inequalities and social discrimination. Their
focus is not only on how educational success
and failure are created through curriculum, but
also on how it builds social ideologies, power,
and identities.
https://www.sciencedirect.com/topics/neurosci
Socio-cultural
ence/critical-theory
Sociocultural theory stresses the role that Lev Vygotsky
social interaction plays in psychological Loris Malaguzzi
development. It suggests that human learning
is largely a social process, and that our
cognitive functions are formed based on our
interactions with those around us who are
"more skilled."
Post-structuralist Post-structuralism expresses the belief that Michael Foucault

individual meaning and values are taken from Glenda MacNaughton
their milieu and the common meanings of a
group of individuals, so that their reality is
contextualised and socially constructed, and
mediated by language and discourse.
https://www.sciencedirect.com/topics/social-sci
ences/post-structuralism
Development The developmental perspective theory is an Jean Piaget
explanation of a person's life from birth to Margaret Donaldson
death. This explanation addresses the main
areas of the person's life like cognition, their
social life, and physical growth.
https://study.com/academy/lesson/developmen
tal-perspective-definition-lesson-quiz.html

CHCECE035
Student Assessment
13. List f our (4) physiological responses you might observe in children who have little or no motivation in
attempting more challenging activities?
1. Increased Heart Rate

Children who lack motivation may exhibit an elevated heart rate. Stress or anxiety related to the
challenging task can lead to an increase in heart rate as part of the body's “fight or flight”
response.
2. Shallow Breathing
Reduced motivation can result in shallow breathing patterns. When children feel unmotivated or
anxious, they may breathe more rapidly but with shallower breaths, affecting oxygen exchange
and overall respiratory function.
3. Tense Muscles
Lack
14. Asofanmotivation can lead
early childhood to muscle
educator, tension.
identify Children
at least two (2)may physically
observable tenseofup,
impacts theespecially when
f ollowing in early
faced with challenging tasks. This tension can affect
childhood development that you may notice in your practice.their ability to perform optimally.
a. Poor diet:
4. Increased Blood Pressure
Similar to an elevated heart rate, reduced motivation can cause an increase in blood pressure.
1. Physical
Stress Health Conditions
and anxiety associated with challenging activities can lead to higher blood pressure levels.
Malnourished children can have stunted growth, frequent illnesses, exhaustion, and poor muscle
development.
Reference:
https://academic.oup.com/edited-volume/28257/chapter-abstract/213396675?
2. Deficit in Cognition
redirectedFrom=fulltext
Concentration, memory, and general cognitive functioning issues could be evident, which could
https://psychcentral.com/stress/how-stress-affects-children-how-to-manage-it
have
b. an
Lackimpact on academic performance and learning.
of play
1. Sluggish Social Skills

Youngsters may exhibit poor social skills, such as trouble sharing, dividing tasks, and engaging
with classmates.
2. A decline in problem-solving and creativity

Imaginative play and the capacity to think creatively and solve problems on one's own may be
lacking.
c. Limited stimulation of child development
1. Sluggish Language Acquisition

Poorer language abilities and a slower rate of vocabulary acquisition might arise from limited
exposure to rich language situations.
2. A lack of interest and involvement

Children may seem disinterested in learning or exploration, show less drive for educational
pursuits, and appear disconnected.
d. Lack of material and resources
1. Limited Possibilities for Learning

Children could not have as many opportunities to participate in varied and stimulating activities,
which could result in knowledge and skill gaps.
2. Impaired Gross and Fine Motor Skills

A lack of resources such as books, crayons, and playthings might impede the growth of fine and
gross motor abilities.

CHCECE035
Student Assessment
e. In-consistent or non-existent emotional support of comfort
Problems with Attachment

1. Children that exhibit extreme clinginess, fearfulness, or withdrawal from peers and adults may
be signs of unstable attachment.
2. Issues with Behavior

Disruptive behaviors like hostility, tantrums, and trouble controlling emotions might be more
prevalent.
f. Trauma
1. Distress on an emotional level

Signs of anxiety, sadness, or post-traumatic stress disorder in children can include
hypervigilance, nightmares, and emotional numbness.
2. Modifications in Behavior
Regression to earlier developmental stages, problems focusing and paying attention, and a rise
in impatience or aggression are examples of noticeable changes.
g. Child abuse
1. Observational Indications
There may be obvious bruises, cuts, or other unexplained injuries, as well as persistent
complaints of discomfort that doesn't seem to have an explanation.
2. Symptoms of Behavior and Emotion

Extreme dread of specific individuals or locations, social disengagement, and notable behavioral
or academic changes are some indicators.
h. Family violence
1. Anxiety and Fear

Children who see domestic abuse may become more fearful, anxious, and watchful.
2. Behavioral and Aggression Problems

Aggressive behavior, acting out, and trouble forming positive relationships with adults and peers
may all be on the rise.
i. Other lif e experiences - loss of a parent, drug affected parents / older siblings etc:
1. Sadness and Emotional Intolerance

Children who are dealing with drug-affected family members or who have lost a parent may
exhibit signs of despair, grief, and emotional instability.
2. Social and Academic Difficulties

These kids may have trouble focusing, perform poorly in school, and be reluctant to make friends
or participate in social activities.

CHCECE035
Student Assessment

a. In your own words, briefly explain what symbol systems are using fie (5) examples.
1. Illustrate and Explain

Invite kids to bring in an item from home and tell the class a tale about it.
Through the expression of their ideas and emotions over a topic that matters to them, children
can improve their communication skills through this activity. Their confidence to speak in front of
a group is also increased.
2. Rewriting Complete and Complicated Sentences from What a Child Says

When a youngster speaks, repeat what they've said in full, more complex sentences.
By modeling appropriate language structure, this method aids in the child's acquisition of the
ability to construct more intricate and grammatically sound phrases. It helps with comprehension
and language development.
3. Talking About a Child's Drawing or Painting

Discuss with a child the specifics of their artwork, such as the hues and lines they utilized, the
b. Provide two (2) strategies that educators can use to draw children’s attention to symbols and patterns in
strokes' direction, and the piece's overall meaning. Have them describe it in writing.
their environment.
Talking in-depth with children about their artwork enables them to express their ideas and
creative
. Discussprocesses. By Relationships
Patterns and taking on the role of a scribe, you can record their statements, so
confirming their efforts and improving their descriptive language proficiency.
*Talking about Letters and Sounds: Discuss the relationship between letters and the sounds they
4. Taking on roles in unstructured play
make.
Engage
*Exploring in imaginative play by Identify
Everyday Patterns: dressingpatterns
up as a in
hairdresser, doctor, or and
nature, architecture, nurse,
art.or by assuming the
role of a customer in a store. Children are encouraged to engage their imaginations,
*Noticing Recurring Elements: Encourage children to observe and discuss recurring shapes, practice
social relationships,
colors, or designs. and improve their language abilities by role-playing during free play.
*Understanding Symbols: Explain how symbols like letters, numbers, and musical notations
5. 5. Talking
convey About Shapes and Background While Solving a Jigsaw Puzzle
meaning.
When assembling a jigsaw puzzle, discuss the shapes of the pieces and make connections
between
2. Providethe imagetoand
Access actual experiences,
Materials for Exploration such as explaining the characteristics of a giraffe.
Children's spatial awareness and critical thinking are improved when they work on puzzles and
discuss
*Diverseforms and settings.
Materials: Provide Connecting
blocks, beads, thefabrics,
dots between puzzle
and natural imagery
objects likeand actual
leaves andexperiences
shells for
broadens their vocabulary
arranging into patterns. and fosters understanding.
*Activities: Encourage sorting, categorizing, ordering, and comparing these materials.
*Creative Exploration: Allow children to experiment with creating their own designs and
16. Provide learning experiences that incorporate each of the following principles to stimulate children’s literacy
arrangements.
development. You must identify an example for each principle.
Reference:
a. learning sounds, words and language
https://aussiechildcarenetwork.com.au/articles/childcare-programming/eylf-outcome-5-children-ar
e-effective-communicators-v2-0?tmpl=component&print=1
Principle: Emphasizing listening comprehension, auditory discernment, and a wide vocabulary.
For instance, involve kids in rhyme-based games or activities. You could play "I Spy" with them,
for example, and have them listen for the first sounds of objects nearby (e.g., "I spy with my little
eye, something that starts with the sound 'b'").
https://theimaginationtree.com/the-importance-of-rhyme-in-early-literacy-development

CHCECE035
Student Assessment
b. patterns of repetition
Principle: Learning and memory are strengthened by repetition.

As an illustration, read the same storybook several times. Children can predict what will happen
next, see patterns, and internalize terminology through repetition.
https://earlychildhood.qld.gov.au/early-years/early-learning-at-home/read-and-count/rhymes-rhyth
m-and-repetition
c. rhyming and mimicking
Principle: Rhyming enhances phonemic awareness and oral storytelling skills.

Example: Sing nursery rhymes together. Encourage children to mimic the rhythm and rhyme
patterns. For instance, “Twinkle, Twinkle, Little Star” or “Humpty Dumpty.”
Reference: https://mainlymusic.org/blogs/insights/rhyme-rhythm-and-repetition
d. pre-reading skills
Building the fundamental abilities needed to read is the guiding principle.

Give an example by pointing out words and letters in commonplace items like labels and traffic
signs. Talk about the phonics of each letter and the noises that go with it.
https://blog.medel.com/tips-tricks/tips-tricks-for-parents/help-your-child-develop-language-skills-w
ith-rhymes/
e. early writing skills
Principle: Developing fine motor skills and understanding the purpose of writing.
Example: Provide opportunities for scribbling, drawing, and tracing. Encourage children to write
their names or simple words.
Reference:
https://blog.medel.com/tips-tricks/tips-tricks-for-parents/help-your-child-develop-language-skills-w
ith-rhymes/


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CHCECE035

Support the holistic learning and development of children

ASSESSMENT TASK 1 – QUESTIONING

Student ID MEL16808 Group 9

Explanation of the • List / identify / state / give/provide = present in brief form

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● In relation to the profession:

4. Provide a response to the following.

1. Physical health and wellbeing

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Developmentally Appropriate Practice (DAP)

Comprehensive Early Childhood Care and Education (ECCE)

Developing dispositions such as curiosity, persistence and creativity enables children to

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● Children’s f uture successes in school

● Having f oundational knowledge of early childhood development theory

1- 3 1. moves whole body 1. smiles and laughs 1. smiles and laughs

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3 to 6 1. dresses and 1. follows simple instructions 1. enjoys playing with other

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Things to Think About

Things to Think About

https://www.verywellfamily.com/biological-factors-affecting-child-development-2162219 is the link

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Theoretical Explanation of theoretical perspective Related Theorists

Behaviourist Behaviorism in education, or behavioral Ivan Pavlov

Post-structuralist Post-structuralism expresses the belief that Michael Foucault

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1. Increased Heart Rate

1. Sluggish Social Skills

2. A decline in problem-solving and creativity

1. Sluggish Language Acquisition

2. A lack of interest and involvement

1. Limited Possibilities for Learning

2. Impaired Gross and Fine Motor Skills

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e. In-consistent or non-existent emotional support of comfort

Problems with Attachment

2. Issues with Behavior

1. Distress on an emotional level

2. Symptoms of Behavior and Emotion

1. Anxiety and Fear

2. Behavioral and Aggression Problems

1. Sadness and Emotional Intolerance

2. Social and Academic Difficulties

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15. Provide a response to the following.

1. Illustrate and Explain

2. Rewriting Complete and Complicated Sentences from What a Child Says

3. Talking About a Child's Drawing or Painting

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Principle: Learning and memory are strengthened by repetition.

c. rhyming and mimicking

Principle: Rhyming enhances phonemic awareness and oral storytelling skills.

Building the fundamental abilities needed to read is the guiding principle.

e. early writing skills

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