CHC30113 Certificate III in Early Childhood Education and Care

Assessment Workbook 4
CHC30113 Certificate III in

Early Childhood Education
and Care
Play and Development

V3.4 Produced 08 July 2020
Copyright © 2013 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or
distributed in any form or by any means or stored in a database or retrieval system other than under the terms of the
Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources
Date Summary of modifications made Version
30 April 2013 Version 1 final produced following assessment V1.0

validation.
27 May 2014 Amendments made to Part E, Question 3 regarding V1.1

the wording
27 October 2014 Amendments made to Part E, Question 3 regarding V1.2

the wording
17 November Changes made throughout the document V2.0

2014
9 December 2014 Significant changes made to document following V3.0

validation
18 July 2016 Updated unit mapping and formatting V3.1
23 August 2017 Added URL to hyperlink V3.2
26 February Made changes to Child Observation Form B. V3.3

2020 Updated the link in the workbook.
08 July 2020 Renamed the link for Child Observation Form B. V3.4
Assessment Workbook 4 V3.4 Produced 08 July 2020

Page 2 © Compliant Learning Resources
TABLE OF CONTENTS
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INSTRUCTIONS......................................................................................................... 4
WHAT IS COMPETENCY-BASED ASSESSMENT....................................................... 4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING .
5 THE DIMENSIONS OF COMPETENCY....................................................................6
THE UNIT OF COMPETENCY..................................................................................... 7
ASSESSMENT REQUIREMENTS ............................................................................ 12
REASONABLE ADJUSTMENT ................................................................................ 12
ASSESSMENT METHODS....................................................................................... 13
PRESENTATION...................................................................................................... 14
ASSESSMENT WORKBOOK COVERSHEET............................................................15
KNOWLEDGE ASSESSMENT.................................................................................. 16
PART A – HOLISTIC DEVELOPMENT..............................................................16
PART B – SUPPORT PLAY AND LEARNING ...................................................28
PART C – USE INFORMATION ABOUT CHILDREN....................................... 30
PART D – RESPECTFUL AND POSITIVE WITH CHILDREN............................33
PART E – SUPPORT BEHAVIOUR....................................................................37
CASE STUDY A – HOLISTIC DEVELOPMENT......................................................44
CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH
CHILDREN.............................................................................................................. 46
CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR..........................49
PROJECT – OBSERVING, GATHERING AND ANALYSING INFORMATION........54
WORKBOOK CHECKLIST....................................................................................... 61
FEEDBACK ............................................................................................................. 62

INSTRUCTIONS
Some questions cover underpinning knowledge content and concepts. These questions are
all in a short answer format. The longer questions requiring the application of concepts are
covered in the other assessments. You must answer all questions using your own
words. However you may reference your learner guide, and other online or hard copy
resources to complete this assessment.
If you are currently working as part of an Early Childhood Education/Child Care team, you
may answer these questions based on your workplace. Otherwise, consider what you
should do if you were working as part of an Early Childhood Education/Child Care team.
WHAT IS COMPETENCY-BASED ASSESSMENT

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

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING
Developing and conducting the assessment, in an Australian vocational education and training
context, is founded on several basic conventions:
The principles of assessment

Assessment must be valid
o Assessment must include the full range of skills and knowledge needed to
demonstrate competency.
o Assessment must include the combination of knowledge and skills with their
practical application.
o Assessment, where possible, must include judgments based on evidence drawn
from several occasions and across some contexts.
Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to ensure that
assessors are consistently making decisions.
o Assessors must be trained in national competency standards for assessors to ensure
reliability.
Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-job
components of training within a course.
o Assessment must provide for the recognition of knowledge, skills, and
attitudes regardless of how they have been acquired.
o Assessment must be made accessible to learners through a variety of delivery
modes, so they can proceed through modularised training packages to gain
competencies.
Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all learners before
assessment.
o Assessment must be mutually developed and agreed upon between the assessor
and the assessed.
o Assessment must be able to be challenged. Appropriate mechanisms must be made
for reassessment as a result of the challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence certain rules apply to that evidence. All evidence must be valid,
sufficient, authentic, and current;
Valid
o Evidence gathered should meet the requirements of the unit of competency. This
evidence should match or at least reflect the type of performance that is to be
assessed, whether it covers knowledge, skills, or attitudes.
Sufficient
o This rule relates to the amount of evidence gathered enough evidence must be
gathered to satisfy the requirements that the learner is competent across all
aspects of the unit of competency.
Authentic
o When evidence is gathered the assessor must be satisfied that evidence is the
learner's work.
Current
o This relates to the recency of the evidence and whether the evidence relates to
current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance and not only narrow
task skills. The four dimensions of competency are:
Task skills
Task management skills
Contingency management skills
Job role and environment skills

THE UNIT OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment components:
1. the performance criteria
 specifying the required level of performance
2. the evidence guide
 Describing the underpinning knowledge and skills that must be demonstrated to

determine competence. It provides essential advice for the assessment of the unit of
competency in the form of the assessment criteria.
The assessments in this workbook cover four units of competency below:
CHCECE010 Support the holistic development of children in early childhood

 Support physical development
 Support social development
 Support emotional development
 Support cognitive development
 Support communication development
 Create an environment for holistic learning and development
Application
This unit describes the skills and knowledge to support and recognize the interrelationship between
the physical, social, emotional, cognitive, and communication development of children from birth to
6 years of age.
This unit applies to educators working in a range of early childhood education and care services.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and
performance criteria of this unit, manage tasks and manage contingencies in the context of the job
role. There must be demonstrated evidence that the candidate has completed the following tasks at
least once:
 supported the development of children in at least three different situations/activities
(including different age groups and abilities), including:
 interacting with children to holistically support the 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)
 performed the activities outlined in the performance criteria of this unit during at least 120
hours of work in at least one regulated education and care service.

Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the task
outlined in elements and performance criteria of this unit, manage the task and manage
contingencies in the context of the work role. These include knowledge of:
 code of ethics
 United Nations Convention on the Rights of the Child
 how to access:
 the National Quality Framework
 the National Quality Standards
 the relevant approved learning framework
 and how to navigate through framework and standards documents to find areas relevant to
this unit of competency
 introductory-level child development for children, including:
 early brain development
 importance of the early years for subsequent educational success
 foundational knowledge of developmental theory
 aspects of poor early childhood development, such as:
 poor diet
 lack of play
 limited stimulation of brain development
 lack of materials and resources
 inconsistent or non-existent emotional support or comfort
 trauma
 other life experiences which interrupt appropriate childhood activities, and their potential
long-term harmful impacts
 biological and environmental influences on development
 symbol systems including letters, numbers, time, money, and musical notation.
CHCECE013 Use information about children to inform practice

 Gather information about the child through observation
 Gather information about the child from secondary sources
 Record observations appropriately
 Use observations and information collected to contribute to program planning
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.
This unit applies to educators working in a range of education and care services.
role. There must be demonstrated evidence that the candidate has completed the following tasks:

 observed, documented, and analyzed information regarding at least three children of varying
ages, including:
 gathering and recording information using:
 observations
 questioning
 discussion with families
 anecdotal information
 learning stories
 jottings
 digital images
 samples of children’s work
 analyzing observations of the children’s behavior, including:
 aspects of child’s development
 knowledge, ideas, abilities, and interests
 social interactions
 reactions to play environment
 writing reports that record observations accurately and respectfully to the level of
detail expected in the service
 using the information to contribute to the program/planning.
Knowledge Evidence
 how to access:
 how to navigate through standards and framework documents to find areas relevant to this
unit of competency
 code of ethics
 reflective practice
 child development, to analyze information and plan accordingly
 observation techniques
 report-writing standards and protocols relevant to the context of observation reports
 organizational standards, policies, and procedures.
Further information including the unit description, performance criteria, and assessment standards
are available.
CHCECE006 Support behavior of children and young people

 Contribute to a safe and supportive environment
 Use positive support techniques
 Observe and collect data to assist with the development of appropriate strategies for support
 Implement strategies to support children or young people who require additional support
 Monitor and review strategies
Application
This unit describes the skills and knowledge to apply strategies to guide the responsible behavior
of children and young people in a safe and supportive environment.
The unit applies to workers in a range of community service contexts.

role. There must be demonstrated evidence that the candidate has completed the following tasks:
 communicated issues to a supervisor and negotiated solutions clearly and appropriately
at least twice
 guided behavior using positive support techniques with at least two children and/or
young people
 discussed behaviors of children and/or young people to plan and problem-solve in
collaboration with others
 recorded observations and identified behaviors requiring the support of children
and/or young people using a range of methods
 used judgment to determine when to involve other staff for supported intervention.
Knowledge Evidence
 definitions of and differences between disruptive behavior and behaviors of concern
 how learning difficulties or mental health issues may affect behavior
 impacts of environment and culture on the behavior of children and/or young people
 the communicative function of behavior and positive support strategies to redirect
behavior and defuse situations
CHCECE007 Develop positive and respectful relationships with children

 Communicate positively with children
 Interact positively with children
 Support and respect children
 Maintain the dignity and rights of children
Application
This unit describes the skills and knowledge required by educators working with children to ensure
they can develop and maintain effective relationships and promote positive behavior.
This unit applies to educators who work with children in a range of education and care service
settings.
Foundation Skills

The foundation skills described those required skills (language, literacy, and numeracy) that are
essential to performance.
 Oral communication – to engage in sustained conversations with children.
The remaining foundation skills essential to performance are explicit in the performance criteria of
this unit.
role. There must be demonstrated evidence that the candidate has completed the following tasks at
least once:
 communicated positively and respectfully and interacted effectively with at least three
children, including:
 active listening
 consideration of a child's age, activities, interests, culture, and needs
 interpreting non-verbal cues of children
 responding to distress in ways that meet the child's need
 communication of care and respect through all interactions
 assessed and responded appropriately to behaviors of concern
 encouraged children to respect similarities and differences between each other
 involved and encouraged children in decision-making and planning
 performed the activities outlined in the performance criteria of this unit during at least 120
hours of work in at least one regulated education and care service
Knowledge Evidence
 how to access:
 how to navigate through framework and standards documents to find areas relevant to this
unit of competency
 effective communication techniques including verbal and non-verbal ways to show respect
 techniques to guide children’s behavior

ASSESSMENT REQUIREMENTS
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other
community services units of competency is encouraged
Resources required for assessment include access to:
An appropriate workplace and/or simulation of realistic workplace setting where
assessment can take place
Relevant organization policy, protocols, and procedures
Critical aspects for assessment and evidence required to demonstrate this unit of
competency:
The individual being assessed must provide evidence of specified essential knowledge as well as
skills
This unit will be most appropriately assessed in the workplace or a simulated
workplace and under the normal range of workplace conditions
It is recommended that assessment or information for assessment will be conducted or gathered over
some time and cover the normal range of workplace situations and settings.
REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability
- November 2010 - Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making
changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be
as simple as changing classrooms to be closer to amenities or installing a particular type of software
on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those without a disability.

ASSESSMENT METHODS
Assessment for this unit will be assessed through completion of Assessment Workbook Four
(4) and Assessment Workbook Seven (7) Skills Journal - Play and Development
Workbook Four will focus on two assessment methods:
1. Written Questions – based on the required knowledge component as described in the

Instructions for Assessment
2. Case Studies – utilizing the Sparkling Stars virtual Education and Care Service and
activities set out in this workbook.
Further Assessments:
Workbook Seven (7) Skills Journal - Play and Development: the participant must attend a
Vocational Placement

PRESENTATION
Things to Consider:
Only submit your workbook once all activities inside are complete. Should you have any
questions regarding your assessments, or not understand what is required for you to complete
your assessment, please feel free to ask your trainer.
Keep your answers succinct and make sure you are answering the question. Re-read the
question after you have drafted up your response just to be sure you have covered all that is
needed.
Your final assessment result will either be competent or not yet competent.
If submitting your assessments please ensure that
1. All assessment tasks within the workbook have been completed
2. You have proof read your assessment
Answering the Questions:

1. If you are using Microsoft Word you will need to click in the grey area of the box to
begin typing your answer.
Assessments may not be processed if the above guidelines are not adhered to. To ensure
your assessment is processed as quickly as possible, please
follow these instructions.

ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 4
TITLE: Play and Development
FIRST AND SURNAME:
PHONE:
EMAIL:
Read the Candidate Declaration below and if you agree to the terms of the declaration sign and
date in the space provided.
By submitting this work, I declare that:

 I have been advised of the assessment requirements, have been made aware of my rights
and responsibilities as an assessment candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I can make for each
assessment and I am submitting all documents required to complete this Assessment
Workbook.
 I have organized and named the files I am submitting according to the instructions
provided and I am aware that my assessor will not assess work that cannot be identified
and may request the work be resubmitted according to the correct process.
 This work is my own and contains no material written by another person except where
due reference is made. I am aware that a false declaration may lead to the withdrawal
of qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of qualifications that I submit
as evidence as well as the qualifications/evidence of parties who verify my performance
or observable skills. I give my consent to contact these parties for verification purposes.
Name : Signature: Date:

KNOWLEDGE ASSESSMENT
PART A – HOLISTIC DEVELOPMENT
1. Nutrition is extremely important for a child's brain development.

a) Explain how adequate nutrition before a child’s birth is important.
b) Explain how adequate nutrition after a child’s birth is important.
a) For appropriate brain growth, enough nourishment is important. Nutrition is particularly

critical throughout pregnancy and infancy, which are key times for brain formation and lay the
basis for cognitive, physical, and socio-emotional skills development throughout childhood
and adulthood. Before you get pregnant, a healthy diet is crucial since adequate nutrition will
assist your kid through their lungs, heart, brain, and other major organs throughout the first
trimester (3 months).
b) A good diet is crucial for healthy growth and growth during the first year of life. They require
sufficient calories, protein, and critical nutrients for children to grow adequately. At all ages,
nutrition is significant. Your kids require adequate nutrition to remain strong and healthy and
develop robustly. Child nutrition may also help develop a basis for good eating and nutritional
information your child can use for life.
As an Early Childhood educator, you must support the brain development of all children in your
care.
Explain in 4-5 sentences, the importance of discussing children’s interests
with them, to stimulate early brain development.
Guidance: Refer to the National Quality Standards and the relevant approved learning framework
to support your answer.
a) When adults engage in ordinary activities based on the interests of children, they learn more
efficiently. Many studies have demonstrated that youngsters may learn more when their interests
are based on their elders' daily activities. Responsive, caring, good experiences: everyday
experiences can develop the brain of your kid – from daily routines to persons with whom your
infant comes. Babies must live and play with the opportunity to learn and grow in healthy
environments. Wonderful activities to talk to your baby, to read, to sing is a fun approach to help
it grow. Fun activities: Simple activities include going down with a tiny infant for a while or
playing peek-a-boo with your five-month-old boy.

b) Explain in 4-5 sentences, the importance of using your observations of children to
support their development.
Guidance: Refer to the National Quality Standards and the relevant approved
learning framework
b) By monitoring children exploring, playing, and learning, practitioners may guarantee that
children's development is on an anticipated level, as well as that their surroundings and resources
(toys, equipment) are promoting their growth. The primary purpose of observation is to give
practitioners reliable information so that they may create appropriate courses which match the
children's requirements and increase their learning and development during their care
continuously.
c) Explain in 4-5 sentences, the importance of using routines as opportunities to foster

children’s independence.
Guidance: Make sure you refer to the National Quality Framework in your answer
c) It also encourages the independence of a kid, enabling them to make decisions on their own –
for example, simple washing of hands and seating before morning tea – and supports a kid's
independence and trust when they start noticing when they need to do so without adult guidance.
Routines provide a sense of safety and consistency for newborns and children. Routines enable
babies and children in their environment to feel comfortable and comfortable. Young children
become aware of everyday occurrences, processes, and what is expected of them, as routines
improve the predictability of their surroundings.
d) In 4-5 sentences, explain the importance of encouraging children to explore the

environment and biological resources, to positively influence learning and
development.
Guidance: Make sure you refer to the National Quality Framework in your
answer.
d) The significance that children be encouraged to investigate the surroundings and resources:
Encouraging children to exploit will improve physical activities, cognitive development, social
skills, the gross/finish engine, coordination, and support for all the interests and capacities of the
children in the center and provide an atmosphere of opportunity. Children acquire self-confidence
and have fun by being active.

3. As an Early Childhood educator, you must provide play and learning experiences
that support the growth of children across all developmental domains. Complete
the tables as instructed for each developmental domain:
a) Physical development - Name at least one (1) piece of equipment,
game, or toy you could use to support children's fine motor, gross motor,
and fundamental movement skills.
a)
Equipment Games Toys
Fine motor Markers, pencils, and Painting, Rice races, TOMY Toomies Hide &
big crab are child- Water play. Squeak Eggs,
development
resistant Scissors, VTech Latches & Doors
paints, brushes Busy Board
Gross motor Parachute, Scarves, Trampolines. Mini Trampoline of Color
Round Spot Markers, Trampolines. Count, Too playful and to
development
Bean Bags, Cones, Hopscotch. - see the Tunnel of Play, Cozy
Scooter Boards Classes of martial arts. truck Little Tikes.
Parachute, Movement Playground play.
Bubble play with a
balloon.
Fundamental Beanbags, Seals, Cones Touch down, Frogs and Balance bike. , Toy snow
Fish, Snow forts. skis, Dive in pool toys.
movement skills
b) This question has been intentionally left blank. Please proceed to

the next question.
c) Emotional/Psychological development - List three (3) decision-making

opportunities in the table below, that you can provide to children to help
support their emotional and psychological development.
c)
Decision-making opportunities
Start at birth by responding favorably to her screams to boost your baby's self-confidence. It
1 helps him to feel comfortable and comfortable. Babies need to be careful, patient, and have a lot
to confront. Help him recognize his feeling in the younger years and label it. Talk to him about
being frustrated and encouraging him to start labeling what he feels when he shows indicators of
a tanter. This will free him to comprehend his own emotions and manage them.
You may start teaching her how to regulate her emotions rather than allow her to rule her. As
2 she learns to categorize her feelings. Children need an example to follow; model how to handle
and healthily treat your emotions (taking a time-out, meditation, prayer, a deep breath, counting
to 10). Be careful also how you deal with other homemade grownups. The constant tension
between her caretakers produces an uneasiness that once she is in school might lead to
behavioral difficulties.
The capacity to manage disagreements properly requires successful relations. Again, you are the
3 most closely followed example by your child. Teach her to appreciate the uniqueness of others,
not to compare her to other children, and above all apologize for your mistake.

d) Foundational Knowledge of Developmental Theory: Language
development - Complete the table below listing three (3) experiences you can
provide to children that will expose them to different forms of language and
literature and two (2) experiences that will give children the opportunity to
express themselves through language.
d)
Experiences that give exposure to a range of language forms
Speak ordinary stuff when you are. Places or items recognizable to you. Describe the stuff you
1 notice and speak about them. Speak clearly. Speak plainly. Pause for the younger kids so they
may emulate you.
Read your child's books, sing, and speak rhymes every day. As your children age, tell them
2 what's going to happen in your narrative. Call it or make a picture. Invite. Speak to "Who,"
"What," "When," "Where" and "Why" in tale or talk.
Go to museums, visit libraries and pursue pastimes that extend the world of your children
3 beyond home and neighborhood.
Expressive language experiences
Be a role model - children learn how to express feelings and how to look at people properly.
1 Show your youngster how you feel and how you react to different situations.
Encourage your youngster with praise – reward your youngster when they speak or express
2 their feelings accordingly.
e) Creative development – Fill out the table below, by indicating at least

one (1) experience you could provide for children to use each of their senses
and to express themselves to support their creative development.
e)
Experience
Art involves children of many various levels because, among other
Visual developments, it improves eye-hand coordination, creativity, and visual
learning. If youngsters paint fingers or molds with age-suitable clay, they
enhance their self-esteem and learn how to find solace in calm hobbies.
Research demonstrates that sensory play creates nerve connections in the
Hearing pathways of the brain, which help the kid to do more complicated learning
activities. Sensory play helps linguistic development, cognitive development,
motor abilities, ability to solve problems, and social connection. Aid to brain
development, fine and large motor capacities, problem-solving capabilities,
cognitive growth. Help for language development.
Taste is an extremely significant sensation since it is vital to help us discern
Taste the flavors. In reality, our taste capacity has traditionally been connected with
human survival, because our sense of taste indicates if a product is safe to eat
or harmful.
In addition to cognitive advantages, skin-to-skin relationships make
Touch youngsters realize that they are safe and safe. Parents may aid improve
social, emotional, and physical development in their youngest years through
continuously nurtured contact.
The smell is a significant meaning, because it may warn of dangers such as a
Smell gas leak, fire, or rotten food, but it's also strongly related to the brain which
transforms emotion and memory. Unangeneous and poor odors give the brain
pain messages to alert us of potential hazards.
The most open form of self-expression is creativity. The ability to be
Self-expression creative, to make something out of own experiences and feelings may reflect
and sustain the emotional health of youngsters. In their initial years of life,
the experiences of youngsters can considerably improve the creativity.

f) Cognitive development - Write at least one (1) problem-solving
experience you can provide to support the cognitive development of
children in each of the following age groups: 0-2 years, 3-5 years, and 6-
12 years.
f)
Experience
Babies know by the end of the first year that even if they're out of sight people
Problem-solving and items still exist. After 18 months, kids aim to use their previous
(0-2Yrs) experiences and gain from them. Two-year-olds are now able to solve issues
by using order and sequence.
In the present instant, threes and fours rely on their thought and issue
Problem-solving resolution on their actions and observations.
(3-5yrs) Fours start seeing things from another's perspective and are more prepared to
cooperate to solve problems.
In addition, fours employ language and material as problem-solving
instruments with their increasing vocabulary. Because they can think
abstractly, children learn to solve problems without doing or manipulating
anything.
Might you grasp other people's points of view: know that other people can
Problem-solving have different thinking. Can concentrate on numerous issues at a time. Can
(6-12Yrs) focus for longer durations on what they do. Improved capacity to resolve
problems, but not yet like an adult. Can talk and write; children aged 10 have
20,000 words in the language and acquire an average of twenty new words a
day; they can also realize that the meanings of a word vary. Can speak,
express yourself, and comprehend things better and longer.

4. Consider a cultural activity that encourages the use of home languages and family
contributions that can be done within the center. Write a paragraph of 5-7 sentences,
discussing the following points:
Ensure you cover the following points for your chosen activity:
 Briefly describe or name your chosen activity.
 How does your activity value and encourage the use and acquisition of
home languages?
 Which age group you have planned the activity for?
 What focus should the introduction and implementation of the activity
have?
 What could you do to involve the children in group discussions?
 What could you do to encourage contribution from the children’s family?
 How does encouraging a family's diverse contribution to learning
activities benefit children?
Tell and sing together stories, They're open to learning and the tales of individuals. There are many
different methods to share stories. All information is true. Along with that throughout the year there
are cultural celebrations. These are opportunities through which culture may communicate and
engage. Encourage families to participate with you authentically in significant cultural festivals or
festivals. Organize inclusive activities in which children share. Connect can mean reassessing
actions taken as a matter of course, sometimes – eyerodontic contact, greetings, arbitrary rules
(mealtimes, how people are dealt with, etc.); language barriers; physical barriers; religious opinions
(not holding events, such as Easter/birthdays, dressing patterns, etc.) and relationship roles to list a
few examples. Young kids always create ideas based on what they hear and see. All these "why?"
issues allow youngsters to develop their understanding of the world. It helps kids to make a sense of
their environment around them when kids hear and witness acceptance and feel able to talk about
differences.

5. Fill out the table below gives the name of a relevant theorist and a summary of the
relevant theory of child development.
Developmental
Theorist Summary of Theory
Theory
Arnold Gesell The development standards assigned to ages have
been drawn out. He determined how the infant
would be able to accomplish certain things
Physical Development normally, such as rollover, sit up, crawl, walk,
babble, talk, etcetera. These age standards still
research the development of children and those
working in the disciplines of medicine,
psychology, and children.
Look for the many phases of child development as
you work with youngsters. In your textbooks, link
this to the standards.
Jean Piaget The cognitive theory deals with the evolution of
the thinking processes of a person. It also
examines the role of these processes in
Cognitive Development understanding and interacting with the world.
Erik Erikson Erikson felt that social interactions and experience

had a decisive role, rather than focusing on sexual
Emotional attraction as a driving factor for growth. Erikson's
/Psychological 8-stage theory of psychosocial development
Development outlines life-long growth and change,
concentrating on social interaction and conflicts
through various stages of development.
Albert Bandura By witnessing the activities of others, parents and

classmates included, youngsters, gain new
abilities and learn new knowledge.
Social Development
Jean Piaget Language development theory argues that

children employ language-learning equipment as
well as accommodation. According to him, infants
Language Development establish mental structures (schemas) initially
within the mind, and linguistic development takes
place from these schemas.

6. In your own words, explain why creativity is important to child development.
Creative play has a crucial role in the development of children. Kids can grow emotionally, socially,
academically, and even physically via creative and imaginative play. Creative activities encourage a
youngster to develop this talent and to convey ideas, feelings, and emotions. It contributes to the
growth of youngsters, exposing them to creative options. It does not have to be stressful or take long
to come up with ways of playing creatively. Over-structuring is the reverse of creative play.
Creative play creates confidence in pre-schools, verbal, physical, and thought capabilities,
imagination, and understanding emotions. Dramatic play helps the world make sense to pre-school
students. Arts and crafts promote self-expression and decision-making.
7. The incorporation of activities that stimulate a child’s creativity is an essential part of

a center's program.
a) Which part of the national standards supports this?
Guidance: Quote the quality area and standard.
b) What learning outcome of the relevant learning frameworks supports this?
Guidance: Quote the framework and learning outcome.
a) Quality Area 1 – Standard 1.2 – In the development and delivery of the program, educators and
coordinators are focused, active and thoughtful.
Quality area 3 - Standard 3.2 - The setting is inclusive, encourages skills, autonomous discovery,
and playful learning.
b) Learning Framework 4: Kids are confident and involved learners. Early years learning
framework.

8. Describe in your own words:
a) What is Bloom's Taxonomy?
b) What are the six cognitive skills revised by Krathwohl in 2000?
a) Bloom's taxonomy is a methodology for classifying the three stages of knowledge, that is,
thought, learning and understanding, and defining them. Bloom's taxonomy is a series of three
hierarchical frameworks that divide education goals into complexity and specificity levels. The
templates arrange learning goals into three fields: cognitive, affective, and sensory/psychomotor. A
system for classifying school objectives generally referred to as the Bloom taxonomy has been
presented in Benjamin Bloom. The taxonomy includes six key categories: knowledge,
understanding, use, analysis, synthesis, and appraisal.
b)The six cognitive skills revised by Krathwohl are in the following ways-
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation

a) Who proposed Multiple Intelligence Theory?
b) How could you include it in learning experiences?
c) What are the nine bits of intelligence?
a)Howard Gardner
b) The many hypotheses of intelligence can retract pupils. Using the many bits of intelligence to
teach a subject, every one of your students has the opportunity to learn successfully. The student
with visual-spatial intelligence strength is good at sketching and puzzles. Linguistic intelligence
students would perform well to report a reading job, whereas interpersonal intelligence students are
good at conversations in the classroom on what was read. With success in learning, pupils
experience less troublemaking. Teaching student strength contributes to the success of learning.

c)
Nine bits of intelligence are-
 Naturalist
 Musical
 Logical-mathematical
 Existential
 Interpersonal
 Bodily-kinesthetic
 Linguistic
 Intra-personal
 Spatial
10. In 4-5 sentences, explain the importance of the early years and early development,
concerning a child’s subsequent educational success.
For a safe emotional attachment and the abilities that help children achieve success in life, the early
years are critical. These basic abilities are critical not just for a smooth school transition, but for
later academic performance and social adjustment. On the way. The basics for lifetime learning,
behavior, and health are early childhood development. The early infancy experience of children
shapes the brain and the ability of the kid to learn, coexist, and adapt to everyday stressors and
obstacles.

11. Fill out the table below concerning aspects of poor early childhood development and
the potential long-term impacts it can have on a child.
Aspects of poor early Long term harmful impacts

childhood development
Food instability impairs brain development in the first few
years of a kid. Children in food impoverished homes would
Poor Diet likely eat inadequately and incoherently and risk cognizance,
obesity, and other long-term dietary habits. Children who eat
poorly tend to acquire various long-term health problems and
consequences, including later-life osteoporosis. Cardiovascular
conditions. Growth in fatty, sugar, and salt meals may raise the
risk of excessive cholesterol, higher blood pressure, and adult
atherosclerosis.
During the first 10 years of life, sustained moderate to severe
play deprivation seems to be connected to early childhood
development, later leading to sadness, difficulties adjusting to
Lack of Play changes, worse self-control, and an increased inclination to
addiction and fragility, and fewer human interactions.
Interesting stimuli can lessen or deprive the young and

developing child of curiosity, attention, focus, and desire for
Limited Stimulation of brain learning. In all domains of cognitive development, linguistic
development stimulation is crucial.
Lack of materials and resources may hinder a child's

development to become motivated. Inconsistent or non-
Lack of Materials and existent emotional support or comfort can lead to
resources the child becoming withdrawn and acting out as the child
would not know how to control their own emotions. Children
born in contexts where (a) lack of individual and family
resources for complete education and social inclusion and (b)
lowered levels of self-efficacy and collective effectiveness
might also impair their ability to achieve their developmental
potential.
Inconsistent or non-existent emotional support or consolation
might lead to the kid's retirement and action, as the youngster
Inconsistent or non-existent cannot regulate their feelings.
emotional support or comfort
Children with complex traumas sometimes find it challenging

to recognize, express, and manage emotions, and have limited
terminology for emotional conditions. They often internalize
Trauma and/or out-pressure responses, resulting in severe melancholy,
anxiety, or fury. Trauma-induced brain alterations can lead to
varying degrees of cognitive impairment and emotional
disorder and can lead to several difficulties including attention
and focus issues, learning difficulties, poor self-esteem, social
impairment, and sleep disruption.

12. The table below indicates two other life experiences, aside from the factors listed in
the above table that may interrupt appropriate childhood activities.
a) List their potential long-term harmful impacts.
Potential Long-term harmful impacts

The likelihood of subsequent issues is increased
by longer and recurrent hospitalizations. During
acceptance, the separation of the kid from
Serious illness or condition/hospitalization familiar individuals may create some emotional
upheaval. Younger children are particularly
susceptible, especially those aged 6 months to 4
years. Children who have been hospitalized for
more than one week developed separation fear
(forms of changes in behavior among family
members, higher weeping, and greater difficulties
being left alone).
The likelihood of numerous adverse effects,
including mental illness, sadness, anxiety,
somatic complaints, post-traumatic stress
Loss of parent/family through symptoms, shorter education, poorer academic
divorce/death or displacement performance, worse self-esteem, and more
compartments with sexual risk, is higher among
children suffering from parental failure.

PART B – SUPPORT PLAY AND LEARNING
1. This question has been intentionally left blank. Please proceed to the
next question.
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9. How would you use reflective practice in 'providing experiences to support children's
play and learning?
Reflective practice helps the continual training and development of professionals by building on the
strengths and abilities of educators and offering more insight into the intricacies of their jobs and
responsibility .
Some practices that can be utilized using reflective practice -
 Feedback on learning for youngsters.
 To develop shares with youngsters, utilize talks.
 Create pleasant relationships and encourage shared understanding.
 Encourage teamwork and why.
 Parents/community participate in learning experiences with significance and collaboration.
 Binding

10. How does the United Nations Convention of the Rights of the Child relate to
'Providing experiences to support children's play and learning?
Right to Play is a global non-profit organization enabling disadvantaged children to play across the
world to overcome the impacts of war, pauvreté, and sickness, that every kid is entitled to
relaxation, to play and to recreation for the kid's age, and to participate freely in cultural and artistic
life.
The governments of those Member States should protect and promote children's right to engage
fully in cultural and artistic activities and support adequate and equitable opportunities for cultural,
artistic, leisure, and recreational activities.
11. Fill out the table below: Identify common organizational standards, policies, and
procedures that are relevant to a childcare center. (List 2 of each)
- National Standard
Standards: - National law and national regulations
- Child protection policy

Policies: - Health hygiene and safe food policy
- Move we and move program.

Procedures: - Get up and grow, consist health or correct diet or physical activities.
next question.

PART C – USE INFORMATION ABOUT CHILDREN
1. Fill out the table below about the United Nations Convention of the Rights of the
Child and Code of Ethics and explain the purpose of each.
Guidance: Access the United Nations Convention Website and the Early
Childhood Australia Code of Ethics website.
Purpose
The UN Convention on the Rights of the Child (UNCRC) is a legally
United Nations Convention enforceable international agreement setting forth, regardless of race,
of the Rights of the Child religion, or ability, the civil, political, economic, social, and cultural
rights of any child.
Democracy, fairness, and inclusiveness foster equity and a strong sense

of ownership. Cherries in child education and care are respectful,
Early Childhood Australia responsive, and reciprocal connections. For children's learning, growth
Code of ethics and well-being, play and leisure are crucial. The ECA Ethics Code
contains a series of assertions on the adequacy and anticipation of
young professionals' behavior. As an aspiring document, it offers a
framework for critical consideration, a guide to professional conduct,
and principles for informing decision-making both individually and
collectively.
2. Which section of the Educators Guide to the EYLF refers to using theories of child
development, to analyze information and plan accordingly? Note the page
numbers of this section.
Page number-14, Linking Beliefs, and Theoretical Perspectives
3. Which section of the Educators Guide to the MTOP refers to using theories of
child development, to analyze information and plan accordingly? Note the page
numbers of this section.

On page number 21 and 22, Linking belief and Theoretical perspectives

4. Describe in your own words how you can use observations on child development
and analyze a child’s information to assist in planning?
Kids are continuously watching for the growth of each kid in a precise and up-to-date way. It should
also be recognized that the recording should also incorporate observations by other team members
and parents/guardians as children have various associations with various individuals. These
viewpoints will provide alternative and individual viewpoints to fully reflect the behavior and
development of the child. The most extensive records are used to acquire observations for every kid
during plays and at meals, in varied circumstances, inside and outside, at the nursery and home,
with other children, and on their own. The observation procedure and all the documents are then put
into a kid's file, which is examined and analyzed throughout time so that significant observations
are made regarding the growth of the kid.
5. In the table below, describe the following observation techniques and outline what
they are best used to observe.
Observation Technique Description Best Use
Anecdotal A narrative about the behavior of This is a great approach for

a youngster is an anecdotal recording events or acts based
observation. It has been said in on the strengths, interests,
the past and like any narrative, performances, growth, and needs
there's a start and an end. On the of the kid. One of the principal
scene and immediately, reasons is that they can be
anecdotal observations can be recorded quickly.
documented.
Learning Stories Learning history is a sort of Stories of learning are crucial
observation, telling tales of what ways for developing the identity
an educator observes, listens, of a kid. When youngsters
learns, and interprets. The child, understand how they learn and
the kid's family, and other know what they do, they can
stakeholders may be involved. acquire a crucial feeling of self-
worth and their interests. This
promotes higher interest in self-
will learning
Developmental Checklist Observation checklists let the Checklists are a logical
observer detect skill gaps and sequential technique to monitor
problems to better enhance the the progress of children from
tactics for teaching, school one point to another. This
environments, and the growth of observing approach provides
student learning. For the insight into the problems or
teachers, classroom, and excellence of a youngster.
observations of students, see
iAuditor's free templates.
Event Sample Event samples are a set of short Event samples are several brief
observations in a given set of a observations on the response of
child's responses. It is used to a youngster in a certain setting.
document the behavior of a kid It is used to document the
which shows the causes behind behavioral pattern of a kid that
certain behavior. indicates the causes for certain
conduct.
Running Record The running record aims to Continuous records enable
collect much, typically teachers to monitor the
qualitative information. The development of students,
observer can then put down his prepare for future education,
conclusion after writing a recordoffer students an opportunity to
and summarise succinctly what comprehend their development,
has happened. Running records and convey progress to parents
enhance activity planning for and the educational community.
individual students.
Time Sample/Sociogram A picture of the day of a Time is commonly utilized when
youngster is shown with a time a component of behavior is
sample. It is used to record a concerned. It includes watching
child's behavior at specific a child for a long time, like an
periods of the day, such as group entire morning/afternoon, or an
time or meals. It is commonly entire day.
employed when a person is
interested in specific behavior
and must know how many times
it happens

6. What report-writing standards and protocols should you follow when writing
observation reports?
- History Details
- Comportements Play
- Language Positive
- Be relevant to the facts
- Be objective Do not be subjective
7. There are certain organizational standards, policies, and procedures that are
relevant to the gathering of information about a child to inform practice.
a) Name the relevant standard, frameworks, convention, and code that
applies. (There are five in total).
a) Area of NQS Quality 5.1 Children's relationships

b) Area of NQS Quality 6-Collaborate family and community partnerships
c) ECA Ethical Code: 10. Preserve the privacy and respect the family's right to privacy. 10.
d) Article 16 (Right to Privacy) of the UN Convention on the Rights of the Child
b) Name the relevant policies.
b)
Each kid develops and maintains respectful and equitable interactions.
Encouraged to discuss the beliefs and expectations that parents have about their children's learning
with the nominated supervisor, educators, and coordinators.
c) Name the relevant procedures.
c)
-Transfer to families
-Children's observations/documents
- Guidance.
- Meetings of the family/educator
PART D – RESPECTFUL AND POSITIVE WITH
CHILDREN
1. There are a range of things you need to take into consideration if you want to
communicate effectively.
Complete the table below listing 2 verbal and 2 non-verbal things you need to take
into consideration when communicating with children and their families.
Verbal communication Non-verbal communication

considerations considerations
To encourage them to speak, use children's Maintain cultural touch with newborns and young
interests. children
Place yourself at its level Get down to the same level as a youngster when
you chat with them.

2. List 5 examples of how you can interact and communicate positively and respectfully
with children throughout their day and provide examples of what those interactions
would be.
Guidance:
 Make sure you identify routine times as well as playtimes in your examples
and include how you would communicate over lunch.
 Include an example of how you would respond to distress in ways to meet the
child’s need.
 Include verbal and non-verbal communication techniques in your answer.
Time of day Example of interaction

Sample answer: Arrival time Smile and greet child and adult, begin
speaking with the child about the day
Every time Provide undivided attention to your newborn or
youngster when you communicate
Meals time Sensitively hearing and answering every sort of thing,

not only happy things or good news but anger, shame,
grief, and fear.
Morning Fostering, healthy food, general talks
Afternoon Speak at the moment to ask questions
Playtime Play with them and try to be more interactive.

3. Describe 3 different ways you can respond in a sensitive, respectful, and collaborative
way when communicating with children about their interests, stories, and ideas.
Guidance: Include verbal and non-verbal methods of communication.
- Make sure in your lunch you establish regular and play periods and how you interact
throughout lunch.
- Include an example of how the child's needs can be addressed in response to distress.
- Include in your response verbal and non-verbal communication approaches
4. Describe 3 different techniques to guide children’s behavior and how you would apply
each in the center.
The stuff
Toys and resources which are well supplied and suited for age and development assist children to
concentrate and participate in constructive learning experiences. With children's groups, it is crucial
to provide duplicates of preferred items, as young children have not yet learned how to share and
have duplicates with minimizing preventable confrontations.
Schedule of Time/Program
Youngsters need schedules, routines, and ample time for changes and transitions, helping children
to build confidence, security, and order. While these might be flexible, carers must teach youngsters
about what is anticipated. Children require a balanced day of activities and relaxation, solo, group,
and play-initiated adult activities
Provide them positive culture or environment to have integrated and enhanced thinking with a
positive attitude.

5. All centers are required to have a policy that outlines strategies that will be used to guide
children’s behavior as stated in the Education and Care Services National Regulations
2011.
a. What organizational policies, procedures, and guidelines would be in place to
assist you in developing limits and consequences for inappropriate behaviors?
b. Which section of the above regulations are you required to follow and what does
it state?
c. How does this meet the requirements of upholding a child’s rights under the
United Nations Convention on the Rights of the Child?
a)
- Every youngster will feel comfortable, reliable, and involved.
- Every kid is supported through collaborative learning chances to collaborate with, learn and help
others.
- Every kid is supported in the management, responds to the conduct of others, and effectively
communicates to settle problems. Each kid is supported.
- Every child's dignity and rights are always preserved.
b) Each youngster can regulate his or her behaviors, respond properly to others' behaviors, and
communicate effectively for conflict resolution.
b) Regulation 168- Education and Care Service shall have (j) policies and procedures for contact
with kids, including the topics provided for by Regulations 155 and 156, in the 2011 National
Regulations. Education and Care Services Regulation 155-Kid interactions involve offering good
direction to every child and encouraging them to conduct themselves appropriately. This criterion
fulfills the policy of the United Nations on the rights of the child to safeguard its dignity and to
guide them to conduct properly.

PART E – SUPPORT BEHAVIOUR
1. Describe at least 5 (5) characteristics of a safe and supportive environment.
- Treat a "third teacher" atmosphere in a classroom. Create a classroom to help kids achieve
their full potential and offer them chances for pupils.
- Teach them how powerful and able they are. We want students to feel empowered, be they
in a small group or one-on-one training.
- Through doing, students learn best. Provide youngsters with an engaged classroom
participant.
- Create employment experiences for students that will be mirrored in actual-world situations.
Emphasize the growth of excellent social and managerial abilities. Help them realize that
errors are development opportunities and are a vital part of learning.
- Specify mobility and exercise options. This contributes to the growth and development of
the brain and the mental wellness of a young child.
2. Fill out the table below:

 Identify one contributing environmental factor that may affect
development and behavior for each of the examples.
 Provide a practice you could use to minimize the factor's effects for each of
the examples.
Environmental Factor Practice

Before or after birth, exposure to An individual should take the
chemicals or chemicals may right and adequate diet and
Children with a physical affect the physical development nutrition while the child is not
disability of a kid. born for better health.
Dyscalculia Discuss a problem or write it out.

Mathematical ideas are only
Children with a learning abstractions and amounts of signs
difficulty on one page for the dyscalculic
pupil.
Just draw the problem. Draw the
problem.
Down to subsets break tasks
Anxiety Provide a happy and motivating
environment with positive
Children with a mental attributes.
health issue

3. List at least four (4) potential impacts on the behavior of each of these above groups,
by not implementing safe, supportive, and equitable practices?
- Reduce mental and social interaction skills.

- Reduce confidence and unable to understand activities.
- Mental health issues
- Unable to overcome obstacles or restrictions associated with them.
4. A child in the group has a new baby at home and must keep quiet and play outside
at home. List three ways in which this could affect the child's behavior at the
center?
- This would enhance responsibility handling capability among children.

- Enable to make friends and be socially interactive.
- Enhance communication skills and confidence.

5. Discuss four (4) impacts the environment and culture have on the behavior of
children.
- The physical environment in which children live includes housing, schooling, health, jobs,
and open leisure areas influences their children, because they spend the bulk of their time
interacting. Children learn from their surroundings through mimicking people's social
conduct around themselves, and their social conduct impacts what they observe in their daily
lives.
- The social environment of a kid is governed mostly by the whereabouts of its parents and the
whereabouts of the kid to start schooling and the social environment primarily defines who
the children have social ties, since many of their relationships form inside the families or
neighborhood.
- The social structure impacts the type and quality of the connections between parents and
children, as the social environment primarily dictates which parents and children connect as
well as how often and under which circumstances. To achieve a decent quality of life and
behavior development it is vital to build and sustain strong social interactions defined by
trust, mutual satisfaction, respect, love, and happiness.
- Persons living in favorable social surroundings are driven more than those who don't enjoy
peer support and are one of the key variables in motivating children to strive for social
objectives, while the support of instructors enhances the motivation of their children in
social and academic activities. Support for parents impacts the amount of interest in
schooling and the pursuit of objectives among children.

a. positive reinforcement
b. Why you would use positive reinforcement
a) improvement is the addition of an enhanced stimulus following behavior in operational

conditioning, which makes the conduct more likely to occur in the future. If following an activity a
beneficial consequence, event or reward happens, this specific reaction or behavior.
b) Positive enhancements in the classroom provide instructors and other staff with the potential to
attract kids. Students need to feel protected, supported, and successful in school

7. Describe three (3) Positive enhancements in the classroom that provide instructors
and other staff with the potential to attract kids. Students need to feel protected,
supported, and successful in school.
Routines
Set defined procedures in your classroom for everything you want pupils to do. Even if it might be
tiresome, it may be explicit. Conduct not presume that kids know your classroom objectives and
demonstrate to them how you want to do things.
Small Signals
Create quiet signals to tell your pupils to be careful and to stay on business. These signals might be
for the entire class or you may set specific signals for a kid who needs further help for conduct.
Silent messages are a successful action because their behavioral expectations are rapidly
strengthened with minimum distress.
Proximity
It is another big silent procedure; you may get closer to a pupil physically without giving spoken
directions. Make it a custom to go around your school as pupils complete chores to concentrate on.
8. Discuss how you would diffuse the following hypothetical situation:

‘Two children are yelling at each other, one of the children is
holding a book about to throw it at the other.’
First I will stop a person who is shouting that would immediately reduce the anger of attacking one
and then try to make them friends and resolve their issue.
9. Describe in your own words how culture and the environment can impact the
behavior of children.

If society encourages a more extroverted kind of personality, social engagement is necessary.
Individualistic cultures also encourage more forceful and open-minded conduct. When the general
public supports this sterilizing behavior, there will be more discussions and a boost in self-esteem.
You may also alter the environment of your house and the interaction with neighbors. You might
have a bad influence on your child's personality if you live in an atmosphere congested or too
laudable. Your youngster may also begin to acquire the will to suppress sounds and talk.

10. What is disruptive behavior?
11. What is meant by ‘behaviors of concern’?
Disruptive kid behavior refers to behavior occurring when it is difficult for a youngster to manage
its behaviors. Examples of disturbing behaviors include loss of temper, interruption, impulsiveness
that takes little consideration of safety or repercussions, aggression, and other socially unacceptable
actions.
12. What are the main differences between disruptive behaviors and ‘behaviors of
concern’?
Disturbance occurs when a youngster is recalcitrant and stops him/her from concentrating on what
he/she is doing. Concerns, formerly known as 'difficult conduct,' occur when a youngster does
things that injure himself and/or others. A behavior of concern refers to any behavior which causes
bodily injury or destruction of property, which might cause injury to the individual or any other
person. Whereas, Disruptive behavior is described as actions that hinder teachers' and students'
capacity to learn. Common instances of disruptive behaviors, however, are class foods. Cellular
ringing. Classroom talks are monopolized.

13. Rewrite the following instructions using positive language, so that they become positive
communication behavior expectations.
a) I’ve told you a million times Sienna, don’t run inside.
Sienna doesn’t run inside, I have told you earlier.
b) Boys are so destructive. Stop throwing the books, Isaac!
Stop throwing the book. It shows that boys are destructive.
c) Don’t snatch the toys, Sam.
Sam, don’t snatch toys.

14. Describe an activity that would allow children to explore each of the following
symbol systems with children in your center:
 Letters
 Numbers
 Time
 Money
 Musical Notation
Activity 1 - Letters:
Everyone has to create a name starting from A to the last letter of all 26 alphabets.
Activity 2 - Numbers:
Everyone will count to 100 according to roll number on daily basis.
Activity 3- Time:
Every student according to roll number will clean the board before the teacher arrives in the
classroom.
Activity 4- Money:
Every student should be given money to buy their stationery item from given or specified money and
no extra money would be given.
Activity 5 – Musical Notation:

Enhance and schedule musical classes once a week to create interest.

CASE STUDY A – HOLISTIC DEVELOPMENT
Download the linked scenario and answer the questions below.
Scenario – Kurt Sampson

Kurt is 6 years old. He has recently enrolled at the School Age Care service where
you work as an assistant educator. Kurt is one of several children his age at the service
and he attends each day both before and after he goes to school. The lead educator you
work with lets you know that Kurt’s parents have recently separated and while there are no
parenting orders in place, his mother did say that things had been ‘messy’ leading up to
the separation. Kurt’s mother is the parent you will have the most contact with as his
father works away.
Kurt presents as a very quiet and withdrawn child – not unusual for a new enrolment.
You and your colleagues ‘buddy’ him up with one of the other children his age and work
hard to help him feel comfortable at the service. You are careful to find out what his likes
and interests are to help him engage with the resources and other children. After one
month, Kurt still has not formed any friendships amongst his peers and generally only
engages with the educators if they speak to him first. His mother says that he is becoming
a little withdrawn at home as well. You begin to suspect that there may be an issue with
Kurt’s current emotional
/ psychological state.
1. Write a paragraph to describe your concerns about Kurt and what steps, as an
assistant educator you would need to take to respond to those concerns.
Guidance: Make sure you include details of how you will record and report your suspicions
and how you would share information with colleagues regarding Kurt’s development and
wellbeing.
Kurt is 6 years old, he has recently registered as an Assistant Educator for the School Age Care
Service. Kurt is one of several children of his age. He attends school every day before and after. The
lead teacher you work with let you know that Kurt's parents had split lately, and his mom said
things are a bit rough until the split is through. The mother is the parent with whom you will have
the greatest interaction when her father is working. Kurt portrays himself for his new enrollment, as
a very calm and distant youngster. You and your colleagues make him feel comfortable serving with
one of his other children and work hard to support him. You are attentive to find out what it enjoys
and to assist it to deal with resources and with other children. Kurt still has no friendship with his
peers after one month and she usually talks with the teachers first. Her mother tells him that she is
also a bit retired. You begin to suspect that Kurt's current/emotional/psychological problem may be
present
Kurt needs more attention and care from family importantly. Along with that she should be pointed
out in a group and should be involved in various activities like games and activities that enhance
social and emotional welfare. Even, Kurt should create friends and try to provide and surround him
with the thinks or atmosphere that comes under the likes of him. As his mental and emotional health
is not correct and should be stabilized with continuous approach and counseling.

As a result of your actions, you and your colleagues work with Kurt’s mother to develop
strategies that will help him express his feelings and to encourage him to socialize with
the other children at the service.
2. List at least 3 strategies that could be used to encourage Kurt to express

his feelings.
- Name the sensation

They may at first get the diverse sensations that kids experience every day, but you may help
them by properly identifying those sensations. For instance, it may be "Mummy has to work,
and you're sorry to say goodbye" or "you're unhappy because the favorite player was
snapped by your buddy." You may also utilize image books or films to point out your child's
various emotions.
- Provide a deep relationship between
While children are being relieved by their parents, children and pre-school children are
required, to control and deal with their emotions, to connect to mother and dad. So the finest
thing you can do to reconnect is to feel your child sad or stressed. You may see things from
the point of view of your youngster. This allows you to understand why they collapse and to
react properly.
- Waver from penalizing
One of the five ways children may identify and voice their emotions is to resist the need to
punish them. Discipline approaches, such as twists and turns, results, and humiliation are
commonly employed to fix misbehavior by children, but they do little to assist them to deal
with their feelings. Using these tactics, children receive the message that they are at fault for
their misconduct for their "bad" feelings.
3. List at least 3 strategies that could be used to support Kurt to socialize with the
other children in the group.
- Track interests
If a youngster does something they're interested, it comes more naturally to enjoy others. It is the
first step towards improving social skills, whether they participate in a preferred sport, are playing
an instrument that they like, or are part of an interesting group.
- Get to know questions
Sometimes when youngsters are scared or discuss lagging, in future social circumstances, they
might become more introverted and ultimately fight. There are various methods in which kids may
begin and have constructive talks with others according to the Center for Development & Learning.
- Exercise Role Play
Pretend play is an excellent approach for children to actively exercise their social skills, both
younger and older youngsters. LD Online offers practical advice for parents to play a meaningful
role. Tell your kid that she is the one with whom she can speak or get along. This gives you an
insight into how this individual is or at least how this specific individual views his child.
4. List the National Quality Standard and elements that link to this practice.

2.1.1The health needs of each kid are encouraged.
QA 5 — Children relations • 5.1 Responsive and fair interactions with each child must be formed
and maintained.
Element 5.2.2 It supports the management of each child's behavior, the responsiveness of others,
and effective communication to resolve conflict. Element 5.2.2.
Each kid is provided with the standard element 5.1.3 to feel safe
5. State the code and the convention that applies in this situation.
States Parties shall respect and ensure the rights of any child within their jurisdiction, regardless of
race, color, gender, language, religion, political or another opinion, national, ethnic or social origin,
property, disability, birth, or other status outlined in this Convention, regardless of discrimination in
any kind, regardless of the parent's or legal guardian's race, color or otherwise.

CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL
RELATIONSHIPS WITH CHILDREN
Scenario One (1) : Collaborating with children
Read the following scenario and answer the questions below.
You are one of the educators working with a group of 24 pre-school-aged children at
Sparkling Stars Childcare Centre. At Sparkling Stars, there is a very strong focus on
collaborating with the children to build their ideas into the program each day.
Each day in the Preschool Room starts with a ‘Morning Conference’ where the
children are invited to share their ideas for what they would like to do for the day.
Question 1.
a) Imagine you are running the Morning Conference. How will you ensure there
is enough time for all the children to express their ideas?
b) Which alternatives can you provide to the children that have difficulty
expressing themselves in front of the whole group?
c) How will you make sure you acknowledge each child’s contributions?
d) How will you encourage children to share their stories and ideas?
a)Every student should be given a set amount of time in which their thoughts and values are
considered. If anybody has any issue with the conference then can meet personally at the end of
school.
b)Students can meet personally or can call me personally from home to me on my number. So the
optimistic approach can be inherited

c) Recognizing the efforts of youngsters, consider: Close to the youngster and confront the body
language. Eye contact - Show that you're engaged and careful, but don't take over. Listen — here
what's being said and think about what answers may be relevant.
d)By giving rewards like chocolates and much more that can enhance them in telling the right
thing happened with them or ensuring them the privacy and importance of their thoughts and
stories.
Question 2.
At this Morning’s Conference, Jackson has an idea to build a rocket which appeals to most
of the children in the group. As you discuss Jackson’s idea, a lot of other
suggestions are added – some of them unsuitable for the care situation.
a) Describe how you will explain to the children that their suggestions are not
suitable.
b)
Write a description of how you will explore alternative options with those
c) children.
Write 2-3 paragraphs to describe how you will assist the children in making their
ideas a reality.
a)I will simply carry the idea of Jackson in front of the class and appreciate him for his innovation.
Then try to extract out the problems and start explaining the suggestions embedded by each of
them and importantly encourage them to put suggestions forward like this.
b)Through the below given steps the new ideas can be expressed and the wrong one can be
extracted-
Encourage your youngster to discuss the issue.
Alternative brainstorm.
Let the child select a solution.
Get an undertaking.
Assess the solution's success and explain the right one to be adapted.

It helps to establish a sense of independence and enables them to make decisions in fullness. It also
encourages them to make their own decisions. However, it is crucial to make your own choices.
Give them several distinct alternatives, all acceptable for you, whatever you select, to help them
make the appropriate selection. You make them feel assured that they can decide well, and then
show attention for their option, that the decision of the child is significant.
One key competency that youngsters, but also adults, often forget is the establishment of objectives.
Being in a position to define and realize SMART objectives is a life skill that brings not only
attention but self-awareness and confidence to adults when being taught at a young age. It may be
an excellent chance for young people to educate them how to practice new sports, or how to play a
musical instrument. This demonstrates the significance of decision-making in planning and
execution and helps students, not only physical but also socially and emotionally, to develop paths
of education.
Question 3.
During the discussions you had with the children, they showed an interest in finding out where
all their friends’ families come from. You decide it is a great opportunity to build multicultural
cooking experiences into the program for all the children. Some of the younger children are a
little hesitant about trying new things.
a) Describe at least 2 strategies you could use to encourage the children to

participate in multicultural cooking experiences.
- Watch shows for cooking

Consider spending some time watching a TV show together, so your children can be
introduced to the wonder of cooking. Many shows with diverse culinary types and culinary
methods are available. When you see a cooking demonstration, kids can provide you a visual
picture of the cooking process and increase your desire to start preparing your food.
- Special menu creation
After a while viewing a culinary demonstration, parents might urge their children to think
about the many kinds of food they have learned. It is a terrific chance to inspire children to
get creative and consider a unique cuisine that they wish to plan and create for their families.
Children who can express their creativity in the kitchen typically try new meals and explore
various culinary methods.

CASE STUDY C – UNDERSTANDING CHILDREN
BEHAVIOUR
Meet Jake. Jake is now 5 years old. He just started going to

Sparkling Stars Childcare Centre and has been assigned to
your care.
You talked with his mother, Emilia, to learn more about
Jake. You found out that Emilia had just separated from her
husband after several years in an abusive relationship. She
had serious concerns for Jake's safety and how it was
impacting him and decided it was best for them to move out.
Now Emilia is taking care of Jake on her own as she works full-time as an admin assistant
for an accounting firm. She often has to work until late and has arranged for the school bus
to send Jake to the childcare center after his school until she can pick him up on her way
home from work.
Scenario 1:
Despite what he has gone through, Jake is a happy and playful kid. He likes being around
other kids and has no problems meeting new people. However, during his first week at the
center, it was observed that Jake has violent tendencies when having disagreements with
the other kids in the center.
He was caught hitting another kid and using bad language while fighting over some Lego
blocks. You have had a talk to Jake about his behavior and how it is not right to use
violence and bad words, however, he started to panic in fear of being punished for his bad
behavior. His heartbeat started to race and he started to breathe heavily and sweat
profusely. He stopped responding to your questions until he calmed down a few minutes
after the incident.
1.1 This behavior raised your concern and made you decide to discuss it with your supervisor.
Simulate a dialogue with your supervisor by creating a video recording of yourself
discussing your concerns about Jake. You may do it as a monologue or you may invite a
friend to play the part of your supervisor. Keep your recording less than 5 minutes long.
Guidance:
To ensure successful completion of the relevant requirements for this task, including the following
information in your discussion:
 Identify areas of concern
 Recognize any possible developmental challenges or mental health issues of Jake that may have
potential impacts on his behavior
 Identify possible contributing environmental factors
 Share your recommendation in determining when to involve other staff for supported intervention

Scenario 2:
After the incident on Jake’s first day in the center, you

decided to conduct further research on Jake's case to be
able to understand and assist him better. For the rest of
the week, you recorded your observations on Jake's
behavior:
On the second day, Jake fought with other kids in the

center twice during the day. Both fights started over a
disagreement while playing games. Jake does not like
losing and often resorts to name-calling and hitting
when
he cannot have his way. When you talked to him about his behavior, he displayed severe
signs of anxiety and frustration and ended up isolating himself for the rest of the day.
On the third day, Jake had a fight with another kid in the center over losing a group race
because one of his teammates did not follow the race instructions correctly. He blamed his
teammate for losing the game and used bad language to express his frustration.
On the fourth day, Jake pushed Lisa, a 5-year-old girl who also goes to the center, after
she refused to share her snacks with him. When Lisa started crying and telling Jake she
would tell her mum what he did, Jake started to panic and started crying himself.
On the fifth day, Jake fought again with some of the kids because they didn't want to
include him in their games. Jake started throwing things at them and when you tried to
calm him down, he started having another severe panic attack.

1.2 Collect and record the data presented in the case study using the questionnaire provided
below:
a. What behavior have you identified as a source of concern? Provide a brief

description.
Answer: Jake’s behaviour like violent attitude, use of bad language while playing with other children.
When encountered for his behaviour he has panic attacks.
b. How frequently do you observe this behavior?
Answer: This behaviour has been observed regularly.
c. How much does this behavior affect the child’s relationships? Describe the
intensity of the behavior.
Answer: Due to this behaviour, other children will not want to play with him. He is very aggressive
and uses strong language to depict his aggression. He ends up being alone for rest of day.
1.3 Behaviours that require support:

a. Based on your observations, identify Jake’s behavior/s that may require additional
support.
Answer: Jake’s behaviour which requires additional support are his extreme anxiety, high level of
frustration and the panic attacks he experiences while being encountered.

b. Research about the behavior identified and provide two possible methods to provide
support to Jake:
1. By telling him about his behaviour and how his behaviour is different from
others.
2. By giving him another opportunity to apologize and recognize his mistake.
1.4 Create a report offering your findings from your observation as additional support to
your supervisor:
Use the template provided below to write your report:

Title: Aggressive Behavior of Jake
Summary:
The report incorporates the behvioral problems of Jake. He has an anxiety disorder, he is
aggressive and experience panic attacks frequently.
He demonstrated the behavior for first day. Then I observed this behavior of his on
second, third, fourth and fifth day. He is not a team player and is violent with different
children regularly.
Due to his this habit, he is usually alone and has nobody to play with.
Introduction: Jake is a 5 years old

Jack's five-year-old aggressive inclinations, harsh language, striking, and shoving, as
well as anxiety and panic behaviours, have been a strain throughout the remainder of the
week. Jack's conduct may need the use of support techniques to safeguard the safety of
other children in the area.
I saw Jack's conduct throughout the remainder of the week; his actions may bring harm
to other youngsters. On following day, Jack got into two fights with other children after
a dispute about a game. He had been using foul language and striking them, and I spoke
with him about his conduct in case it caused them harm. He was clearly anxious and
irritated, and he ended up isolating himself for the remainder of each day, but he
continued with his routine. Mostly on third day, day, he had yet another altercation with
another child about losing a group race, blaming his buddy and using foul words to vent
his dissatisfaction. Jake pushed Lisa, a five-year-old girl, on 4th day when she refused
to disclose her food with him. On the sixth day, Jake had another altercation with several
of the children because they refused to include him in their activities. Jake began
throwing objects at them, and when I attempted to soothe him, he went into another
violent panic episode. As a result, I reviewed his actions with other educators, trying to
interpret why he is acting this way. We agreed that if Jack struck, used foul language, or
pushed, we would restate the rules and distract him.

Body: Making Jack understand of how it feels others of his doing and then giving him another
chance is something that will give Jack a new perspective and a chance to undo his
mistakes.

Conclusion: According to Jack's behaviour, he exhibits aggressive inclinations and uses abusive language
while interacting with other youngsters. He also struggled with anxiety as well as panic attacks.
My technique for coping with Jack's negative behaviour during playtime was to remind him that it
was inappropriate because it may cause harm to the several children, yet he continued his terrible
behaviour.
Recommendations:
Jack should be made understand of his violent behaviour. Since he has anxiety attacks therefore,
she should be handled carefully but should be confronted. He should be given another chance for
undoing his mistakes. Jack should be encouraged for his good behaviors.
Guidance:
Title: Indicate topic/main findings
Summary: 1. The message of your report
2. Outline of your:
o methods,
o findings,
o conclusions,
o implications,
o recommendations.
Introduction: 1. Aim, scope, and limitations
2. Background or context
3. May include an overall answer
4. Outline of report structure
Body: 1. Justifies recommendation(s)
2. Presents methods and findings
3. Is based on evidence
4. Keeps the discussion concise
Conclusion: 1. Restates position/key message
2. Presents and evaluates possible solutions
Recommendations: Suggests appropriate policy/actions

PROJECT – OBSERVING, GATHERING AND ANALYSING
INFORMATION
Assessment Requirements:
To complete this project, you will need access to:
- A Regulated childcare centre
- Three children of varying ages attending the childcare centre
- The children’s families for discussion
- Samples of children’s work
- Important: You are required to complete this project in a childcare setting as an
educator through vocational placement or direct employment.
Project Overview:
This project requires you to observe, document and analyse information regarding three
children of varying age in the centre. This project is divided into four parts:
1. Gathering and recording information
2. Analysing observations of the children’s behaviour
3. Writing reports
4. Contributing to program planning
Part 1: Gathering and recording information
Select three children of varying ages from the childcare centre and follow the steps below:
Step 1: Gather and record their information using the forms provided in the link below:
Childcare Team plates

(http://compliantlearningresources.com.au/network/sparkling-stars/?p=2342)
(Download Childcare Information Sheet)
Guidance: To ensure successful completion of this step, make sure you follow the
instructions below:
- Secure consent to interview from the parents. Download Consent to Interview Form here:
Childcare Templates
- Interview parents of three children attending the childcare centre
- The three children must be of varying age
- One form must be completed for each child
- Submit the completed forms with this workbook

Step 2: Talk and interact with the children and record your observations.
For children 2 years old and above:

- Give the child drawing supplies (ensure drawing supplies are child-friendly)
- Have the child draw a picture.
- Have the child describe and explain the drawing.
- During the entire exercise make sure to jot down your observations regarding the child’s
personality and behaviour
- Scan the child’s work and save it in his records
Use the form provided in the link below to record your observations:
Childcare Templates
(download Child Observation Form A)
For infants to 1 year old:

With the assistance of the parent, interact with the child and record your observations based on:
- Anecdotal information
- Stories/Accounts from the parent
Use the form provided in the link below to record your observations:
Child Observation Form B

(NOTE: Download Child Observation Form B using this link.)
Part 2: Analysing observations of the children’s behavior
Based on your observations, provide an analysis of the children’s behaviour. Use the space
provided below to discuss your analyses:

Child 1
Name of Child: Jack Age: 1 years
Did you identify any behaviour that will require special support for the child?
Yes | X No
If yes, please explain:
Yes, the child requires support as the child shows symptoms of motor skill deficit.
Describe the frequency, intensity and duration of the behaviour of the child that requires
support:
The child id unable to crawl properly and experiences bumps and bruises in hands, legs
and forehead frequently.
Describe an aspect of the child’s development as reflected by your observation:

The child can not balance himself properly. Child is unable to hold pen and pencils.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as reflected by
your own observation:
Child has an ability to try every time. He shows the fighter attitude. He doesnot give up
easily.

Child 2
Name of Child: Sarah Age: 3 years
Yes | X No
Yes, the child is showing symptoms do ADHD or Attention Deficit Hyperactivity Disorder.
support:
The drawing that I gave child to draw. The child was not attentive while drawing at all. She
started excitingly but she lost her interest within 5 minutes. The situation was such that, she
was not able to complete the drawing.

The depicts normal motor skills, she was able to walk properly and hold the things easily.
Child was very active and interactive. She was bubbly and intelligent.

Child 3
Name of Child: Sia Age: 4
Yes | X No
Yes, the child is having the symptom of Fetal Alcohol Spectrum Disorder.
support:
The child shows severe learning and behavioral activity.
The child is 4 years old and she was not able to recognize different colors while drawing. She
tried to make alphabets but was making them wrong. She was an anxious child with
aggressive nature.
Child showed an enhanced skills of dancing, she really enjoyed dancing on songs.

Sample
Name of Child: Benjamin Biggs Age: 5
Yes | No
The violent nature of his drawing is something I find very disturbing and I believe requires
further evaluation from an expert.
support:
Throughout the day within the next 3 days, I asked Benjamin to keep drawing things that interests
him. In all occasions, he drew pictures that showed his interest for violence and killing animals. In
all cases, the pictures he drew are very bloody and gruesome.

Benjamin demonstrated normal cognitive and motor skills throughout the exercise. He was able to
understand the instructions and he was able to perform the tasks without any difficulty.
Benjamin is a smart kid. The way he communicates and explains his ideas is very clear and
elaborate. He likes drawing. When he draws he is completely immersed and focused in the task.

Part 3: Writing Reports
Write a report summarizing your findings for the three children. You may use any format as
long as the following information are included in your report:
- For each of the three children interviewed and observed, you must provide:
o A summary of the interview/observation session conducted with the child
o A summary of your observations
o A summary of your findings
o Your recommendations
Submit a soft copy of your report along with the completed forms from Parts 1 and 2.
Part 4: Contributing to program planning
Based on your findings and recommendations, create a childcare program for each of the
child interviewed and observed.
Your childcare program should provide guidance on how the childcare centre will nurture
the children’s development. It should demonstrate how the centre will offer experiences
that will help the children learn about themselves and the world around them. Your
program should include:
- Planned activities
- Materials, equipment and staff
- Interactions between the children and providers and among other children in the centre
Your curriculum must reflect your observations of each of the child’s needs, strengths and
interests. It should build new experiences and expectations based on the children’s
background. The program should allow educators to be intentional in the methods used to
support the children’s needs.
If available, you may use the template provided by the centre, or you may use the template
provided in the link below:
Childcare Templates
(Download Childcare Program Planning Sheet)

WORKBOOK CHECKLIST
When you have completed this assessment workbook, review the candidate’s assessment
against the checklist below:
The candidate has completed all the assessments in the workbook:
Knowledge Assessment
Part A
Part B
Part C
Part D
Part E
Case Study A
Case Study B
Case Study C
Project
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks to be
awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject, the candidate
must successfully complete all the requirements listed above according to the prescribed
benchmarks.

FEEDBACK
Well done for completing the delivery of this workbook. We hope that your
training and assessment experience using our resources has been a seamless
and fruitful journey. At Compliant Learning Resources, we continually strive
to improve our training and assessment resources and heighten the training
and assessment experience for you. One way we do this is by seeking feedback.
Your experience is important to us and we are very keen to hear any
suggestions or complaints you may have. Click on the button below to let us
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Assessment Workbook 4

CHC30113 Certificate III in

Play and Development

30 April 2013 Version 1 final produced following assessment V1.0

27 May 2014 Amendments made to Part E, Question 3 regarding V1.1

27 October 2014 Amendments made to Part E, Question 3 regarding V1.2

17 November Changes made throughout the document V2.0

9 December 2014 Significant changes made to document following V3.0

18 July 2016 Updated unit mapping and formatting V3.1

23 August 2017 Added URL to hyperlink V3.2

26 February Made changes to Child Observation Form B. V3.3

Assessment Workbook 4 V3.4 Produced 08 July 2020

Assessment Workbook 4 V3.4 Produced 08 July 2020

WHAT IS COMPETENCY-BASED ASSESSMENT

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The principles of assessment

Assessment Workbook 4 V3.4 Produced 08 July 2020

THE DIMENSIONS OF COMPETENCY

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1. the performance criteria

 specifying the required level of performance

2. the evidence guide

 Describing the underpinning knowledge and skills that must be demonstrated to

The assessments in this workbook cover four units of competency below:

CHCECE010 Support the holistic development of children in early childhood

Assessment Workbook 4 V3.4 Produced 08 July 2020

CHCECE013 Use information about children to inform practice

Assessment Workbook 4 V3.4 Produced 08 July 2020

CHCECE006 Support behavior of children and young people

The unit applies to workers in a range of community service contexts.

CHCECE007 Develop positive and respectful relationships with children

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Assessment Workbook 4 V3.4 Produced 08 July 2020

Context of and specific resources for assessment:

Assessment Workbook 4 V3.4 Produced 08 July 2020

Workbook Four will focus on two assessment methods:

1. Written Questions – based on the required knowledge component as described in the

Assessment Workbook 4 V3.4 Produced 08 July 2020

If submitting your assessments please ensure that

1. All assessment tasks within the workbook have been completed

2. You have proof read your assessment

Answering the Questions:

Assessment Workbook 4 V3.4 Produced 08 July 2020

TITLE: Play and Development

FIRST AND SURNAME:

By submitting this work, I declare that:

Name : Signature: Date:

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PART A – HOLISTIC DEVELOPMENT

1. Nutrition is extremely important for a child's brain development.

a) For appropriate brain growth, enough nourishment is important. Nutrition is particularly

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c) Explain in 4-5 sentences, the importance of using routines as opportunities to foster

d) In 4-5 sentences, explain the importance of encouraging children to explore the

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b) This question has been intentionally left blank. Please proceed to

c) Emotional/Psychological development - List three (3) decision-making

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Expressive language experiences

e) Creative development – Fill out the table below, by indicating at least

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