CHCECE036 Knowledge Student V1.4

CHCECE036
Provide experiences to support children’s play and

learning
Knowledge Assessment Task – Student Version
CHCECE036 Provide experiences to support children’s play and learning

Knowledge Student Version 1.4 Page 1 of 36
Introduction
This is an assessment activity linked to an individual unit of competency and contributes to the overall
assessor judgement of competence.

Elements
1. Create environments for play
2. Support children’s agency through play and learning
3. Review and evaluate play opportunities
How students participate in assessment

You are required to read and follow the instructions below. Additional instructions may be provided in
your Student Handbook and supporting documentation.
Assessment conditions
Assessment responses must demonstrate a capable understanding and consistent application of
knowledge.
1. You MUST provide responses to all questions at a Satisfactory level
2. You MUST use the referenced learning materials to guide responses
3. You can complete the assessment in a classroom setting or self-study environment
Authenticity requirements
You must genuinely attempt to answer each question appropriately to demonstrate your acquired
knowledge. Intentionally or unintentionally presenting answers to assessment questions that are
another individuals’ work, or the work of a team as your own is considered plagiarism and may result in
exclusion from the unit. You should refer to the Student Handbook for further information.
Authenticity Declaration
It is important that you sign and date the Authenticity Declaration to confirm that the responses to
questions presented for assessment are your own work.

ATTENTION
You must include your name and SIGNATURE on this page
Your signature is required to verify authenticity of your work.
By making this declaration:
☐ I understand the assessment conditions and how to effectively participate in assessment
☐ I understand my responsibility to provide assessment responses that are my own.
☐ I understand that, at any time, if it is shown that in this assessment task, I have plagiarised or
misrepresented assessment responses, the assessment outcome may be revoked.
Name: Signature: Date:
SUMMARY
RECORD OF ASSESSMENT
Assessor declaration
☐ Assessment tasks are authentic and supported by a student declaration
☐ Assessors satisfy the Standards for RTOs’ requirements for assessors
This assessment activity has been assessed as:
☐ Satisfactory ☐ Not Yet Satisfactory ☐ Incomplete

For work deemed “Not Yet Satisfactory” or “Incomplete”, the student has been provided with written feedback
below. The assessment may be re-submitted for reassessment.
Assessor Name: Signature:
Date Received: Date Marked:
Assessor comment/feedback:
Resubmit instructions: (for Not Yet Satisfactory or Incomplete assessment outcomes only)

Assessment instructions
You are required to read the instructions, the question and the referenced learning materials to
appropriately answer each question.
Attempting assessment tasks
You are required to respond to each question in the space provided. You can answer each question by
typing responses directly into the spaces provided, or by printing and handwriting responses directly
into the spaces provided.
Assessment outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are
competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet
Satisfactory. If you are assessed as ‘Not Yet Satisfactory’ the assessor will provide you with feedback
regarding what needs to be re-attempted, and the resubmission process.
Reasonable adjustment
You may apply for reasonable adjustment to this assessment activity. Refer to the Student Handbook for
further information.
Submitting tasks
Once you have included responses to ALL questions, submit your assessment to the college for marking.
Refer to the Student Handbook for information on how to submit assessment activities.
Accessing, saving and/ or printing required readings
You are required to access learning materials throughout the assessment process. These resources
provide key information to help you provide appropriate responses to each question.
You are directed to these learning materials via the list below and at the start of each question.
You may choose to save these files electronically or print them.
Student appeals
You have the right to appeal an unfavourable decision or finding during assessment. Refer to the
Student Handbook for further information.

Learning materials and required readings
Students will require access to the following textbooks, readings and websites to provide responses to
the questions in this assessment.
Textbook reference
Kearns, K. (2020) Birth to Big School, 5th ed., Cengage Learning Australia, Melbourne.
Chapters 7, 8, 10
Textbook reference
Kearns, K. (2020) The Big Picture, 5th ed., Cengage Learning Australia, Melbourne.
Chapter 3
Readings
Australian Children’s Education and Care Quality Authority (ACECQA). Guide to the National
Quality Framework.
https://www.acecqa.gov.au/sites/default/files/2020-09/Guide-to-the-NQF-September-
2020.pdf
Australian Government Department of Education, Employment and Workplace Relations for

the Council of Australian Governments. (2009). Belonging, Being & Becoming. The Early Years
Learning Framework for Australia.
https://www.acecqa.gov.au/sites/default/files/2020-05/
belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Blue Bay Early Learning Centre. Education Program and Practice.

NSW Government. Education and Care Services National Regulations.
https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/full
Time4Learning. Different Learning Styles.

https://www.time4learning.com/learning-styles/
UNICEF. A simplified version of the United Nations Convention on the Rights of the Child.
https://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf

Play and the NQF
These questions require you to demonstrate your knowledge of the requirements of the following
National Quality Standard and related regulations and laws applicable to this unit.
Question 1
Reading
Guide to the National Quality Framework. Australian Children’s Education and Care Quality
Authority (pp 110,122, 159,196-197,203, and 245)
2020.pdf
[Or visit the ACECQA website acecqa.com.au and enter ‘Guide to the NQF’ into the search tool]
This symbol in the Guide to the NQF indicates things an assessor can observe educators
doing in the service as evidence they are meeting the National Quality Standards.
Match the NQS Element to the Assessors may observe educators in the table below. An example has
been provided to help you complete this question.
NQS element
a. 1.1.2 Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the
foundation of the program
b. 1.2.2 Educators respond to children’s ideas and play and extend children’s learning through open-
ended questions, interactions and feedback
c. 2.1.3 Healthy eating and physical activity are promoted and appropriate for each child
d. 3.2.1 Outdoor and indoor spaces are organised and adapted to support every child's participation
and to engage every child in quality experiences in both built and natural environments
e. 3.2.3 The service cares for the environment and supports children to become environmentally
responsible
f. 5.2.1 Children are supported to collaborate, learn from and help each other.
Assessors may observe educators: Element

modelling mathematical and scientific language and concepts b
demonstrating flexibility in program delivery to incorporate children’s ideas,
culture and interests to ensure that experiences are relevant and engaging
respectfully and thoughtfully engaging in children’s group play and projects
engaging with children in constructing and adapting their own play

settings/environments

Assessors may observe educators: Element
developing environmental awareness and programs as a platform for ongoing
environmental education
using cooking experiences to further children’s understandings of healthy food and

nutrition
Question 2
Reading
Guide to the National Quality Framework. Australian Children’s Education and Care Quality
Authority (pp. 100, 159, 199,232)
2020.pdf
[Or visit the ACECQA website acecqa.com.au and enter ‘Guide to the NQF’ into the search tool]
In the Guide to the National Quality Framework, the underpinning National Law and
Regulations are listed for each element of the National Quality Standard (NQS), as
indicated by this icon.
Match the NQS Element to the relevant underpinning Regulations and Laws in the table below.
Elements
a. Element 1.1.2
b. Element 2.1.3
c. Element 3.2.2
d. Element 5.1.1
Regulations and Law Element

Regulation 105 Furniture, materials and equipment
Section 166 Offence to use inappropriate discipline

Section 51(1)(a) Conditions on service approval (safety, health and wellbeing of
children)
Section 168 Offence relating to required programs
Regulation 78 Food and beverages
Regulation 155 Interactions with children

Question 3
Reading
Education and Care Services National Regulations. NSW Government
https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/full
To answer this question, use the Menu on the left-hand side of the website to navigate to each
Regulation.
Match each Law or Regulation to the description of requirement.

Laws or Regulations
a. Regulation 105 Furniture, materials and equipment
b. Section 166 Offence to use inappropriate discipline
c. Section 51(1)(a) Conditions on service approval (safety, health and wellbeing of children)
d. Section 168 Offence relating to required programs
e. Regulation 78 Food and beverages
f. Regulation 155 Interactions with children
Description Law or
regulation
Conditions on service approval (1) A service approval is granted subject to the
condition that the education and care service is operated in a way that — (a)
ensures the safety, health and wellbeing of the children being educated and cared
for by the service
Offence relating to required programs (1) The approved provider of an education
and care service must ensure that a program is delivered to all children being
educated and cared for by the service that — (c) is based on the developmental
needs, interests and experiences of each child;

Description Law or
regulation
(1) The approved provider of an education and care service must ensure that
children being educated and cared for by the service have access to safe drinking
water at all times; and are offered food and beverages appropriate to the needs of
each child on a regular basis throughout the day.
The approved provider of an education and care service must ensure that each
child being educated and cared for by the education and care service has access to
sufficient furniture, materials and developmentally appropriate equipment suitable
for the education and care of that child.
(1) The approved provider of an education and care service must ensure that no
child being educated and cared for by the service is subjected to — (a) any form of
corporal punishment; or (b) any discipline that is unreasonable in the
circumstances.
An approved provider must take reasonable steps to ensure that the education and
care service provides education and care to children in a way that —
(e) has regard to the family and cultural values, age, and physical and intellectual
development and abilities of each child being educated and cared for by the
service.
Features of play
This question requires you to demonstrate your knowledge of the nature play, including cultural
differences.
Question 4
Textbook reference
Birth to Big School (5th edition) by Karen Kearns
Chapter 7 (pp. 235-239)
Select True or False for each statement below.
Statement True False

Play involves active participation ☐ ☐
The ability to play alone is not a particularly important developmental skill ☐ ☐
It is product oriented and always has an end purpose or goal ☐ ☐
Children use play to learn about themselves ☐ ☐
Before the age of around 6 months babies don’t engage in play

☐ ☐
Play supports all domains of development ☐ ☐
Play is a universal trait ☐ ☐
Universally, all children are able to freely engage in play ☐ ☐
Children explore their culture through play ☐ ☐
Like other areas of development, play moves from simple to complex ☐ ☐
Research has shown that the play of boys and girls reinforces cultural beliefs about
☐ ☐
gender
Play is valued the same way in all cultures ☐ ☐
Play: A historical perspective

This question requires you to demonstrate your knowledge of the history of play and childhood.
Question 5
Textbook reference
Chapter 7 (pp. 239-240)

The UN definition of children and childhood is universally accepted.
☐ ☐
Play was recognised as part of childhood as far back as the time of Plato (360 BCE).
☐ ☐
Archaeological images of children playing have also been found in China, Peru and
☐ ☐
Egypt.
Differences in the concept of childhood means that for children in some cultures
☐ ☐
play is considered to have little or no value.
Froebel (1782–1852) established schools for children with a focus on sensory
☐ ☐
learning through the use of everyday objects and practical life experiences, using
tasks that children were required to complete without adult direction.
In United Kingdom in the mid-nineteenth century, the Factory Act 1833 and the
☐ ☐
Mines Act 1842 limited the age and time for which children could be employed.
Nineteenth-century play theories focused on the content of play and its relationship
☐ ☐
to development and learning.
Maria Montessori (1870–1952) was the first person to establish kindergartens that
☐ ☐
focused on the importance of outdoor play as a means of educating children.
Theories of play and learning

The following questions require you to demonstrate your knowledge of theories of play and learning and
their application to early childhood.
Question 6
Textbook reference
Chapter 7 (pp. 240 -245)

Contemporary theories of child development and learning have confirmed play as ☐ ☐
central to learning
Play is a context for learning that enables children to make connections between ☐ ☐
prior experiences and new learning
Play opportunities for children must be culturally and developmentally appropriate ☐ ☐
Free play doesn’t support the development of academic skills ☐ ☐
Children do not learn in isolation; they learn by observing others, imitating others ☐ ☐
and interacting with others during play
Children learn best when educators direct and control the outcomes of children’s ☐ ☐
play
Once a child acquires a skill though play providing opportunities for practice is of no ☐ ☐
real benefit
Guided play supports the executive function of the brain, which includes skills such ☐ ☐
as staying on task, problem-solving and impulse-control
Free play allows children to make choices, and to plan and direct their own play and ☐ ☐
learning.
All children develop play skills at the same rate ☐ ☐
Play doesn’t support cognitive development, which must be taught using intentional ☐ ☐
teaching
The term developmentally appropriate practice (DAP) describes programs for young ☐ ☐
children that are planned according to sound knowledge of child development and
the role of play as learning
Play is developmental in nature and increases in complexity as the child matures ☐ ☐
Question 7
Textbook reference
Chapter 7 (pp. 245-250)
Match the types of social play with the scenario in the table below.
Types of play
a. Solitary play
b. Parallel play
c. Cooperative play
d. Socio-dramatic play
Scenario Type of play

The dramatic play area has been set up as a shop. The children have assigned
themselves roles as checkout operator, shoppers and shop assistants
Nate (8 months) has been busy scrunching and tearing different types of paper for
around 20 minutes
Eden and William have been working together to build a magic castle
Max and Judd are sitting side-by-side, both are exploring shakers but don’t interact
with each other
Question 8
Textbook reference
Chapter 7 (pp. 250) Figure 7.10
Match the type of play with the examples
a. Creative play
b. Dramatic play
c. Exploratory play
d. Fantasy play
e. Object play
f. Role play
g. Rough and tumble play
h. Symbolic play
Examples Type of play

Play to access factual information consisting of manipulative behaviours such as
handling, throwing, banging or mouthing objects.
Exploring ways of being, although not normally of an intense personal, social,
domestic or interpersonal nature. This could be a child pretending to drive a car,
iron or pilot a plane.
Play that allows a new response, the transformation of information, awareness of
new connections, with an element of surprise.
This play type is one of the most visual, as it allows a child to access loose parts,
arts and craft materials.
Play that allows control, gradual exploration and increased understanding without
the risk of being out of one’s depth – for example, a stick becomes a sword or light
saber, or a flower becomes a wand.
Play that dramatises events in which the child is not a direct participant.
Children may also wish to use make-up and costumes in this type of play.
Play that rearranges the world in the child’s way, which is unlikely to occur in
reality – for example, being a superhero or sitting on a cloud.
Close encounter play, which is less to do with fighting and more to do with
touching, tickling, gauging relative strength. Discovering physical flexibility and the
exhilaration of display. This will not involve any deliberate hurting – children should
be laughing and having fun.
Play that uses infinite and interesting sequences of hand–eye manipulations and
movements, such as examining an item and looking into how and why something
works.
Encouraging and engaging children in play activities

This question requires you to demonstrate your knowledge of how to adapt play for differing interests,
ages and abilities.
Question 9

Textbook reference
Chapter 7 (pp. 251 -254)
Match the role of the educator when supporting play and learning to each play scenario in the table.
Educator role
a. Role model
b. Supporter and encourager
c. Provisioner/facilitator
d. Evaluator
e. Information giver
f. Collaborator
Play scenarios Educator Role

Following the interests of some of the children, educators have set up a small
dinosaur world for play. Educators have also added books about dinosaurs to the
children’s library.
Callie is looking at a display of images of children from diverse cultures. She points
to the images of Asian children and says, ‘Those kids have funny eyes.’ Educator
Ishwar responds, ‘Their eyes are a different shape to your eyes because they are
Asian.’
Educator Fran is working with three children on their football project. They are
researching and comparing each team’s home and away uniforms.
Educator Anna is sitting with a group of children at the play dough table. Dylan is
refusing to share.
Anna: Here you go Archie, I can share my play dough with you.
Educator Saadia is closely observing how children use the climbing equipment so
that she can determine whether there is a need to make the climbing area more
challenging.
Educator Dan sits next to Hua as he struggles to complete a new puzzle.
Dan: Let’s find all of the pieces that have straight edges. Great work! Now let’s see
if we can fit them together.
Question 10
Textbook reference
Chapter 7 (pp. 254-260)


Physical spaces create moods, feelings or ways of behaving ☐ ☐
The Education and Care Services National Regulations include requirements for the ☐ ☐
physical environment
In children’s education and care services the learning environment is regarded as ☐ ☐
the ‘third teacher’ (or educator)
Young children use physical spaces in the same way as adults ☐ ☐
The Guide to the NQS states that the physical environment is critical to contributing ☐ ☐
to children’s wellbeing, creativity and developing independence
Quality outdoor environments focus only on active play ☐ ☐
Young children experience, react to and explore the physical environment through ☐ ☐
their senses
Question 11
Textbook reference
Chapter 7 (pp. 255-257)
The learning environment can act as a ‘third teacher’.

Match each descriptor to the image and scenario it most closely relates to in the table below.
Descriptor
a. Open-ended materials for exploration and discovery
b. Play is messy and sensory
c. Connection to nature and sustainability
d. Emphasis on play to develop executive functioning skills and critical thinking
e. Opportunities for risk-taking
Image and scenario Descriptor
The educators took the children on a walk to a

nearby paddock to provide children with the
opportunity to explore puddles.

Image and scenario Descriptor
Children use their senses to explore clay.
Preschool children are provided with a range of

different materials to explore Australian nature
and animals.
The educator introduces the children to a game

with rules.
Toddlers are provided with gross motor

equipment that offers a degree of challenge and
risk-taking.
Environments and resources

These questions require you to demonstrate your knowledge of:
 environments, resources and materials that suit different types of play
 the interrelationship between play and safety, and measures to minimise risks for children and
others.
Question 12

Textbook reference
Chapter 7 (page 262) Figure 7.20 ‘Features of the play environment’
Match each feature of the play environment to the example in the table below.
Features
a. The environment is inviting, comfortable and safe
b. The environment facilitates positive interactions between children, educators and families
c. The environment allows for ease of access, movement and supervision
d. The environment is clutter free
e. The environment accommodates active play, quiet reflection and relaxation
Example Feature
The room is arranged so that children and adults can easily move safely from one
area to another
Play spaces include areas for active, vigorous movement and quiet spaces for
reflection.
The entrance is welcoming for children and families from diverse backgrounds
The environment has a range of storage options
There are ‘soft’ areas with large cushions and comfortable lounges that offer
places for quiet interactions between children and educators
Question 13
Textbook reference
Chapter 7 (page 262)
The play environment should also reflect the EYLF, encompassing a sense of belonging and inclusion.
Match each concept to the example it reflects.
Concept
a. Belonging
b. Being
c. Becoming
Example Concept
A place where a child is supported to build interpersonal skills, be part of a
community and care for the environment
A place where a child feels welcome and the setting accommodates their
physical, social and emotional needs
A place where a child can build relationships, learn to interact and get along with
others

Question 14
Textbook reference
Chapter 7 (pp. 263-264)
Careful planning is needed to create an early childhood environment and a play space that is functional
and meets the different needs of the educators and children. Match the different functional issues to
the description of considerations in the table below.
Functional issues
a. Ages, abilities and needs of the children.
b. Safety
c. Access
d. Space
e. Activity Level
f. Equipment and resources
g. Outdoor play spaces
Description of considerations Functional

issue
Safety considerations, mobility and a greater need to remain close to educators
mean that play environments for babies and toddlers are quite different from play
spaces for preschool-age children.
What furniture and furnishings are required for various activities? For example,
puzzles work best when children are seated at a table.
How will the play space be accessed by the children, including children with
disabilities?
Are children able to access water? Is there a balance of open spaces and smaller
enclosed spaces?
What play space is required to accommodate different types of play and play
materials?
Is the play likely to be active, noisy or quiet? This in turn will determine where
the play should be located.
What are the risks in relation to particular types of play? For example, when finger
painting, there is a likelihood that some paint may spill onto the floor, which may
create a slip hazard.
Planning Environments for Play

These questions require you to demonstrate your knowledge of the requirements for setting up play safe
environments for a range of purposes.
Question 15
Textbook reference
Chapter 7 (pp. 261-272)
Match the descriptor that best fits the images in the table below.
Descriptor
a. The environment includes open-ended play materials that offer challenge.
b. The environment includes furniture that is purpose-built for young children.
c. The environment is culturally inclusive.
d. The environment allows space for children to play in groups
e. The environment includes large open outdoor spaces
f. The environment includes natural materials.
Image Descriptor Image Descriptor

Question 16
Reading
Different Learning Styles – Time4Learning
https://www.time4learning.com/learning-styles/
Match the different learning styles to the descriptor in the table below.
Learning styles
a. Visual (spatial) Learner
b. Aural (auditory) Learner
c. Verbal (linguistic) Learner
d. Physical (kinesthetic) Learner
e. Logical (mathematical) Learner
f. Social (interpersonal) Learner
g. Solitary (intrapersonal) Learner
Descriptor Learning Style

Children who prefer to learn in groups and work with others.
Whether it’s by using their body or hands, these learners are all about the sense of
touch.
These learners prefer to use self-study and work alone.
These children prefer learning by observing things.
These learners prefer using words, both in speech and writing.

These students function and solve complex problems by employing strategies and
their scientific way of thinking.
Sound and music are a strong suit for these types of learners who typically have a
good sense of rhythm.

Quality play, learning and development: Babies and toddlers
The following questions require you to demonstrate your knowledge of the interrelationship between
play, learning and development and how environments, resources and materials can be used to support
different types of play, including fundamental movement skills.
Question 17
Textbook reference
Chapter 8 (pp. 281- 292)

For babies and toddlers to feel secure and confidently explore their environment
☐ ☐
and interact with play materials, they must first develop a positive and trusting
relationship with their carers
Frequent interactions with responsive primary educators are a priority for positive
☐ ☐
learning and development outcomes
When adults interact positively, babies receive stimulation that supports their
☐ ☐
physical, language, cognitive, emotional and social growth and development
Babies and toddlers should be able to access a range of developmentally
☐ ☐
appropriate natural and made resources that they can explore using their senses
Quality play-based learning is both child-centred and child-directed ☐ ☐
Persistence and perspective-taking, self-regulation, self-esteem, self-confidence and

☐ ☐
concentration are not skills that can be developed through play
Quality play-based learning requires long periods of unhurried, uninterrupted play ☐ ☐
Opportunities for supporting the learning and development of babies and toddlers
☐ ☐
occur spontaneously during daily interactions and play
The most critical aspect of baby play is interactions with caring adults. ☐ ☐
Play doesn’t play a key role in the development of language and communication
☐ ☐
skills.
Play provides opportunities for educators to role model language. ☐ ☐
Word and-action games are not appropriate for babies because they are too young
☐ ☐
to understand their meaning.

Question 18
Textbook reference
Chapter 8 (pp. 293-305)
Match the key learning that is taking place with the photo and description.
An example has been provided to help you with this question.
Key learning
a. Early literacy development
b. Exploring the properties of objects
c. Practicing fundamental movement skills
d. Practicing fine motor skills
e. Developing social skills
Photo Description Key learning
Gina and Sabah are playing together e
The children must use their motor skills to cross

the ladder

Photo Description Key learning
Kira explores the shapes as she puts them into

the bucket
Lucy is trying to put on her socks by pulling the

socks on with her fingers
The toddlers are listening as the educator shares

a picture book
Question 19
Reading
Belonging, Being & Becoming. The Early Years Learning Framework for Australia.
ACECQA.
https://www.acecqa.gov.au/sites/default/files/2020-05/
belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Match the EYLF Learning outcome to the photo and skills and knowledge being demonstrated. An
example has been given to help you answer this question.
EYLF Learning outcomes

a. Outcome 1: Children have a strong sense of identity
b. Outcome 2: Children are connected with and contribute to their world
c. Outcome 3: Children have a strong sense of wellbeing

d. Outcome 4: Children are confident and involved learners
e. Outcome 5: Children are effective communicators
Photo Skills and or knowledge Learning

outcome
Toddler Tom is busy exploring how the seat on
his ride-on car works.
Tom is a self-directed learner. He is curious
about the car seat and concentrates on his
d
exploration for a long period of time.
Toddler Eva is reading a book she has selected

from the library.
Eva is a confident, self-directed learner, she is
able to hold the book and turn pages, point to
and name animals and objects.
Toddler Monique squeals with delight as she

splashes in the puddle.
Monique has a strong sense of wellbeing – she
enthusiastically explores the puddle with her
senses.
William ‘writes’ his suggestion to go in the

suggestion jar. He wants his grandad to come
to the centre and show the children his boat
and fishing rods. William tells the educator that

Photo Skills and or knowledge Learning
outcome
he and grandad are fishermen.
At the request of the educator, toddler Marnie

is helping to pack away the outdoor
equipment.
Marnie has a strong sense of belonging.
She demonstrates her connection and
contribution to her environment by helping to
pack away the equipment.
Levi has been watching the people working on

the road.
Levi tells the educator, ‘I a workman. I got a
hat. I driving the tractor to make a road.’
Question 20
Reflecting on the knowledge you have gained on providing play environments throughout this
assessment, list one open-ended and age-appropriate resource that you could add to each environment
to extend on the children’s creativity, play and learning. An example has been given to help you answer
this question.
Photo Resources to extend play and learning
 A selection of real tools

 Car manuals
 Containers, water, cloths
Toddler Tom is busy exploring how the seat on

his ride-on car works. He has been playing
alone for 10 minutes.

Educator and children are looking at the

vegetable garden.
Toddler Becky is concentrating on holding and

moving the pencil to make marks on the
paper.
Toddler Izzie likes to explore moving in

different ways.

Tod
dler Oliver is exploring how the tools work. He
says ‘drill’ and begins to make a whirling sound
as he pretends to drill. Oliver’s family home is
currently being renovated. His father reports
that he loves watching the trades people as
they work.
Question 21
Textbook reference
Chapter 7
Figure 7.1 ‘Play is fun, self-directed and engaging’ (features of play) (p.235)
Figure 7.4 ‘What do we know about play and learning?’ (p. 241)
Pages 241- 244 – The relationship between play and learning
Pages 245 -249 – Types of play
Look closely at the photos of examples of open-ended play-based learning and, with reference to your
textbook, answer the questions below.
a.
b. We are making a river
Making a place for magic creature.
c. We are building a park d. Box construction

g. We f.
made a see-saw Cutting
a. List two of the features of play that can be seen in these photos.
b. Provide two examples of what children might be learning and/or the skills and knowledge they may
be using/practicing.
c. Provide two examples of the types of play shown in the photos.
d. Explain why the photos provide evidence that open-ended play allows educators to meet the
differing creativity, interests and abilities of children.
Question 22
Look at each photo and apply your knowledge of the relationship between play, learning and
development by adding one dot point to each box to identify a skill or opportunity it would provide for a
child. Think about how it impacts on creativity, competence and confidence. To assist you with this
question an example has been provided.
Photo In this play space I can:

A In this play space I can:
 use my existing skills and knowledge
 explore and experiment at my own pace
 practice my existing skills over and over again until i feel
satisfied
 direct my own play without the need for adult
direction/support
 use my cognitive skills to predict/anticipate
place I can explore and experiment  use my fine motor and hand-eye coordination
 create my own ideas and game
In this play space I can:


A place to have fun, be messy and

use my imagination.
In this play space I learn to:


A place to concentrate, work alone

Photo In this play space I can:
or in pairs
A
In this play space I can:


place to play that reflects the

community around us.
Question 23
Textbook reference
Chapters 7 and 10 (pp. 243, 256, 372)
Reading
Education Program and Practice Policy. Blue Bay Early Learning Centre.
a. According to the Reggio Emilia Approach, what is the role of educators when evaluating play
experiences designed to support children as resourceful and self-directed learners.
b. Read Scenario ‘The Child’s voice – Sharing observations’ on p.372. What has Educator A observed
about the children’s play?
c. How is the children’s use of the materials an example an example of free play?

d. How could the educators work as a team to extend on the children interest? What could they add
to the program?
e. Referring to the Blue Bay Education Program and Practice Policy. Identify one way the educators are
meeting the requirements of this policy by observing and planning to meet the children’s interests.
UN Convention on the Rights of the Child

This question requires you to demonstrate your knowledge of the UN Convention on the Rights of the
Child Article 31
Question 24
Reading
A simplified version of the United Nations Convention on the Rights of the Child,
UNICEF.
https://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf
[Or visit Google and enter ‘Simplified version Rights of the Child’ into the search tool]
Article 31 of the United Nations Convention on the Rights of the Child states: Children have the right to
relax, play and to join in a wide range of leisure activities.
List two ways an educator could demonstrate this Article in their learning environments.

Reflective practice
This question requires you to demonstrate your understanding of reflective practice and how it can be
used by educators in the workplace.
Question 25
Textbook reference
The Big Picture (5th edition) by Karen Kearns
Chapter 3 (pp. 89-93)
a. Reflection is an important daily part of your role as an educator. Read the EYLF definition on page
89 and the Big Picture glossary definition, and in your own words, describe what reflective practice
is.
b. According to the EYLF, what is the intention of reflective practice?
c. In order for reflective practice to be meaningful, educators must take action to improve their
practices or develop their skills. What are two of the questions the EYLF suggests educators should
ask themselves?
d. Read Figure 3.9 ‘Example of a self-reflection – Ella’ on page 92. What did action did Ella take to
improve her practices as an educator?


CHCECE036 Knowledge Student V1.4

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CHCECE036 Knowledge Student V1.4

Uploaded by

Copyright:

Available Formats

CHCECE036

Provide experiences to support children’s play and

Knowledge Assessment Task – Student Version

CHCECE036 Provide experiences to support children’s play and learning

CHCECE036 Provide experiences to support children’s play and learning

How students participate in assessment

CHCECE036 Provide experiences to support children’s play and learning

☐ Satisfactory ☐ Not Yet Satisfactory ☐ Incomplete

Date Received: Date Marked:

CHCECE036 Provide experiences to support children’s play and learning

CHCECE036 Provide experiences to support children’s play and learning

Australian Government Department of Education, Employment and Workplace Relations for

Blue Bay Early Learning Centre. Education Program and Practice.

Time4Learning. Different Learning Styles.

CHCECE036 Provide experiences to support children’s play and learning

Assessors may observe educators: Element

engaging with children in constructing and adapting their own play

CHCECE036 Provide experiences to support children’s play and learning

using cooking experiences to further children’s understandings of healthy food and

Regulations and Law Element

Section 166 Offence to use inappropriate discipline

Regulation 78 Food and beverages

Regulation 155 Interactions with children

CHCECE036 Provide experiences to support children’s play and learning

Match each Law or Regulation to the description of requirement.

CHCECE036 Provide experiences to support children’s play and learning

Select True or False for each statement below.

Statement True False

The ability to play alone is not a particularly important developmental skill ☐ ☐

It is product oriented and always has an end purpose or goal ☐ ☐

Children use play to learn about themselves ☐ ☐

Before the age of around 6 months babies don’t engage in play

Play is a universal trait ☐ ☐

Universally, all children are able to freely engage in play ☐ ☐

Children explore their culture through play ☐ ☐

Like other areas of development, play moves from simple to complex ☐ ☐

Play is valued the same way in all cultures ☐ ☐

Play: A historical perspective

Select True or False for each statement below.

Statement True False

Theories of play and learning

Select True or False for each statement below.

Statement True False

Scenario Type of play

Match the type of play with the examples

Examples Type of play

Encouraging and engaging children in play activities

CHCECE036 Provide experiences to support children’s play and learning

Play scenarios Educator Role

CHCECE036 Provide experiences to support children’s play and learning

Statement True False

The learning environment can act as a ‘third teacher’.

Image and scenario Descriptor

The educators took the children on a walk to a

CHCECE036 Provide experiences to support children’s play and learning

Children use their senses to explore clay.

Preschool children are provided with a range of

The educator introduces the children to a game

Toddlers are provided with gross motor

Environments and resources

CHCECE036 Provide experiences to support children’s play and learning

The environment has a range of storage options

CHCECE036 Provide experiences to support children’s play and learning