CHCECE038

CHCECE038
Observe children to inform practice

Student Assessment
ASSESSMENT TASK 1 – QUESTIONING

Student Details
Student ID MEL16808 Group 9

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

common command  Outline = provide the main facts about something, more than naming, but not
words used in the a detailed description
Assessment Task  Describe = Provide full details of characteristics and/or features, more
needed than an outline or than a list
 Explain / Discuss = Provide a reasonable argument to discuss cause and
effect and/or make links between things clear in your own words
 Analyse = Identify parts, the relationship between them, and their
relationships with the whole. Draw out and relate implications
 Demonstrate = Present, show or illustrate through example or action
CRICOS Provider Code 02934D

CHCECE038 Observe children to inform practice
Page 8 of 30 RTO Number 121952
CHC30121 Certificate III in Early Childhood Education and Care
Student Assessment - Version 1.1 May 2022
CHCECE038
Student Assessment
Assessment  You will be provided with a briefing on the assessment and the opportunity to
Procedure seek clarification on the conduct of the assessment.
 You may seek clarification at any point in time during the assessment task. If
you feel you need more time to complete the assessment, you must negotiate
the time needed with the assessor prior to the assessment due date.
 Following the assessment, your responses will be assessed and marked as
appropriate. Where responses have been assessed in one (1) or more
questions as unsatisfactory, students will be required to resubmit these
questions. For more information, detailed information can be found in PP77
Assessment Policy and Procedure
Due Date  14 days after the unit completion date as outlined in the PP77 Assessment
Policy and Procedure.
1. Research the relevant requirements of the National Quality Standard, and identify three (3) ways that
you, as an ECEC educator, will incorporate these requirements with each of the topics identified below.
In relation to children, I will:
1. build a harmonious relationship to children

2. respect children's rights
3. create a positive interaction to children
In relation to families, I will:
1. respect parent's views

2. involve them in planning sessions if applicable
3. allow them to participate in different activities

CHCECE038
Student Assessment
In relation to community and society, I will:
1. build relationships and engages with them

2. be respectful to their cultures and traditions
3. give them access and participation in all the activities
In relation to educational program and practice, I will:
1. contribute to curriculum decision-making

2. purposeful and thoughtful in my decision making
3. extend children's learning through open-ended questions, interactions and feedback
In relation to carers and significant adults, I will:
1. communicate to them more often

2. ask them feedback so I can further improve my work
3. respect their ideas

CHCECE038
Student Assessment
In relation to other educators and relevant professionals, I will:
1. respect their cultural background and practices

2. adapt their good practices
3. build a long lasting relationship with them
2. Which National Quality Standard best relates to the assessment and planning cycle?
QA1 Educational program and practice
3. Referring to the NQF Quality Area 1, 5 and 6, outline three (3) services’ standards, policies and
procedures for each of the following:
 Work collaboratively with families, communities and other educators to inform planning.
Engage families through informal discussions and at planned gatherings to understand

their expectations. It is also an opportunity to develop shared goals for children's
learning. Learn about and show respect for the background, cultural identity and
strengths of each family to inform educator practices.
https://www.acecqa.gov.au/sites/default/files/acecqa/files/QualityInformationSheets/Quali
tyArea6/QualityArea6BuildingPartnershipsWithFamilies.pdf

CHCECE038
Student Assessment
 educational program planning, development and practice
1. Educators talking explicitly about phonological concepts, such as rhyme, letters and
sounds when sharing texts with children.
2. Observing, listening and talking with children for sustained periods of time and paying
close attention to what they are saying, thinking and doing.
3. Educators planning and implementing transitions and routines that support individual
children’s preferences and requirements.
https://aussiechildcarenetwork.com.au/articles/childcare-programming/how-to-achieve-qu
ality-area-1
 Relationships with children
1. Children are encouraged to express themselves and their opinions. Meaningful open
interactions are built to support development of life and learning skills.
2. Input from children is genuinely sought, their ideas are respected, and their
suggestions are taken on board.
3. Opportunities are created to allow children to undertake experiences that develop
self-reliance and self-esteem.
https://www.intereach.com.au/wp-content/uploads/2022/11/Procedure_ChildrensServices_
RelationshipswithChildren.pdf
4. Fill in the following table with four (4) examples for each stage/age of the typical norms of development.
Stage/age Typical norms of development
Infant - birth to 18
months
May be afraid of strangers but will show affection to familiar people.
Points to show interest in something. Likes to play by handing things
to people or playing simple pretend. May have some tantrums.
https://www.unicef.org/parenting/child-development/your-toddlers-de
velopmental-milestones-18-months
Toddler - 18 months to
3 years
As a toddler, a child will be developing in these ways: Finds
objects moved out of sight. Engages in make believe play
activities; talking to themselves and copying others. Sorts objects
into categories.
https://www.parentspartner.com/18-months-to-3-years

CHCECE038
Student Assessment
Pre-schooler - 3 years
They will become more independent and begin to focus more on adults and
to 5 years children outside of the family. They will want to explore and ask about the things
around them even more. Their interactions with family and those around them will
help to shape their personality and their own ways of thinking and moving.
https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/preschoolers.ht
ml
School-age - 5 years to
12 years
Middle childhood is a stage where children move into expanding
roles and environments. Children begin to spend more time away
from their family and spend more time in school and other
activities. As they experience more of the world around them,
children begin to develop their own identity.
https://www.gov.mb.ca/healthychild/mcad/middle.html
5. In your own words, outline the stages of the curriculum planning cycle. List at least an important
reflective factor covered at each stage.
The curriculum planning cycle typically involves several stages, each with its own set of activities and considerations. Reflective factors at each stage help educators evaluate and
improve the curriculum. Here's an outline of the stages along with reflective factors:
1. Identification of Needs and Goals:
Identify the learning needs and goals of students and stakeholders.

Reflective Factor: Are the identified needs and goals aligned with educational standards and objectives? Are they relevant to the students' lives and future aspirations?
2. Curriculum Design:
Develop the overall structure, content, and sequence of the curriculum.

Reflective Factor: Does the curriculum design promote inquiry-based learning, critical thinking, and problem-solving skills? Are diverse perspectives and cultural relevance
incorporated into the design?
3. Development of Teaching and Learning Materials:
Create instructional materials, resources, and activities to support the curriculum.

Reflective Factor: Do the teaching materials cater to various learning styles and abilities? Are they accessible and engaging for all students?
4. mplementation:
Put the curriculum into practice in the classroom.

Reflective Factor: How effectively are teachers implementing the curriculum? Are there any challenges or barriers to implementation? Are adjustments needed to better meet the
needs of students?
5. Assessment and Evaluation:
Assess student learning and evaluate the effectiveness of the curriculum.

Reflective Factor: Are the assessment methods aligned with the curriculum goals and objectives? Are students demonstrating desired learning outcomes? How can assessment data
be used to improve teaching and learning?
6. Review and Revision:
Review feedback, data, and outcomes to make revisions and improvements to the curriculum.
Reflective Factor: What insights have been gained from student performance data and feedback from teachers and stakeholders? What changes need to be made to enhance the
curriculum's effectiveness and relevance?
7. Monitoring and Continuous Improvement:
Continuously monitor and evaluate the curriculum to ensure it remains current and effective.
Reflective Factor: How are changes in educational trends, standards, and societal needs influencing the curriculum? What strategies can be implemented to foster ongoing
improvement and innovation?
By incorporating reflective factors at each stage of the curriculum planning cycle, educators can ensure that the curriculum is responsive to the needs of students, promotes
meaningful learning experiences, and supports continuous improvement in teaching and learning.

CHCECE038
Student Assessment
6. At an ECEC service job interview, you have been asked:

How would you be contributing to curriculum planning for children’s learning, development and
wellbeing through observation when working with other educators in the toddler room? Note your
answer in at least 100 words.
In the toddler room, observation is an essential component of curriculum preparation for

the learning, development, and well-being of the children. I would conduct methodical
and concentrated observation of toddlers' behaviors, interactions, and developmental
milestones in my capacity as a collaborative educator. We can determine each person's
unique skills, interests, and areas that require assistance by recording these
observations. As a team, we can adapt learning activities and interventions to the
different needs of toddlers by having conversations and reflecting on observations.
Moreover, observations enable us to monitor development over time, guide curriculum
modifications, and guarantee that activities support holistic development and wellness,
creating a nurturing and stimulating atmosphere for babies' development.
7. Mark is a new member of the team and is working in your room. He has added a story to the planning
for today based on something he noticed during yesterday’s play. Mark has expressed that he is looking
forward to reading the book during group time and he wants to get your feedback on his planning.
Reading the planning process that Mark has outlined for this contribution, it is clear to you that Mark
has not included any specific aspects about being responsive or respectful during implementation.
Make three (3) suggestions you could share with Mark about adding these considerations.
1. Include a Discussion on Individual Needs: When implementing, urge Mark to take into
account the various needs and preferences of the team members. This could entail
talking about preferred communication techniques, various learning styles, and personal
comfort zones.
2. Stress the Importance of Open Communication: Throughout the implementation
phase, emphasize the significance of open communication. Urge Mark to establish a
welcoming atmosphere where team members can freely share their thoughts, worries,
and suggestions.
3. Encourage Flexibility and Adaptability: Tell Mark to continue being adaptive and
flexible as the plan is being implemented. Plans could need to be modified in response to
unanticipated events, team member input, or fresh perspectives obtained along the way.

CHCECE038
Student Assessment
8. Consider the statement from the EYLF p. 30:
It is essential that educators demonstrate positive responses to diversity in their own behaviour and in
conversations with children.
In your own words, write a short answer outlining how negative terms and/or subjective language in
observation may affect others who read it, and how an educator could ensure only positive views are
included while writing an observation or contributing to documentation for children.
Words that are negative or subjective when used in observations might negatively affect
the people who read them, particularly in educational environments where creating a
welcoming and happy atmosphere is essential. When derogatory language is used, it can
exacerbate prejudice or preconceptions and cause feelings of exclusion and low
self-esteem.
When a teacher describes a child as "difficult" or "challenging," for instance, it can give
that child a bad reputation and affect how other people treat them. Similar to this,
subjective language can skew our view of a child's conduct or ability by imposing the
educator's own prejudices or conclusions onto observations.
9. Complete the following observation technique table.

Techniques Description Two (2) examples
Primary sources Anecdotal records are a useful method for recording significant Christopher played with the drama materials for 15 minutes, using the dress-ups and
examining himself in the mirror. He walked over to the home corner table and said to another
events or actions that tells us something about the child's
boy, 'Hey give me that.' He took the spoon from the other student. I spoke to Christopher
development, interests, skills, abilities and needs. and asked him to give the spoon back to the other student. He gave the spoon back and
said, 'I like choc milk and a biscuit too!' I asked the children to pack away. Another adult
A running record tells a story of the child's behaviour by approached Christopher asking him to help pack away. Christopher replied to the adult, 'And
detailing everything a child says during a set period of time. then can we go outside?' The adult replied 'Yes!' Christopher shouted 'Yay' and started
packing away.
They are written in present tense since you are recording as it
happens. Running records provide a more detailed account of a 10:15am to 10:20am - Annette kneels down next to Maya and begins wiping her face with a
child's behaviour in particular situations. They are useful in wet cloth. As Annette starts to wipe Maya’s right hand, Maya grabs the cloth with her left
determining why a child is behaving in a particular way and hand and yanks it away from Annette. Annette asks, “You wanna do it?” Maya starts wiping
her mouth and tongue, clutching the cloth tightly in both hands. Annette smiles, claps her
usually provide in depth information on a range of
hands together and exclaims, “OK! Good job!” Annette reaches out and begins to lift Maya’s
developmental areas. With running records it is often a good bib over her head. Maya transfers the wet cloth to her right hand, then, as the bib is lifted up
ideas to record during a specific time (2 to 5 minutes) or and over her head, grabs it with both hands again. She wipes the cloth across her cheek and
observe during time increments. mouth, then vigorously swipes at her tongue four times.
https://aussiechildcarenetwork.com.au/articles/childcare-programming/different-types-of-obs
https://aussiechildcarenetwork.com.au/articles/childcare-progra ervation-methods
mming/different-types-of-observation-methods
Secondary sources 1. Parent and Caregiver Interviews: Conducting interviews with 1. Child Developmental Milestones Charts: These charts outline typical
parents or primary caregivers provides valuable insights into children's developmental milestones that children reach at different ages, covering
home environments, routines, interests, and developmental
areas such as physical, cognitive, language, and social-emotional
milestones.
2. Child Records and Documentation: Reviewing children's records, development. They serve as reference tools for educators to compare
such as medical histories, developmental assessments, and children's progress against typical benchmarks and identify areas where
educational plans, can provide valuable information about their additional support may be needed.
individual needs, strengths, and areas for growth. 2. Parent Surveys and Questionnaires: Surveys and questionnaires
3. Behavioral Assessments and Reports: Utilizing behavioral administered to parents or caregivers gather information about children's
assessments and reports conducted by psychologists, therapists, or routines, habits, preferences, and developmental milestones from the
other professionals can help educators identify children's behavioral
perspective of those who know them best. These tools can provide
patterns, emotional well-being, and any developmental concerns.
4. Peer and Sibling Interactions: Observing children's interactions with insights into children's home environments, family dynamics, and
their peers and siblings in group settings, such as childcare centers or individual needs, helping educators tailor their approaches to better
playgroups, provides valuable information about their social skills, support each child.
communication styles, and conflict resolution strategies.
https://www.gowriensw.com.au/thought-leadership/observation-in-childc
https://www.gowriensw.com.au/thought-leadership/observation-in-child are
care

CHCECE038
Student Assessment
10. In your own words, discuss why ‘permission to observe’ needs to be signed off by parents or caregivers
of a child before observations of a child can be gathered.
"Permission to observe" is a cornerstone of ethical childcare that guarantees the privacy

and autonomy of the child and family. Before making any observations of a child, get the
parents' or caregivers' signed consent. This recognizes their right to manage access to
personal information and their role as the principal decision-makers in areas pertaining to
their child's welfare.
11. In your own words, outline six (6) questions you could ask yourself before implementing an observation
process to ensure the observation is conducted ethically and appropriately. Take the key
considerations for collecting information into account.
1. Have I gotten consent that is informed?

2. Does the Observation Show Dignity and Respect for Privacy?
3. Am I Speaking in an Objective and Neutral Way?
4. Have I Given Cultural Sensitivity Any Thought?
5. Does the Child Benefit from the Observation?
6. Have I made sure that my data is secure and confidential?
12. Provide a response to the following.

a. List at least six (6) types of observation techniques educators will use in early childhood.
1. Anectodal records
This observation is usually recorded after the event has occurred and written in past tense. It should focus on what is significant and recorded in sequential order to focus on important details. It may focus on a single area of
development or cover a number of developmental areas at once. When observing using an anecdotal method, record what the child had said and done, body language, direct quotes, body language, facial expressions and
tone of voice.
2. Running records
A running record tells a story of the child's behaviour by detailing everything a child says during a set period of time. They are written in present tense since you are recording as it happens. Running records provide a more
detailed account of a child's behaviour in particular situations. They are useful in determining why a child is behaving in a particular way and usually provide in depth information on a range of developmental areas. With
running records it is often a good ideas to record during a specific time (2 to 5 minutes) or observe during time increments.
3. Learning stories
A Learning Story is just that, a story that tells a tale to those who are reading it. It should focus on a child or a group of children, about the decisions they make and the consequences that follow. With detail descriptions like in
a narrative, a Learning Story provides an informative approach of the experience and the events that occurred.
4. Jottings
A jotting is usually short details of significant events, behaviours or conversations. It can be a couple of sentences to no longer than a paragraph at most. Jottings are a quick and easy way to record significant events and
behaviours.
5. Sociograms
A sociogram is map or diagram of a child's friendships and interactions within a group of children. It can be used across a range of age groups and can reflect patterns of social interactions for the child. It’s used to provide a
clear identification of whom the child’s prefers to play with or if the child needs assistance in their social skills. Sociograms will indicate the children who interact most regularly and with whom they are most likely to interact.
6. Event Samples
Event samples are a series of short observations of a child's response during a particular situation. It is used to record a child's behaviour pattern, which gives an indication of the reasons why a specific behaviour is
occurring. The information gathered will help you to assess what sparks a certain reaction in the child and identify the possible causes or consequences of concerning behaviour and find strategies to manage the behaviour
effectively.
https://aussiechildcarenetwork.com.au/articles/childcare-programming/different-types-of-observation-methods

CHCECE038
Student Assessment
b. Choose two (2) observation techniques you identified above and describe when the observation
techniques could be used, who should be involved in the process and what tense they normally use in
the writing of observations.
1. Anecdotal Record
Anecdotal records are written documentation of what a teacher sees and hears children
do while alone, with other children, or with a teacher or other adult. A record includes the
who, what, where, when, and how of what occurred. Anecdotal records are usually
performed after an event and are written in the past tense. They are sometimes
described as diary records and focus on what is important, recorded in chronological
order, with a beginning and an end.
2. Running records
A running record is a type of childhood observation method used to capture detailed
documentation of a child's activity or behavior while it is happening. These are typically
written in the present tense and only contain objective information, not influenced by
personal feelings or opinions.The teacher writes down everything possible that the child
says and does during a specified length of time or during a designated activity. Record all
observed behavior, in great detail: actions, body and verbal language, facial expressions,
etc. Remember, this is only what is directly observed!
https://mybrightwheel.com/blog/anecdotal-record
https://mybrightwheel.com/blog/running-record-observation

CHCECE038
Student Assessment
13. List a minimum of two (2) methods of observation you are going to use to assess a child’s social
development, and briefly explain why you use those methods and what information is collected by
those methods.
1. Peer Interaction Observation: This method involves observing the child's interactions with
peers in various social situations, such as during free play, group activities, or meal times. By
observing how the child interacts with others, including sharing, taking turns, cooperating, and
resolving conflicts, educators can gain insights into the child's social skills, communication
abilities, and ability to form positive relationships.
2. Social Skills Checklist: A social skills checklist is a tool used to systematically assess specific
social skills and behaviors exhibited by the child over time. The checklist typically includes a
range of social skills, such as sharing, taking turns, listening, following directions, and showing
empathy. Educators can observe the child's behavior in different social situations and use the
checklist to track their progress and development in each area.
https://aussiechildcarenetwork.com.au/articles/childcare-programming/different-types-of-observ
ation-methods#google_vignette
14. List at least eight (8) methods of collecting information about the interests, needs and cultural practices
of children that educators in an early childhood care service would use.
1. Parent and Caregiver Surveys: Surveys distributed to parents and caregivers can gather information about children's interests,
preferences, and developmental needs. These surveys may inquire about children's favorite activities, hobbies, dietary preferences,
cultural practices, and any specific needs or concerns.
2. Parent-Teacher Conferences: Scheduled meetings between educators and parents provide opportunities for open communication
and information sharing about children's interests, strengths, challenges, and cultural backgrounds. These conversations allow
educators to gain insights from parents and caregivers and collaborate on strategies to support children's development.
3. Child Portfolios: Creating individual portfolios for each child allows educators to document and track their interests, achievements,
and progress over time. Portfolios may include samples of children's artwork, photographs of their activities, anecdotal notes, and
reflections on their learning experiences.
4. Observations and Documentation: Observing children during play and daily routines provides valuable insights into their interests,
interactions, and developmental needs. Educators can document observations through written notes, photographs, or videos to
capture children's preferences, strengths, and emerging skills.
5. Cultural Celebrations and Events: Organizing cultural celebrations and events within the childcare setting provides opportunities for
children to share and celebrate their cultural heritage and traditions. Educators can observe children's participation and engagement in
these activities to gain insights into their cultural practices and values.
6. Community Resources and Partnerships: Collaborating with community resources, such as local libraries, cultural centers, or
community organizations, allows educators to access resources and information about children's cultural backgrounds, interests, and
needs. These partnerships can provide opportunities for cultural enrichment and learning experiences.
7. Child and Family Interviews: Conducting interviews with children and their families in an informal setting allows educators to build
rapport and gain insights into their interests, preferences, and cultural practices. These conversations provide opportunities for
children and families to share their experiences, traditions, and values with educators.
8. Learning Environment Design: Designing the learning environment to reflect children's interests, cultural diversity, and
developmental needs provides visual cues and opportunities for exploration and learning. Educators can incorporate culturally diverse
materials, books, and resources into the environment to celebrate children's backgrounds and promote inclusivity.
https://aussiechildcarenetwork.com.au/articles/childcare-programming/different-types-of-observation-methods

CHCECE038
Student Assessment
15. Provide a response to the following.

a. What is reflective practice? What attributes are required for reflective practice to be effective?
Reflective practice is purposeful reflection at the heart of a structured cycle of self-observation and
self-evaluation for continuous learning. It's central to effective continuing professional development (CPD)
and becoming a more highly skilled teacher.
Effective reflective practice requires several key attributes:
1. Self-awareness: Reflective practitioners possess a deep understanding of their own thoughts, feelings,
biases, and motivations. They are able to recognize their strengths, weaknesses, and areas for growth,
which enables them to approach reflection with honesty and openness.
2. Critical Thinking: Effective reflective practice involves critical analysis of one's experiences, actions, and
assumptions. Reflective practitioners ask probing questions, challenge their own beliefs and assumptions,
and consider multiple perspectives to gain deeper insights into their practice.
3. Open-mindedness: Reflective practitioners approach reflection with an open mind, willingness to consider
alternative viewpoints, and receptivity to feedback from others. They value diverse perspectives and are
open to learning from their experiences and the experiences of others.
https://blog.irisconnect.com/uk/blog/5-benefits-of-encouraging-teacher-self-reflection
b. Briefly explain why educators should discuss reflection on observational records with
colleagues.
Being honest about the context of the observation with your colleague will support them
to understand the background to the lesson, any hesitations you might have and how
they might best provide you with their reflections and feedback. The pre observation
conversation is an opportunity to develop trust.
https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/practice
/Peer_observation_feedback_and_reflection_practical_guide_for_teachers.pdf


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Observe children to inform practice

ASSESSMENT TASK 1 – QUESTIONING

Student ID MEL16808 Group 9

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

CRICOS Provider Code 02934D

1. build a harmonious relationship to children

In relation to families, I will:

1. respect parent's views

CRICOS Provider Code 02934D

In relation to community and society, I will:

1. build relationships and engages with them

In relation to educational program and practice, I will:

1. contribute to curriculum decision-making

In relation to carers and significant adults, I will:

1. communicate to them more often

CRICOS Provider Code 02934D

In relation to other educators and relevant professionals, I will:

1. respect their cultural background and practices

QA1 Educational program and practice

Engage families through informal discussions and at planned gatherings to understand

CRICOS Provider Code 02934D

 educational program planning, development and practice

 Relationships with children

CRICOS Provider Code 02934D

1. Identification of Needs and Goals:

Identify the learning needs and goals of students and stakeholders.

Develop the overall structure, content, and sequence of the curriculum.

3. Development of Teaching and Learning Materials:

Create instructional materials, resources, and activities to support the curriculum.

Put the curriculum into practice in the classroom.

5. Assessment and Evaluation:

Assess student learning and evaluate the effectiveness of the curriculum.

6. Review and Revision:

7. Monitoring and Continuous Improvement:

CRICOS Provider Code 02934D

6. At an ECEC service job interview, you have been asked:

In the toddler room, observation is an essential component of curriculum preparation for

CRICOS Provider Code 02934D

8. Consider the statement from the EYLF p. 30:

9. Complete the following observation technique table.

CRICOS Provider Code 02934D

"Permission to observe" is a cornerstone of ethical childcare that guarantees the privacy

1. Have I gotten consent that is informed?

12. Provide a response to the following.

CRICOS Provider Code 02934D

CRICOS Provider Code 02934D

CRICOS Provider Code 02934D

15. Provide a response to the following.

Effective reflective practice requires several key attributes:

CRICOS Provider Code 02934D

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