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CHCECE017 Foster the holistic development and wellbeing of the child in early childhood

University: Southern Cross University

  • Unit No: 6
  • Level: Post Graduate/University
  • Pages: 12 / Words 3029
  • Paper Type: Assignment
  • Course Code:
  • Downloads: 24
Brief :

Activity 1A

Activity:

1. Define fine motor movements.

2.Define gross motor movements.

3.List 3 different types of co-ordinating skills and activities.

4.What should you observe in physical development of a child?

Activity 1B

Activity:

1.Create a timetable plan of activities for an age group that you are familiar with.

2.How does this timetable help to ensure all children get the opportunity to practice each physical skill set?

Activity 1C

Activity:

1.What can you do to provide physical experiences which challenge the physical skills of children?

2.What are the benefits of being physically active?

Activity 2A

Activity:

1.Provide a overview of Erick Erikson’s psychosocial stages.

2.one indicator to assess and monitor social skills and development of baby, toddler and young child.

Activity 2B

Activity:

1.Give 4 types of social interaction.

2.Tell a way to promote each type of social interaction.

Activity 2C

Activity:

List 3 ideas for promoting meaningful group discussions and shared-decision making.

Activity 2D

Activity:

1.Give 4 elements of an apology.

2.Give an example of when you have resolved a conflict and promoted cooperation between children.

Activity 2E

Activity:

Explain how to promote a sense of community within the service.

Activity 2F

Activity:

Diagrammatically represent the design of your setting.

How does it boost interactions and suit a child’s need for privacy?

Activity 2G

Activity:

1.Define ethical issues.

2.Give 4 questionnaire to make children think about relevant ethical issues.

3.Explain your setting’s values system.

Activity 1A to 2G Checklist – For Assessor

Learner’s name

Assessor’s name

Unit of Competence

(Code and Title)

CHCECE017 - Foster the holistic development and wellbeing of the child in early childhood

Date(s) of assessment

Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No

(Please circle)

Has sufficient evidence and information been provided by the learner for the activity?

Yes No

(Please circle)

The learner’s performance was:

Not yet satisfactory

satisfactory

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature

Assessor’s signature

Activity 3A

Activity:

1.Define emotional development.

2.Show how you can assess self-concept development by completing the table.

3.What promotes self-esteem and how to assess it?

Activity 3B

Activity:

1.Suggest three things should you do to promote individual strengths.

2.How can you empower all children through their environment?

Activity 3C

Activity:

Provide three examples of children’s current or emerging skills.

Activity 3D

Activity:

1.List 3 methods to supply chances for children to pursue independently with tasks.

2.List 3 methods that babies and toddlers explore their self-identity.

Activity 3E

Activity:

1.Give 4 emotions usually found in young children.

2.List 3 methods that children can liberate emotions with examples.

Activity 4A

Activity:

1.Give 3 factors cognitive development needed to learn.

2.Describe two cognitive theories.

Activity 4B

Activity:

Mention three activities can you provide for children to take part in science, mathematics and technology.

Activity 4C

Activity:

Tell why children needs to experience the results of their choices, actions and ideas. And list 3 ways for the same.

Activity 4D

Activity:

1.Give 3 causes one think when study children exploring, experimenting and taking risks.

2.Give 3 methods can you encourage children to take risks in their learning.

Activity 4E

Activity:

1.Give 3 methods one can build chances for engagement in experiences along with ideas.

2. Give 3 concepts do children need to learn.

3.Justify how can you inspire children to evolve reasoning and hypothesising skills.

Activity 4F

Activity:

1.Define concepts and mention 3 of their purpose.

2.List 5 toys that can assist idea of development.

3.Suggest ways to encourage children to participate.

Activity 4G

1. Make the list of five materials that will be used for creating patterns.

2. Mention any 5 ways that will be used for sort and categorise materials.

3. What are the materials you will use for ordering and comparing?

Activity 3A to 4G- For Administrative Official

This Document should be modified by administrative official to update the information regarding student's skills, education and performance relevant to the activity. Indicate in the table mentioned below if the student is satisfy(S), not satisfy(NS) or if reassessment is required.

Learner’s name

Assessor’s name

Unit of Competence

(Code and Title)

Date(s) of assessment

Has the activity been answered and performed fully, as required to assess the competency of the learner?

Has sufficient evidence and information been provided by the learner for the activity?

The learner’s performance was:

Not satisfactory satisfactory

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature

Assessor’s signature

Activity 5A

1. What are the ways to verbally engage with people?

2. Mention any three signs that will be consider to evaluate the student's language skill and development, for a pre linguistic stage and a stage of your choice.

Activity 5B

1. Suggest any three activities that will help to enhance the language and vocabulary of children's through dramatic play.

2. Explain the components you will consider for developing vocabulary through plan and what you will do to resolve them. (in 100 words)

Activity 5C

1. List out any 3 ways for students to hear and reply to language.

2. As a children's role model mention 5 ways that can help in listening and reacting to the language with the help of spider diagram.

Activity 5D

1. Write down the five opinion that will be used to promote the usage and acquisition of home languages.

Activity 5E

1. How can you assure that students have chance to engage with acquainted and unacquainted culturally constructed text?

2. To create a literacy enriched environment, suggest any five ways.

3. How can you inspire the student to be familiar with images and print?

Activity 5A to 5E Checklist – For Administrative Officials

This Document should be modified by administrative official to update the information regarding student's skills, education and performance relevant to the activity. Indicate in the table mentioned below if the student is satisfy(S), not satisfy(NS) or if reassessment is required.

Learner’s name

Assessor’s name

Unit of Competence

(Code and Title)

CHCECE017 - Foster the holistic development and wellbeing of the child in early childhood

Date(s) of assessment

Has the activity been answered and performed fully, as required to assess the competency of the learner? (yes/no)

Has sufficient evidence and information been provided by the learner for the activity?(yes/no)

The learner’s performance was:

Not yet satisfactory

Satisfactory

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature

Assessor’s signature

Activity 6A

1. List down any 5 ways to support and initiate inquiry processes.

2. Make a list of five resources that will be used in your settings to challenge, intrigue and surprise.

Activity 6B

1. What are the five ways that can encourage the children's sense of belongings and connectedness ?

Activity 6C

1. Define sustained shared conversation and make three questions from them.

2. What are the five techniques that will be used to engage in sustained shared conversations.

Activity 6D

1. Define scaffolding. (50 words)

2. With the help of an example, put scaffolding into practice, you may need to consider the following points: the scenario, the child's need, what each persons said or did.

Activity 6E

1. Make a list of three ways that will be used by childrens to learn from mistakes.

2. Mention any three ways that can help children to self respect.

Activity 6F

1. To make learning community list down three contributor families.

2. Why the parent find it difficult to contribute, mention any 2 reason in support of your answer.

3. What are the three methods used for communicating with families

Activity 6G

1. Write down the three components which are based on good working relationship and how you gain them?

2. What are the three tips you can give for communicating through writing?

Activity 6H

1. Who is Friedrich Froebel ? Explain his theories related to self directing, imaginative play. Who he encouraged or influenced. (in 200 words)

2. What are the three ways used to create learning environments where student can engaged themselves in directed play.

Activity 6I

1. Write the difference between adult led and child led activities?

2. Give an example of when you have recognised a spontaneous teachable moment and have used it to build on a child’s learning. Explain:

  • How to moment occurred
  • What you did to improve the child’s learning
  • What the result was.

Activity 6J

1. What are the five factors that a good learning environment should consider?

2. Mention two ways that can encourage children's to explore and experiment.

3. Mention two ways you can used to encourage toddlers and young children's to experiment and explore.

Activity 6K

1. Make a list of all the colleagues that you may need to work with in the setting and in partnership.

2. Are you using template to collaborate with colleagues? If yes, please attach or describe it below.

Activity 6A to 6K - For Administrative Officials

This Document should be modified by administrative official to update the information regarding student's skills, education and performance relevant to the activity. Indicate in the table mentioned below if the student is satisfy(S), not satisfy(NS) or if reassessment is required.

Learner’s name

Assessor’s name

Unit of Competence

(Code and Title)

CHCECE017 - Foster the holistic development and wellbeing of the child in early childhood

Date(s) of assessment

Has the activity been answered and performed fully, as required to assess the competency of the learner? (yes/no)

Has sufficient evidence and information been provided by the learner for the activity?(yes/no)

The learner’s performance was:

Not yet satisfactory

Satisfactory

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature

Assessor’s signature

3. Summarative Assessments

Section-A Skills activity

Questions:

1.Explain child, family member and colleague with the one of the child’s needs or how to improve their learning environment.

2. Summarise the National Quality Standards in the start of learner guide.

Section B – knowledge Activity (Q&A)

  • Explain national quality framework, national quality standards, relevant approved learning framework.
  • Write down the four ways to enhance the direction of model or standards document.
  • Explain three theories related to children's emotions and psychological development as they applicable to educator's role.
  • Define the atomistic approach and how it is linked between social, physical, psychological and cognitive development.
  • Explain two theories of children’s development. It may be psychosocial, moral or other. (150 words)
  • write down three contextual factors that determine the children’s emotion and psychological development.
  • Mention three contextual factors which encourage the improvement of self-pride and self-identity.
  • Write the principles of child devolution known in the Primeval Age Framework.
  • What are your organisation’s policies on information sharing?

Section C Performance Activity

Questions:

1.Plan and give minimum 3 chances for children of different ages to develop in a range of areas. Support with the help of emotional and psychological development, self-help and independence, planning opportunities to foster children and positive and safe environment to encourage children to express thoughts, feelings and ideas.

2.Perform the activities outlined in the performance criteria in at least one regulated education and care service. Fostering physical, social, emotional, cognitive and communication development.

4. Supplementary Oral Questions

Learner’s name

Assessor’s name

Unit of Competence

(Code and Title)

Date of assessment

Question:

Learner answer:

Assessor judgement:

Satisfactory

Not Satisfactory

Question:

Learner answer:

Assessor judgement:

Satisfactory

Not Satisfactory

Question:

Learner answer:

Assessor judgement:

Satisfactory

Not Satisfactory

Question:

Learner answer:

Assessor judgement:

Satisfactory

Not Satisfactory

Question:

Learner answer:

Assessor judgement:

Satisfactory

Not Satisfactory

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to identify how to create opportunities for children to experience individual strengths and successes during play.

Activity

  1. Rachael is left-handed; she is struggling to use the scissors. Everyone else can use the scissors without problems ‘I can’t do it’ she says, I’m not very good at this’.

Suggest three things should you do to promote her individual strengths and successes.

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