assignment help for early childhood assignment
Unit Information Qualification Code and Title CHC50113 Diploma of Early Child Education and Care Unit Code(s) Unit Title(s) CHCECE023 Analyse information to inform learning Assessment Task Case Study Task Result Satisfactory / Not Satisfactory Submission Method Online - Moodle Submission Requirements Online submission required (via Moodle). Please ensure your file/s will be saved and uploaded in PDF. If signatures are required by the assessment (e.g. supervisor and/or MEGT assessor), students can attach a photo of the original document alternatively students can scan the page/s as supportive evidence. Unit of Competency Application CHCECE023 This unit describes the skills and knowledge required to gather and analyse information about children’s learning, in order to inform practice. Criteria Outline Unit of competency Elements, Performance Evidence & Knowledge Evidence CHCECE023 1.1, 1.2, 1.3, 1.5, 2.1, 2.3, 2.5, 4.1, 4.2, KE 1 -8 Student Instructions You must answer all parts/questions of the assessment. All your answers will need to meet the criteria (please refer to criteria outline onto next page). Your answers must be typed, you can use one of the following fonts: Arial, Verdana, or Times New Roman; font size must be 11 pt and spacing of 1.15. You will be required to electronically tick the student declaration prior to submitting your assessment on Moodle. Submission must be done prior or on the due date given to you by your relevant trainer (unless written permission for an extension has been granted). As part of this assessment you must ensure you utilise the student assessment guide in conjunction with the following documents: •National Quality Framework and Standards for Early Childhood Education and Care •The relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care. •United Nations Convention on the Rights of the Child •Early Childhood Code of Ethics •Organisational standards, policies, and procedures To ensure this you are required to attach a reference list at the end of your assessment following APA referencing system (copy available on Moodle under “Study Skills”). Attempt all aspects of the assessment Task Overview Case Study Part A & B – Observe and Interpret Part C – Summative assessment Part D & E - Questions Case Study You have a focus child named Aisha who is 2 years and 10 months old. Aisha is an only child in her family and lives with both her mother and father. Aisha has been attending an early childhood service since she was six months of age. Ten months ago, Aisha’s parents changed jobs so they needed to move to a new house to be closer to their work. Aisha now attends your toddler program at your centre three days per week from approximately 7.00 am to 6.00 pm. Aisha has just returned from a four-week family holiday at her grandmother’s produce farm, where she played in the gardens and helped her grandmother and family collect produce to sell at the local markets. Aisha only gets to physically visit her grandmother on her farm once each year. Aisha’s family have told you that she speaks weekly to her grandmother on the phone. During this time, they have lengthy conversations about what is currently growing in and changing in grandmother’s garden. Aisha’s grandmother will often mail photographs to Aisha of vegetable, fruits and herbs that are growing on her farm. Part A You will need to watch the video called ‘Mint tea and a chat’ on Aisha and Lauren. Access: ECA Learning Hub https://youtu.be/_Ba3ybKxz_E While watching the video write a running record for 2 minutes focussing on Aisha (who is wearing a hot pink dress with white shapes over it). Use the attached observation template provided. You will need to have access and use the NQS, EYLF, Code of ethics and a centre’s policy and procedure around observations and planning for children. Complete all sections of the observation template: 1. Write a running record 2. Interpret/analyse the running record- including domains of development, skills with the domain and EYLF outcomes 3. Follow up/implications. Based on your interpretation/analysis- what could you plan for Aisha to further support her skills, knowledge, interests, strengths, relationships, or behaviour? 4. Link your planning ideas to the NQS- a Quality area and an element 5. Name a relevant theorist and describe how this observation links to his/her theory. Part B You will be given two other methods of observations on Aisha (anecdotal and socio gram) on the templates provided. Complete all sections of the observation template: 1. Interpret/analyse the anecdotal and socio gram- including the domains of development, skills with the domain and EYLF outcomes for each observation 2. Follow up/implications. Based on your interpretation/analyse- what could you plan for Aisha to further support her skills, knowledge, interests, strengths, relationships, or behaviour? 3. Link your planning ideas to the NQS- a Quality area and an element 4. Name a theorist and describe how this observation links to his/her theory Part C Using your interpretations/analyse of each of the three observations you will then write a summative assessment of Aisha. Use the attached summative assessment template provided. 1. Summarise Aisha’s identity, community, wellbeing, learning, communication skills and domains of development 2. What do you notice are Aisha’s interests, strengths? 3. What could you plan to further support Aisha’s learning and development? 4. Name four other people you could involve in collecting ideas to further support Aisha’s learning and development? 5. What strategies could you use to collect each of their ideas? Ensure you keep a copy of this summative assessment to be used for CHCECE024 Case Study Part D 1. Give five examples of what you need to consider ensuring confidentiality requirements are met when writing/storing/sharing observations on Aisha. 2. Give four examples of how you would work with the Code of ethics: include when writing, interpreting/analysing and planning for Aisha. Part E 1. Research a centres policy and procedure on observing/planning for children. (Provide a copy) Working with that policy and procedure explain what you need to consider when observing and planning for Aisha. 2. Thinking about inclusion principles- explain what other methods of observations you could use to observe Aisha holistically? Part A 1, 2, 3, 4, 5 Running Record Observation Name Date Age in years and months Observer Time Setting/Background Information Time Observation Interpretation- identify domains of development, skills, learning dispositions and EYLF outcomes. Follow ups/Implications Link to NQS Name a theorist and describe how this observation links to his/her theory. Part B 1, 2, 3, 4 Anecdotal Observation Name Date Age in years and months Observer Time Setting/Background Information Aisha working outdoors with another peer and educator in the garden. Observation Interpretation- identify domains of development, skills, , learning dispositions and EYLF outcomes. Aisha held her friend’s hand as she led her over to the line of empty small watering cans beside the vegetable garden. Pointing towards two of the watering cans with her right index finger, she said to her friend ‘One dor you, one dor me’. Aisha bent down and picked up one of the empty watering cans with her Right hand and walked to the tap carrying her watering can, looking back toward her friend, and with her left hand, gestured her friend to follow her. At the tap, Aisha placed her watering can carefully under the tap, and switched the tap on using two hands, grimacing as she did so. As it filled with water, she was saying ‘nearly full’, slowly three times. When it was full, she smiled as she said ‘enough’ and switched the tap off with two hands. After moving her watering can from under the tap, she took her friend’s watering can from her and repeated the process. ‘Come on’ she said to her friend as she picked up and carefully, using two hands, carried her watering can in front of her body, to the small tomato plants in the vegetable garden. She then slowly and carefully, with her tongue out at the right side, tipped the watering can so it watered each tomato plant, stepping sideways to the next one, to continue the watering. After she watered the last one, she smiled and said to her friend who was beside her doing the same thing, ‘These need to be watered so they grow and grow’. Aisha then turned to the educator and said, ‘all watered now’, holding the empty watering can with her right hand, and lifting her left arm up and shrugging her shoulder with a broad smile on her face. Follow ups/Implications Link to NQS Name a theorist and describe how this observation links to his/her theory. Part B 1, 2, 3, 4 Socio gram Name Date Age in years and months Observer Time Setting/Background Information Aisha is in the sand pit outdoor play space. With a group of 3 peers. Aisha and her peers are mixing sand and water together and then sprinkling rose petals over their cooking (sand creations) Socio gram KEY: RESPONDED: NON-VERBAL: INITIATED: Interpretation- identify domains of development, skills, children learning dispositions and EYLF outcomes. Lauren Aisha Sally Follow ups/Implications Link to NQS Name a theorist and describe how this observation links to his/her theory. Part C 1, 2, 3, 4, 5 Summative assessment- Child’s name: Date: Current interests: Outcome 1: Children have a strong sense of identity identify domains of development, skills Outcome 2: Children are connected to their world identify domains of development, skills Outcome 3: children have a strong sense of wellbeing identify domains of development, skills Outcome 4: Children are involved and confident learners identify domains of development, skills Outcome 5: Children are effective communicators identify domains of development, skills and EYLF outcomes Who could I involve in collecting ideas to further support Aisha’s learning and development? What strategies could I use to collect their ideas? Planning to support further learning and development: Strengths Areas to enhance Part D 1, 2 1. Give five examples of what you need to consider ensuring confidentiality requirements are met when writing/storing/sharing observations on Aisha. 2.Give four examples of how you would work with the Code of ethics: include when writing, interpreting/analysing and planning for