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CHCECE010 CHCECE010 Support the holistic development of children in early childhood. Theory Tasks: Trainer Support the holistic development of children in early childhood Theory Assessment Task Unit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the required knowledge and skills to support and recognise the interrelationship between the physical, social, emotional, cognitive and communication development of children from birth to 6 years of age. Elements The following elements define the essential outcomes of this unit: · Element 1 Support physical development · Element 2 Support social development · Element 3 Support emotional development · Element 4 Support cognitive development · Element 5 Support communication development · Element 6 Create an environment for holistic learning and development Assessment Requirements · 001: Introduction to Child Development and Theories · 002: Theories of Development · 003: Physical Development · 004: Communication Development · 005: Cognitive Development · 006: Social and Emotional Development · 007: Supporting Holistic Development Authenticity Requirements Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s exclusion from a unit or the entire course. The following activities will be considered plagiarism: · Presenting any work by another individual as one's own intentionally or unintentionally · Handing in work copied from another student. · Presenting the work of another individual or group as their own work. · Handing in work without the adequate acknowledgement of sources used, including work taken totally or in part from the internet. You must PRINT AND SIGN this document Student Declaration You must sign your completed tasks and acknowledge the authenticity of your work prior to submission. I understand my responsibility to provide assessment responses with my own materials and thoughts, except where specifically acknowledged or taken from other sources. The material contained in these tasks is my own work. I understand that at any time if it is shown, that in an assessment task, a student has significantly misrepresented material, any assessment outcome awarded to that student on the basis of this material may be revoked including any qualification outcomes and/ or statement of attainment Name: Signature: Date: Assessment Instructions Students are required to complete a range of assessment tasks throughout the training period to demonstrate competency in each relevant unit. To facilitate the appropriate learning and practice of developing skills ALL workplace assessment tasks MUST be completed within a regulated children's service. Workplace supervisors must authenticate these tasks have been completed, under supervision and to an acceptable workplace standard for organisation policies and procedures. Attempting assessment tasks Students are required to provide appropriate responses to the indicated questions for each task. 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, Not Yet Satisfactory or Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the trainer/assessor will provide the student with feedback and guidance regarding what needs to be completed for resubmission. Student Appeals Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals must be made in writing using the Appeals Form and specify the particulars of the decision or finding in dispute. Appeals must be lodged within 28 days of the decision or finding. Required Readings In order to complete this unit of competency you are required to access the following key resources. Textbook · Kearns, K. (2017). Birth to Big School: Working in Early Childhood Education and Care Series. (4th ed.). Victoria: Cengage Learning Australia. Core Documents · Belonging, Being and Becoming: The Early Years Learning Framework for Australia. (2009). Australian Government Department of Education, Employment and Workplace Relations. Canberra: DEEWR. Retrieved from: https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf · Code of Ethics. (2016). Early Childhood Australia. Retrieved from: http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2016/07/ECA-COE-Brochure-2016.pdf Additional Readings for this Unit · A simplified version of the United Nations Convention on the Rights of the Child. (2014). Australia: UNICEF. Retrieved from: https://www.unicef.org.au/Discover/What-we-do/Convention-on-the-Rights-of-the-Child/childfriendlycrc.aspx (Accessed April 2017). · Becoming Literate. (2011). EYELFPLP e-Newsletter, No. 18 (pp.1-3) Retrieved from: www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No18.pdf (Accessed April 2017). · Learning to make good decisions and solve problems. (n.d.). Kids Matter. Australian Early Childhood Mental Health Initiative. Retrieved from https://www.kidsmatter.edu.au/sites/default/files/public/03_KM%2011-198%20Learning%20to%20make%20good%20decisions.pdf (Accessed April 2017). · Meaningful Technology Integration in Early Learning Environments. (2008). Beyond the Journal. Young Children on the Web (pp. 1-3) Retrieved from: https://www.naeyc.org/files/yc/file/200809/OnOurMinds.pdf (Accessed April 2017). · Reading with young children. (2004). Community Paediatric Review. Vol. 13, No. 1 May (pp.1-4). The Centre for Community Child Health, Royal Children’s Hospital, Melbourne. Retrieved from: http://www.letsread.com.au/About/Research/Resources/Community-Paediatric-Review-PDF (Accessed April 2017). · Social-Emotional Development in the Early Years: A Common Message Paper. (2014). Region of Halton. Halton Early Years Mental Health Committee. (Infant through to 6 years of age) Retrieved from: http://www.ourkidsnetwork.ca/Public/Page/Files/97_WTG_PolicePractice_Social-Emotional-Dev%2012.05.14.pdf (Accessed April 2017). · Storytelling Tips. (n.d.) Literacy Trust: Retrieved from: http://www.literacytrust.org.uk/assets/0000/0865/Storytelling_tips.pdf (Accessed April 2017). · Supporting Language Development: early childhood educators. (n.d.) Grow and Thrive. Centre for Community Child Care. Retrieved from: http://www.rch.org.au/ccch/growthrive/language_and_literacy/early_childhood_educators/ (Accessed April 2017). · Working Together. (n.d.). Information for families Component 1 – Creating a sense of community. Kids Matter. Australian Early Childhood Mental Health Initiative. Retrieved from: https://www.kidsmatter.edu.au/sites/default/files/public/KMEC20120808-C1RP-Working-together3_1.pdf (Accessed April 2017). · Reading and telling stories (pp.316-320). Kearns, K. (2014). Birth to Big School: Working in Early Childhood Education and Care Series. (3rd ed.). Victoria: Cengage Learning Australia. Recommended Websites · Healthy Kids – Munch and Move Resources: www.healthykids.nsw.gov.au/campaigns-programs/munch-move-resources.aspx · Working Together (Kids Matter) https://www.kidsmatter.edu.au/sites/default/files/public/KMEC20120808-C1RP-Working-together3_1.pdf 001 Introduction to Child Development and Theories CHCECE010 Support the holistic development of children Foundation knowledge of development theory Question 1 To complete this task refer to (p. 11) of your textbook ‘Birth to Big School’. All children have needs that must be met if they are to thrive and develop to their potential. Describe each basic need. Physical needs. To reach their full physical potential, children require safety, food, warmth, health care, rest, activity, and shelter. Psychological needs. Affection, consistency, security, trust, quality interactions, appropriate expectations, acceptance and positive attitudes towards unique characteristics; for example, cultural, ethnic and developmental differences. Opportunities to learn. Play that is developmentally appropriate and promotes growth in all areas. Respect and self-esteem. A supportive environment in which their efforts and achievements are recognised and appreciated. Question 2 To complete this task refer to (pp. 11 – 13) of your textbook ‘Birth to Big School’. Write the definition of the following terms and concepts which relate to child development. Growth. Growth occurs throughout a person’s life and refers to physical changes and size. The rate of growth varies, with infancy and adolescence identified as rapid growth periods. Development. Development is concerned with now organisms change over time. The development of the brain during the early years of life underpins the child’s future mental and physical health, development, learning and behaviour as part of the developmental process. Sequence of development. Sequence of development refers to the predictable series of step or stage through which the majority of children typically progress as part of the developmental process. Developmental milestones. Developmental milestones refer to the significant skills or events in a child’s life. Developmental profile. Developmental profile refers to a group of understandings, skills or behaviours that can normally be expected of children at as particular age or stage. Question 3 To complete this task refer to (pp. 14 – 15) of your textbook ‘Birth to Big School’. As a student of child development it is critical that you have a thorough understanding of the domains of development which are also known as the areas of development. Describe each of the developmental terms. Physical Development. · Gross Motor development: Involving the large muscles in the body, such as those in the legs, arms and chest · Fine motor development – involving the small muscles, such as those in the legs, arms and chest. · Growth in height and weight. Social/Emotional Development. The development of self-concept and self-esteem. The ability to express feelings and form relationships with other people. Language Development. · Speech: the production of sounds (articulation) and voice quality. · Language development: understanding or comprehending (receptive language) and able to communicate using language (expressive language). Cognitive Development. · Thinking processes: concentrating, imagining, problem solving, using logic, organizing information and using symbols; language and cognitive development are closely linked. Question 4 To complete this task refer to (pp. 16 – 17) of your textbook ‘Birth to Big School’. Early brain development has a significant impact on learning and behaviour as well as later physical and mental health. The brain is the only organ in the body that is unfinished at birth. Understanding the architecture of the brain, and how human relationships and the environment impact on brain development is critical for educators. Describe the following terms. Neurons. Babies are born with 100 billion nerve cells called neurons. Every neuron has an axon that sends information out to other neurons. Synapses. Axons’ wires up’ dendrites, trillions of connections called synapses are formed. Critical Periods. Represent a narrow window of time during which a specific part of the body is most vulnerable to the absence of stimulation or to environmental influences. Sensitive Periods. Are the broad windows of opportunity for certain types of learning. Sensitive periods represent a less precise and often longer period when skills, such as acquiring a second language are influenced. But if the opportunity for learning does not arise, these potential new skills are not lost forever. Plasticity. Is the brains’ ability to reorganize and adapt to influences, interactions? and challenges in the environment. While the human brain remains plastic throughout life, plasticity is greatest in the first years of life and decreases with age as the brain becomes more complex. Question 5 To complete this task refer to (pp. 16) of your textbook ‘Birth to Big School’. List the seven key factors researcher of brain development James Fraser Mustard (2007) has found that experiences in Early Childhood can do. 1. Affect gene express, the function of sensing neurons and the development of neural pathways. 2. Shape emotion, regulate temperament and social development. 3. Shape language and literacy capability 4. Shape perceptual and cognitive ability. 5. Shae how we cope with daily experiences. 6. Shape physical and mental health later in life. 7. Shape physical activity and performance