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CHCECE017 Foster the holistic development and wellbeing of the child in early childhood To achieve a competent result for this unit you must satisfactorily complete all the assessments requirements listed below. Assessments for this unit are as follows: Assessment Number Type of Assessment Description and location Assessment 1 Short Questions/Multiple Choice Questions/True or False There are short questions found in this booklet. You will be given the opportunity to respond to each question in your own words in a written format. In special cases you may respond verbally. Assessment 2 Case studies/Scenarios There are Case studies/scenarios in this booklet. Read the case studies given and answer the questions that follow. Use your own words in answering these case studies. Assessment 3 Research Activity There are research activities found in this booklet. You are required to research the topic and respond to each question in your own words in a written format. In special cases you may respond verbally. Assessment 4 Personal/Reflective Journal Instructions for the journal are in the supervised work placement booklet Assessment 5 Third Party Observation Will be performed by the workplace supervisor while the student is on Work Placement. Assessment 6 Work Place Observation Your workplace supervisor observes you in the work place setting demonstrating the practical application of the skills and knowledge that you have gained in relation to these units. Your supervisor is required to observe you performing tasks in the workplace using the checklist provided in the third party report. During the observation your assessor will make a judgment as to whether you have met the required skill level for the qualification, or if further practice is required. Instructions and checklist for work placement are in the supervised work placement booklet. When an assessor is unable to visit the workplace they shall liaise with your workplace supervisor to confirm your ability to perform the tasks as part of the training package. Instructions to the Student Please read all the information given to you before you start any assessment task. If you do not understand some or all of the questions, please ask your trainer/assessor for assistance. Attempt to answer ALL questions in your own words on the assessment paper provided. The questions are designed to assess your understanding of the unit as well as your underpinning knowledge. To satisfactorily complete this assessment task you are required to complete the whole assessment. To do this you will need to answer all questions correctly and demonstrate you have achieved the required knowledge to industry standards. This assessment is intended to be fair and flexible. If you feel that we should change any aspect of this assessment to be fair, equitable or flexible, immediately contact your assessor who will attempt to make alternative arrangements. Assessment Tasks Outcome Unit: CHCECE017 Foster the holistic development and wellbeing of the child in early childhood Student ID: Student Name: Assessors Feedback Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Tasks included in submission Assessment Tasks Title Satisfactory/ Not yet satisfactory Assessor Signature Date Re-submission Satisfactory/ Not yet satisfactory Short Questions Assessment 1 Case Study 1-8 Assessment 2 Research Activities 1-4 Assessment 3 SatisfactoryNot Yet Satisfactory Assessor Signed: Assessor Name: Date: Page left intentionally blank Assessment 1 Short Questions 1. In order to support children’s motor skills educators must have a sound understanding of physical development. Define each area of motor development in the following table. Area of Motor Development Definition i. Quantitative physiological change ii. Cephalocaudal development iii. Proximodistal development iv. Gross motor development v. Fine motor development vi. Perceptual motor development vii. Visual perception viii. Auditory perception ix. Perceptual motor learning 2. Match the descriptor to each area of perceptual motor development in the following table. Answer Perceptual Motor Development Descriptor Hand-eye coordination a. The ability to select a reference point to stabilise functions and to organise objects into correct perspective. It involves knowledge of the body and its position, as well as the positions of other people and objects in relation to one’s body in space. It is closely associated with body image. Foot-eye co-ordination b. The ability to maintain balance during locomotion. Laterality c. The skill required to move from one place to another –walking, running, jumping, hopping etc. Directionality d. The co-ordinated use of small muscles resulting from the development of the muscles to the degree that they can perform specific small movements such as cutting, writing and grasping Kinaesthesia e. The ability to successfully integrate visual and motor responses into a physical action. It enables an individual to control movement, and move easily and smoothly from place to place. Static balance f. The co-ordination resulting from the development of the skeletal or large muscles to produce efficient total body movement. Dynamic balance g. The ability of the body to integrate the action of the muscles of the body to accomplish a specific movement or a series of skilled movements in the most efficient manner. Body image h. The ability to use the eye to assist in accurate movement such as writing, drawing, using scissors, grasping and griping objects, throwing and catching, coordinating movements for climbing. Visual-motor control i. The awareness of external space outside of the body and involves knowledge of directions in relation to left and right, in and out, up and down. Co-ordination j. Developing hand/foot dominance and internalising the awareness of the difference between right and left and the ability to control the two sides of the body together or separately. Gross-motor co-ordination k. The function of the senses that sends messages from joints, muscles and ligaments to the brain to provide information about the position and movement of limbs and bodies without conscious thought. Fine-motor co-ordination. l. The ability to maintain balance while remaining stationary. Spatial awareness (spatial orientation) m. The ability to use eyes and feet together to accomplish a task. Locomotion n. The individual’s concept of his or her body and its parts. 3. Match the descriptor to the visual perception skills in the following table. Answer Visual Perception Skill Descriptor Visual discrimination a. The ability to understand how objects spatially relate to one another Figure ground b. The ability to recall visual images and information Spatial relations c. The ability to visualise a whole, when only fragments are visible. Visual memory d. The ability to detect small differences between objects Visual closure e. The ability to screen out irrelevant visual details and focus selectively on chosen detail 4. What are the benefits of physical activity and movement in young children? 5. What are fundamental movement skills? 6. In the table below, define each of the fundamental movement skill categories. Category of Fundamental Movement Skill Definition i. Stability Skills ii. Locomotor Skills iii. Manipulative Skills 7. Think about the ways that fine motor skills can be integrated into everyday experiences within the early childhood environment and curriculum. List 5 areas/experiences/routines where you might see fine motor skills commonly being used. 8. Provide an example of an experience for toddlers (1-2 years) or pre-schoolers (3-6 years) with a focus on fine motor development. Ensure you clearly identify the specific fine motor skills targeted and the goal. Toddlers Goal: Toddlers Fine Motor Skills: Pre Schoolers Goal: Pre Schoolers Fine Motor Skills: 9. a. Define emotional self-regulation. b. List the factors that influence children’s ability to self-regulate their emotions. c. List three impacts a child’s temperament will have on relationships and emotional self-regulation. 10. a. Self-esteem influences life chances and choices. List four examples of skills/traits that are displayed by children who have a healthy self-esteem. b. List the behaviours commonly associated with a low self-esteem. c. List 5 factors which enhance the development of self-esteem and self-identity in children. 11. Read the Learning Outcome and Indicator of the EYLF listed in the table below and suggest one pedagogical practice that will support the achievement of the related group goals. Think about: · the age of the group · educator strategies · routines Toddler Group (18mths-2yrs) Learning Outcome 1: Children have a strong sense of identity Indicator: Children feel safe, secure, and supported Goals Pedagogical practices a. Children will engage in routine self-help tasks b. Children will develop a trusting relationship with staff Preschool Group (3yrs-6yrs) Learning Outcome 1: Children have a strong sense of identity Indicator: Children feel safe, secure, and supported Goals Pedagogical practices a. Children will engage in routine self-help tasks b. Children will develop a trusting relationship with peers Preschool Group (3yrs-6yrs) Learning Outcome 1: Children have a strong sense of identity Indicator: Children feel safe, secure, and supported Goals Pedagogical practices c. Children will engage in routine self-help tasks d. Children will develop a trusting relationship with peers 12. Cognitive development does not occur in isolation but is part of a dynamic interactive process that encompasses all areas of development. Outline the principles of child development. 13. There are a wide range of factors that influence development – these factors must be taken into account when planning to support development. List the key factors that influence cognitive development. 14. What is meant by the term intentional teaching? 15. When planning, performing and evaluating tasks what must you always consider? Assessment 2 Case Study 1 Caitlin (3 ½ years) Caitlin (3 ½ years) enjoys the challenges presented by this structure. She climbs her way in and out to the end and then asks for adult assistance to walk along the structure. i. Identify the motor skills Caitlin is using. ii. What do these photographs indicate about Caitlin’s developing motor skills? Case Study 2 Daniel (15 months) Daniel (15months) heads straight to the bikes on arrival. He is unable to push the bike with his feet but he manages to take the bike where he wants to go! i. Identify the motor skills Daniel is using. ii. What do these photographs indicate about Daniel’s developing motor skills? Case Study 3 The Cubby Preschoolers, Dom, Ahmed, Aleah & Gia had spent the morning making a cubby on the verandah. They asked the educator, Lexie, if they could have their lunch in the cubby. Lexie agreed but on the proviso that the children put away all of the excess materials that they had accumulated whilst building the cubby.