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( Assessment Workbook 4 ) CHC50113 Diploma of Early Childhood Education and Care Play and Development V3.2 Produced 24 August 2017 Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources Date Summary of modifications made Version 30 April 2013 Version 1 final produced following assessment validation. V1.0 27 May 2014 Amendments made to Part E, Question 3 regarding the wording V1.1 27 October 2014 Amendments made to Part E, Question 3 regarding the wording V1.2 17 November 2014 Changes made throughout document V2.0 9 December 2014 Significant Changes made to document following validation V3.0 18 July 2016 Updated unit mapping and formatting V3.1 24 August 2017 Added url to hyperlink V3.2 Table of Contents This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work. Instructions4 What is competency based assessment4 The basic principles of assessing nationally recognised training5 The dimensions of competency6 The unit of competency7 Assessment Requirements12 Reasonable Adjustment12 Assessment Methods13 Presentation13 Assessment Workbook Coversheet15 Knowledge Assessment16 Part A – Holistic Development16 Part B – Support Play and Learning28 Part C – Use Information about CHildren30 Part D – Respectful and Positive with children33 Part E – Support Behaviour37 Case Study A – Holistic Development44 Case Study B - Develop positive and respectful relationships with children46 Case Study C – Understanding Children Behaviour49 Project – Observing, Gathering and Analysing Information54 Workbook Checklist61 Feedback62 Instructions Some questions cover underpinning knowledge content and concepts. These questions are all in a short answer format. The longer questions requiring the application of concepts are covered in the other assessments. You must answer all questions using your own words. However you may reference your learner guide, and other online or hard copy resources to complete this assessment. If you are currently working as part of an Early Childhood Education/Child Care team, you may answer these questions based on your own workplace. Otherwise consider what you should do if you were working as part of an Early Childhood Education/Child Care team. What is competency based assessment The features of a competency based assessment system are: · It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards. · Assessment should mirror the environment the learner will encounter in the workplace. · Assessment criteria should be clearly stated to the learner at the beginning of the learning process. · Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time. · In competency assessment a learner receives one of only two outcomes – competent or not yet competent. · The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace. · The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis. The basic principles of assessing nationally recognised training Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions: The principles of assessment Assessment must be valid · Assessment must include the full range of skills and knowledge needed to demonstrate competency. · Assessment must include the combination of knowledge and skills with their practical application. · Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts. Assessment must be reliable · Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner. · Assessors must be trained in national competency standards for assessors to ensure reliability. Assessment must be flexible · Assessment, where possible, must cover both the on and off-the-job components of training within a course. · Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired. · Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies. Assessment must be fair and equitable · Assessment must be equitable to all groups of learners. · Assessment procedures and criteria must be made clear to all learners before assessment. · Assessment must be mutually developed and agreed upon between assessor and the assessed. · Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge. The rules of evidence (from Training in Australia by M Tovey, D Lawlor) When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current; Valid · Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes. Sufficient · This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency. Authentic · When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work. Current · This relates to the recency of the evidence and whether the evidence relates to current abilities. The dimensions of competency The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are: · Task skills · Task management skills · Contingency management skills · Job role and environment skills The unit of competency Each unit of competency can be unbundled to reveal two key assessment components: 1. the performance criteria · specifying the required level of performance 2. the evidence guide · Describing the underpinning knowledge and skills that must be demonstrated to determine competence. It provides essential advice for assessment of the unit of competency in the form of the assessment criteria. The assessments in this workbook cover four units of competency below: CHCECE010 Support the holistic development of children in early childhood · Support physical development · Support social development · Support emotional development · Support cognitive development · Support communication development · Create an environment for holistic learning and development Application This unit describes the skills and knowledge to support and recognise the interrelationship between the physical, social, emotional, cognitive and communication development of children from birth to 6 years of age. This unit applies to educators working in a range of early childhood education and care services. Performance Evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: supported the development of children in at least three different situations/activities (including different age groups and abilities), including: interacting with children to holistically support development and learning appropriate to the child’s abilities and age providing a variety of experiences and environments to support the different areas of children’s development (including a combination of physical, creative, social, emotional , language and cognitive) performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in at least one regulated education and care service. Knowledge Evidence The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: code of ethics United Nations Convention on the Rights of the Child how to access: the National Quality Framework the National Quality Standards the relevant approved learning framework and how to navigate through framework and standards documents to find areas relevant to this unit of competency introductory-level child development for children, including: early brain development importance of the early years for subsequent educational success foundational knowledge of developmental theory aspects of poor early childhood development, such as: poor diet lack of play limited stimulation of brain development lack of materials and resources inconsistent or non-existent emotional support or comfort trauma other life experiences which interrupt appropriate childhood activities, and their potential long-term harmful impacts biological and environmental influences on development symbol systems including letters, numbers, time, money and musical notation. CHCECE013 Use information about children to inform practice · Gather information about the child through observation · Gather information about the child from secondary sources · Record observations appropriately · Use observations and information collected to contribute to program planning This unit describes the skills and knowledge required to gather information about children through observation and other sources as a basis to inform program-planning cycles and to share with children and their families. This unit applies to educators working in a range of education and care services. Performance Evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: observed, documented and analysed information regarding at least three children of varying ages, including: gathering and recording information using: observations questioning discussion with families anecdotal information learning stories jottings digital images samples of children’s work analysing observations of the children’s behaviour, including: aspects of child’s development knowledge, ideas, abilities and interests social interactions reactions to play environment writing reports that record observations accurately and respectfully to the level of detail expected in the service using information to contribute to program/planning. Knowledge Evidence The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: how to access: the National Quality Framework the National Quality Standards the relevant approved learning framework how to navigate through standards and framework documents to find areas relevant to this unit of competency United Nations Convention on the Rights of the Child code of ethics reflective practice child development, in order to analyse information and plan accordingly observation techniques report-writing standards and protocols relevant to the context of observation reports organisational standards, policies and procedures