Assessment Workbook 4 - Compliant Learning Resources · Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 ... ASSESSMENT WORKBOOK COVERSHEET WORKBOOK: WORKBOOK 4 …

Assessment Workbook

Play and Development

V3.0 Produced 19 January 2015

Copyright © 2014 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

As

se

ss

me

nt

Wo

rk

bo

ok

4

SAM

PLE

Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 Page 2 © Compliant Learning Resources

Version control & document history

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

19 January 2015 Significant Changes made to document following validation V3.0

SAM

PLE

Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 © Compliant Learning Resources Page 3

TABLE OF CONTENTS

INSTRUCTIONS ........................................................................... 4

Requirements for satisfactory completion ................................................................. 4

COMPETENCY BASED ASSESSMENT ................................................ 4

Obtaining Competency ............................................................................................... 4

PRESENTATION .......................................................................... 5

Things to Consider:..................................................................................................... 5 If submitting your assessments please ensure that ................................................... 5 Answering the Questions: ........................................................................................... 5

ASSESSMENT WORKBOOK COVERSHEET ......................................... 6

WRITTEN QUESTIONS ................................................................. 7

PART A - HOLISTIC DEVELOPMENT ................................................ 8

PART B - SUPPORT PLAY AND LEARNING ...................................... 23

PART C - USE INFORMATION ABOUT CHILDREN ............................. 32

PART D – RESPECTFUL AND POSITIVE WITH CHILDREN .................. 36

PART E – SUPPORT BEHAVIOUR ................................................. 39

CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR ............ 53

PROJECT 1: OBSERVING, GATHERING AND ANALYSING INFORMATION

.............................................................................................. 59

SAM

PLE


INSTRUCTIONS

The questions in this workbook are divided into two categories.

These questions are all in a short answer format. The longer questions requiring

creative thought processes are covered in the case studies assessment. You must

answer all questions using your own words. However you may reference your

learner guide to complete this assessment.

Requirements for satisfactory completion

For a ‘satisfactory’ result for each component of this workbook, all tasks must be

addressed to a ‘satisfactory’ standard. It is important you;

a) Provide responses using complete sentences, making direct reference to the

question.

b) Specifically address all parts of the question providing examples where

appropriate.

COMPETENCY BASED ASSESSMENT

Competency based assessment focuses on whether you are able to perform the task

to the standard expected in the workplace. It relies on you providing evidence that

supports your claim of competence. This evidence is in the form of your completion

of the assessments set for each unit.

Obtaining Competency

Once you have submitted your completed assessments, your Assessor will judge the

evidence to determine your competence. To be deemed competent in each unit, you

are required to achieve a satisfactory result for all of the assessment components that

make up that unit. Where a ‘not yet satisfactory’ judgement is made, you will be given

guidance on steps to take to improve your performance and provided the opportunity

to resubmit evidence to demonstrate competence. Once a ‘satisfactory’ judgement

has been made on all components for a unit, you will be deemed ‘competent’ in that

unit.

SAM

PLE


PRESENTATION

Things to Consider:

Only submit your workbook once all activities inside are complete. Should you have

any questions regarding your assessments, or not understand what is required for

you to complete your assessment, please feel free to ask your trainer.

Keep your answers succinct and make sure you are answering the question. Re-read

the question after you have drafted up your response just to be sure you have

covered all that is needed.

Your final assessment result will either be competent or not yet competent.

If submitting your assessments please ensure that

1. All assessment tasks within the workbook have been completed

2. You have proof read your assessment

Answering the Questions:

1. If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.

Assessments may not be processed if the above guidelines are not

adhered to. To ensure your assessment is processed as quickly as

possible, please follow these instructions.

SAM

PLE


ASSESSMENT WORKBOOK COVERSHEET

WORKBOOK: WORKBOOK 4

TITLE: Play and Development

FIRST AND SURNAME:

PHONE:

EMAIL:

Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space

provided.

By submitting this work, I declare that:

I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.

I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.

I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.

This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.

I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.

Name : Signature: Date:

SAM

PLE


WRITTEN QUESTIONS

INSTRUCTIONS TO STUDENT

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.

SAM

PLE


PART A - HOLISTIC DEVELOPMENT

1. Nutrition is extremely important in relation to a child’s brain development.

a) Explain how adequate nutrition before a child’s birth is important.

b) Explain how adequate nutrition after a child’s birth is important.Question?

a)

b)

2. As an Early Childhood educator it is essential that you support the brain

development of all children in your care.

a) Explain in 4-5 sentences, the importance of discussing children’s interests

with them, in order to stimulate early brain development.

Guidance: Refer to the National Quality Standards and the relevant

approved learning framework to support your answer.

a)

SAM

PLE


b) Explain in 4-5 sentences, the importance of using your observations of children to

support their development.

Guidance: Refer to the National Quality Standards and the relevant approved

learning framework

b)

c) Explain in 4-5 sentences, the importance of using routines as opportunities to

foster children’s independence.

Guidance – Make sure you refer to the National Quality Framework in your

answer

c)

SAM

PLE


d) Explain in 4-5 sentences, the importance of encouraging children to explore the

environment and biological resources, in order to positively influence learning

and development.

(Guidance – Make sure you refer to the National Quality Framework in your

answer)

d)

SAM

PLE


3. As an Early Childhood educator it is essential that you provide play and learning

experiences that support the growth of children across all developmental

domains. Complete the tables as instructed for each developmental domain:

a) Physical development - Name at least one (1) piece of equipment, game or toy

you could use to support children’s fine motor, gross motor and fundamental

movement skills.

a)

b) Social development – Fill out the table below and indicate two (2) play and

learning experiences relevant to the interests and abilities of children that you

could provide for infants and toddlers.

b)

Equipment Games Toys

Fine motor

development

Gross motor

development

Fundamental

movement skills

SAM

PLE


Social development

experience 1

Social Development experience 2

Infants

Toddlers

SAM

PLE


c) Emotional/Psychological development - List three (3) decision-making

opportunities in the table below, that you can provide to children to help support

their emotional and psychological development.

c)

d) Foundational Knowledge of Developmental Theory: Language development -

Complete the table below listing three (3) experiences you can provide to children

that will expose them to different forms of language and literature and two (2)

experiences that will give children the opportunity to express themselves through

language.

d)

Decision-making opportunities

1

2

3

SAM

PLE


PART B - SUPPORT PLAY AND LEARNING

1. Indicate in the table below, where would you access the following

frameworks/standards:

Guidance: provide the website link in the table below

a) The National Quality Framework.

b) The National Quality Standards.

c) The relevant approved learning framework.

Indicate where you would access the below frameworks/standards

The National

Quality

Framework

The National

Quality

Standards

Educators guide

to the EYLF

VEYLF

2. Fill out the table below by navigating through framework and standards

documents to find the following information that is relevant to providing

experiences to support children’s play and learning. Identify the practice number

and the associated page numbers.

a) EDUCATORS Guide to Belonging, Being & Becoming

Guidance: Locate the following Practices and note their page number.

Practice: Reflective

practice SAM

PLE


Practice: Learning

through play

b) BELONGING, BEING & BECOMING The Early Years Learning Framework

for Australia

Locate the following Practices and Principles and note their page number.

Practice: Learning

environments

Practice: Learning

through play

Principle: Ongoing

learning

and reflective practice

Practice:

Responsiveness to

children

c) The Educators’ Guide to the Framework For School Age Care In Australia

discusses the “Ongoing and cyclic program planning” and the need to break it

down into sections to understand how we can apply this in a centre. Locate

the following headings and note their page number.

Strengths and interests:

Devise learning

environment:

Define the role of the

educator:

Plan experiences:

d) My Time, Our Place

Locate the following Practices or Principles and note their page number.

Principle: Ongoing

learning and Reflective

Practice

SAM

PLE


3. Which pedagogical practices providing experiences to support children’s play and

learning, are listed in the EYLF?

4. Fill out the table below in relation to the following types of play and learning

experiences:

Guidance:

Identify any associated resources and materials that you would

provide

Recommend experiences for each that would be relevant to the

interests and abilities of 3-4 year old children

Type of Play Resources and Materials Interests and Abilities

Sensory

Language and Literacy

Arts and Crafts

SA

MPL

E


Construction

Manipulative

Physically Active

Music and Movement

Science

Dramatic/Imaginative

5. What is the role of play in learning?

SAM

PLE


PART D – RESPECTFUL AND POSITIVE WITH

CHILDREN

1. There are a range of things you need to take into consideration if you want to

communicate effectively.

Complete the table below listing 2 verbal and 2 non-verbal things you need to

take into consideration when communicating with children and their families.

Verbal communication

considerations

Non-verbal communication

considerations

2. List 5 examples of how you can interact and communicate positively and

respectfully with children throughout their day and provide examples of what

those interactions would be.

Guidance:

Make sure you identify routine times as well as play times in your

examples and include how you would communicate over lunch.

Include an example of how you would respond to distress in ways to meet

the child’s need.

Include verbal and non-verbal communication techniques in your

answer.

Time of day Example of interaction

Sample answer: Arrival time Smile and greet child and adult, begin SAM

PLE


speaking with the child about the day

3. Describe 3 different ways you can respond in a sensitive, respectful and

collaborative way when communicating with children about their interests,

stories and ideas.

Guidance: Include verbal and non- verbal methods of communication.

SAM

PLE


4. Describe 3 different techniques to guide children’s behaviour and how you would

apply each in the centre.

5. All centres are required to have a policy that outlines strategies that will be used

to guide children’s behaviour as stated in the Education and Care Services

National Regulations 2011.

a. What organisational policies, procedure and guidelines would be in place

to assist you in developing limits and consequences for inappropriate

behaviours?

b. Which section of the above regulations are you required to follow and what

does it state?

c) How does this meet the requirements of upholding a child’s rights under

the United Nations Convention on the Rights of the Child?

a)

b)

c)

SAM

PLE


Scenario 2:

After the incident on Jake’s first day in the centre,

you decided to conduct further research on Jake’s

case to be able to understand and assist him better.

For the rest of the week, you recorded your

observations on Jake’s behaviour:

On the second day, Jake fought with other kids in

the centre twice during the day. Both fights started

over a disagreement while playing games. Jake does

not like losing and often resorts to name calling and

hitting when he cannot have his way. When you talked to him about his behaviour, he

displayed severe signs of anxiety and frustration and ended up isolating himself for

the rest of the day.

On the third day, Jake had a fight with another kid in the centre over losing a group

race because one of his teammates did not follow the race instructions correctly. He

blamed his teammate for losing the game and used bad language to express his

frustration.

On the fourth day, Jake pushed Lisa, a 5 year old girl who also goes to the centre,

after she refused to share her snacks with him. When Lisa started crying and telling

Jake she would tell her mum what he did, Jake started to panic and started crying

himself.

On the fifth day, Jake had a fight again with some of the kids because they didn’t want

to include him in their games. Jake started throwing things at them and when you

tried to calm him down, he started having another severe panic attack.

SAM

PLE


1.2 Collect and record the data presented in the case study using the questionnaire provided below:

a. What behaviour have you identified as a source of concern? Provide a brief

description.

b. How frequent to you observe this behaviour?

c. How much does this behaviour affect the child’s relationships? Describe the

intensity of the behaviour.

1.3 Behaviours that require support:

a. Based on your observations, identify Jake’s behavior/s that may require

additional support.

SAM

PLE


b. Research about the behavior identified and provide two possible methods to

provide support to Jake:

1.

2.

1.4 Create a report offering your findings from your observation as additional support

to your supervisor:

Use the template provided below to write your report:

Title:

Summary:

Introduction:

Body:

Conclusion:

Recommendations:

Guidance:

Title: Indicate topic/main findings

Summary: 1. The message of your report

2. Outline of your:

o methods,

o findings,

o conclusions,

o implications,

o recommendations.

Introduction: 1. Aim, scope and limitations

2. Background or context

3. May include an overall answer

4. Outline of report structure

Body: 1. Provides justification for recommendation(s)

2. Presents methods and findings

3. Is based on evidence

4. Keeps the discussion concise SAM

PLE


Conclusion: 1. Restates position/key message

2. Presents and evaluates possible solutions

Recommendations: Suggests appropriate policy/actions

SA

MPL

E


PROJECT 1: OBSERVING, GATHERING AND

ANALYSING INFORMATION

Assessment Requirements:

To complete this project, you will need access to:

- A Regulated childcare centre

- Three children of varying ages attending the childcare centre

- The children’s families for discussion

- Samples of children’s work

- Important: You are required to complete this project in a childcare setting as

an educator through vocational placement or direct employment.

Project Overview:

This project requires you to observe, document and analyse information regarding

three children of varying age in the centre. This project is divided into four parts:

1. Gathering and recording information

2. Analysing observations of the children’s behaviour

3. Writing reports

4. Contributing to program planning

Part 1: Gathering and recording information

Select three children of varying ages from the childcare centre and follow the steps below:

Step 1: Gather and record their information using the forms provided in the link below:

Childcare Templates

(Download Childcare Information Sheet)

Guidance: To ensure successful completion of this step, make sure you follow the

instructions below:

- Secure consent to interview from the parents. Download Consent to Interview Form

here: Childcare Templates

- Interview parents of three children attending the childcare centre

- The three children must be of varying age

- One form must be completed for each child

- Submit the completed forms with this workbook

SAM

PLE

http://compliantlearningresources.com.au/network/sparkling-stars/?p=2342

http://compliantlearningresources.com.au/network/sparkling-stars/?p=2342

Documents

Assessment Workbook 4 - Compliant Learning Resources · Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 ... ASSESSMENT WORKBOOK COVERSHEET WORKBOOK: WORKBOOK 4 …