CHCECE009 Assignment (5)
docx
keyboard_arrow_up
School
APEX Institute of Education *
*We aren’t endorsed by this school
Course
CHCECE005
Subject
Health Science
Date
Dec 6, 2023
Type
docx
Pages
28
Uploaded by AgentDeer3838
Student Workbook
Book
CHC50113 Diploma of Early
Childhood Education and Care
Cover Page
CHCECE009 USE AN APPROVED LEARNING FRAMEWORK TO GUIDE PRACTICE
Student Name:
__Amandeep kaur_________________
Student ID:
____80121_______________
Phone Number:
__0416573289_________________
Organisation Name: ___________________
Supervisor Name:
___________________
Supervisor Contact:
___________________
Assessor Name:
___________________
Assessor Contact Details:
___________________
Table of Content (TOC)
CHCECE009 Use an approved learning framework to guide practice
........................................
5
Assessment Tasks Outcome
...............................................................................................................
8
Assessment 1
......................................................................................................................................
11
Short Questions
...............................................................................................................................
11
Assessment 2
.....................................................................................................................................
22
Case Study 1
...................................................................................................................................
22
Assessment 3
.....................................................................................................................................
24
Research Activity 1
.........................................................................................................................
24
Page 3
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Page left intentionally blank
Page 4
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
CHCECE009 U
SE
AN
APPROVED
LEARNING
FRAMEWORK
TO
GUIDE
PRACTICE
(Pages - of 28)
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 Page 5
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
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.
Assessment 7
Portfolio
In your portfolio you should collect information relevant to the unit such as the Children’s Developmental Stages, Playground policies etc.
Page 6
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
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.
Please Note:
1. Please complete cover sheet clearly and accurately for all assessment tasks and other types of
evidence you submit for your course. Your work may not be returned to you, we are required to keep it
in your file for auditing purposes. Please ensure you have kept a copy. Apex does not accept any
responsibility for work that may go missing by post.
2. This assessment may be re-assessed upon appeal
3. Upon notification of your assessment results, your trainer/assessor is able to provide you with
additional information on interpreting the assessment outcomes and guide you on your future options.
Page 7
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
A
SSESSMENT
T
ASKS
O
UTCOME
Unit:
CHCECE009 Use an approved learning framework to guide practice
Student Name & ID
Amandeep Kaur & 80121
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
Assessment 2
Research Activity
1
Assessment 3
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. Satisfactory
Not Yet Satisfactory
Assessor Signed:
Assessor Name:
Date:
Page 8
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
Readings required
In order to complete this unit of competency you are required to access the following key resources.
Textbook
●
Kearns, K. (2013). Birth to Big School: Working in Children’s Services (3rd ed.). Frenchs Forest: Pearson Australia.
Refer to Chapter 7: Documentation and Planning
Core Documents
●
Australian Children’s Education and Care Quality Authority. (2011). Guide to the Education and Care Services National Law and the Education and Care Services National Regulations
. ACT: Commonwealth of Australia.
●
Australian Children’s Education and Care Quality Authority. (2011). Guide to the National Quality Standard
. ACT: Commonwealth of Australia. ●
Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia
.
Canberra: DEEWR.
●
Australian Government Department of Education, Employment and Workplace Relations. (2010). Educators’ Guide to the Early Years Learning Framework for Australia
.
Canberra: DEEWR.
Additional Readings for this Unit
●
Early Childhood Australia. (2011). Intentional Teaching.
The Early Years Learning Framework Professional Learning Program e-Newsletter, 2
. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-
content/uploads/2012/05/EYLFPLP_E-Newsletter_No2.pdf
●
Early Childhood Australia. (2011). Learning Outcomes.
The Early Years Learning Framework
Professional Learning Program e-Newsletter, 6. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-
content/uploads/2012/05/EYLFPLP_E-Newsletter_No6.pdf
Page 9
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
A
SSESSMENT
1
Short Questions
1. To complete this task go to your text and refer to the following reading:
●
Guide to the Education and Care Services National Law and the Education and Care Services National Regulations (pp.52- 53)
,
ACECQA (2011).
a. Fill in the blanks for the four
requirements of the National Law and National Regulations in regards to the program that services provide, using the following words: interests, approved, individuality, delivered.
1.
It must be based on an __approved_______________ learning framework.
2.
It must be _delivered________________in accordance with that framework.
3.
It must be based on the developmental needs, _ interests________________and experiences of each child.
4.
Must take into account the ___individuality______________of each child.
b. List the five learning outcomes that the Educational Program is required to contribute to?
Outcome 1: Children have a strong sense of identity.
Outcome 2: Children are connected with and contribute to their world.
Outcome 3: Children have a strong sense of well-being.
Outcome 4: Children are confident and involved learners.
Outcome 5: Children are effective communicators.
Page 10
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
c. List the two
national approved learning frameworks and how do you access these?
1. Belonging, Being and Becoming – The Early Years Learning Framework for Australia.
2. My Time, Our Place – Framework for School Age Care in Australia.
d. Some States and Territories in Australia follow jurisdiction specific declared approved frameworks, rather than the national approved framework.
Name the learning framework which is relevant to the early education and care services in your State/Territory.
•
Australian Capital Territory
: Every Chance to Learn—Curriculum Framework for ACT Schools Preschool to Year 10
•
Victoria:
Victorian Early Years Learning and Development Framework, Department of Education and Victorian Curriculum and Assessment Authority
Page 11
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
•
Western Australia
: Curriculum Framework for Kindergarten to Year 12 Education in Western Australia
•
Tasmania
: Tasmanian Curriculum, Department of Education of Tasmania, 2008.
•
All other states
and territories follow the Early Years Learning Framework (
EYLF).
e. What is the difference between the EYLF and My School framework in relation to children's learning?
EYLF focusses on play-based learning and brain development for young children, whilst MTOP enhances school-aged children's experiences through planned leisure activities. The EYLF focuses on the preparation of children to transition to school while the MTOP framework aims to develop and nurture these foundation skills throughout their school years.
2. Reading to assist with this question:
Guide to the National Quality Framework
, ACECQA (2018).
a. List the seven quality areas as per the National Quality Standards.
Page 12
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
b. What are the Focus of Quality Area 1, Educational Program and Practice?
Quality Area 1 provides a strong focus on enhancing children’s learning and development through the:
• Pedagogical practices of educators and co-ordinators
• Development of programs that promote children’s learning across five learning outcomes.
Page 13
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
c. What is standard 1.1 of the NQS? Working in partnership with families, educators and co-ordinators use the learning outcomes to guide their planning for children’s learning (Early Years Learning Framework, page 9). They make curriculum decisions that uphold all children’s rights to have their cultures, identities, abilities, and strengths acknowledged and valued and respond to the complexity of children’s and families’ lives (Early Years Learning Framework, page 14). Working in collaboration with children and in partnership with families, educators and co-ordinators use the outcomes to guide their planning for children’s wellbeing (Framework for School Age Care, page 6).
d. What does Standard 1.1 of the NQS aim to achieve? (Use about 30 words).
Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.
3. Educators use the EYLF work to guide curriculum decision making. The Framework supports a model of curriculum decision-making as an ongoing cycle. This involves educators drawing on their professional knowledge, including their in-depth knowledge of each child.
Working in partnership with families, educators use the Learning Outcomes to guide their planning for children's learning.
a. How does the EYLF define ‘curriculum’?
Curriculum encompasses all the interactions, experiences, routines, and events, planned and unplanned,
that occur in an environment designed to foster children’s learning and development.
Page 14
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
b. What is involved in meaningful curriculum decision making?
Developing meaningful curriculum involves interactive decision making by children, parents and families, educators, and the broader community with the aim of fostering children’s learning. Curriculum decision making is guided by a combination of principles, practices, and outcomes to promote children’s learning.
c. The EYLF provides a model for curriculum decision making that is an ongoing cycle of gathering information, questioning, planning, acting and reflecting.
Match each stage in this cycle of planning to its correct descriptor.
Ans.
Stage in planning cycle
Description of Stage
c
Gathering Information
a.
This stage involves clarifying specific objectives, design learning environment, determine role of educator and assessment/evaluation methods and evidence using the EYLF Outcomes, Principles and Practices. Design learning experiences.
e
Questioning
b.
This stage involves implementing the plans, providing learning experiences, developing an active learning environment, engaging in interactions and developing relationships, modelling, promoting and scaffolding children’s learning; monitoring and documenting learning Page 15
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
and pedagogical practices.
a
Planning
c.
This stage involves observations, formative assessment, interviews with the family, child and other professionals, and using knowledge of child development, the community context and the content of the Framework
b
Acting
d.
This stage involves assessing and evaluating teaching and learning (planned and unplanned) using the EYLF Outcomes, Principles and Practices.
d
Reflecting
e.
This stage involves identifying individual and group strengths, interests, prior learning and goals in conjunction with the EYLF Outcomes.
4. a. How does the EYLF define the term ‘pedagogy’?
• The holistic nature of early childhood educators’ professional practice (especially those aspects that involve building and nurturing relationships), curriculum decision making, teaching, and learning.
• Educational/teaching practices that promote children’s learning.
In relation to the educator’s role in curriculum development, the EYLF states that:
b. Educators’ professional judgements are central to developing curriculum and facilitating children’s learning. What are the factors that influence educators’ professional judgements? Educator’s professional judgements are central to their active role in facilitating children’s learning. In making professional judgements, they weave together there: • Professional knowledge and skills.
• Knowledge of children, families, and communities.
• Awareness of how their beliefs and values impact on children’s learning.
• Personal styles and past experiences.
Page 16
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
c. Early childhood Educators draw on a range of different theoretical perspectives to inform their approaches to children’s learning and development.
Match the theoretical perspective to its description.
Ans.
Theoretical Perspective
Description
e
Developmental Theories
a.
Offer insights into issues of power, equity, and social justice in early childhood settings.
b
Socio-cultural theories
b.
Focus on the role of experiences in shaping children’s behaviour
c
Socio-behaviourist theories
c.
Emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development.
d
Critical theories
d.
Focus on challenging assumptions about curriculum and consider how their decisions may affect children differently. a
Post-structuralist theories
e.
Focus on describing and understanding the process of change in children’s learning and development over time
5. Match the EYLF Principle to its description.
Ans.
EYLF Principle
Description
Page 17
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
d
Secure, respectful, reciprocal relationships
a.
Educators practices reflect the belief that all
children have the capacity to succeed and they continually strive to find equitable and effective ways to ensure that all children have opportunities to achieve learning
outcomes. e
Partnerships
b.
This means valuing and reflecting the practices, values
and beliefs of families; honouring the histories, cultures, languages, traditions, child rearing practices and lifestyle choices of families. a
High Expectations and Equity
c.
This requires educators to critically evaluate their practices, decision-making and philosophy and use this information to support, inform and enrich their practices.
b
Respect for Diversity
d.
This reflects the concept that relationships are a critical factor in children’s development. Educators nurture their relationships with children and support the development of a strong sense of wellbeing.
c
Ongoing learning and reflective practice
e.
This acknowledges families as central to children’s wellbeing and to the achievement of learning outcomes for children. Partnerships are based on the foundation of understanding each other’s expectations and attitudes and building upon the strength of each other’s knowledge. Page 18
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
6. a. Research the EYLF and list and briefly explain the eight
EYLF practices educators use to deliver educational programs to support and enhance children’s learning and development. (Use about 30 words for each)
Holistic approaches.
Responsiveness to children.
Learning through play.
Intentional teaching.
Learning environments.
Cultural competence.
Continuity of learning and transitions.
Assessment for learning
b. How does the EYLF define the practice of Intentional Teaching?
Page 19
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
“Involves educators being deliberate, purposeful, and thoughtful in their decisions and action. Intentional teaching is the opposite of teaching by rote or continuing with traditions simply because things have ‘always’ been done that way”. This reflects the understanding that children’s learning is greatly enhanced through interactions with more informed, experienced learners.
7. a. According to the Educators guide to the EYLF for Australia, what are the three
types/levels of outcomes for planning for, facilitating and monitoring all children’s learning?
1. Big Picture aims: _______________________________________________________
2. Broad long term goals: __________________________________________________
3. Points of evidence: ______________________________________________________
b. The EYLF states that when children explore different identities and points of view through dramatic play, they are demonstrating evidence of Learning Outcome 1: Children have a strong sense of identity - Children develop knowledgeable and confident self-identities.
List the resources you could provide in a dramatic play centre to facilitate children’s learning within this Outcome.
The resources that can be provided for dramatic play:
• Dress up costumes of different occupations, superheroes etc.
• Clothes and equipment that reflect the children and their family/cultural contexts.
• Equipment and resources specific to cultural group’s e.g., Chinese tea sets.
Page 20
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
c. List three
strategies for supporting and facilitating children’s learning within Outcome 5: Children are effective communicators - Children express ideas and make meaning using a range of media.
• Provide a range of resources that enable children to express meaning using visual arts, dance, drama, and music.
• Ask questions during the reading of books.
• Respond to children’s images and symbols, talking about the elements, principles, skills and techniques they have used in order to convey meaning.
• Provide resources that encourage children to experiment with images and print.
• Teach children skills and techniques that will enhance the capacity for self-expression and communication.
• Join in children’s play and co-construct materials such as signs that extend the play and enhance literacy.
Page 21
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Page 22
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
A
SSESSMENT
2
Case Study 1
John, Beth and Anita of the Blue Bay Early Learning Centre demonstrate EYLF practices in their approach to high quality care.
Match the EYLF Practice with the example from a children’s service given.
Ans.
EYLF Practice
Example
e
Applying holistic approaches
a.
The Educators in the preschool room have developed a calendar of events based on a variety of cultural practices found within the service and around the world. This will be used to develop children’s knowledge of different cultures and promote positive attitudes to culture. h
Being responsive to children
b.
Educators observe, gather and analyse information as evidence about what children know, can do and understand
in order to facilitate ongoing learning.
c
Planning and implementing learning through play
c.
Jeremy, Ewan’s dad approached John, the Educator at Blue
Bay Early Learning Centre and expressed his concern that Ewan wasn’t learning anything because all he does is play all day. Jeremy discussed the importance of children’s play
for their development and learning. He later reflected that he would take more effort to make children’s learning through play visible for families.
g
Intentional teaching
d.
When beginning care at Blue Bay Early Learning Centre families attend a number of orientation sessions as well as an interview with their child’s primary Educator so that they can share detailed information about their child with the service to ensure a smooth transition into care.
f
Learning environments
e.
Educators gather information about children’s families and
their backgrounds, interests and family activities so that they can gain a better understanding of the context of each child as a unique individual. a
Cultural competence
f.
The toddler room at Blue Bay Early Learning Centre is set
Page 23
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
up to include spaces for children to be alone, to work in small groups as well as engage in large group experiences. Learning areas have been developed to be flexible and responsive to children’s interests, offering open-ended and age-appropriate resources that promote children’s imagination and curiosity. There is a strong sense of community within the room with photos of children and families visible within each learning area.
d
Continuity of learning and transitions
g.
Beth knows that for many of the babies in her care, they are beginning to explore and understand object permanence. With this is mind, she has set up a number of resources including boxes, fabric and toys for children to play hide and seek with. During transitions they are also exploring hide and seek opportunities through the song “Where oh where oh where is …?” b
Assessment for learning
h.
Anita likes to make the nappy change routine a time for building relationships and having fun with her 1 year olds. She sings songs and talks with the children about anything they show interest in. She pays particular attention to the non-verbal cues they give to indicate their interests and ideas. Page 24
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
A
SSESSMENT
3
Research Activity 1
Element 1.2.2 of the National Quality Standard states ‘
Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions, and feedback.
1. Investigate and list four
ways that Educators can be intentional in their teaching.
• Actively help children’s learning through valuable and challenging experiences and interactions that foster high-level thinking skills.
• Use strategies (such as modelling and demonstrating, open questioning, speculating, explaining, engaging in shared thinking and problem solving) to extend children’s thinking and learning.
• Move flexibly in and out of different roles and draw on different strategies as the context changes.
• Proposal chances for intentional teaching and knowledge building
Support children to search materials, experiences, relationships, and ideas through a variety of open-
ended materials.
Create opportunities for inquiry—where children can ask questions, investigate, gather information, consider possibilities, form tentative conclusions, and test and justify them.
four
ways that Educators can be intentional in their teaching are
Engaging with framework.
Learning through questioning.
Challenging individual children's abilities and knowledge.
Researching and learning together.
Actively listening.
Strategically planning.
Revising on all learning experiences.
Page 25
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
2. Research the “United Nations Convention on the Rights of the Child” (CROC).
a)
Choose 5 Articles from the CROC. Link them to the relevant Quality Areas and Elements or Centre policies. Child Care Policies that link to United Nation Convention on The Rights of the Child:
ü
Infection- Control
ü
Duty of Care
ü
Safe Food Handing
ü
Child Protection
ü
Sun Smart Policy
ü
Nappy Changing
ü
National Quality Standards that are linked to the Rights of Child
ü
Q2- 2.1
ü
Q 2- 2.2
ü
Q2 2.3
Page 26
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Article 5 Governments should respect the rights and responsibilities of families to guide their children so that, as they grow up, they learn to use their rights properly.
Standard 5.2
Relationships between children
Each child is supported to build and maintain sensitive and responsive relationships
Quality area 5 may related to Respectful and equitable relationships are maintained with each child.
The educator reads with children and encourages the imagination and broadens understanding of the world. Extends speech language and vocabulary. Increases awareness that ideas and feelings can be expressed in print. Develops an early literacy skill set. Initiates a lifelong love of reading.
Page 27
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
b)
Who would be responsible for the development, implementation, and review of these?
It is very important that Everyone involved in the service should be involved in deciding what best practice is for children. This can include parents; children; families; staff; Managers/Directors/Co‐
coordinators; Management Committees; community members; students and childcare and health professionals. When developing Policies, there are many considerations that need to be considered including:
Legal Requirements - under the national quality framework
Service Philosophy
Stakeholder involvement - including Educators, Directors, families, children, community members etc.
Equity and inclusion
Current research and contemporary best practices
Page 28
of 28
Apex Training Institute
1374 Logan Road, Mt Gravatt Mailing add: PO Box 6803, Upper Mt Gravatt, QLD 4122
Tel:
(07) 3420 5861 Email: supportteam@apex.edu.au
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help