Cl_SupportingChildren'sDevelopment_AEWB_Prt3of4 (Oct) (1)
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TAFE NSW - Sydney Institute *
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Course
030
Subject
Management
Date
Feb 20, 2024
Type
docx
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111
Uploaded by BailiffIronDinosaur29
Workplace Portfolio
Criteria Unit code and name The following Workplace portfolio is for the cluster Supporting Children’s Development:
CHCECE034 - Use an approved learning framework to guide practice
CHCECE035 - Support the holistic learning and development of children CHCECE036 - Provide experiences to support children’s play and learning
CHCECE038 – Observe children to inform practice
Qualification/Course code and name CHC30121 - Certificate III in Early Childhood Education and Care
Student details Student number 808676508
Student name Siu Ling Mak
Assessment declaration Note: If you are an online student, you will be required to complete this declaration on the TAFE NSW online learning platform when you upload your assessment.
This assessment is my original work and has not been: ●
plagiarised or copied from any source without providing due acknowledgement.
●
written for me by any other person except where such collaboration has been authorised by the Teacher/Assessor concerned.
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
Student signature and date
Page 2
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
Version:
20220210
Date created:
24/10/2021
Date modified:
11/02/2022
For queries, please contact:
Health, Wellbeing & Community Services SkillsPoint
Queanbeyan
© 2022 TAFE NSW RTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the: Learning Bank
TAFE NSW has reproduced and contextualized parts of this work, as per the terms and conditions of the perpetual license agreement held by TAFE NSW with RTO Advice Group Pty. Ltd. For further information, please
contact the Health, Wellbeing and Community Services SkillsPoint, Queanbeyan.
The contents in this document is copyright © TAFE NSW 2022 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at the time of printing: 25 January 2022. For current information please refer to our website or your Teacher/Assessor as appropriate.
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Contents
Workplace Portfolio
1
Assessment instructions
....................................................................................................
4
Specific task instructions
...................................................................................................
9
Part 1: Reflective practice journal
...................................................................................
10
Part 2: The planning cycle child 1 (2 years to 6 years)
....................................................
21
Part 3: The planning cycle child 2 (2 years to 6 years)
....................................................
29
Part 4: Group experiences (2 years to 6 years)
...............................................................
39
Part 5: The planning cycle (birth to 23 months)
..............................................................
48
Part 6: Assessment checklist
...........................................................................................
52
Part 7: Practical demonstration (2 years to 6 years)
.......................................................
71
Part 8: Practical demonstration (birth to 23 months)
.....................................................
74
Part 9: Observation checklist (2 years to 6 years)
...........................................................
77
Part 10: Observation checklist (birth to 23 months)
.......................................................
81
Assessment feedback
......................................................................................................
84
Appendices
85
Appendix 1 - Workplace details
.......................................................................................
85
Appendix 2 – Permission to observe, record, document
................................................
86
Appendix 3 - Workplace supervisor report
.....................................................................
90
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
Assessment instructions
Table 1 Assessment instructions
Assessment details
Instructions
Assessment overview
The objective of this assessment is to assess your knowledge and performance required to source and use an approved childhood learning framework, as well as to recognise and support the interrelationship between the physical, social, emotional, cognitive and
communication development of children. It requires you to provide experiences that support children’s play and learning, and will assess your ability to identify and gather information about children from observation and other sources.
Assessment event number
3 of 4
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
Assessment details
Instructions
Instructions for this assessment
This is a skills-based assessment that assesses the student on their ability to demonstrate skills required in the unit.
This assessment is in seven parts: ▪
Reflective practice journal (2 years to 6 years) (Workplace supervisor authentication required)
▪
The planning cycle child 1 (2 years to 6 years) (Workplace supervisor authentication required)
▪
The planning cycle child 2 (2 years to 6 years) (Workplace supervisor authentication required)
▪
Group experiences (2 years to 6 years) (Workplace supervisor authentication required)
▪
The planning cycle (birth to 23 months) (Workplace supervisor authentication required)
▪
Practical demonstrations (2 years to 6 years) (must be directly observed by the assessor on at least one occasion) ▪
Practical demonstrations (birth to 23 months) (must be directly observed by the assessor on at least one occasion) And is supported by the following documents: ▪
Assessment checklist (Supporting document to assess documentation for Part 1 – Part 5) ▪
Observation checklist (2 years to 6 years) ▪
Observation checklist (birth to 23 months) ▪
Assessment feedback ▪
Appendix 1 – Workplace details
▪
Appendix 2 – Permission to observe, record, document ▪
Appendix 3 - Workplace supervisor report (to verify Page 6
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Assessment details
Instructions
Submission instructions
On completion of this assessment, you are required to submit it to your Teacher/Assessor for marking. Where possible, submission and upload of all required assessment files should be via the TAFE NSW online learning platform. It is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE and complete the assessment declaration when submitting the assessment. Confidentiality Instructions
Where an assessment task requires the recording of child observation and/or development of a plan for a child, the child must only be identified by their:
●
First name
●
Age in years and months – for example, 5 years 3 months
You are required to collect and provide evidence of documentation from a service; each document must be de-identified to protect the child’s right to privacy and confidentiality.
This means, before undertaking any observation: ●
Parental/guardian consent must be obtained, and a copy included in the submitted assessment ●
Students must also request the child’s permission prior to commencing an observation.
Where an assessment requires video recording of adults, each participant must provide written consent
and this consent must be included in your assessment submission. Page 7
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
Assessment details
Instructions
What do I need to do to achieve
a satisfactory result?
To achieve a satisfactory result for this assessment, you must be available at the arranged time to complete all the assessment criteria as outlined in the assessment instructions. All parts of the observable task must be performed to a satisfactory level as indicated in the criteria section of the Observation Checklist.
All oral questions must be answered correctly to be deemed satisfactory in this assessment task; however, Teachers/Assessors may ask you additional questions to confirm your understanding of the task.
If a resit is required to achieve a satisfactory result, it will be conducted
at an agreed time after a suitable revision period.
What do I need to provide?
●
TAFE NSW student account username and password. If you do not know your username and password, contact your campus or service centre on 131601.
●
Information technology for online activities, research and assessment completion. Page 8
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
Assessment details
Instructions
What the Teacher/Assess
or will provide
The equipment/resources required: ●
Access to a regulated children’s education and care service ●
Educators for guidance and collaboration ●
Access to at least one baby or toddler 23 months or under ●
Access to children from 2 years to 6 years ●
Access to services standards, policies and procedures for: -
children’s health and safety
-
physical environment -
collaborative partnerships with families and communities -
educational program and practice -
relationships with children Supporting resources: ●
Little.ly simulated organisation
(Long URL: https://littlely.eduworks.com.au/) This includes simulated policies, observation-recording tools and children’s observation records ●
ACECQA Planning Cycle
(Long URL: https://www.acecqa.gov.au/sites/default/files/2019-
07/18012019%20Planning%20Cycle%20infographic
%20v2_EDIT.pdf)
●
ACECQA Quality Area 1 Educational program and practice
(Long
URL: https://www.acecqa.gov.au/resources/research/meeting-
nqs) ●
The UN Convention on the Rights of the Child
(Long URL: https://www.unicef.org.au/our-work/information-for-
children/un-convention-on-the-rights-of-the-child) Page 9
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Assessment details
Instructions
Due date
Time allowed
Location
Refer to training plan
42 hours (indicative only) Workplace Assessment feedback, review or appeals
In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days
of the formal notification of the result of the assessment. If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher/Assessor or Head Teacher. If they are unavailable, contact the Student Administration Officer.
Contact your Head Teacher/Assessor for the assessment appeals procedures at your college/campus.
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
Important Self-awareness warning Please note there is specific content in this resource that relate to different aspects of diversity and identity. If you find any of the content upsetting or distressing, please talk to your teacher or contact the relevant support service: ●
Aboriginal Student Support Services (Email -
aboriginalstudentsupport@tafensw.edu.au
) ●
Accessibility and disability services (Long URL - https://www.tafensw.edu.au/student-
services/disability-services
) ●
Personal counselling (Long URL - https://www.tafensw.edu.au/counselling-career-
development-services/personal-counselling-wellbeing
) ●
International students (Long URL - https://www.tafensw.edu.au/counselling-career-
development-services/personal-counselling-wellbeing
) ●
Multicultural support (Long URL - https://www.tafensw.edu.au/student-services/multicultural-student-support
) Specific task instructions
The instructions and the criteria in the tasks and activities will be used by your Teacher/Assessor to determine if you have satisfactorily completed this assessment event. You should refer to the list of criteria in the Assessment and Observation Checklists to understand what you need to demonstrate in this section of the assessment. Note:
Skills must be demonstrated in a regulated children’s education and care service in Australia.
Skills related to the research, documentation and review aspects of performance may be demonstrated outside of the service but must be based on work in a regulated children’s education and care service in Australia. Interactions with children must be supervised by an approved early childhood educator.
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
Part 1: Reflective practice journal To complete this part of the assessment, you are required to participate in several practical skill demonstrations and complete the associated reflective journals. Responses should be a minimum of 20 words but no longer than 50
words for each journal entry. You are required to demonstrate the following skills; ●
Identify, apply and reflect on the use of the Early Years Learning Framework (EYLF)
●
Support the holistic learning and development of children -
Supporting physical development -
Supporting social development -
Supporting emotional development -
Supporting communication development -
Supporting holistic learning development ●
Provide experiences to support children’s play and learning ●
Observe children and understand the planning cycle The workplace supervisor must observe each practical skill demonstration and complete the relevant section of the workplace supervisor report (appendix 3). You must complete;
▪
the associated reflective journals, ▪
provide an example of how you meet each of the criteria in the workplace supervisor report in the student comments section, and have it authenticated by the workplace supervisor. Submission requirements: ●
Completed reflective practice journal (table 2) ●
Completed workplace supervisor report (appendix 3) How you will be assessed:
You should refer to the list of criteria in the Assessment Checklist (Part 6) and the Workplace Supervisor Report (Appendix 3) to understand what you need to demonstrate in this section of the assessment. Page 12
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Table 2 Reflective practice journal Reflective practice journal 1
Identify, apply and reflect on the use of the Early Years Learning Framework (EYLF)
1.1 What is the name of the approved learning framework that supports the curriculum in your work placement service? Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF).
1.2 Refer to the Early Years Learning Framework Principles (page. 13). Observe how these are implemented in the service.
Choose one principle and give an example of how this is applied in the service.
●
Principal name:Secure , respectful and reciprocal relationships
●
Example: Educators develop a child's abilities, knowledge, and awareness to connect well with others by encouraging positive relationships and providing constant emotional support.
1.3 Refer to the Early Years Learning Framework Practices (page. 16). Observe how these are implemented in the service.
Choose one practice and give an example of how this is applied in the service.
a)
Practice name:Holistic approach
b)
Example:Educators are aware of the physical, mental and emotional wellbeing of the children and develop curriculum keeping in mind their overall development which help the children to recognise connectedness of mind, body and spirit. Page 13
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
Reflective practice journal 1.4 Refer to the Early Years Learning Framework Outcomes (page. 22). Observe how these are implemented in the service.
Choose one outcome and give an example of how educators use the learning outcomes to positively support children’s learning.
a)
Outcome name:Children have the strong sense of identity
b)
Example:Educators communicate with them and help them to explore their
interests.Educators made the curriculum keeping in mind their interests and also celebrated the different festivals of different cultures of children to promote their strong identity.
1.5 Refer to the service philosophy. Give one example of how the Early Years Learning Framework is reflected in this document. The service philosophy is that “identify individual and group strengths, interests and goals in conjunction with the Framework’s Learning Outcomes”. Each child is an individual,
Children learn through play. The service believes that each child is an individual and the educators in the service value and develop each child’s strengths, skills, ability and knowledge to extend their learning.
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
Reflective practice journal 1.6 Reflect how the Early Years Learning Framework is implemented in the service. In collaboration with your workplace supervisor identify opportunities where you can enhance your skills, and complete: ●
Two goals
to support the implementation of the EYLF (this could link to a practice, principle or one of the outcomes for children) ●
One agreed action for each goal ●
Evaluation once the action has been carried out
Goal 1: To partner with the families for developing meaningful curriculum
Link to EYLF: EYLF Principles: Partnership.
Agreed action: (What can you do to meet your goal?) To set up the meetings and discuss with the families of children to talk about the habits, interests and abilities of their children
Evaluate action: (How well did you implement your actions? What improvements can you make?) I talked with the families and parents of children to discuss their children and try to develop a meaningful curriculum together. Goal 2: To enhance play based learning
Link to EYLF: EYLF Practice; learning through play
Agreed action: (What can you do to meet your goal?) Agreed action: Discuss with the supervisors how to enhance the creativity of children through play learning in the curriculum.
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Reflective practice journal Evaluate action: (How well did you implement your actions? What improvements can you make?) I consulted with my supervisors, identified and added some activities in the curriculum
for the children.I could do better in involving all children in the future.
2
Support the holistic learning and development of children Supporting physical development 2.1 Reflect on a time when you supported the emerging physical skills of children. Provide one example of supporting an individual child to further their physical skills. I encouraged the child to participate in the outdoor play activity of soccer games in the garden. He was not engaged at first but I encouraged him to participate and he really enjoyed it after all.
2.2 Provide one example of how you have spontaneously used daily routines as an opportunity for learning and skill development allowed time for uninterrupted and unhurried play. Example:I have taught children to say “please” every time when they need help to get something. This has developed social and communication skills in them.
What EYLF outcome does this link to?Children are effective communicators
2.3 Reflect on a time that you selected resources and set up experiences to support children’s gross motor and fine motor development. What experiences did you set up? What resources did you use? Give one example for each.
a)
Gross motor:For development of gross motor skills, I set up soccer games with children in the outdoors. This can develop gross motor skill of the children coordination and balance when they were
running, jumping, kicking, controlling objects. I prepared 8 soccers and 1 goal for children to practice. Page 16
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
Reflective practice journal b)
Fine motor: I set up an indoor activity of playing with blocks and puzzles for children to develop their fine motor skills as they will use their palms, fingers, hands to grasp or hold objects. 2.4 Reflect on a time when you encouraged children to make choices in play. ▪
How did you support children’s choice? ▪
How to you challenge the child during this play to extend their learning
a)
A group of 3-5 years old children love sports. I suggest that we can play soccer outside together. I paired up two children in a group and passed the soccer to each other.
b)
Set up a goal, if the children could kick the soccer ball to the goal, they could get 1 point, used the score board, and marked the points. It could develop their gross motor skill and extend their learning for counting skill.
2.5 Provide one example of how you supported children to take responsibility for their physical health and wellbeing. Teach children to keep safe in the sun and be a role model how to protect our body didn’t get sunburn. Every time before going outside,make sure they put the sunscreen on and hat on.
Supporting social development 2.6 Provide one example of how you positively supported children to engage in play with another child. Page 17
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
Reflective practice journal When the children builded the blocks, I shared the red blocks to one child and asked a child to share the green blocks with me. I tried to be a role model to teach them sharing and engage other children to do the same,so they can play together.
2.7 Provide one example of how you supported a child to take responsibility for their own actions in a developmentally appropriate manner. Responding to the child but not acting alone. Taking a deep breath between a child's behaviour and response is the best way for supporting a child to take the responsibility for
their own action in a developmentally appropriate manner.
2.8 Provide an example of a time you have demonstrated respect and care for: a) Educators: I always work together as a team and engage in open and honest communication with teams at all times.
b) Families: I engaged families through informal discussions and at planned gatherings to understand their expectations and developed shared goals for children's learning.
2.9 Provide an example of how you supported communication between children when they were having trouble understanding each other and had a difference in opinion. Include the language that you modelled to encourage children to respect and value each other. Page 18
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Reflective practice journal When children were having trouble understanding each other and had a difference in opinion, I used gestures, touch, eye contact,and listening actively and talking respectfully. And I did not try to rush or interrupt a child when they were trying to speak or communicate. Instead, allow extra time for them to speak and respond. I encouraged children to talk about what they’re feeling and thinking. Be a role model and read them stories about respectful, taught the children to empathy,understand,accept,respect and value each other.
Supporting emotional development 2.10
Think about the expectations of children in the room. How have you supported children to follow these expectations? For example, walking feet inside I set the rules clearly and consistently to ensure children know what is expected of their behaviour. And provide simple explanations for the limit. As when children
understand the reasons for limits, they are more likely to follow them and help them to gain a better understanding of why the limit is put in place.
2.11
Provide one example of a strategy you used to help children to show pride in their work and helped to build confidence
My strategy is to encourage the children to try again when things don't go to plan the first time. For example,the children can’t build a car with lego,then I said, 'Go on, give it another try and I believe you can do it'. This also builds the children’s resilience.
2.12
Reflect on a time when a child was frustrated or made a mistake.
a)
How did you provide support to the child?
b)
How did and encourage the child to see mistakes as an opportunity to learn
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
Reflective practice journal a)
Making them not to feel guilty about the mistake they have made and making them realize the situation that they won’t repeat the same mistake on the other time and not shouting at them is the best way to support the child in the time they feel frustrated or made a mistake.
b)
Making them calm and letting them to understand the situation and how it must be done and what action have they done in the polite way may help them to encourage the child to see mistakes as an opportunity to learn.
2.13
Provide an example of how you positively supported a child to understand their emotions to help them to regulate their feelings and express themselves appropriately. I will encourage the children with praise when they can talk about their feelings or express them in an appropriate way. And during daily activities, I will help children identify
emotion-related words.
2.14
Provide an example of a time you have supported a child to see another’s emotions to help them to develop an awareness of empathy. One child can’t find his hat in childcare, he felt sad. I told other children he was sad because he can’t find his hat, helping the children to develop an awareness of empathy. So we all got together to help the child to find the hat, after we were so happy to find it in the sandpit. 2.15
How have you supported and encouraged children to persevere with challenges to
assist in building resilience? What did you say? Page 20
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
Reflective practice journal I was a positive role model to show the children how to deal with difficult times and actively listen to what worries them and encourage them to keep persevering. And ask the
children how they would like you to help them. Assist them in identifying the strengths that could help them overcome the challenge. The important thing is that I help them to build skills like healthy thinking habits for the long term planning.
2.16
How have you shared children’s successes with families in informal and formal ways? Formal My supervisor and I had written formal emails to the families talking about the behaviour of the children.
Informal
I had daily conversations with the parents about the child's daily events, how the child was doing, and answered parents any questions, concerns, or requests.
Supporting communication development 2.17
Provide an example of a time when you extended children’s thinking by engaging them in sustained shared conversations. Include the language that you modelled
I had the conversation about the children’s likes and dislikes, their favourite foods, their hometown and their friends during the story time to help extend children’s thinking. 2.18
Provide an example of how you have supported and encouraged children’s home language in the service or how have you seen this in practice?
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Reflective practice journal I tried to talk with the children in their home language to say “Hello” to encourage children’s home language. 2.19
Provide one example of how you have supported two-way communication and active listening. During lunch, I asked them about their favourite vegetables and also told them the importance of different vegetables. I actively listen to their likes and dislikes.
2.20
Provide one example of how you helped children to understand the relationship between letters and the sound they make. I named the letters that represented sound and associated the picture with the target sound to help children remember the relationship between the letters and the sound they
make. For example,”A is apple, A A A”.
2.21
Provide one example of how you positively guided a small group discussion where children shared their views on a topic. Every week, we had group time about children’s news sharing. I asked children about what they thought about the news and they could ask if they had a question about the news.The children expressed their own views on them. Supporting holistic learning development 2.22
How have you arranged the environment to encourage?
a)
a) Interactions between children:By encouraging them to share some of the resources like colour pencils and toys.
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Reflective practice journal b)
Accommodating the children’s need for privacy, solitude or quiet:By setting up
a quiet and cosy room stuffed with soft toys, pillow, cushions and mats where they can quietly play or read. 2.23
Provide one example of responding to spontaneous teachable moments as they occur. How did you use this time to enhance children’s learning?
When children drew the picture for their mum on mother’s day, they said they wanted write their name on the paper,so I used this time to teach the children to write their name
on the drawing as well.
2.24
Provide an example of an activity you have implemented with children that extended more than one developmental area.
a)
What was the activity b)
List the development areas that were supported
a) Dressing up and dancing on the cultural songs
b) Physical development,Social development and Emotional development
3
Provide experiences to support children’s play and learning 3.1 Provide one example of when you have worked in a team and collaborated with other educators to enhance play experiences. I have collaborated with other educators to share knowledge, to reflect on teaching practices and develop curriculum suitable for each children and design teaching methods for enhancing play experience. 3.2 Provide one example of a time you supported unhurried opportunities for play allowing children sufficient time to engage with the play. When I gave the children play dough and gave them freedom to take as much time as possible and make any play dough structure with their own creativity and imagination. 3.3 Provide one example of when you initiated play with children or followed their lead based on the type of activity and the needs and preferences of individual children. Page 23
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Reflective practice journal When the children were playing in the sand pit, they made structures like sand castles, cupcakes, and tunnels. I helped them in making their structure and followed their lead. 3.4 Provide one example of when you talked to children about their play and learning. I talked to children about whether they enjoyed the play, what they liked about it, what they learnt and what play they enjoyed after each play. 3.5 Think about the expectations of children in the room. How have you supported children to follow these expectations? For example, walking feet inside
I used the walking feet inside rule to help children to understand when they should walk and why.
3.6 Provide one example of when you helped a child to choose a creative activity to support their level of ability and build confidence. I engaged the children in painting activity by providing them different colors and encouraging them to paint using their own imagination. This developed ability and confidence in children. 3.7 Provide an example where you encouraged a child to participate in an experience that was new or unfamiliar to them.
I encouraged a shy child to participate in the news sharing where she was supposed to show everyone her news. I tried to ask questions about her news and encouraged her to speak loud.
3.8 Provide an example of where you showed respect for a child’s choice to not participate. A child was not willing to participate in the painting activity as he did not like painting so much. I insisted him to participate at the beginning but afterwards respected his choice of not participating in an activity he did not like. 4 Observe children and understand the planning cycle Page 24
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Reflective practice journal 4.1 Talk with your workplace supervisor about the observation recording methods used in the service. a)
What type of observation methods and digital media is used? b)
What are the related policies and procedures to educational planning? c)
What do the educators do with the observations? d)
Who are the observations shared with? a)
What type of observation methods and digital media is used?
Observation methods are learning story,jottings, Time samples and photographs.
Digital media used the ipad and cameras.
b)
What are the related policies and procedures to educational planning? ●
Educational program and practice.
●
Children's Health and Safety.
●
Physical Environment.
●
Staffing Arrangements.
●
Relationships with Children.
●
Collaborative Partnerships with Families & Communities.
●
Governance and Leadership.
c)
What do the educators do with the observations? By observations can help educators in a way better understanding the development of the children. And it is an effective way for evaluating the improvement of children. d)
Who are the observations shared with? Observations are shared with each family of the children in order to give information about their children's development and comprehend their child's growth and learning.
4.2 Briefly list the steps included in the service planning cycle. Page 25
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Reflective practice journal 1.Observing and collecting information -Observing each child and collecting information on their current knowledge, strengths, skills, abilities, interests as well as culture and background by photos or Individual portfolios.
2.Analysing learning-Educators to analyse the information gathered previously and reflect on what the child is learning about and learning is linked to approved learning frameworks.
3.Planning- Educators need to plan and reflect on their own intentions for furthering the learning and development of the child. Planning also involves choosing appropriate learning strategies, resources and learning environment. 4.Implementing-Educators putting their plans in action in ways that would meet children’s learning outcomes according to approved learning frameworks. 5.Reflecting and Evaluating-Reflecting on the effectiveness and relevance of all the observation, analysis, planning and implementation.After review, all the stages of the planning cycle can be used to modify, change or change learning programs and practice.
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Part 2: The planning cycle child 1 (2 years to 6 years) To complete this part of the assessment, you must complete the planning cycle for one child
between 2 to 6 years.
You are required to demonstrate the following; ●
Seek permission to observe and follow confidentiality instructions in consultation with the workplace supervisor (appendix 2). ●
Gather information about the child from the child’s family or educators using the ‘About Me’ template or similar (appendix 4 or work placement service method)
●
Accurately record the observation (appendix 4 or work placement service method), including:
o
ensuring documentation is free from bias and negative labelling of children o
professionally presenting the observation ensuring accurate grammar and punctuation o
recording the observation accurately according to the method chosen
●
Analyse the information gathered and complete the analysis of learning (table 3) ●
Plan one indoor experience for the child ●
Plan for the child’s learning and complete all areas of the experience plan (table 4)
●
Implement and evaluate the activity on the experience plan reflection (table 5)
The workplace supervisor must observe each practical skill demonstration and complete the relevant section of the workplace supervisor report (appendix 3). You must complete the associated documentation, provide an example of how you meet each of the criteria in the workplace supervisor report in the student comments section, and have it authenticated by the workplace supervisor. Submission requirements: Page 27
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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●
Completed ‘About Me’ template or similar (appendix 4 or work placement service method
)
●
Completed observation (appendix 4 or work placement service method
) ●
Completed analysis of learning (table 3) ●
Completed experience plan and experience plan reflection templates (table 4 and 5) ●
Workplace supervisor report (appendix 3). How you will be assessed:
You should refer to the list of criteria in the Assessment Checklist (Part 6) and the Workplace Supervisor Report (appendix 3) to understand what you need to demonstrate in this section of the assessment. Step 1: Observe and collect information ●
Seek permission and consult with your workplace supervisor to choose a child to observe. Complete and submit permission forms (appendix 2) if required. Follow confidentiality instructions. ●
Gather secondary information from the child’s family and document this information on the About Me template or similar work placement service document (appendix 4).
You must seek permission from the workplace supervisor. ●
Select and document one observation* ●
You are encouraged to document your observation using the digital technology or a template from your work placement service. Alternatively, you may use one of the templates provided (appendix 4). *NOTE:
You must choose a different type of observation method for Part 1, Part 2 and Part
5. You must clearly indicate which part each observation belongs to, and submit the About
Me form and observation with this assessment. If your observation is recorded digitally, you
must submit evidence of this. Page 28
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Step 2: Analysis of learning Analyse and interpret the child reflection and observation, and complete the following analysis of learning. Table 3 Experience plan template Child 1 Analysis of learning Date: 26/10/2023
Child: Finley
Age: 3
Observation method: (select the observation method used)
☐
Learning story
☐
Transcript
☐
Anecdotal record
☐
Running record ☐
Work sample ☐
Sociogram ☐
ABC Diary X Snapshot ☐
Frequency chart ☐
Time sample
☐
Jottings
☐
Other: 1.1 Document the links identified between the observation and Early Years Learning Framework. You must include any relevant part of the framework, including; (
a)
Learning outcome/s and sub elements :
Outcome 3: Children have a strong sense of wellbeing-3.2 - Children become strong in their physical learning and wellbeing
b)
Principles: Ongoing learning and reflective practice.
c)
Practices:Learning through play.
The child demonstrated lots of physical skills such as balancing with one foot, foot, eye coordination and kicking skill and playing the ball with other children.
1.2 What does the information you have gathered tell you about the child’s interests? Provide at least one example. The child is very interested in indoor activities like playing blocks,cars and trains and outdoor activities like playing with balls and running, Page 29
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Child 1 Analysis of learning 1.3 What does the information you have gathered tell you about the child’s strengths? Provide at least one example. The child has fine development of fine motor and gross motor skills. He is friendly and interacts with every child. 1.4 Think about what the information you have gathered tells you about the child’s skills and development. Complete an analysis (evaluation) of any relevant development domains observed:
1.5 a) Physical development (fine motor skills): He can use his fingers and palm to hold and grasp the toys. b) Physical development (gross motor skills) :He can run and climb very well. c) Social development: He is very interactive and friendly with other children d) Emotional development :He talks with other children if he sees any child crying. e) Communication and language development: He communicates well with the educators and expresses himself. f) Cognitive development: He can count well while playing hide and seek. 1.6 What does the information you have gathered tell you about the child’s knowledge and ideas? Provide at least one example. The child is strong in physical learning and wellbeing. He was so happy and safe to play the
blocks,lego and the sports with other children.
1.7 Share your reflection with an educator or your workplace supervisor and document their perspectives. Page 30
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Child 1 Analysis of learning Their perspectives: - The child is strong in physical learning and wellbeing. His physical development is very good and he is interactive and social.
1.8 Reflect on the information gathered and document one way to support respectful interactions with the child that are responsive to their needs. One way to support respectful interactions with the child that are responsive to their needs is asking about their needs through open-ended questions and promote the activities to their interests and needs. 1.9 Document three ideas to contribute to curriculum planning:
a) Curriculum planning idea 1: Determining the goals and expectations of the curriculum. b) Curriculum planning idea 2: Learn about the children thoroughly c) Curriculum planning idea 3: Collaborate with the parents and families
Step 3: Plan, implement and evaluate learning From the analysis of learning, choose one indoor experience to further support the child’s learning and development. Develop a plan for the experience that you will implement using the template below.
Table 4 Experience plan template Child 1 Experience plan INDOOR Experience plan details Date: 27/10/2023
Child: Finley Age: 3
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Child 1 Experience plan INDOOR Room/space: indoor
1.1 Description of learning environment:
Include a photo of the space (without children) or a list of resources
Building the construction toys “Mobilo” into a track indoor with other children.
1.2 Links Early Years Learning Framework: The children were involved in the building of the construction toys. Finley seemed more interested in building the Mobilo. He tried to build different kinds of cars and became successful in building trucks and trains without the help of educators.
1.3 Specific learning objectives: To encourage children to explore their interests and to help them develop their cognitive ability.
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Child 1 Experience plan INDOOR 1.4 Educator’s role in supporting learning: Educators' roles include encouraging children to communicate with other children, encouraging them to pursue their hobbies, and assisting them in developing their cognitive skills like counting, solving, and understanding.
Engage in critical reflection to evaluate the impact of your experience. Complete the following experience reflection. Table 5 Experience plan reflection template
Child 1 Experience plan reflection 1.1 Learning objectives (Were learning objectives achieved, amended, or additional objectives spontaneously covered)
: The learning objectives were achieved as children were seen interacting freely. The children were able to build different kinds of things by themselves which showed development in their cognitive ability. 1.2 Early Years Learning Framework (Evaluate the child’s progression towards the Early Years Learning Framework learning outcomes):
The child was becoming an effective communicator when he was sharing the toys with his friends.
1.3 Observation of children’s interactions and participation (Briefly document what you observed during the experience):
All the children seemed focussed while building the Mobilo. They seeked help from each other and helped each other build the Mobilo. They also played with blocks after that. They seemed happy and content after being able to build the train. Page 33
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Child 1 Experience plan reflection 1.4 Educator’s reflection (Reflection of your own experience and practice – What worked, where the strategies planned effective, what did not go so well, how will you improve for next time if the experience did not go so well)
: The strategies to let children freely build the toys as children became more confident in being able to build something by themselves. They also communicated well.
1.5 Environment reflection (
Did the environment
support and encourage the child/ren to learn?)
: Yes, the environment supported the children to learn about different problem solving skills and different communication ways. 1.6 Future planning (
Explain three further ideas to contribute to curriculum planning):
a) Curriculum planning idea 1: Co-ordinate with the supervisor b) Curriculum planning idea 2: Incorporate children’s likes and interests in the curriculum c) Curriculum planning idea 3: Collaborate with the parents for curriculum development.
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Part 3: The planning cycle child 2 (2 years to 6 years) To complete this part of the assessment, you must complete the full planning cycle for one child between 2 to 6 years.
You are required to complete the following; ●
Seek permission to observe and follow confidentiality instructions in consultation with the workplace supervisor (appendix 2). ●
Gather information about the child from the child’s family or educators using the ‘About Me’ template or similar (appendix 4 or work placement service method)
●
Accurately record the observation (appendix 4 or work placement service method), including:
o
ensuring documentation is free from bias and negative labelling of children o
professionally presenting the observation ensuring accurate grammar and punctuation o
recording the observation accurately according to the method chosen
●
Analyse the information gathered and complete the analysis of learning (table 6) ●
Plan one outdoor experience for the child ●
Plan for the child’s learning and complete all areas of the experience plan (table 7)
●
Implement and evaluate the activity on the experience plan reflection (table 8)
The workplace supervisor must observe each practical skill demonstration and complete the relevant section of the workplace supervisor report (appendix 3). You must complete the associated documentation, provide an example of how they meet each of the criteria in the workplace supervisor report in the student comments section, and have it authenticated by the workplace supervisor. Submission requirements: Page 35
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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●
Completed ‘About Me’ template or similar (appendix 4 or work placement service method
)
●
Completed observation (appendix 4 or work placement service method
) ●
Completed analysis of learning (table 6) ●
Completed experience plan and experience plan reflection templates (table 7 and 8) ●
Workplace supervisor report (appendix 3). How you will be assessed:
You should refer to the list of criteria in the Assessment Checklist (Part 6) and the Workplace Supervisor Report (appendix 3) to understand what you need to demonstrate in this section of the assessment. Step 1: Observe and collect information ●
Seek permission and consult with your workplace supervisor to choose a child to observe. Complete and submit permission forms (appendix 2) if required. Follow confidentiality instructions. ●
Gather secondary information from the child’s family and document this information on the About Me template or similar work placement service document (appendix 4).
You must seek permission from the workplace supervisor. ●
Select and document one observation* ●
You are encouraged to document your observation using the digital technology or a template from your work placement service. Alternatively, you may use one of the templates provided (appendix 4). *NOTE: You must choose a different type of observation method for Part 1, Part 2 and Part
5. You must clearly indicate which part each observation belongs to, and submit the About
Me form and observation with this assessment. If your observation is recorded digitally, you
must submit evidence of this. Page 36
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Step 2: Analysis of learning Analyse and interpret the child reflection and observation, and complete the following analysis of learning. Table 6 Experience plan template Child 1 Analysis of learning Date: 13/11/2023
Child: Levi
Age: 2
Observation method: (select the observation method used)
X Learning story
☐
Transcript
☐
Anecdotal record
☐
Running record ☐
Work sample ☐
Sociogram ☐
ABC Diary ☐
Snapshot ☐
Frequency chart ☐
Time sample
☐
Jottings
☐
Other: 1.1 Document the links identified between the observation and Early Years Learning Framework. You must include any relevant part of the framework, including; a) Learning outcome/s and sub elements :Learning Outcome 4: Children Are Confident And Involved Learners-
4.4 Children resource their own learning through connecting with people, place, technologies and natural and processed materials.
b) Principles: Secure, respectful and reciprocal relationships. c) Practices: Play based learning
1.2 What does the information you have gathered tell you about the child’s interests? Provide at least one example. Page 37
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Child 1 Analysis of learning The child is strongly connected with nature and the natural environment. 1.3 What does the information you have gathered tell you about the child’s strengths? Provide at least one example. He has good knowledge about the nature and natural environment. 1.4 What does the information you have gathered tell you about the child’s skills and development? Complete an analysis of any relevant development domains observed: 1.5 a) Physical development (fine motor skills): He can hold and grasp objects. b) Physical development (gross motor skills): He can walk and run properly
c) Social development: He interacts with friends and educators
d) Emotional development: He felt happy on completing the activities e) Communication and language development: He forms his sentences perfectly.
f) Cognitive development: He can count and recognize many things.
1.5 What does the information you have gathered tell you about the child’s knowledge and ideas? Provide at least one example. The child knew about the importance of nature. For example, he knew that he should not litter the ground, throw rubbish in the bin and the garden need to be watering.
1.6 Share your reflection with an educator or your workplace supervisor and document their perspectives. Page 38
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Child 1 Analysis of learning Their perspectives: - The child is strongly connected with nature and the environment.His emotional and cognitive development is very good. 1.7 Reflect on the information gathered and document one way to support respectful interactions with the child that are responsive to their needs. I asked about their needs through ope-ended questions and catering to their interests and needs.
1.8 Document three ideas to contribute to curriculum planning: a) Curriculum planning idea 1: Collaborate with the families. b) Curriculum planning idea 2: Take suggestions from the supervisors c) Curriculum planning idea 3: Learn about the interests of the child.
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Step 3: Plan, implement and evaluate learning From the analysis of learning, choose one outdoor experience to further support the child’s learning and development. Develop a plan for the experience that you will implement using the template below.
Table 7 Experience plan template Child 2 Experience plan OUTDOOR Experience plan details Date: 14/10/2023
Child: Levi Age: 2
Room/space: Outdoor garden
1.1 Description of learning environment:
Include a photo of the space (without children) or a list of resources
Garden Plants and Watering with hose
1.2 Links to the Early Years Learning Framework: Page 40
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Child 2 Experience plan OUTDOOR The links to EYLF are: Children having connectedness with nature and the environment. Children being good communicators. Children have a strong sense of belonging.
1.3 Specific learning objectives: The specific learning objectives are: To help children become excellent communicators. To encourage children to explore their interests. To encourage children to learn about nature and environment. 1.4 Educator’s role in supporting learning: Educator encouraged children to communicate with each other, encouraged them to explore their interests and helped them to learn about nature and environment so that they could stay connected to it. Engage in critical reflection to evaluate the impact of your experience. Complete the following experience reflection. Table 8 Experience plan reflection template
Child 2 Experience plan reflection 1.1 Learning objectives (Were learning objectives achieved, amended, or additional objectives spontaneously covered)
: They learnt many things about nature and built a strong sense of connection with the animals and plants around us. Page 41
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Child 2 Experience plan reflection 1.2 Early Years Learning Framework (Evaluate the child’s progression towards the Early Years Learning Framework learning outcomes):
The child had a strong sense of wellbeing. The child is developing strong connectedness with nature.
1.3 Observation of children’s interactions and participation (Briefly document what you observed during the experience):
The children were in the garden to learn about the natural world. They learned about different plants and flowers, heard birds tweeting, and were taught how to water the plants. The children were observed to be interactive. They enjoyed discovering new things and were observed laughing and conversing with one another.
1.4 Educator’s reflection (Reflection of your own experience and practice – What worked, where the strategies planned effective, what did not go so well, how will you improve for next time if the experience did not go so well)
: The ideas worked effectively because children could learn a lot about their nature and feel connected to their surroundings.The next time, I will make a tree craft with sticks and leaves.
1.5 Environment reflection (
Did the environment
support and encourage the child/ren to learn?)
: Yes, the setting was inclusive, and it allowed and encouraged all of the children to learn
about nature.
1.6 Future planning (
Explain three further ideas to contribute to curriculum planning):
a)
Curriculum planning idea 1: Understand children's interest in detail. b)
Curriculum planning idea 2: Partner with the families of children. c)
Curriculum planning idea 3: Study the children in details.
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Part 4: Group experiences (2 years to 6 years) To complete this part of the assessment, you must plan, implement, and evaluate two small group experiences with children. You are required to demonstrate the following; ●
Complete one indoor small group experience
aimed to support the children’s language, literacy and cognitive skills
. This experience must include setting up a learning environment and must be implemented over a minimum of three days
. ●
Complete one outdoor small group experience
aimed to support the children’s social, emotional and wellbeing.
●
Plan for the children’s learning and complete all areas of the experience plan template ●
Reflect and evaluate the implementation of each experience and complete all areas of the experience plan reflection template In implementing these experiences, you must follow any relevant service standards, policies and procedures, as well as educational programs and practices, in the workplace. The workplace supervisor must observe each practical skill demonstration and complete the relevant section of the Workplace Supervisor Report (appendix 3). You must complete the associated documentation, provide an example of how you meet each of the criteria in the workplace supervisor report in the student comments section, and have it authenticated by the workplace supervisor. Submission requirements: ●
Experience plan 1 indoor (experience plan and reflection template - table 9, 10 and 11) ●
Experience plan 2 outdoor (experience plan and reflection template – table 12)
●
Workplace Supervisor Report (appendix 3) How you will be assessed:
You should refer to the list of criteria in the Assessment Checklist (Part 6) and the Workplace Supervisor Report (appendix 3) to understand what you need to demonstrate in this section of the assessment. Page 44
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Small group experience 1 - Indoor You are required to plan, implement and evaluate an indoor learning environment aimed to develop language and literacy skills. The learning environment must be set up over at least three days to give children an opportunity to engage in the learning. You are required to scaffold the children’s learning while engaging with them, and use props and stories to extend their understanding of the topic. The learning environment must include: ●
A selection of developmentally appropriate stories to read and tell ●
Props to simulate the children’s interest in language and literature ●
Resources to support pre-writing skills ●
Other resources, materials and/or technologies that support exploration and problem-solving Develop a plan for the experience that you will implement using the template below.
Table 9 Experience plan template Day 1 Date: 27/11/2023
Description of learning environment Include a photo of the space (without children) or a list of resources
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Day 1 Story books - Dear Zoo (indoor) Links to the Early Years Learning Framework
Child centred educational practices. -Maximizing opportunities for each child’s learning and development. Write a learning story covering of your experiences in this area. Tick the experiences that you included on your first day and include a description in the learning story. (You must cover all of these areas over the three days). X Read book (s)
X Told stories
☐
Used questioning techniques
☐
Used props
Supported prewriting skills
☐
Used technology or other
materials
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Day 1 Learning story: Include:
●
Include the above selected criteria over the 3 days
●
Children's voices
●
Learning that took place
●
Your involvement
●
Questioning / extension of learning
Today the children listened to the story "Dear Zoo" in the nursery room and we asked the children what their favourite animal was.
James said, "Elephant."
Zac T said, "Giraffe."
Yvonne said, "Tiger."
Wyyat said, "Monkey."
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Day 1 As an educator, reflect on how you supported the children’s learning. Complete the following:
a)
How did you support the children’s learning through story telling? What questions did you ask? b)
How did you stimulate children’s enjoyment of language and literacy through the use of props? c)
What strategies did you use to draw children’s attention to letters and the sounds they make? d)
What are the words and language did you introduce to the children? On day 1, read stories to the children about nature, history and different animals. After reading stories, I asked children what they understood from the story. It gave them the opportunity to learn about different things and use different vocabularies while answering the questions. Reflection (in consultation with your workplace supervisor) Include changes that you will make for Day 2.
On day 2, I will use more two-way communication to help children to communicate fluently. Table 10 Experience plan template Day 2 Date: 28/11/2023
Describe the changes you have made to the learning environment.
Include a photo of the space (without children) or a list of resources.
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Day 2 On day 2, I tried to do two-way communication. I encouraged children to look through the books and the pictures while I read stories to them and asked the questions to children in between the stories to encourage more effective interaction. Links to the Early Years Learning Framework
Respectful and reciprocal relation between educators and children. - Ongoing learning and reflective practice
Write a learning story covering of your experiences in this area. Tick the experiences that you included on your first day and include a description in the learning story. (You must cover all of these areas over the three days).
☐
Read book (s)
☐
Told stories
X Used questioning techniques
☐
Used props
☐
Supported prewriting skills
X Used technology or other
materials
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Day 2 Learning story: ●
Include the above selected criteria over the 3 days
●
Chidren’s voices
●
Learning that took place
●
Your involement
●
Questioning / extension of learning
We followed up from yesterday’s discussions with the animals. Today we set up the zoo.The children used their cognitive skills to label the animals. They used their imagination and creativity to set up the zoo with the wooden blocks.
When they engaged in labelling the animals,we also took this opportunity to discuss the sound the animals make. Jade said, "I put a monkey here." Liam said, "Lion." Bree said, "Put there." Oliver said, "Done.”
As an educator, how did you support children’s learning?
I supported children’s learning through questioning techniques. I asked them questions
to provoke their thoughts and interests and so that they could better express themselves with use of language.
Reflection (in consultation with your workplace supervisor)
Include changes that you will make for Day 3.
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Day 2 On day 3, I will read the story “
Elmer” discussing with the children the special features of an elephant and then extend to the colour recognition skills.
Table 11 Experience plan template Day 3 Date: 29/11/2023
Description of learning environment
Include a photo of the space (without children) or a list of resources
Story book -Elmer
Links to the Early Years Learning Framework
EYLF Principle: Secure, respectful and reciprocal relationships between educators and children.
Write a learning story covering of your experiences in this area. Tick the experiences that you included on your first day and include a description in the learning story. (You must cover all of these areas over the three days).
X Read book (s)
X Told stories
☐
Used questioning techniques
☐
Used props
☐
Supported prewriting skills
☐
Used technology or other
materials
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Day 3 Learning story:
●
Include the above selected criteria ●
Children's voices
●
Learning that took place
●
Your involvement
●
Questioning / extension of learning
In the morning, during the literacy group time, we read the book "Rainbow Elephant." We intentionally extended the confidence of the children in their colour recognition skills. We also discussed with the children the special features of an elephant, such as its trunk and big ear. As an educator, how did you support children’s learning?
I extended to develop the children the colour recognition skill. We will make a craft of the rainbow elephant to enhance their colour recognition.
Reflection (in consultation with your workplace supervisor)
What did you learn?
I learnt that children will learn faster if learning is combined with games and fun. Children were more enthusiastic about learning through making a craft of the rainbow elephant.
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Small group experience 2 - Outdoor You are required to plan, implement and evaluate an outdoor learning environment aimed to develop social, emotional development and support children’s wellbeing. The small group experience that you plan and implement must: ●
Support children’s health and wellbeing ●
Encourage social interaction ●
Support children’s emotional development ●
Support communication skills Develop a plan for the experience that you will implement using the template below.
Table 12 Experience plan template Small group experience – Outdoor Date: 29/11/2023
Description of learning experience Include a photo of the space (without children) or a list of resources
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Small group experience – Outdoor Children was playing on the Obstacle course for supporting children’s health and wellbeing,
encouraging social interaction,supporting children’s emotional development and supporting communication skills.
Links to the Early Years Learning Framework
Child centred educational practices. -Maximizing opportunities for each child’s learning and development. Learning story:
Write a learning story covering of your experiences in this area. Page 55
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Small group experience – Outdoor Obstacle course. Today we focused on children’s gross motor skills. The children helped to build a new obstacle course in the yard and we worked in turn waiting for our friends to take a turn and cheering them on.
Demi said “I balancing”
Henry said “jump”
Daisy said “my turn to go”
James said “watch me”
Braxton said “ready go”
Mia said “I can do it 1,2,3”
Imogen said “me turn”
Adelaide said “I do a high jump”
Tilly said “I can go to the top”
Demi said “it’s big jump”
Levi said “watch me”
As an educator, how did you support children’s learning?
I support every child to engage in the obstacle course and help them to overcome the different ones. Reflection (in consultation with your supervisor)
What did you learn?
I learnt that children will be more engaged if playing with music. And when they didn’t take a turn, I needed to stop the game immediately. If not, the other children will follow. I should remind them follow the rules all the time. Page 56
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Part 5: The planning cycle (birth to 23 months) To complete this part of the assessment, you must complete the planning cycle for one baby
or toddler between birth to 23 months.
You are required to complete the following; ●
Seek permission to observe and follow confidentiality instructions in consultation with the workplace supervisor (appendix 2). ●
Accurately record the observation (appendix 4 or work placement service method), including:
-
ensuring documentation is free from bias and negative labelling of children -
professionally presenting the observation ensuring accurate grammar and punctuation -
recording the observation accurately according to the method chosen
●
Analyse the information gathered and complete the analysis of learning (table 6) The workplace supervisor must observe each practical skill demonstration and complete the relevant section of the Workplace Supervisor Report (appendix 3). You must complete the associated documentation, provide an example of how they meet each of the criteria in the workplace supervisor report in the student comments section, and have it authenticated by the workplace supervisor. Submission requirements: ●
Completed observation (from work placement service or one provided) ●
Completed analysis of learning (table 13) ●
Workplace Supervisor Report (appendix 3) How you will be assessed:
You should refer to the list of criteria in the Assessment Checklist (Part 6) and the Workplace Supervisor Report (appendix 3) to understand what you need to demonstrate in this section of the assessment. Page 57
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Step 1: Observe and collect information ●
Seek permission and consult with your workplace supervisor to choose a child to observe. Complete and submit permission forms (appendix 2) if required. Follow confidentiality instructions. ●
Select and document one observation* ●
You are encouraged to document your observation using the digital technology or a template from your work placement service. Alternatively, you may use the templates provided. *NOTE:
You must choose a different type of observation method for Part 1, Part 2: Child 2
and Part 5. You must clearly indicate which part each observation belongs to, and submit
observation with this assessment. If your observation is recorded digitally, you must submit
evidence. Step 2: Analysis of learning Analyse and interpret the child reflection and observation, and complete the following analysis of learning. Table 13 Experience plan template Child 1 Analysis of learning Date: 11/12/2023
Child: Daisy
Age:2
Observation method: (select the observation method used)
☐
Learning story
☐
Transcript
☐
Anecdotal record
☐
Running record ☐
Work sample ☐
Sociogram ☐
ABC Diary X Snapshot ☐
Frequency chart ☐
Time sample
☐
Jottings
☐
Other: 1.1 Document the links identified between the observation and Early Years Learning Framework. You must include any relevant part of the framework, including; Page 58
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Child 1 Analysis of learning a) Learning outcome/s and sub elements : Children have a strong sense of wellbeing. b) Principles: Secure, respectful and reciprocal relationships
c) Practices: Holistic approach
1.2 What does the information you have gathered tell you about the child’s interests? Provide at least one example. Daisy is a shy kid. She likes to quietly draw on the paper and play with her dolls which she brings from her home. 1.3 What does the information you have gathered tell you about the child’s strengths? Provide at least one example. She is focussed when she draws and plays with dolls.
1.4 What does the information you have gathered tell you about the child’s skills and development? Complete an analysis of any relevant development domains observed: Page 59
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Child 1 Analysis of learning a) Physical development (fine motor skills) She can hold the pencils, colours and painting brush with her hands and fingers. b) Physical development (gross motor skills) She can walk fine. c) Social development She is not very social though she sometimes interacts with her educators. d) Emotional development She shows her emotions by crying and laughing e) Communication and language development. She doesn’t communicate much. f) Cognitive development. She recognizes different colours. 1.5 What does the information you have gathered tell you about the child’s knowledge and ideas? Provide at least one example. Daisy has knowledge about different colours and she recognizes them. 1.6 Share your reflection with an educator or your workplace supervisor and document their perspectives. She needs to be encouraged to interact with other children. We should help her to communicate and interact more.
1.7 Reflect on the information gathered and document one way to support respectful interactions with the child that are responsive to their needs. Making the child comfortable to interact with others. 1.8 Document three ideas to contribute to curriculum planning:
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Child 1 Analysis of learning a) Curriculum planning idea 1: Learning about the nature of the child. b) Curriculum planning idea 2: Determining the objectives and learning outcomes for the child c) Curriculum planning idea 3: Collaborating with the families while planning the curriculum for the child. Page 61
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Part 6: Assessment checklist
The following checklist will be used by your TAFE NSW Teacher/Assessor to mark your performance against the assessment criteria of your assessment tasks. Use this checklist to understand what skills and/or knowledge you need to demonstrate during this assessment event. All the
criteria described in this assessment checklist must be met. Table 14 Part 1 Assessment checklist PART 1
Criteria- The student:
S
U/S
Assessor comments 1.1
Accurately named the approved learning framework. ☐
☐
1.2
Identified one principle and gave an example of how the principle is applied in the service. ☐
☐
1.3
Identified one practice and gave an example of how the practice is applied in the service. ☐
☐
1.4 Identified one outcome and gave an example of how educators use the learning outcomes to positively support children’s learning.
☐
☐
1.5
Gave one example of how the Early Years Learning Framework is reflected in the service philosophy. ☐
☐
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Elders, both past and present of all Nations.
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PART 1
Criteria- The student:
S
U/S
Assessor comments 1.6
Developed two goals to support the implementation of the EYLF, including: -
An agreed action for each goal -
A brief evaluation once the action has been carried out ☐
☐
2.1 Reflected on skills used to support the emerging physical skills of children and provided one example of supporting an individual child to further their development. ☐
☐
2.2 Provided an example of allowing time for uninterrupted and unhurried play. Identified the relevant EYFL outcome. ☐
☐
2.3
Outlined experiences and resources set up to support gross motor and fine motor development. ☐
☐
Page 63
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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PART 1
Criteria- The student:
S
U/S
Assessor comments 2.4
Reflected on a time when children were encouraged to make choices in play. ●
Explained how they supported children’s choices and ●
How to you challenge the child during the play and extend learning ☐
☐
2.5
Provided one example of supporting children to take responsibility for their physical health and wellbeing. ☐
☐
2.6
Provided one example of positively supporting children to engage in play with another chid. ☐
☐
2.7
Provided one example of supporting a child to take responsibility for their own actions in a developmentally appropriate manner. ☐
☐
2.8
Provided an example of demonstrating respect and care for: ●
Educators ●
Families ☐
☐
Page 64
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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PART 1
Criteria- The student:
S
U/S
Assessor comments 2.9 Provided an example of supporting communication between children when they were having trouble understanding each other and had a difference in opinion. Included the language that was modelled to encourage children to respect and value each other. ☐
☐
2.10 Provided an example of supporting children to follow room expectations. ☐
☐
2.11
Provide one example of a strategy you used to help children to show pride in their work and helped to build confidence. ☐
☐
2.12 Reflected on a time when a child was frustrated or made a mistake.
c)
Stated appropriate words to provide support to the child
d)
Stated appropriate words to encourage the child to see mistakes as an opportunity to learn
☐
☐
Page 65
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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PART 1
Criteria- The student:
S
U/S
Assessor comments 2.13
Provided an example of positively supporting a child to understand their emotions to help them to regulate their feelings and express themselves appropriately. ☐
☐
2.14
Provided an example of supporting a child to see another’s emotions to help them to develop an awareness of empathy. ☐
☐
2.15 How have you supported and encouraged children to persevere with challenges to assist in building resilience? ☐
☐
2.16
Provided an example of sharing children’s successes with families in informal and formal ways. ☐
☐
2.17 Provided an example of extending children’s thinking by engaging them in sustained shared conversations. ☐
☐
2.18
Provided an example of supporting and encouraging children’s home language in the service or how have observed this in practice. ☐
☐
2.19
Provided one example of supporting two-way communication and active listening. ☐
☐
Page 66
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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PART 1
Criteria- The student:
S
U/S
Assessor comments 2.20
Provided one example of helping children to understand the relationship between letters and the sound they make. ☐
☐
2.21
Provided one example of positively guiding a small group discussion where children shared their views on a topic. ☐
☐
2.22 Provided an example of arranging the environment to encourage:
a)
Interactions between children
b)
Accommodating the children’s need for privacy, solitude or quiet
☐
☐
2.23
Provided one example of responding to spontaneous teachable moments as they occur. Identified appropriate strategy to enhance children’s learning. ☐
☐
2.24
Provided an example of an activity implemented with children that extended more than one developmental area.
c)
Named the activity d)
Listed the appropriate development areas ☐
☐
Page 67
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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PART 1
Criteria- The student:
S
U/S
Assessor comments 3.1 Provided one example of working in a team and collaborating
with other educators to enhance play experiences. ☐
☐
3.2
Provided one example of supporting unhurried opportunities for play allowing children sufficient time to engage with the play. ☐
☐
3.3
Provided one example of initiating play with children or following their lead based on the type of activity and the needs and preferences of individual children. ☐
☐
3.4 Provided one example of talking to children about their play and learning. ☐
☐
3.5 Provided one example of supporting children to follow room expectations. ☐
☐
3.6 Provided one example of helping a child to choose a creative activity to support their level of ability and build confidence. ☐
☐
3.7
Provided an example of encouraging a child to participate in an experience that was new or unfamiliar to them.
☐
☐
Page 68
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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PART 1
Criteria- The student:
S
U/S
Assessor comments 3.8
Provided an example of showing respect for a child’s choice to not participate. ☐
☐
4.1
Talked with their supervisor to gather the following information about the recording methods used in the service.
a)
Identified the type of observation methods and digital
media is used
b)
Identified the related policies and procedures used to support educational planning
c)
Outlined what the educators do with the observations
d)
Identified who the observations shared with
☐
☐
4.2 Briefly listed the steps included in the service planning cycle. ☐
☐
Workplace
supervisor
report The student has submitted the completed workplace supervisor report. The report has been verified by the assessor.
☐
☐
Page 69
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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Table 15 Part 2 Assessment checklist PART 2
Criteria- The student:
S
U/S
Assessor comments Step 1: Gather
information Consulted with their workplace supervisor and gathered required information, including: ●
Permission to observe ●
Child reflection ●
Select observation method (NOTE: part 2, 3, and 5 observation methods must be all different) ☐
☐
Step 1: Record
observations Accurately record the observation, including:
●
ensuring documentation is free from bias and negative labelling of children ●
professionally presenting the observation ensuring accurate grammar and punctuation ●
recording the observation accurately according to the method chosen
☐
☐
Page 70
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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PART 2
Criteria- The student:
S
U/S
Assessor comments Step 2:
Analysis of
learning 1.1
Completed an analysis of the child’s learning, including: Identifying the links between the observation and EYLF framework 1.2
Analysing the information to determine the child’s interests 1.3
Analysing the information to determine the child’s strengths
1.4
Analysing the information to determine the child’s skills and development across the relevant developmental domains 1.5
Analysing the information to determine the child’s knowledge and ideas 1.6
Reflecting on the workplace supervisor/educators perspectives 1.7
Documenting one way to support respectful interactions that are responsive to the child’s needs 1.8
Suggesting three appropriate ideas to contribute to curriculum planning ☐
☐
Page 71
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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PART 2
Criteria- The student:
S
U/S
Assessor comments Step 3:
Experience
plan Planned and implemented one indoor experience, including
completion of the experience plan and: 1.1 Listing resources or submitting a photo (without children) as evidence 1.2 Linking the experience to the relevant areas of the National Quality Standards and Early Years Learning Framework 1.3 Linking to relevant service standards, policies and procedures
1.4 Outlining the specific learning objectives
1.5 Documenting a plan for the educator’s role in supporting learning
☐
☐
Page 72
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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PART 2
Criteria- The student:
S
U/S
Assessor comments Step 3:
Reflection The student completed the experience plan reflection
template, including: 2.1 Listing the learning objectives and the child’s progression towards them 2.2 Evaluating the experience in terms of the relevant areas of the Early Years Learning Framework and service policies and procedures
2.3 Reflecting on the children’s interactions and participation 2.4 Reflecting on own practices and performance 2.5 Reflecting on the environment and the resources used 2.6 Reflecting on own personal values and biases and how they may have impacted the experience and interactions 2.7 Suggesting appropriate future planning ideas
☐
☐
Workplace
supervisor
report The student has submitted the completed workplace supervisor report. The report has been verified by the assessor.
☐
☐
Page 73
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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Table 16 Part 3 Assessment checklist PART 3
Criteria- The student:
S
U/S
Assessor comments Step 1: Gather
information Consulted with their workplace supervisor and gathered required information, including: ●
Permission to observe ●
Child reflection ●
Select observation method (NOTE: part 2, 3, and 5 observation methods must be all different) ☐
☐
Step 1: Record
observations Accurately record the observation, including:
●
ensuring documentation is free from bias and negative labelling of children ●
professionally presenting the observation ensuring accurate grammar and punctuation ●
recording the observation accurately according to the method chosen
☐
☐
Page 74
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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PART 3
Criteria- The student:
S
U/S
Assessor comments Step 2:
Analysis of
learning Completed an analysis of the child’s learning, including: 1.1
Identifying the links between the observation and EYLF framework 1.2
Analysing the information to determine the child’s interests 1.3
Analysing the information to determine the child’s strengths
1.4
Analysing the information to determine the child’s skills and development across the relevant developmental domains 1.5
Analysing the information to determine the child’s knowledge and ideas 1.6
Reflecting on the workplace supervisor/educators perspectives 1.7
Documenting one way to support respectful interactions that are responsive to the child’s needs 1.8
Suggesting three appropriate ideas to contribute to curriculum planning ☐
☐
Page 75
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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PART 3
Criteria- The student:
S
U/S
Assessor comments Step 3:
Experience
plan Planned and implemented one outdoor experience, including completion of the experience plan and: 1.1 Listing resources or submitting a photo (without children) as evidence 1.1 Linking the experience to the relevant areas of the National Quality Standards and Early Years Learning Framework 1.2 Linking to relevant service standards, policies and procedures
1.3 Outlining the specific learning objectives
1.4 Documenting a plan for the educator’s role in supporting learning
☐
☐
Page 76
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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PART 3
Criteria- The student:
S
U/S
Assessor comments Step 3:
Reflection The student completed the experience plan reflection
template, including: 2.1 Listing the learning objectives and the child’s progression towards them 2.2 Evaluating the experience in terms of the relevant areas of the Early Years Learning Framework and service policies and procedures
2.3 Reflecting on the children’s interactions and participation 2.4 Reflecting on own practices and performance 2.5 Reflecting on the environment and the resources used 2.6 Reflecting on own personal values and biases and how they may have impacted the experience and interactions 2.7 Suggesting appropriate future planning ideas
☐
☐
Page 77
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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PART 3
Criteria- The student:
S
U/S
Assessor comments Workplace
supervisor
report The student has submitted the completed workplace
supervisor report. The report has been verified by the
assessor.
☐
☐
Table 17 Part 4 Assessment checklist PART 4
Criteria- The student:
S
U/S
Assessor comments Experience 1 Indoor small group experience Experience 1
Selected an appropriate indoor group experience to support
children’s language, literacy and cognitive development. Planned and implemented the experience over three days. ☐
☐
Page 78
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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PART 4
Criteria- The student:
S
U/S
Assessor comments Experience
plan 1
Planned and implemented an outdoor experience to support children’s language, literacy and cognitive development, including: 1.1 Planning the experience by completing the experience plan 1.2 Describing the experiences to be covered over the three days 1.3 Linking the experiences to the relevant areas of the Early Years Learning Framework 1.4 Covering all areas over the three days: read a book; told story; questioning techniques; props; pre-
writing skills and use of technology or other materials 1.5 Documenting a learning plan of the experience 1.6 Reflecting on the support provided to develop the children’s learning 1.7 Reflecting on learning with supervisor and documented changes to include for the next day
☐
☐
Experience 2 Outdoor small group experience Page 79
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Elders, both past and present of all Nations.
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PART 4
Criteria- The student:
S
U/S
Assessor comments Experience 2
Selected an appropriate outdoor group experience to support children’s social and emotional development and wellbeing. ☐
☐
Experience
plan 2
Planned and implemented an outdoor experience to support children’s social and emotional development and wellbeing, including: 1.1 Planning the experience by completing the experience plan 1.2 Describing the experiences to be covered over the three days 1.3 Linking the experiences to the relevant areas of the Early Years Learning Framework 1.4 Documenting a learning plan of the experience 1.5 Reflecting on the support provided to develop the children’s learning 1.6 Reflecting on learning with supervisor and documented changes to include for the next day
☐
☐
Workplace
supervisor
report The student has submitted the completed workplace
supervisor report. The report has been verified by the
assessor. ☐
☐
Page 80
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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Table 18 Part 5 Assessment checklist PART 5
Criteria- The student:
S
U/S
Assessor comments Step 1: Gather
information Consulted with their workplace supervisor and gathered required information, including: ●
Permission to observe ●
Select observation method (NOTE: part 2, 3, and 5 observation methods must be all different) ☐
☐
Step 1: Record
observations Accurately record the observation, including:
●
ensuring documentation is free from bias and negative labelling of children ●
professionally presenting the observation ensuring accurate grammar and punctuation ●
recording the observation accurately according to the method chosen
☐
☐
Page 81
of 111
Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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PART 5
Criteria- The student:
S
U/S
Assessor comments Step 2:
Analysis of
learning Completed an analysis of the child’s learning, including: 1.1
Identifying the links between the observation and EYLF framework 1.2
Analysing the information to determine the child’s interests 1.3
Analysing the information to determine the child’s strengths
1.4
Analysing the information to determine the child’s skills and development across the relevant developmental domains 1.5
Analysing the information to determine the child’s knowledge and ideas 1.6
Reflecting on the workplace supervisor/educators perspectives 1.7
Documenting one way to support respectful interactions that are responsive to the child’s needs 1.8
Suggesting three appropriate ideas to contribute to curriculum planning ☐
☐
Workplace
supervisor
report The student has submitted the completed workplace
supervisor report. The report has been verified by the
assessor.
☐
☐
Page 82
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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Part 7: Practical demonstration (2 years to 6 years) To complete this part of the assessment, you must participate in practical activities that demonstrate your ability to complete skills-based tasks to sector standards. The teacher/assessor must observe at least one occasion. You must also document the demonstrations completed in their workplace attendance log (refer to the Workplace training logbook
). How you will be assessed:
You should refer to the list of criteria in the Observation Checklist
to understand what you need to demonstrate. This checklist outlines the assessment criteria
used to assess your performance. Note: If you have completed the unit CHCECE037 Support children to connect with the natural environment
, please speak with your TAFE teacher/assessor before completing this section of the assessment. Demonstration 1: Support children to connect with the natural environment OUTDOOR
The purpose of this demonstration is for you to show how you can implement and evaluate an activity to support children’s knowledge, appreciation and understanding of the natural environment. For this task, you must demonstrate supporting inclusion and diversity in either a routine or play experience. This task will be conducted in the workplace and must include the following equipment/resources: ●
Children and educators in a regulated early childhood education and care service ●
Any relevant natural resources to support the learning experience While you are performing the task, you must demonstrate the following: 1.1 Set appropriate learning outcomes which have a clear purpose. 1.2 Ensure the materials, equipment, play space and learning concept reflects the children’s interests and developmental needs. 1.3 Plan for uninterrupted blocks of time and allow for the children to explore, investigate and experiment with the materials. 1.4 Use the correct terminology when talking about diverse aspects of the natural environment. Page 83
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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1.5 Encourage children to ask questions, and when in doubt about the answers, communicate this to the children and then seek the children’s assistance in researching the answer. 1.6 Consider the presentation of the materials and chose materials that promote learning and stimulate thinking. 1.7 Consider the health and safety aspects of the experience
. 1.8 Sustain young children’s level of interest by looking for ways to add a sense of magic, wonder and curiosity to the experience
. 1.9 Complete the experience plan reflection template (table 19) Table 19 Experience plan reflection template
Experience plan reflection Brief description of experience: 18/10/2023
Learning and playing with sticks- creating words and numbers by collecting sticks of different lengths. Making the letters or numbers and also using a stick to draw in sand,dirt or mud. 1.1 Learning objectives (what learning objectives were achieved? reflect on the child’s progression towards them)
: They learnt many things about nature and built a strong sense of connection with the plants around us. And also
provided an opportunity to spark children’s imagination and build up children’s muscles, strength and dexterity.
1.2 Links to Early Years Learning Framework 1)Encouraging a deep sense of connection to nature and the environment.
2)Provide an environment that is safe and healthy for them to learn.
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Experience plan reflection 1.3 Observation of children’s interactions and participation (think about what you observed during the experience and if you identified any needs for additional support children’s engagement with the natural environment)
All the children were engaged and excited to find the sticks. They were seen interacting with each other and enjoying the activity. They also communicated with their educators and asked about how to make their name by using sticks.
1.4 Educator’s reflection (Reflection of your own experience and practice –What worked, where the strategies planned effective, what did not go so well, how will you improve for next time if the experience did not go so well)
: The strategies seemed well as children could learn many things about their nature and could feel connected to their environment. They interacted with their friends and educators as well. 1.5 Environment reflection (
Did the environment
support and encourage all the children to learn about the natural environment? Evaluate the resources used)
: Yes, the environment supported and encouraged all the children to appreciate the natural environment. They learnt about nature and plants and how they have fun in our natural environment. 1.6 Future planning ideas: In future, I plan more activities about nature play, like telling a story using pictures drawn with the sticks to encourage children that can continually extend on their learning and interest in nature environment.
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Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Part 8: Practical demonstration (birth to 23 months) To complete this part of the assessment, you must participate in practical activities that demonstrate their ability to complete skills-based tasks to sector standards. Indoor activities that support physical movement toddlers are supported by the student must be directly observed by the teacher/assessor on at least one occasion. You must also document the demonstrations completed in their workplace attendance log (refer to the Workplace training logbook
). How you will be assessed:
You should refer to the list of criteria in the Observation Checklist
to understand what you need to demonstrate. This checklist outlines the assessment criteria
used to assess your performance. Note: If you have completed the unit CHCECE032 Nurture babies and toddlers
, please speak with your TAFE teacher/assessor before completing this section of the assessment. Demonstration 1: Monitor and encourage the fostering of gross motor skills (INDOORS) The purpose of this demonstration is for you to show how you provide a safe area for toddlers to foster their gross motor skills and encourage regular physical movement.
For this task, you must demonstrate how you provide a safe area for toddlers to foster their gross motor skills on at least one occasion while following the correct standards and procedures. This task will be conducted in the workplace
and must include the following equipment/resources: ●
Appropriate toys and equipment While you are performing the task, you must demonstrate the following: 1.1 Set up and provide safe areas to practice exploration and gross motor skills 1.2 Participate and interact with the toddler while engaging in physical activity 1.3 Provide a relaxed and calm environment that is responsive to the individual wellbeing of the toddler 1.4 Ensure toddler can safely explore the environment with their hands, mouth and body, identifying hazards and making age appropriate responses 1.5 Actively supervise/monitor toddlers by being physically present and using the principles of active supervision
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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1.6 Ensure child is appropriately dressed for play, so that they are comfortable and their individual needs are met, and also meets the service’s health and safety requirements
1.7 Demonstrate principles of active supervision of the group of toddlers for the complete activity period
1.8 During the experience discuss with children how their bodies work and the importance of physical activity in a developmentally appropriate manner 1.9 Complete the experience plan reflection template (table 20). Table 20 Experience plan reflection template
Experience plan reflection Monitor and encourage the fostering of gross motor skills (birth to 2 years) Brief description of experience: Singing the action song “Head,shoulders,knees and toes” while doing the actions as the song describes. After the song, doing the stretching and twisting activity such as nodding heads, shoulder rolls, sky reaches, windmills and ankle rolls .
1.1 Learning objectives (what learning objectives were achieved? reflect on the child’s progression towards them)
: It enables children to develop and strengthen their gross motor skills. 1.2 Links to Early Years Learning Framework, and other relevant standards, policies, and procedures in your service that were followed during the experience. 1)Children have a strong sense of wellbeing.
2)Provide an environment that is safe and healthy for them to learn.
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Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Experience plan reflection Monitor and encourage the fostering of gross motor skills (birth to 2 years) 1.3 Observation of children’s interactions and participation (think about what you observed during the experience and if you identified any needs for additional support children’s engagement with the natural environment)
All the children were engaged sang a songs and dancing. They were seen interacting with each other and enjoying the activity. 1.4 Educator’s reflection (Reflection of your own experience and practice –What worked, where the strategies planned effective, what did not go so well, how will you improve for next time if the experience did not go so well)
: The strategies seemed well as children could develop their gross motor skill and eye hand coordination. They interacted with their friends and educators as well. 1.5 Environment reflection (
Did the environment
support and encourage all the children to learn about the natural environment? Evaluate the resources used)
: Yes, the environment supported and encouraged all the children to appreciate the activity. They learnt about body parts and how they have fun in this activity.
1.6 Future planning ideas:
In future, I plan more activities about action songs, like “going to bear hunt” to develop their gross motor skill in outdoors.
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Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of
the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Part 9: Observation checklist (2 years to 6 years) The observation checklist will be used by a TAFE assessor to mark your performance in the previous event type/s. Use this checklist to understand what skills are required to demonstrate in this section of the assessment. This checklist outlines the assessment criteria you will be assessed on. All the criteria must be met. The demonstrations will be used as part of the overall evidence requirements of the unit. You may ask questions while the demonstration is taking place or if appropriate directly after the task/activity has been completed. Any criteria not observed, may be verified through a professional conversation with the workplace supervisor.
Table 21 Declaration
Workplace supervisor name
Adrianne Macleod
Signature Assessor / teacher name Signature Table 22 Observation checklist – Demonstration 1
Demonstration 1: Support children to connect with the natural environment
Room/age group: Environment/setting: Date: Page 90
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Elders, both past and present of all Nations.
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Table 23 Observation checklist – Demonstration 1
Assessment criteria The student must demonstrate the following:
S
US
Assessor comments 1.1 Set clear learning outcomes and had a clear purpose. ☐
☐
1.2 Ensured the materials, equipment, play space and learning concept reflected children’s interests and developmental needs. ☐
☐
1.3 Panned for uninterrupted blocks of time to explore, investigate and experiment with the materials and the learning concept. ☐
☐
1.4 Used the correct terminology when talking about diverse aspects of the natural environment. ☐
☐
1.5 Encouraged children to ask questions, and when in doubt about
the answers, the student communicated this to the children and then sought the children’s assistance in researching the answer. ☐
☐
1.6 Considered the presentation of the materials and chose materials that promoted learning and stimulated thinking.
☐
☐
1.7 Considered the health and safety aspects of the experience.
☐
☐
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Elders, both past and present of all Nations.
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Assessment criteria The student must demonstrate the following:
S
US
Assessor comments 1.8 Sustained young children’s level of interest by looking for ways to add a sense of magic, wonder and curiosity to the experience.
☐
☐
1.9 Reflected the experience and completed the experience plan reflection, including; 1.1 Listing the learning objectives and the child’s progression towards them 1.2 Accurately linking the experience to the Early Years Learning Framework 1.3 Reflecting on the children’s interactions and participation 1.4 Reflecting on own practices 1.5 Reflecting on the environment and the resources used 1.6 Suggesting appropriate future planning ideas
☐
☐
Verbal questions Student response Q1 ☐
☐
Comments/student response
Q2 ☐
☐
Comments/student response
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Elders, both past and present of all Nations.
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Part 10: Observation checklist (birth to 23 months) The observation checklist will be used by a TAFE assessor to mark your performance in the previous event type/s. Use this checklist to understand what skills are required to demonstrate in this section of the assessment. This checklist outlines the assessment criteria you will be assessed on. All the criteria must be met. The demonstrations will be used as part of the overall evidence requirements of the unit. You may ask questions while the demonstration is taking place or if appropriate directly after the task/activity has been completed. Any criteria not observed, may be verified through a professional conversation with the workplace supervisor.
Table 24 Declaration
Workplace supervisor name
Adrianne Macleod
Signature Assessor / teacher name Signature Table 25 Observation checklist – Demonstration 1
Demonstration 1: Provide a safe area to foster gross motor
Age: Environment/setting: Date: Page 93
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Elders, both past and present of all Nations.
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Table 26 Observation checklist – Demonstration 1
Assessment criteria The student must demonstrate the following:
S
US
Assessor comments 1.1 Provide safe areas and encouragement to practice exploration and gross motor skills ☐
☐
1.2 Participate and interact with the toddler while engaging in physical activity
☐
☐
1.3 Provide a relaxed and calm environment that is responsive to the individual wellbeing of the toddler
☐
☐
1.4 Ensure toddler can safely explore the environment with their hands, mouth and body, identifying hazards and making age appropriate responses ☐
☐
1.5 Actively supervise/monitor toddlers by being physically present
and using the principles of active supervision
☐
☐
1.6 Ensure child is appropriately dressed for play, so that they are comfortable and their individual needs are met, and also meets
the service’s health and safety requirements
☐
☐
1.7 Demonstrate principles of active supervision of the group of toddlers for the complete activity period
☐
☐
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Elders, both past and present of all Nations.
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Assessment criteria The student must demonstrate the following:
S
US
Assessor comments 1.8 During the experience discuss how bodies work and the importance of physical activity
☐
☐
1.9 The student accurately completed the experience plan reflection template, including: 1.1 Listing the learning objectives and the child’s progression
towards them 1.2 Accurately linking the experience to the Early Years
Learning Framework and any relevant service policies and
procedures 1.3 Reflecting on the children’s interactions and participation 1.4 Reflecting on own practices 1.5 Reflecting on the environment and the resources used
1.6 Suggesting appropriate future planning ideas
☐
☐
Verbal questions Student response Q1 ☐
☐
Comments/student response
Q2 ☐
☐
Comments/student response
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Elders, both past and present of all Nations.
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Assessment feedback
NOTE: This section must
have the Teacher/Assessor and student signature to complete the feedback. If you are submitting through the TAFE NSW online learning platform, your Teacher/Assessor will give you feedback via the platform.
Assessment outcome
☐
Satisfactory
☐
Unsatisfactory
Assessor feedback
☐
Has the assessment declaration for this assessment event been signed and dated by the student?
☐
Are you assured that the evidence presented for assessment is the student’s own work?
☐
Was reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments
:
Assessor name, signature and date
Student acknowledgement of assessment outcome
Would you like to make any comments about this assessment?
Student name, signature and date
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Appendices
Appendix 1 - Workplace details
Workplace 1 Table 27 Workplace details
Name of service Hobart Place Early Education Centre
Contact person Adrianne Macleod
Address 52 Hobart Pl,Illawong NSW 2234
Phone
0295435533
Email ccchobartpl@ssc.nsw.gov.au
Workplace supervisor details
Table 28 Workplace supervisor details
Workplace supervisor name
Adrianne Macleod
Qualification/s held Diploma
Workplace supervisor name
Qualification/s held Workplace supervisor name
Qualification/s held Workplace supervisor name
Qualification/s held Workplace supervisor name
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Qualification/s held Page 98
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Appendix 2 – Permission to observe, record, document Permission to observe, record, document – Workplace supervisor and colleagues Table 29 Observation to observe, record, document – Workplace supervisor and colleagues
Student name:
Service name Address Email Workplace supervisor: I endorse the student use of recording (at the mentioned workplace) and submission of video evidence for the purpose of TAFE NSW assessment.
Table 30 Workplace supervisor name and signature
Workplace supervisor name
Position Workplace supervisor signature
The student will be required to video a range experiences and interactions involving themselves with children (only visuals of experiences and activities and not of children) and/or colleagues. Students will be required to be under the supervision of educators within the service during these times.
During the assessment:
●
The focus of the videos will be on the student’s interactions and experiences not specifically the children or other educators. The tablet or video camera may be propped on a shelf focussing on the student, or a colleague may assist with taking the
video, while colleagues may still be viewed (with consent), children cannot be photographed or filmed
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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●
The student can submit the video without storing it on own device. There is no need for video evidence to be stored on a personal device – instructions are available in the Video Evidence handout
•
You have a right to view to the video recording before it is submitted – please request this
from the student
I, (name) hereby give permission for the TAFE NSW student indicated to record ‘video file(s)’ that may include video of myself. I understand that the video will be used for assessment purposes only.
Table 31 Colleague names, signature and date
Colleague name
Signature Date Page 100
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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Permission to observe, record, document – Children’s activities Table 32 Permission to observe, record, document – children
Student name Workplace Address Email Workplace supervisor name
Position The student will be required to undertake a range of tasks in order to be assessed. The assessment evidence may include written observations and documentation, photographs and video evidence of a range of experiences and interactions involving themselves with children and/or colleagues. Students will be required to be under the supervision of educators within the service during these times. While colleagues may be filmed or photographed with consent, children can’t be filmed or photographed. Written documentation:
●
Will involve only the child’s first name and age (e.g., 2.3 years)
●
Will only be used by TAFE NSW for assessment purposes
Video evidence:
●
The focus of the videos will be on the Student’s interactions and experiences not the children or other educators. The tablet or video camera may be propped on a shelf focussing on the student, or a colleague may assist with taking the video
●
The student can submit the video without storing it on own device. There is no need for video evidence to be stored on a personal device – see further instructions available about video evidence ●
You have a right to view to the video recording before it is submitted – please request this from the student
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the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.
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●
The video file will be uploaded directly to a secure, private platform within Microsoft Teams where it will be provided to a TAFE NSW Assessor, to mark the assessments
●
The video file will be deleted by TAFE NSW after an assessment decision has been made
●
TAFE NSW Assessors are required to hold a valid Working with Children Check and are bound by the Privacy and Personal Information Protection Act 1998 (NSW)
I, (named), hereby give permission for the TAFE NSW student indicated to observe, record and document only the activities of my child (named) at the service indicated for the purposes of TAFE NSW Assessment only. This assessment may involve written observations and documents, photographs and video evidence of activities and interactions under the supervision of a centre educator.
Table 33 Child name, parent/guardian name, signature, date
Child name
Parent/guardian name
Signature
Date Page 102
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Appendix 3 - Workplace supervisor report Instructions to employer/workplace supervisor As part of the assessment for the unit listed here, the student requires evidence of their performance from you. This evidence will be used to
validate the student’s skills and experience in your organisation. Please ensure that your details are completed in the student Workplace
Logbook and that you read the information provided. Table 34 Unit details
Unit code and title
Supporting Children’s Development:
CHCECE034 - Use an approved learning framework to guide practice
CHCECE035 - Support the holistic learning and development of children CHCECE036 - Provide experiences to support children’s play and learning CHCECE038 - Observe children to inform practice
Table 35 Student details
Student name
Siu Ling Mak
The student identified has completed the following activities to an acceptable workplace/sector standard within this organisation. The student is required to provide an example of how they have met each of the criteria. Page 103
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Elders, both past and present of all Nations.
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Table 36 Workplace Supervisor Demonstration Verification
Skills demonstrations Performed at acceptable
workplace standard?
Criteria – The student;
Student Comments Supervisor (initials)
Part 1 Reflective practice journal 1. Can identify, apply and reflect on the use of the Early Years Learning Framework in the service, including: ●
Locating and investigating how the Early Years Learning
Framework is applied in the service, including showing knowledge of how the philosophy, principles and practices are reflected ●
Showing knowledge of how the Early Years Learning Framework supports children’s learning using the outcomes ●
Developing professional practice and setting two goals to support the implementation of the Early Years Learning Framework in collaboration with the workplace supervisor or educator (Please provide an example of how you have
met this criteria).
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Elders, both past and present of all Nations.
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Skills demonstrations Performed at acceptable
workplace standard?
Criteria – The student;
Student Comments Supervisor (initials)
Part 1 Reflective practice journal 2. Supports the holistic learning and development of children, including implementing the following (under supervision): ●
Using routines as opportunities for children’s learning (such as singing transition songs) ●
Interacting with children in a developmentally appropriate manner ●
Modelling care, empathy and respect in interactions with children, educators and families
●
Appropriately assisting children when they need help communicating with one another, and guiding them to interact respectfully ●
Role modelling language with children and assist them to collaborate and express ideas ●
Using positive strategies to guide children’s challenging
behaviour, assisting children to regulate feelings appropriately ●
Encouraging, praising and helping to build children’s (Please provide an example of how you have
met this criteria).
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Elders, both past and present of all Nations.
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Skills demonstrations Performed at acceptable
workplace standard?
Criteria – The student;
Student Comments Supervisor (initials)
Part 1 Reflective practice journal 3. Can facilitate experiences to support children’s play and learning (while under supervision), including: ●
Working collaboratively and in a team with educators to enhance play for children ●
Allowing enough time for children to play without hurrying children to transition to the next activity ●
Balancing knowing when to take the child’s lead in play,
and when to initiate play ●
Talking in a developmentally appropriate manner with children about play to extend learning
●
Acting as a facilitator in play, such as providing resources to extend play and creativity ●
Encouraging children to engage in new experiences, while respecting a child’s choice not to participate (Please provide an example of how you have
met this criteria).
Page 106
of 111
Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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Skills demonstrations Performed at acceptable
workplace standard?
Criteria – The student;
Student Comments Supervisor (initials)
Part 1 Reflective practice journal 4. Shows a foundation level of understanding of the planning cycle, including: ●
Seeking information about the planning cycle ●
Seeking information about the observation methods and digital media used in the service ●
Showing some understand of the reflective practices that are used (Please provide an example of how you have
met this criteria).
Page 107
of 111
Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
Your preview ends here
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Skills demonstrations Performed at acceptable
workplace standard?
Criteria – The student;
Student Comments Supervisor (initials)
Part 2 and Part 3 The planning cycle (2 to 6 years) Under the workplace supervisors guidance, completed the planning cycle for two
children, including: ●
Seeking permission to observe and gather information and adhered to confidentiality requirements ●
Collaborating with educators to seek information, observe and reflect on children’s learning in line with service standards ●
Gathering and analysing information from children and families (where permitted) in collaboration with educators ●
Documenting observations according to service policies
and procedures ●
Planning experiences that reflect the children’s individual interests, skills and strengths based on what is observed ●
Setting up and implementing one indoor and outdoor experience using suitable resources while adhering to (Please provide an example of how you have
met this criteria)
Page 108
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
Your preview ends here
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Skills demonstrations Performed at acceptable
workplace standard?
Criteria – The student;
Student Comments Supervisor (initials)
Part 4 Group experiences (2 to 6 years) Completed one indoor group experience over at least 3 days (under supervision), including: ●
Supporting children’s language, literacy and cognitive skills ●
Selecting appropriate resources to support problem-
solving, challenge, discovery and exploration ●
Reading and telling appropriate stories applying questioning skills to extend learning ●
Using props to support and engage children in learning ●
Supporting children’s pre-writing skills Completed one outdoor group experience aimed to support children’s social, emotional and wellbeing (under supervision). (Please provide an example of how you have
met this criteria).
Page 109
of 111
Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
Your preview ends here
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Skills demonstrations Performed at acceptable
workplace standard?
Criteria – The student;
Student Comments Supervisor (initials)
Part 5 The planning cycle (birth to 23 months) Under the workplace supervisors guidance, completed the planning cycle for one baby or toddler, including: ●
Seeking permission to observe and gather information and adhered to confidentiality requirements ●
Collaborating with educators to seek information, observe and reflect on children’s learning in line with service standards ●
Documenting observations according to service policies
and procedures ●
Suggesting appropriate follow up activities to support further learning (Please provide an example of how you have
met this criteria).
Additional comments: Page 110
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
Your preview ends here
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Table 37 Workplace supervisor referee verification
Declaration Details Workplace supervisor name Adrianne Macleod
Workplace supervisor signature
Date
Table 38 Teacher/assessor verification
Declaration Details
Assessor verification/validation ☐
Via professional conversation with the workplace supervisor Teacher/assessor name
Teacher/assessor signature
Date
Page 111
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Document title: Cl_SupportingChildrensDevelopment_AEWB_Prt3of4
Resource ID: PRJ0062485_Cl_SupportingChildrensDevelopment_AEWB_Prt3of4 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the
Elders, both past and present of all Nations.
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