CHCCEC056 Written Assessment

docx

School

TAFE NSW - Sydney Institute *

*We aren’t endorsed by this school

Course

CHC30113-0

Subject

Sociology

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by DukeLightningRedPanda10

CHCECE056 Work effectively in children’s education and care Knowledge Assessment Task – Student Version CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 1 of 37

Introduction This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence. CHCECE056 Work effectively in children’s education and care Elements 1. Source and use information on work in children’s education and care 2. Work within organisational requirements 3. Use effective work practices 4. Work collaboratively 5. Develop personal professional practice How students participate in assessment You are required to read and follow the instructions below. Additional instructions may be provided in your Student Handbook and supporting documentation. Assessment conditions Assessment responses must demonstrate a capable understanding and consistent application of knowledge. 1. You MUST provide responses to all questions at a Satisfactory level 2. You MUST use the referenced learning materials to guide responses 3. You can complete the assessment in a classroom setting or self-study environment Authenticity requirements You must genuinely attempt to answer each question appropriately to demonstrate your acquired knowledge. Intentionally or unintentionally presenting answers to assessment questions that are another individuals’ work, or the work of a team as your own is considered plagiarism and may result in exclusion from the unit. You should refer to the Student Handbook for further information. Authenticity Declaration It is important that you sign and date the Authenticity Declaration to confirm that the responses to questions presented for assessment are your own work. CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 2 of 37

ATTENTION You must include your name and SIGNATURE on this page Your signature is required to verify authenticity of your work. By making this declaration: ☒ I understand the assessment conditions and how to effectively participate in assessment ☒ I understand my responsibility to provide assessment responses that are my own. ☒ I understand that, at any time, if it is shown that in this assessment task, I have plagiarised or misrepresented assessment responses, the assessment outcome may be revoked. Name: Signature: Date: Competent Not Competent Comments ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ If any gaps in the evidence are demonstrated, identify any action to be taken or further evidence required: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Assessor’s name: ____________________ Assessor’s signature: _________________ Date: ___________ Learner’s name: ____________________ Learner’s signature: _________________ Date: ___________ CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 3 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Assessment instructions You are required to read the instructions, the question and the referenced learning materials to appropriately answer each question. Attempting assessment tasks You are required to respond to each question in the space provided. You can answer each question by typing responses directly into the spaces provided, or by printing and handwriting responses directly into the spaces provided. Assessment outcomes The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. If you are assessed as ‘Not Yet Satisfactory’ the assessor will provide you with feedback regarding what needs to be re-attempted, and the resubmission process. Reasonable adjustment You may apply for reasonable adjustment to this assessment activity. Refer to the Student Handbook for further information. Submitting tasks Once you have included responses to ALL questions, submit your assessment to the college for marking. Refer to the Student Handbook for information on how to submit assessment activities. Accessing, saving and/ or printing required readings You are required to access learning materials throughout the assessment process. These resources provide key information to help you provide appropriate responses to each question. You are directed to these learning materials via the list below and at the start of each question. You may choose to save these files electronically, or print them. Student appeals You have the right to appeal an unfavourable decision or finding during assessment. Refer to the Student Handbook for further information. CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 4 of 37

Learning materials and required readings Students will require access to the following textbooks, readings and websites to provide responses to the questions in this assessment. Textbook reference Kearns, K. (2020). The Big Picture 5th ed., Cengage Learning Australia, Melbourne. Chapters 1, 2, 3 Readings Australian Federation of Employers and Industries. About AFEI https://www.afei.org.au/helping-employers/ Cherry, K. (2020) 10 Tips for Improving Your Nonverbal Communication. https://www.verywellmind.com/top-nonverbal-communication-tips-2795400 Cherry, K. (2020) Understanding Body Language and Facial Expressions. https://www.verywellmind.com/understand-body-language-and-facial-expressions-4147228 Fair Work Ombudsman. Union Membership. https://www.fairwork.gov.au/employee-entitlements/industrial-action-and-union- membership/union-membership , Fair Work Ombudsman Fair Work Ombudsman . The role of unions. https://www.fairwork.gov.au/employee-entitlements/industrial-action-and-union- membership/the-role-of-unions Care for Kids Website: Articles about approaches to early childhood education . Approaches To Early Childhood Education Articles - CareforKids.com.au Early Childhood Australia blog: The Spoke. http://thespoke.earlychildhoodaustralia.org.au/ Kearns, K. (2021). Key concepts in growth and development. Kearns, K. (2020). Taking care of ourselves. Be You Website: Wellbeing tools for you. https://beyou.edu.au/resources/tools-and-guides/wellbeing-tools-for-you National Quality Standard (A4 Poster) (2018). Australian Children’s Education & Care Quality Authority (ACECQA) https://www.acecqa.gov.au/media/23171 How to advocate as an early childhood professional. Early Childhood Australia Learning Hub. https://learninghub.earlychildhoodaustralia.org.au/elearning/how-to-avdocate-as-an-early- childhood-professional/ CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 5 of 37

Key roles and responsibilities These questions require you to demonstrate your knowledge of role characteristics, boundaries and responsibilities for key job roles in children’s education and care. Question 1 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (p. 2) Figure 1.1 ‘ Types of approved early childhood education and care services’ To answer this question, refer Figure 1.1 in the reading above. Match the service types to the service descriptor in the table below. Service types a. Long day care (also referred to as child care, crèche, work-based care) b. Out-of-school-hours care c. Preschool/kindergarten d. Mobile children’s education and care services Service descriptor Service types  Age group: School-age children up to 12 years.  Provide before and after school care for school-age children  Hours may vary (e.g. 7–9 a.m. and 2.30–6 p.m.) and school vacation periods Out-of-school-hours care  Centre-based education and care services  Age group: 2 years 6 months to 6 years  Hours: usually five to six hours per day (may offer extended-hours care)  Can be full-day or sessional care  May or may not operate during school holidays Mobile children’s education and care services  Centre-based education and care services  Age group: birth to 6 years  Hours: up to 12 hours per day (some offer 24-hour education and care services)  Must be open a minimum of 48 weeks per year Long day care  Age group: usually birth to six years, but may include after-school programs for children up to 12 years  Hours: usually operate during school terms Preschool/kindergarten CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 6 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Question 2 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (page 4) Figure 1.2 ‘ Educator roles and responsibilities’ Match the position to the key job role in the table below. Position a. Team leader/room leader b. Teacher c. Trainee d. Director/coordinator/manager e. Educational leader f. Educators (Diploma) g. Educators (Certificate III) Key job role Position Responsible for developing educational programs and supporting others to deliver these programs. This person will have an early childhood teaching degree. b Responsible for day-to-day management of a small team of educators. This person will typically hold an early childhood diploma. a Responsible for leading the team in pedagogical (teaching) practices, developing goals and expectations in relation to the curriculum and teaching practices. This person typically holds an early childhood teaching degree or a diploma. e Beginning educators undertaking training (usually Certificate III). Certificate III trainees undertake similar duties to a Certificate III educator under the direct supervision of a senior educator. c (Nominated supervisor) responsible for day-to-day management and compliance with legislative requirements. This person usually holds an early childhood teaching degree or a diploma. d Assist with managing daily routines such as meals, setting up and packing away play materials, setting up the learning environment, cleaning, washing, preparation for sleep/rest, nappy changes, toileting, guiding children’s behaviour and supervising children to ensure they are safe. May also contribute to planning, implementing and evaluating the daily program. g Responsible for collaborating with others to plan, implement and evaluate the daily program. f CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 7 of 37

CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 8 of 37

Question 3 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (pp. 5-6) To answer this question, refer to Figure 1.3 ‘Job description for Certificate III educator’. Select True or False for each statement below. Statement True False A Certificate III educator must comply with the National Law and the National Regulations ☒ ☐ A Certificate III educator is responsible for organising meetings to discuss concerns with families ☐ ☒ Educators are permitted to wear open-toed sandals to work ☐ ☒ A Certificate III daily duty includes completing a daily safety check of the outdoor play area ☒ ☐ A Certificate III general duty includes setting up and packing away children’s bedding ☒ ☐ Educators are permitted to wear facial jewellery to work ☐ ☒ The supervisor is the Room leader/Director ☒ ☐ Educators may wear denim jeans to work ☐ ☒ CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 9 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Employment matters These questions require you to demonstrate your knowledge of sources of information in relation to employment including:  employer associations  professional associations  staff handbooks  trade unions Question 4 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (pp. 11-12) Select True or False for each statement below. Statement True False Understanding award conditions and the terms and conditions set out in an employment contract will ensure that you are aware of your entitlements and obligations ☒ ☐ Examples of information in an employment award may include minimum wages, hours of work, leave and public holiday entitlements ☒ ☐ Employment awards do not include requirements for casual employees ☐ ☒ Employment awards do not include information related to consultation and dispute resolution ☐ ☒ Employment awards also outline the obligations of the employer ☒ ☐ The role of the Fair Work Ombudsman is to provide accurate information and advice about your workplace rights and obligations ☒ ☐ The National Employment Standards workplace entitlements includes parental leave and related entitlements ☒ ☐ The Fair Work Ombudsman is not responsible for assessing complaints or breaches of workplace law ☐ ☒ CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 10 of 37

Question 5 Reading Union Membership Fair Work Ombudsman https://www.fairwork.gov.au/employee-entitlements/industrial-action-and-union- membership/union-membership Select True or False for each statement below. Statement True False A union is a body that represents the interests of workers in a particular industry or occupation ☒ ☐ It’s illegal to take or threaten to take adverse action against a person for being or not being a union member ☒ ☐ If a worker believes he/she has been unfairly dismissed the person has 14 days starting from the day after he/she was dismissed to lodge an application with the Fair Work Commission ☐ ☒ Question 6 Reading The role of unions. Fair Work Ombudsman . https://www.fairwork.gov.au/employee-entitlements/industrial-action-and-union- membership/the-role-of-unions Select True or False for each statement below. Statement True False A key role of unions is to resolve workplace issues by being a voice for employees and acting as a bargaining representative during bargaining negotiations ☒ ☐ Bargaining is a process where employers and employees negotiate the terms and conditions of an enterprise agreement ☒ ☐ CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 11 of 37

Question 7 Reading About AFEI - Australian Federation of Employers and Industries https://www.afei.org.au/helping-employers/ Select True or False for each statement below. Statement True False AFEI’s main aim is to protect employers from problems arising by providing expert advice on how to best to manage a workplace and preventing problems from arising ☒ ☐ The AEFI only supports large workplaces ☐ ☒ The AFEI has a team of employment lawyers, HR consultants and workplace advisors ☒ ☐ AEFI provides help and support for individual employees ☐ ☒ Working Collaboratively The question requires you to demonstrate your knowledge of the role of collaboration in providing quality education and care. Question 8 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (page 16) Match the core teamwork skill to the educator action in the table below. An example has been provided to help you complete this task/question. Core teamwork skill (collaboration) a. A willingness to work cooperatively b. Using initiative c. Being flexible, adaptable and open to change d. Conforming to social rules and norms Educator action Core teamwork CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 12 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

skill Educator Ali noticed that the paper towel dispensers in the staff bathroom were running low and refilled them before her shift commenced b Educator Maeve always leaves the lunch table clean and puts her dishes on the trolley for the dishwasher after she has had a meal break to ensure that it was clean and tidy for her colleagues. d Educator Steve swapped his lunch break with his colleague who needed to implement an experience with the children during her normal break time. c Educators from the two preschool rooms work together cooperatively to ensure the outdoor program runs smoothly. They do this by communicating to one another about the environment and sharing the load of planning and packing away each day/week. a Effective communication These questions require you to demonstrate your knowledge of communication techniques and their application in a children’s education and care service. Question 9 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (page 25) Figure 1.13 ‘Different types of communication’ Match the communication type to the example in the table below. Communication type a. Verbal communication b. Non-verbal communication c. Written communication Examples Communication type An educator smiling and nodding to indicate she agrees with her colleague b An email sent to a child’s parents about an upcoming event at the service c A conversation with your supervisor about an issue at work a CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 13 of 37

Question 10 Reading Understanding Body Language and Facial Expressions. Cherry, K (2020) https://www.verywellmind.com/understand-body-language-and-facial-expressions- 4147228 Select True or False for each statement below. Statement True False It has been suggested that body language may account for between 60 to 65% of all communication ☒ ☐ The expressions used to convey fear, anger, sadness, and happiness are not universal ☐ ☒ Chewing on the bottom lip may indicate that the individual is feeling hungry ☐ ☒ Crossing the arms may indicate the person is feeling defensive ☒ ☐ Standing with hands on hips indicates the person is afraid ☐ ☒ The level of personal distance that individuals need to feel comfortable is uniform across all cultures ☐ ☒ Question 11 Reading 10 Tips for Improving Your Nonverbal Communication. Cherry, K (2020). https://www.verywellmind.com/top-nonverbal-communication-tips-2795400 Select True or False for each statement below. Statement True False Varying your voice is not a useful tool when trying to generate interest in the person to whom you are speaking ☐ ☒ Tone of voice can convey a wealth of information, ranging from enthusiasm to disinterest to anger ☒ ☐ It’s important to be aware of and clarify the meaning of non-verbal signals ☒ ☐ The key to accurately reading non-verbal behaviour is to look for groups of signals that reinforce a common point ☒ ☐ The same style of body language and tone of voice is used by individuals regardless ☐ ☒ CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 14 of 37

Statement True False of whether they are at home, at work or with a group of friends Question 12 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (page 29) Match the block to communication to the educator statements in the table below. An example has been provided to help you complete this question. Blocks to communication a. Assigning labels b. Dismissing c. Making uninvited predictions d. Implying that others are not doing things the ‘right’ way e. Implying that others are at fault Educator statement Block to communication Trainee Kyle tells his supervisor he’s worried that his College assessor won’t be happy with his planned activities. The supervisor responds by saying , ‘You’re such a pessimist!’ a Educator Eden is watching as her colleague rushes to complete an assessment task due in 10 minutes. ‘You’ll never make it. You may as well give up now!’ c Educator Samir tells his colleague that he doesn’t think the changes he made to the program are working. His colleague responds, ‘Well, I hate to say it, but if you’d listened to me when you first asked me about it, it wouldn’t be a problem!’ e Trainee Simon tells his supervisor he’s worried a parent might ask him a question that he can’t answer. The supervisor responds by saying, ‘Don’t worry about it! It may never happen!’ b Educator Ted is becoming frustrated because he’s having trouble deciding how to display the children’s clay models. His colleague Anna stops to observe and says, ‘The trouble is you’re doing it all wrong by using that table!’ d Question 13 CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 15 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Questioning is a technique that can be used in communication to find out information. Questions can be open-ended or closed. Open-ended questions (how, why) are asked when we are seeking a more detailed response, such as a description of an action or an event. e.g. How did you get that cut on your arm? Closed questions (what, when) usually only requires a one-or-two-word response. e.g. What colour is that? Select whether each question below is Open or Closed . An example has been provided to help you complete this question. Statement Open Closed What time are we serving lunch? ☐ ☒ When did you get back from holidays? ☐ ☒ Why did you decide to change the room setup? ☒ ☐ How did you manage to get all of this done? ☒ ☐ What time do you start your shift tomorrow? ☐ ☒ Question 14 As an educator you will come across a lot of personal information about children and their families. Some confidential information can be shared with your colleagues, if it will help them to provide better care. This is legitimate information. Gossip is information you get second-hand and is usually inaccurate or untrue. You should never spread gossip. Select whether each piece of information in the table is legitimate or gossip . Two examples have been provided for you. Information Legitimate Gossip A parent tells you that another child’s parents might be getting divorced ☐ ☒ A parent tells you that she is separating from her husband and they are moving in with grandma ☒ ☐ A parent tells you they have discovered their child is allergic to eggs ☒ ☐ A parent tells you their son is regressing in toilet training because he is anxious about his parent’s divorce ☒ ☐ CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 16 of 37

Information Legitimate Gossip You overhear two parents talking about the father of one of the children, saying he was drunk and abusive ☐ ☒ A parent tells you that her neighbour’s son, who attends the service, is allowed to stay up very late at night ☐ ☒ Question 15 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (page 31) Read the scenario and answer the question below. Passionate about sustainability Connor and the team are meeting to discuss how to improve sustainability practices at the centre. Connor is very passionate about sustainability and excitedly talks about the many things that the centre could do. Connor’s enthusiasm meant that other team members didn’t get the opportunity to put forward their ideas. The Director decides to give Connor some feedback. Now select whether the Director’s feedback in the table below is Constructive or Not constructive . Statement Constructive Not constructive ‘Connor you didn’t give anyone else a chance to talk. You’re so overbearing!’ ☐ ☒ ‘Connor, I can see you’re enthusiastic about sustainability and you shared lots of ideas. Just remember that it’s important to give others the opportunity to put forward their ideas too.’ ☒ ☐ ‘Connor, you may like the sound of your own voice, but I can assure you no one else does!’ ☐ ☒ ‘Connor, when I ask for ideas to be shared at team meetings you need to be sure you allow others time to speak.’ ☒ ☐ The National Quality Framework CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 17 of 37

These questions require you to demonstrate your knowledge of the National Quality Framework as it relates to working in a children’s education and care service. Question 16 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 2 (pp. 37-40) Select True or False for each statement below. Statement True False As an employee of an approved education and care service, you are required to be aware of and comply with a range of legislative requirements, policies and procedures ☒ ☐ The National Quality Framework consists of five key documents ☒ ☐ Each State/Territory has its own Regulations ☐ ☒ A key objective of the National Quality Framework is to improve the public’s access to information about the quality of services ☒ ☐ The National Law sets out the objectives and guiding principles for the National Quality Framework. ☒ ☐ The Regulations define the minimum operational requirements for children’s education and care services. ☒ ☐ Together, the National Law and the Regulations set out the legal requirements for the operation of children’s education and care services. All approved centre-based services and family day care services must comply with this legislation. ☒ ☐ Question 17 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 2 (page 38) Figure 2.2 ‘The six key principles of the NQF’ Match the National Quality Framework (NQF) Principle to the examples in practice in the table below. NQF Principle CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 18 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

a. The rights and best interests of the child are paramount b. Equity, inclusion and diversity underpin the Framework c. The role of parents and families is respected and supported d. Australia’s Aboriginal and Torres Strait Islander cultures are valued Examples in practice NQF Principle Parents are consulted regularly in relation to care practices such as planned transition to a new room c Sleep routines for older children are flexible a The service includes images and resources that reflect and celebrate Aboriginal and Torres Strait Islander cultures d Children are provided with a range of resources and play equipment that promote exploration of diversity b Question 18 Reading National Quality Standard (A4 Poster) (2018). Australian Children’s Education & Care Quality Authority (ACECQA) RevisedNQSHandoutA4.pdf (acecqa.gov.au) [Or visit the ACECQA website > National Quality Framework > National Quality Standard, scroll down to download the 2018 National Quality Standard A4 Poster] Match each Quality Area to the Examples in practice in the table below. An example has been provided to help you complete this question. Quality Areas a. QA1 Educational program and practice b. QA2 Children’s health and safety c. QA3 Physical environment d. QA4 Staffing arrangements e. QA5 Relationships with children f. QA6 Collaborative partnerships with families and communities g. QA7 Governance and Leadership Examples in practice Quality Areas At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazards. b There is an effective self-assessment and quality improvement process in place g Families are supported from enrolment, to be involved in the service and contribute to service decisions f CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 19 of 37

Examples in practice Quality Areas Each room at the service has an educational program designed to support the development of individual children and groups of children a Children are supported by educators to collaborate, learn from and help each other e Premises, furniture and equipment are safe, clean and well maintained c Healthy eating and physical activity are promoted and appropriate for each child b A statement of philosophy guides all aspects of the service’s operations g Professional standards guide practice, interactions and relationships d Question 19 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 2 (pp. 40, 49-53) Select True or False for each statement below. Statement True False The National Quality rating system is designed to increase the transparency and accountability of children’s education and care services, and to help parents assess the quality of services in their geographic area ☒ ☐ The QIP is a self-assessment process designed to allow services to engage in critical self-reflection of all operational aspects of the service against the seven quality areas ☒ ☐ The self-assessment process requires services to have a Quality Improvement Plan (QIP) in place ☒ ☐ The Early Years Learning Framework (EYLF) can be defined as a set of principles and practices from which educators can develop a curriculum that reflects the social and cultural context of children and families ☒ ☐ Once a QIP has been developed it can’t be updated or changed ☐ ☒ The QIP must be produced/updated annually ☒ ☐ CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 20 of 37

Child development theory and early childhood learning These questions require you to demonstrate foundational knowledge of child development theory and early childhood learning Question 20 Reading  Key concepts in growth and development. (2021) Karen Kearns Match the terms of growth and development to their definitions. Terms of growth and development a. Maturation b. Sequence of development c. Stage of development d. Readiness e. Developmental milestones f. Individual differences g. The whole child h. Growth i. Learning j. Development Definition Terms Physical changes – for example, height, weight. Growth occurs throughout a person’s life and the rate of growth varies, with infancy and adolescence identified as rapid growth periods. h Concerned with how organisms change over time. j A permanent change in behaviour that occurs as a result of experience. Is dependent on a range of environmental factors. i Changes that result from a person’s individual, biologically determined developmental pathway. Determined by internal signals and is not influenced by the environment – for example, when teeth erupt, a baby is ready to eat solid food. a Refers to the predictable series of steps or stages through which most children typically progress as part of the developmental process – for example, sitting to creeping to crawling to walking. b The differences between each child within the sequence of ‘typical’ development. Although the sequence of development is similar, the time taken for each individual to move through this sequence will vary. f The window of time when a child has all the skills necessary to achieve the next d CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 21 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Definition Terms step in development. Significant skills or events in a child’s life. For example, babies taking their first steps have reached an important milestone that signals they are entering the toddler stage. e Periods in development that are linked to an approximate age range and a set of behaviours and skills that generally are thought to be ‘typical’ of a particular age/stage of development. c A concept used to recognise that child development occurs holistically and in the context of the child’s environment. It is important to understand that development is a complex process, with each child developing at their own unique pace in response to a range of influencing factors. g Question 21 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 2 (page 61) The regulations detail staffing requirements for the care and education of children in centre-based services. What are the six requirements ? 1. Minimum staff qualifications (early childhood teacher diploma and Certificate III qualified educators) 2. The role of the nominated supervisor 3. The role of the educational leader 4. Educators under 18 years of age not working alone with children and being supervised by an educator who is over the age of 18 years 5. First-aid training, as well as anaphylaxis and emergency asthma-management training 6. Appropriate staff-to-child ratios (based on the age of children) Employment information These questions require you to demonstrate your knowledge of the sources of information on employment in children’s education and care. Question 22 CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 22 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 3 (page 79) List the four key documents that guide educator professional decision-making and ethical practices. 1. The Early Years Learning Framework (EYLF) 2. The National Quality Standard (NQS) 3. The Education and Care Services National Regulations 2011 4. The ECA Code of Ethics Question 23 Reading Useful links. Australian Children’s Education & Care Quality Authority ( ACECQA) website. https://www.acecqa.gov.au/help/links#:~:text=The%20Early%20Childhood %20Teachers%20Association,and%20other%20early%20childhood%20settings . As well as the Australian Children’s Education & Care Quality Authority (ACECQA) there are many other organisations that provide educators with guidance, resources and services to support the sector to improve outcomes for children. This weblink contains a list of useful links to organisations and/or websites that can provide more information, specific detail on a topic, or support and advice. Choose two from the list and briefly explain what they do. Australian Childcare Alliance The Australian Childcare Alliance is a national representative body with a membership of 70% of the long day childcare sector, including private and community. Australian Community Children's Services The Australian Community Children's Services is the peak representative body for all Australian community owned children's services. Compliance and job role CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 23 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

These questions require you to demonstrate your knowledge of how to obtain, interpret and comply with organisational procedures according to your own job role. Question 24 Read the scenario and answer the questions below. Tash’s first day Tash, a Certificate III trainee, arrives for her first full day at her new job at Blue Bay Early Learning Centre. She is excited but nervous about embarking on her career. Tash had already completed her orientation with her supervisor Bonnie, where she was given access to:  the service policies and procedures (including a list of five policies to read before starting on her first day)  the staff handbook  her job description  a copy of her daily duties. Tash followed the dress code standards stated in the staff handbook by arriving at work in her work uniform, enclosed shoes and her wide-brimmed hat. As stated in the staff handbook, Tash arrived 15 minutes prior to her shift start time so that she had time to put away her belongings and lunch before signing in. Tash greeted her supervisor Bonnie, who then introduced her to her colleagues and settled her in for the morning. a. List two things supervisor Bonnie did to ensure Tash was prepared for her first full day of work. Tash was given access to:  the service policies and procedures (including a list of five policies to read before starting on her first day)  the staff handbook  her job description  a copy of her daily duties. And introduced her to her colleagues and settled her in for the morning. b. How did Tash demonstrate that she followed the service’s dress code standards? Wear her work uniform, enclosed shoes and her wide-brimmed hat. c. State one other way Tash followed the instructions in the staff handbook. As stated in the staff handbook, Tash arrived 15 minutes prior to her shift start time CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 24 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Question 25 Read the scenario and answer the questions below. Tash’s first week At the end of her first week, Tash was given the task of cleaning up, tidying the room and setting up the tables for the next week. Tash noticed a paint spill on the floor, and is unsure of the correct equipment to use to clean it up. a. What should Tash do next? Tell other senior staff, room leader or supervisor Bonnie b. Write down an example of what Tash could say to ask for assistance. Hi xx, I noticed a paint spill on the floor, could you tell me which is the equipment I can use to clean it? Effective communication and collaboration These questions require you to demonstrate that you can use and interpret communication techniques in the workplace. Question 26 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (page 30) For each scenario below, list one example of non-verbal messages/cues . a. Mitch : At the team meeting, Mitch sits with his head bowed and his arms crossed. The team is discussing changes to the afternoon shift duties. Mitch doesn’t contribute to the conversation. After the meeting, Mitch walks away, slamming the door behind him. Mitch sits with his head bowed and his arms crossed. CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 25 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

b. Sofia : When listening to her colleague talk about a proposed change to the daily routine Sofia stands with her hands on her hips, a frown on her face and her lips tightened. Sofia stands with her hands on her hips, a frown on her face and her lips tightened. c. Caleb : When given feedback from his supervisor that he managed an upset parent with respect and empathy, Caleb smiles broadly and fist pumps. Caleb smiles broadly and fist pumps. Question 27 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (pp. 20-21) Read the scenario and answer the questions below. Collaboration Educators in the 2-3’s room have a problem. They are struggling with the timing of afternoon tea when children are waking after their afternoon sleep. The current practice is that as children wake they are given a cuddle and then sit at the table for afternoon tea. However, some children are not ready to eat, some just want to sit on an educators lap and some want to play (others are still sleeping). Educators want afternoon tea to be served 30 minutes later so that they can better meet the individual needs of the children. The cook says this won’t work as it clashes with her finish time. The team ask to meet with the cook, Anna, to explain their concerns and try to work out a solution. After discussion and brain-storming ideas it was agreed that Anna would prepare the afternoon tea at the usual time and place any food/drink that needed to be refrigerated on a shelf in the fridge for an educator to collect. It was agreed that the new routine would be introduced the following day. The room leader thanked Anna for her support. CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 26 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

a. What is the problem that needs to be solved? the timing of afternoon tea need to be changed b. Why is this a problem? New time of afternoon tea clashes cook’s finishing time. c. What change do educators want to put in place? Educators want afternoon tea to be served 30 minutes later so that they can better meet the individual needs of the children. d. How did the educators collaborate to reach an agreement? Anna would prepare the afternoon tea at the usual time and place any food/drink that needed to be refrigerated on a shelf in the fridge for an educator to collect. Question 28 These questions require you to demonstrate your knowledge to convey information clearly and concisely. Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (page 20) Figure 1.8 ‘The educator-parent communication form’ Read the scenario then answer the question below. Sharing information Educator Kayla noticed Tom (4 years 2 months) was sitting alone on the seat outdoors watching the other children play. Kayla sat next to Tom. Kayla: Hi Tom, don’t you feel like playing with your friends today? Tom: No I’m sad today. Kayla: Oh, why are you sad Tom? Tom: Because my dad had to go on an aeroplane and he will be gone for 10 sleeps! Kayla: I can see why that makes you sad. You’ll miss him. CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 27 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Tom: I don’t like it when he goes away. Kayla: Maybe you could work on something to give to your dad as a surprise when he gets back. What could we do I wonder? Tom: I know, I could make a book and do drawing and you could help me write. Kayla: Great idea. How about I get some paper and pens so we can get started? Tom: Yeah! Later that day Kayla asked her colleague, Jack, who would be on the early shift tomorrow, if he could check to make sure Tom is OK and ask if he would like to work on his book. Kayla also wanted to ensure Tom’s mother is aware of his feelings so she wrote a note in the communication book. Using Figure 1.8 on page 20 of The Big Picture as a guide, complete the educator-parent communication form for Kayla based on the information in the scenario. Educator – Parent Communication Form Name of child: Date: 10/06/xx From: Kayla To: Susan Brown Subject: sharing information What happened  Tom was sitting alone on the seat outdoors watching the other children play, and he was sad about his dad is away due to the work. What we did  Kayla sat next to Tom and talked to Tom Follow-up  Kayla asked her colleague, Jack, who would be on the early shift tomorrow, if he could check to make sure Tom is OK and ask if he would like to work on his book. Kayla also wanted to ensure Tom’s mother is aware of his feelings so she wrote a note in the communication book. Conflict resolution This question requires you to demonstrate that you can apply the skills necessary to effectively engage in conflict resolution in the workplace. Question 29 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 1 (pp. 21-22) Figure 1.9 ‘Twelve skills necessary for effective conflict resolution’ CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 28 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Reading National Quality Standard (A4 Poster) (2018). Australian Children’s Education & Care Quality Authority (ACECQA) https://www.acecqa.gov.au/media/23171 [Or visit the ACECQA website > National Quality Framework > National Quality Standard, scroll down to download the 2018 National Quality Standard A4 Poster] Read the scenario and answer the questions below. Conflict There is tension in the 2-3’s room. Educator Anna (Certificate III educator) complains to Edith (room leader). Anna thinks that Edith favours Kula (Certificate III educator). Anna alleges that Edith assigns most of the house keeping duties to her, while giving Kula more opportunities to work directly with the children. Edith reminds Anna that she is the room leader and will allocate work as she sees fit. She tells Anna that she should stop complaining and just get on with her work. The situation continues to escalate. Anna now only speaks to Edith and Kula when absolutely necessary. Kula offers to share more of the house keeping tasks with Anna but Edith refuses, saying Anna needs to learn that she is not in charge. Parents are now beginning to comment on the tension in the room. Director Pete intervenes and asks to meet with the team to resolve the conflict. Pete: I’m concerned about the tension in the room and the breakdown in communication. I’m also concerned that parents have noticed this tension. I’m sure the children are also beginning to notice that the atmosphere is not a happy one. a. Who is involved in the conflict? Educator Anna (Certificate III educator) , Edith (room leader) and Kula (Certificate III educator). b. What is the problem from the perspective of the Director? I’m concerned about the tension in the room and the breakdown in communication c. What is the problem from the perspective of Anna? CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 29 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Anna thinks that Edith favours Kula, she alleges that Edith assigns most of the house keeping duties to her, while giving Kula more opportunities to work directly with the children. d. What is the problem from the perspective of Edith? Anna that she should stop complaining They don’t respect her position e. Why is it important to resolve this conflict? Because parents may notice this tension, and the children are also beginning to notice that the atmosphere is not a happy one. f. Refer to QA 4.2.1 Professional collaboration and QA 4.2.2 Professional standards. Explain why the service is not currently meeting these standards. Room staff, Anna, Edith and Kula doesn't work with mutual respect - This team staff are not working collaboratively and interact to others g. How might Anna be feeling? Unfair and anger h. How might Edith be feeling? They challenge her position i. What compromise could Edith make to resolve the problem? Edith could offer equal time for Anna and Kula to share house keeping duties and working with children CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 30 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Investigate theories and contemporary research This question requires you to demonstrate that you can investigate theories and contemporary issues as they relate to children’s education and care. Question 30 Reading Early Childhood Australia blog: The Spoke. http://thespoke.earlychildhoodaustralia.org.au/ Visit The Spoke blog using the link above. Use the ‘Categories’ sidebar to select a current issue in early childhood education and care that is of interest to you. a. Using bullet points explain why this topic is of interest to you as a beginning educator . ‘Professional love’ in early childhood education: The transformative power of emotional connections Appropriate loving relationships between adults and children in early years settings foster feelings of safety, security, and love, which are vital for optimal learning and development. ‘When children feel safe, secure and loved, they are well set-up and ready to learn,’ says Dr Page, highlighting the importance of ‘professional love’ in creating a conducive environment for children’s growth. b. Select one article under your chosen Category, then record the name of the article, author and date of publication below. Intentional teaching leads to purposeful play-based learning Posted on November 28, 2022 by Anna Razak and Dr Jen Jackson c. Using bullet points provide a brief summary of the key points presented in the article. CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 31 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Intentional teaching is an important pedagogical practice that educators and teachers use to promote children’s learning and development.  The role of evidence in intentional teaching  What are children learning and what comes next?  How do children learn and how can we best support them in their learning?  Whose intentions matter? Children and families have their own aspirations for learning and development, which educators and teachers can incorporate into their planning. Question 31 Reading Articles about approaches to early childhood education . Care for kids website. Approaches To Early Childhood Education Articles - CareforKids.com.au Child development theories focus on exploring how children change and grow over the course of childhood. Visit the website above and choose two different theories/research that you find interesting. For each one, write a short paragraph of 100-200 words about the theory. An example has been given to help you answer this question. Theory/research Summary The Pikler approach This approach suggests that babies and children need certain conditions to be in place to enhance their physical and intellectual education and development. There are 7 key principles that are followed: 1. Full attention – carers and parents should not multitask when engaging with children. 2. Slow down – The environment should be calm and slow. 3. Build trust and work on your relationship during caring activities – routine care tasks such as nappy changing and dressing are opportunities to bond with children. 4. ‘With’ and not ‘to’ – Babies are active participants, and carers should talk to them every step of the way. 5. Babies should not be put in a position they couldn’t put themselves in – babies should only be in positions they can get themselves in, so it is not advised to use walkers or prams 6. Babies need uninterrupted play time – this helps to develop confidence and self esteem CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 32 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

7. Carers should tune-in respectfully - It is important to pay attention to children’s verbal and physical cues b. Think about your own personal values and beliefs when it comes to children and early childhood. In the space below, list eight words or things that you think are important when it comes to early childhood (e.g. laughter, fun, safety) Love Patient Care Happy Safety CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 33 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Communication Positive Understanding Student tip You will need to refer to this list of words when completing Workplace Task 4 – you might like to jot your list on a piece of paper and keep it in a safe place. c. How do your values and beliefs relate to one of the theories you researched in part a.? Reflective practice This question requires you to demonstrate your understanding of reflective practice and how it can be used by educators in the workplace. Question 32 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 3 (pp. 89-93) a. Reflection is an important daily part of your role as an educator. Read the EYLF definition on page 89 and the Big Picture glossary definition (page 374), and in your own words, describe what reflective practice is. Reflective practice is about learning from ordinary to help myself improve and develop by thinking from the issues that are part of dedicators ' daily experience . b. According to the EYLF, what is the intention of reflective practice? Reflective practice is an essential part of early childhood education, as it helps professionals to learn from their experiences and grow in their practice. It involves reflecting on experiences, and considering what has been learned from them in order to inform future practice. Reflective CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 34 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

practice encourages professionals to think deeply and critically about their own practice and to be open to considering alternative approaches. c. In order for reflective practice to be meaningful, educators must take action to improve their practices or develop their skills. What are two of the questions the EYLF suggests educators should ask themselves? (page 92) 1. What am I challenge by? 2. What am I confronted by? d. Read Figure 3.9 ‘Example of a self-reflection – Ella’ on page 92. What did action did Ella take to improve her practices as an educator? lla asked her supervisor to observe her and give her feedback. Advocacy This question requires you to demonstrate your knowledge of the role of the early childhood educator in advocating for children and the sector. Question 33 Reading How to advocate as an early childhood professional. Early Childhood Australia Learning Hub. https://learninghub.earlychildhoodaustralia.org.au/elearning/how-to-avdocate-as-an- early-childhood-professional/ One of the roles of an educator is to advocate for children and the early childhood sector. a. Read the ‘ECA Code of Ethics’ section of the reading above and give two examples of how educators can demonstrate advocacy for children in early childhood services. 1. Providing All Young Children with a High-Quality Experience 2. Continually Improving Skills and Knowledge to Act in the Best Interests of Children b. Read the ‘ECA Code of Ethics’ section of the reading above and give two examples of how educators can demonstrate advocacy for children in the public/community. CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 35 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

1. Always act ethically in advocating for young children 2 . Promote child - friendly communities and advocate for universal access to a range of high - quality early childhood and school age care programs for all children Wellbeing This question requires you to demonstrate your knowledge of the importance of maintaining your own wellbeing, including:  physical health  mental health  social/emotional well-being  access to supports. Question 34 Readings  Taking care of ourselves. (2020) Karen Kearns  Wellbeing tools for you. Beyou website https://beyou.edu.au/resources/tools-and-guides/wellbeing-tools-for-you a. According to the reading, what are the six key areas we need to focus on to maintain our own well- being as educators? 1. Social connections 2. Physical activity 3. Managing stress 4. Healthy eating 5. Quality sleep 6. Meaning and Purpose b. Select two of these areas where you feel you could make changes to help improve your mental health and wellbeing. For each area, list two things you could do to improve them. An example has been done below to help you answer this question. Area for improvement Things I can do to improve my mental health and wellbeing Quality sleep  Make sure I turn my phone off and put it away before 8:00 p.m. to help my mind switch off.  Go to bed by 9:30 p.m. (instead of 11:00 p.m.) CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 36 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Healthy eating Health food Physical activity Do some excise c. Refer to ‘Beyou’ website above and list two resources that you could access if you felt you needed extra support. 1. Beyond Blue Support Service 2. QLife CHCECE056 Work effectively in children’s education and care Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 37 of 37

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

CHCCEC056 Written Assessment

Related Documents