CHCECE035-Short Questions kamaljeet Bains

pdf

School

APEX Institute of Education *

*We aren’t endorsed by this school

Course

CHC30121

Subject

Sociology

Date

Jan 9, 2024

Type

pdf

Pages

Uploaded by CorporalFlyPerson832

CHCECE035 Support the holistic learning and development of children Short Questions Apex Training Institute Physical address: 1374 Logan Road, Mt Gravatt, QLD 4122

Page 2 of 30 Mailing address: PO Box 6803, Upper Mount Gravatt, QLD 4122 Tel: 07-3420 5861 Email: supportteam@apex.edu.au

Cover Page Student Name: Kamaljeet kaur Bains ___________________ Student ID: . 81271 ___________________ Phone Number: . 0469829378 ___________________ Organisation Name: ___________________ Supervisor Name: ___________________ Supervisor Contact: ___________________ Assessor Name: ___________________ Assessor Contact Details: ___________________ For Office Use Only Reference No. Version 000 Effective Date January 2022

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

CHC30121 Certificate III in Early Childhood Education and Care Page 4 of 30 Page left intentionally blank

CHC30121 Certificate III in Early Childhood Education and Care Page 5 of 30 I NTRODUCTION This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence. CHCECE035 Support the holistic learning and development of children Elements 1. Observe and interact with children 2. Seek information from secondary sources 3. Record and communicate information 4. Analyse & interpret information and observations 5. Contribute to curriculum planning How students participate in assessment You are required to read and follow the instructions below. Additional instructions may be provided via Apex Learning Management System (LMS), the Student Handbook or other 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 co nsidered plagiarism and may result in exclusion from the unit. You should refer to the Student Handbook for the Assessment Escalation and Plagiarism policies and procedures.

CHC30121 Certificate III in Early Childhood Education and Care Page 6 of 30 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 answer the questions below via the Apex LMS. You are required to select the correct answers to every question. Your assessment will typically be reviewed and assessed by a qualified assessor within 7-14 days. 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 can apply for reasonable adjustment to this assessment activity. Please contact supportteam@apex.edu.au to request any reasonable adjustment. 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 the Appeals Against Assessment Grades Policy and Procedure .

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

CHC30121 Certificate III in Early Childhood Education and Care Page 7 of 30 L EARNING D ISPOSITIONS These questions require you to demonstrate your knowledge of the importance of curiosity and discovery as positive learning dispositions. Question 38 Reading The Early Years Learning Framework: Building confident learners . Arthur, L. Research in Practice Series Volume 17 Number 1 2010. Canberra: Early Childhood Australia Inc. http://chandlerkgn.sa.edu.au/wp-content/uploads/2017/09/early-years-learning- framework-building-confident-learners.pdf With reference to pages 4 and 5 of the reading, provide a brief description of each of the positive dispositions for learning as identified by the EYLF. Positive dispositions Description Enthusiasm Children are enthusiastic when they initiate and engage in investigation and play Curiosity When children are curious, they explore, ask question, and solve problem Commitment and Persistence When children are curious, they explore, ask questions, and solve problems and often demonstrate great commitment and persistence in focusing Confidence Confidence learners ask questions, are open to different purposes and try new ideas and resources. Reflexivity When children are reflective, they are aware of others and relationships with others and reflect on their own meaning. F ACTORS THAT INFLUENCE DEVELOPMENT

CHC30121 Certificate III in Early Childhood Education and Care Page 8 of 30 The purpose of this question is to demonstrate your knowledge of the aspects and impacts of the following in early childhood development, including: ● poor diet ● lack of play ● limited stimulation of brain development, lack of materials and resources ● inconsistent or non-existent emotional support or comfort ● trauma, child abuse, family violence Question 39 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapters 1, 2, 3, 5 a. What impact do early sensory experiences involving touch, sound and vison have on the developing brain? (page 13) The brain is stimulated by early touch, hearing, and vision-based sensory experiences. Babies respond to this stimulus by fixating on human faces, making facial expressions like smiles, and reacting to the sound of a human voice. b. What is the impact of poor nutrition on child development for children living in extreme poverty? (pp. 59-60) Extremely poor children are more sensitive to experiencing slowed growth. Additionally, there is a higher chance that these kids will get sick or develop a disease. Healthy brain development is negatively impacted by poor diet as well. c. List the health concerns related to childhood obesity. (pp. 59-60)

CHC30121 Certificate III in Early Childhood Education and Care Page 9 of 30 The possibility that childhood obesity will remain into adulthood is a major cause for concern (Department of Health and Ageing 2019). Type 2 diabetes, the onset of sleep apnea, heat intolerance, dyspnea with exertion, weariness, and flat feet are health problems associated with juvenile obesity. Childhood obesity can also lead to low self-esteem and later harmful dietary habits for weight management. d. What is the likely developmental outcome if a baby were not provided with adequate materials and resources to support exploration, for example, be left in a cot or confined to a small playpen for long periods? (pp. 59-60) Repeated practice opportunities are necessary for the development of motor skills. Children enjoy repetitive tasks that enable acquired abilities to be continuously performed as movement becomes more deliberate and regulated. On the other hand, children with little access to practice may take longer to hone their motor abilities. For instance, a baby who is placed in varied positions and encouraged and stimulated to start moving about, reaching, and looking around is likely to reach their physical milestones earlier than a baby who is placed in a cot or confined to a small playpen for extended periods of time. e. What are the developmental consequences of children exposed to excessive, prolonged trauma such as child abuse, chronic neglect, long-term poverty, domestic violence and parental instability due to mental illness, or drug or alcohol abuse? (page 92) Excessive, protracted trauma can have a negative impact on development. Examples include child abuse, chronic neglect, long-term poverty, marital violence, and parental instability brought on by mental illness, drug use, or alcohol misuse. These unfriendly circumstances cause children to develop stress-related illnesses, which have a negative impact on their mental and cognitive development.

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

CHC30121 Certificate III in Early Childhood Education and Care Page 10 of 30 f. List two family circumstances/life-changing events that may lead to children being emotionally ‘at risk’ due to inconsistent or non -existent emotional support or comfort. (pp. 156-157) 1. a family crisis, such as the passing of a parent, sibling, or close friend. 2. a parent or close relative has a significant or life-threatening medical or mental condition. g. What are the possible developmental consequences for children living in families that are financially stressed? (pp. 156-157) Children in families that are under financial stress are more likely to be subjected to punishment or violence and may not be exposed to constructive methods of resolving disagreements and difficulties (Senate Community Affairs Reference Committee 2004; Stanley, Richardson & Prior 2005). Social and economic circumstances present serious obstacles to effective development h. Trust and attachment form the cornerstone of social and emotional development. What is the likely developmental consequences for children who are treated in an abusive, harsh and/or in an inconsistent manner? (pp. 189-190) Children are more likely to experience feelings of insecurity when their needs are met in a harsh or inconsistent way. They could be unsure of how to articulate their emotional demands in order to receive the love and security they long for.

CHC30121 Certificate III in Early Childhood Education and Care Page 11 of 30 i. What are the developmental consequences for babies and toddlers who do not form a secure attachment? (pp. 189-190) Insecurely attached infants and toddlers frequently exhibit worry, vigilance, and anxiety. They have a high amount of separation anxiety, are frequently clinging, and are challenging to calm down. Toddlers with insecure attachments will typically cling to their carer and act out if they are separated from them. L ITERACY D EVELOPMENT These questions require you to demonstrate your knowledge of the principles of literacy development, including early writing development. Question 40 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 3 (pp. 109-112) a. What is emergent literacy? Emergent literacy encompasses the skills of speaking listening, looking, thinking, reading and writing.

CHC30121 Certificate III in Early Childhood Education and Care Page 12 of 30 b. List three factors that are known to be early predictors of later reading success. • The ability to identify the names and sounds of letters of the alphabet. • The ability to identify and manipulate sounds. • An understanding of print conventions. Question 41 Readings Why Reading the Same Book Repeatedly Is Good for Kids (Even If It Drives You Nuts): Devon A. Corneal https://www.readbrightly.com/why-reading-the-same-book-repeatedly-is-good-for- kids/ Favourite Stories Parents often ask Educator Chris why children like to read the same books over and over again! With reference to the reading, provide two reasons why repetition, predictable word patterns and rhyme are important for early literacy development.

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

CHC30121 Certificate III in Early Childhood Education and Care Page 13 of 30 1. Vocabulary and word recognition. 2. pattern and rhythm. The following question requires you to demonstrate your knowledge of early writing skills. Question 42 Video Seven Stages of Children's Writing Development (vodcast) (3.52 mins) Starnet Early Childhood February 2020. https://www.youtube.com/watch?v=SuCN9kP2m20 a. List the seven stages of writing development. 1. scribbling 2. mock handwriting 3. mock letters 4. conventional 5. Invented spelling 6. approximated spelling 7. conventional spelling

CHC30121 Certificate III in Early Childhood Education and Care Page 14 of 30 b. List three strategies suggested in the video that educators can use to support writing development. 1. provide many opportunities for children to write. 2. talk to children about their writing but stop if they seem more interested in their writing than in talking about it to you. 3. Have plenty of materials in the classroom. L ANGUAGE D EVELOPMENT These questions require you to demonstrate your knowledge of the principles of language and communication development. Question 43

CHC30121 Certificate III in Early Childhood Education and Care Page 15 of 30 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 3 (pp. 107-108) a. Explain why it’s important to acknowledge and support children’s home language. Acknowledging and supporting the child’s home language demonstrates respect for the child’s family and culture. It also embraces the concept of the whole child’s and supports the child’s sense of belonging. b. In relation to the child’s home language, explain why it’s important to be aware of the way in which non-verbal communication is used. It's also critical to understand that not all cultures use nonverbal communication techniques including eye contact, personal space, physical touch, and gestures. In fact, many nonverbal communication techniques can be viewed as disrespectful or unpleasant in other cultures. c. Offer one suggestion for how you could include a child’s home language into the program. Think about verbal/non-verbal options including displays.

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

CHC30121 Certificate III in Early Childhood Education and Care Page 16 of 30 Educators can help children retain and develop their home language through activities. Read to children using books in the child’s home language. Teach songs and rhymes in child’s home language. Question 44 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 3 (pp. 104-107) Figure 3.9 ‘Strategies to support babies’ Figure 3.10 ‘Strategies to support toddlers’ Figure 3.11 ‘Strategies to support preschool children’ Read each educator interaction and, with reference to Figures 3.9, 3.10 and 3.11, identify the strategy being used by the educator to support language and communication. An example has been provided to help you answer this question. Educator interaction Strategy used by educator ‘Are you saying bub, bub, bub Clare. You are a clever girl. Bub, bub, bub.’ Use repetition and mimicking to respond to baby’s attempt to communicate ‘You’re giving teddy a cuddle Harry. You love teddy.’ Use short sentences

CHC30121 Certificate III in Early Childhood Education and Care Page 17 of 30 ‘It’s nearly time for lunch Ari, lets wipe your hands and face and put on your bib.’ Ari smiles and holds up his hands Explain routines and engage in conversation 2-year-old Ari points at pumpkin on the table and says, ‘What that?’ The educator responds, ‘That’s a pumpkin. Can you say pumpkin?’ Extend and elaborate what children say. It’s the Tuesday after a long weekend. Educator sits with Lilly on the lounge. ‘Lilly tell me all about your weekend at the farm. Did you feed the lambs.’ Engage in one – to-one conversation and ask open ended questions Ollie points to his feet and says, ‘ mud ’. The educator responds: ‘ Yes Ollie, you’re feet are muddy . We’ll have to wash them .’ Describe the action Max and the educator were playing with the bubbles. The educator was holding the bubble solution safely and Max reached out his arm and tried to grab it. When unable to reach Max threw himself on the ground screaming and then began to hold his breath. The educator bends down and holds out the wand and says “ I can see you are frustrated, lets see if we can blow more bubbles” Describe what is baby doing H OLISTIC D EVELOPMENT

CHC30121 Certificate III in Early Childhood Education and Care Page 18 of 30 The following questions require you to demonstrate your knowledge of strategies used in children’s education and care services to support children’s developmental domains across all areas. This will also connect to the planning cycle and processes used to support children’s learning. Reading A Collaborator, teacher, learner extract: Kearns Birth to Big School 3e Chapter 5 (pp.231-232) Question 45 The planning cycle provides a framework to focus on strategies to use and plan meaningfully for a child and the group within an early childhood and care service. Part of the cycle is observing and consulting with children, an important role in supporting and promoting learning and development. Refer to the reading and complete the questions below. a. Collaborating with children commences with a consultation on their interests and levels of development. List three ways an educator can consult with children. 1. Individually or in a group. 2. spontaneously or during regular planning meetings or discussion. 3. verbally during informal chats, conversation, and play.

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

CHC30121 Certificate III in Early Childhood Education and Care Page 19 of 30 b. What does the process of collaboration require in the Early childhood setting, who will it involve and what consideration is there in relation to the children’s age? The process of collaboration requires participants to consider options and make choices. Depending on the age of the child, educators will need to assist children to identify options, guide their choices and hope they understand the consequences of their decision. c. Collaboration with children can lead to the children being involved in planning the learning environment. Give three examples of how children can be involved in planning experiences. 1. Consulting with children about their interests. 2. Involving them in planning provisions for play acknowledges children as competent learners with many skills and abilities. 3. Collaborating with children allows children to make decisions and choices. Question 46 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 10 (362-363) We know that observation is a key component of the planning cycle to support holistic learning. Provide a definition of the four following points relating to an effective observation technique. Effective observation techniques

CHC30121 Certificate III in Early Childhood Education and Care Page 20 of 30 “Tune in” Educator must pay close attention to what kids do and how they do it. Gather incidental information As you spend the day interacting with the kids, you'll unintentionally learn something about their growth. Be conscious of why they are observing An educator may be looking for specific information about a child or a group of kids, seeing how kids utilize specific playthings or areas, or evaluating how kids handle routines. Talk to other educators So that observations add to the "collective" understanding of a child or a group of children, discuss the information acquired. Question 47 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 3 (pp. 104-107) Look at each image and read the accompanying observation/information to assist you to answer each question. Note: open-ended question/statement typically start with what/how/why/tell me about… Noah and George have created their own imaginative play, telling the educator they are scientists and a making an ‘experiment’. They have put on googles and gloves because they say the box ‘might be contaminated’. They begin by measuring the size of the box using a builder’s measuring tape. Over the next 30 minute s the play evolves as the boys ‘record’ their findings and decide to tape the box closed and write ‘danger’ on each side of the box. They also drew a skull and cross bones on the box ‘because that means danger!” a. Suggest one open-ended question/statement for the educator.

CHC30121 Certificate III in Early Childhood Education and Care Page 21 of 30 Noah and George, what are you doing? Why do you put goggles and gloves on? b. In this example, Noah and George demonstrate how children use imaginative play, curiosity and discovery as a positive learning disposition. Based on this play sequence, what are two things we can say about the existing knowledge and skills of Noah and George? They improve their imaginative skill, cognitive skills, communication skills. c. Suggest what you could add or do to extend on this experience? Provide them with their tools, material and involved in open-ended conversation.

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

CHC30121 Certificate III in Early Childhood Education and Care Page 22 of 30 Kirra and Maisy have been busy collaborating in the sand pit. ‘ We made a mountain and a river, see? We made a castle and we digged a river and put water in it.’ d. Suggest one open-ended question/statement for the educator. Kirra and messy what are you doing with sandpit? e. Explain why this play scenario demonstrates holistic development. With this play their social, emotional, physical, mental, and intellectual growth improves. f. Suggest what you could add or do to extend on this experience Provide them with tools, also provide them water, involve in open-ended conversation.

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

CHC30121 Certificate III in Early Childhood Education and Care Page 23 of 30 The educator is showing the children a bird’s nest. She asks the children to describe what they can see and asks what they already know about bird nests. g. Suggest one open-ended question/statement for the educator. Do you know what is brain’s nest? h. List one developmental skill being demonstrated by the children. Communication skills, social skills i. Suggest what you could add or do to extend on this experience.

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

CHC30121 Certificate III in Early Childhood Education and Care Page 24 of 30 Explain them about birds nest, types of birds and how birds make their nests etc. Milly has been working on pattern-making for around 10 minutes. j. Suggest one open-ended question/statement for the educator. What are you doing Milly? k. List one developmental skills being demonstrated by the children.

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

CHC30121 Certificate III in Early Childhood Education and Care Page 25 of 30 Cognitive skill l. Suggest what you could add or do to extend on this experience. Provide her material, tools and also involve in conversation. Josh and Henry have worked together to build a carefully balanced tower. The boys shared their ideas about which pieces of timber to use and how they should be arranged. As the construction grew in height, they problem-solved what to do and decided on using one of the larger wooden blocks as a step. They took turns in passing or stacking. m. Suggest one open-ended question/statement for the educator. What are you doing with pieces of timber?

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

CHC30121 Certificate III in Early Childhood Education and Care Page 26 of 30 n. Explain why this play scenario demonstrates holistic development. It helps in improve their cognitive skills, communication skills while they faces experience and enhances problem solving skills. o. Suggest what you could add or do to extend on this experience. Provide them pieces of timber, tools, other materials. The educator read ‘Llama Llama red pajama’ and explored rhyming words (words that have the same ending sound). The children are asked to listen carefully as the educator introduces a rhyming word game ‘ Have you ever, ever, ever seen…. a goat in coat, a llama in pyjamas, a dog on a log……’ The educator later used picture cards and asked the children to suggest words that rhyme . p. Tick the skills that the educator is exploring with the children: listening skills Sound and word discrimination producing their own rhyming words q. Suggest one open-ended question/statement for the educator to promote discussion. Everybody listen carefully to me and repeat what I said.

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

CHC30121 Certificate III in Early Childhood Education and Care Page 27 of 30 r. Suggest what you could add or do to extend on this experience. Sing songs and rhymes and also use picture cards and ask them to suggest words that rhyme. Question 48 Read the scenario and answer the questions. Rainy Day It’s been raining steadily since 6 am. Educators in the preschool room have work collaboratively with the children to set up a café. The children have worked cooperatively, engaging in a great deal of discussion, planning and problem-solving. The children have discussed and created their own menus using pictures and words (scribed by educators). They have written prices on their menu and are using pretend $1 and 50 cents coins to pay and give change. Se veral children share their knowledge that 2 ‘fifty cents are the same as $1.’ Educators have also helped the children to bake biscuits using picture/word recipes. The children followed the recipe, identifying and measuring ingredients. They also had to tell cook Anna, how long the biscuits needed to bake. The café is now being used to serve morning tea, each child pays $1 for the fruit and the biscuits and $0.50 for milk (water is free!). At morning tea the children ask if the café can stay open for lunch. Anna the cook is called in to ask about the lunchtime menu. The children are excited to hear that they are having Italian today - pasta, salad and herb bread. The children offer more suggestions to extend their learning. Ivy suggests that they search the “net” to find some Italian music to play at lunch; Harry asks how to say ‘greetings’ in Italian. ‘ When me and my mum and dad go to Nico’s restaurant he say, ‘Greetings!’ Anshel asked what time lunch is served. He announced he will make 2 signs saying ‘Café closed’ and ‘Café open

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

CHC30121 Certificate III in Early Childhood Education and Care Page 28 of 30 for lunch at 12 o’clock’ – the educators happily work with the children to create their ‘Italian theme’. This scenario is an example of holistic development in action. Using examples from the scenario, suggest the developmental skill/knowledge that has been integrated into this experience. An example has been provided to assist you with this task. Developmental skills/knowledge Example from scenario Social/emotional Working collaboratively to set up café – sharing ideas, exchanging information Physical ● They written price on their menu. Language/communication/literacy ● Conversation with Anna the cook about lunch and morning tea and about baking Cognitive ● Created their own menus using pictures and words. C REDIBLE S OURCES OF I NFORMATION The following question requires you to demonstrate your knowledge of authoritative and credible sources of information about childhood development. Question 49 Reading Australian Children’s Education & Care Quality Authority (ACECQA) website. https://www.acecqa.gov.au/ ● Go to the ACECQA website. https://www.acecqa.gov.au/ ● Click on ‘Help & Support’. ● Click on ‘Useful Links’.

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

CHC30121 Certificate III in Early Childhood Education and Care Page 29 of 30 Explore the links on this site, select two websites related to child development and learning, and briefly describe the information available. Authoritative and Credible Sources of Information Website 1: PBS kids Link: www.commonsense .org Brief description: PBS kids is mostly a host site for many other sites, teacher will need to either be very specific about which games they want their students to play. Website 2: National geographic kids Link: www.commonsense.org Brief description: kid friendly science and social studies info via videos, games, and more large collection of approachable, fun multimedia resources about animals, habitat, countries and cultures. Question 50 Reading Australian Early Development Census (AEDC) website https://www.aedc.gov.au/about-the-aedc A What is AEDC?

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

CHC30121 Certificate III in Early Childhood Education and Care Page 30 of 30 The Australian Early Development Census (ABEDC) a nationwide data collection of early childhood development at the time children commences their first year of full-time school. b. List the five development domains for which data is collected. 1. Physical health and wellbeing. 2. social competence. 3. emotional maturity. 4. language and cognitive skills. 5. communication skills and general knowledge.

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

CHCECE035-Short Questions kamaljeet Bains

Related Documents