assessment workbook 4 - compliant learning resources · assessment workbook 4 version no. 3.0...
TRANSCRIPT
Assessment Workbook
Play and Development
V3.0 Produced 19 January 2015
Copyright © 2014 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the
terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources
As
se
ss
me
nt
Wo
rk
bo
ok
4
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 Page 2 © Compliant Learning Resources
Version control & document history
Date Summary of modifications made Version
30 April 2013 Version 1 final produced following assessment validation. V1.0
27 May 2014 Amendments made to Part E, Question 3 regarding the wording
V1.1
27 October 2014 Amendments made to Part E, Question 3 regarding the wording
V1.2
17 November 2014 Changes made throughout document V2.0
19 January 2015 Significant Changes made to document following validation V3.0
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 © Compliant Learning Resources Page 3
TABLE OF CONTENTS
INSTRUCTIONS ........................................................................... 4
Requirements for satisfactory completion ................................................................. 4
COMPETENCY BASED ASSESSMENT ................................................ 4
Obtaining Competency ............................................................................................... 4
PRESENTATION .......................................................................... 5
Things to Consider:..................................................................................................... 5 If submitting your assessments please ensure that ................................................... 5 Answering the Questions: ........................................................................................... 5
ASSESSMENT WORKBOOK COVERSHEET ......................................... 6
WRITTEN QUESTIONS ................................................................. 7
PART A - HOLISTIC DEVELOPMENT ................................................ 8
PART B - SUPPORT PLAY AND LEARNING ...................................... 23
PART C - USE INFORMATION ABOUT CHILDREN ............................. 32
PART D – RESPECTFUL AND POSITIVE WITH CHILDREN .................. 36
PART E – SUPPORT BEHAVIOUR ................................................. 39
CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR ............ 53
PROJECT 1: OBSERVING, GATHERING AND ANALYSING INFORMATION
.............................................................................................. 59
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 Page 4 © Compliant Learning Resources
INSTRUCTIONS
The questions in this workbook are divided into two categories.
These questions are all in a short answer format. The longer questions requiring
creative thought processes are covered in the case studies assessment. You must
answer all questions using your own words. However you may reference your
learner guide to complete this assessment.
Requirements for satisfactory completion
For a ‘satisfactory’ result for each component of this workbook, all tasks must be
addressed to a ‘satisfactory’ standard. It is important you;
a) Provide responses using complete sentences, making direct reference to the
question.
b) Specifically address all parts of the question providing examples where
appropriate.
COMPETENCY BASED ASSESSMENT
Competency based assessment focuses on whether you are able to perform the task
to the standard expected in the workplace. It relies on you providing evidence that
supports your claim of competence. This evidence is in the form of your completion
of the assessments set for each unit.
Obtaining Competency
Once you have submitted your completed assessments, your Assessor will judge the
evidence to determine your competence. To be deemed competent in each unit, you
are required to achieve a satisfactory result for all of the assessment components that
make up that unit. Where a ‘not yet satisfactory’ judgement is made, you will be given
guidance on steps to take to improve your performance and provided the opportunity
to resubmit evidence to demonstrate competence. Once a ‘satisfactory’ judgement
has been made on all components for a unit, you will be deemed ‘competent’ in that
unit.
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 © Compliant Learning Resources Page 5
PRESENTATION
Things to Consider:
Only submit your workbook once all activities inside are complete. Should you have
any questions regarding your assessments, or not understand what is required for
you to complete your assessment, please feel free to ask your trainer.
Keep your answers succinct and make sure you are answering the question. Re-read
the question after you have drafted up your response just to be sure you have
covered all that is needed.
Your final assessment result will either be competent or not yet competent.
If submitting your assessments please ensure that
1. All assessment tasks within the workbook have been completed
2. You have proof read your assessment
Answering the Questions:
1. If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.
Assessments may not be processed if the above guidelines are not
adhered to. To ensure your assessment is processed as quickly as
possible, please follow these instructions.
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 Page 6 © Compliant Learning Resources
ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 4
TITLE: Play and Development
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space
provided.
By submitting this work, I declare that:
I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.
I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.
I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.
This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.
I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.
Name : Signature: Date:
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 © Compliant Learning Resources Page 7
WRITTEN QUESTIONS
INSTRUCTIONS TO STUDENT
Some questions cover underpinning knowledge content and concepts. These
questions are all in a short answer format. The longer questions requiring the
application of concepts are covered in the other assessments. You must answer all
questions using your own words. However you may reference your learner
guide, and other online or hard copy resources to complete this assessment.
If you are currently working as part of an Early Childhood Education/Child Care
team, you may answer these questions based on your own workplace. Otherwise
consider what you should do if you were working as part of an Early Childhood
Education/Child Care team.
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 Page 8 © Compliant Learning Resources
PART A - HOLISTIC DEVELOPMENT
1. Nutrition is extremely important in relation to a child’s brain development.
a) Explain how adequate nutrition before a child’s birth is important.
b) Explain how adequate nutrition after a child’s birth is important.Question?
a)
b)
2. As an Early Childhood educator it is essential that you support the brain
development of all children in your care.
a) Explain in 4-5 sentences, the importance of discussing children’s interests
with them, in order to stimulate early brain development.
Guidance: Refer to the National Quality Standards and the relevant
approved learning framework to support your answer.
a)
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 © Compliant Learning Resources Page 9
b) Explain in 4-5 sentences, the importance of using your observations of children to
support their development.
Guidance: Refer to the National Quality Standards and the relevant approved
learning framework
b)
c) Explain in 4-5 sentences, the importance of using routines as opportunities to
foster children’s independence.
Guidance – Make sure you refer to the National Quality Framework in your
answer
c)
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 Page 10 © Compliant Learning Resources
d) Explain in 4-5 sentences, the importance of encouraging children to explore the
environment and biological resources, in order to positively influence learning
and development.
(Guidance – Make sure you refer to the National Quality Framework in your
answer)
d)
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 © Compliant Learning Resources Page 11
3. As an Early Childhood educator it is essential that you provide play and learning
experiences that support the growth of children across all developmental
domains. Complete the tables as instructed for each developmental domain:
a) Physical development - Name at least one (1) piece of equipment, game or toy
you could use to support children’s fine motor, gross motor and fundamental
movement skills.
a)
b) Social development – Fill out the table below and indicate two (2) play and
learning experiences relevant to the interests and abilities of children that you
could provide for infants and toddlers.
b)
Equipment Games Toys
Fine motor
development
Gross motor
development
Fundamental
movement skills
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 Page 12 © Compliant Learning Resources
Social development
experience 1
Social Development experience 2
Infants
Toddlers
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 © Compliant Learning Resources Page 13
c) Emotional/Psychological development - List three (3) decision-making
opportunities in the table below, that you can provide to children to help support
their emotional and psychological development.
c)
d) Foundational Knowledge of Developmental Theory: Language development -
Complete the table below listing three (3) experiences you can provide to children
that will expose them to different forms of language and literature and two (2)
experiences that will give children the opportunity to express themselves through
language.
d)
Decision-making opportunities
1
2
3
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 © Compliant Learning Resources Page 23
PART B - SUPPORT PLAY AND LEARNING
1. Indicate in the table below, where would you access the following
frameworks/standards:
Guidance: provide the website link in the table below
a) The National Quality Framework.
b) The National Quality Standards.
c) The relevant approved learning framework.
Indicate where you would access the below frameworks/standards
The National
Quality
Framework
The National
Quality
Standards
Educators guide
to the EYLF
VEYLF
2. Fill out the table below by navigating through framework and standards
documents to find the following information that is relevant to providing
experiences to support children’s play and learning. Identify the practice number
and the associated page numbers.
a) EDUCATORS Guide to Belonging, Being & Becoming
Guidance: Locate the following Practices and note their page number.
Practice: Reflective
practice SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 Page 24 © Compliant Learning Resources
Practice: Learning
through play
b) BELONGING, BEING & BECOMING The Early Years Learning Framework
for Australia
Locate the following Practices and Principles and note their page number.
Practice: Learning
environments
Practice: Learning
through play
Principle: Ongoing
learning
and reflective practice
Practice:
Responsiveness to
children
c) The Educators’ Guide to the Framework For School Age Care In Australia
discusses the “Ongoing and cyclic program planning” and the need to break it
down into sections to understand how we can apply this in a centre. Locate
the following headings and note their page number.
Strengths and interests:
Devise learning
environment:
Define the role of the
educator:
Plan experiences:
d) My Time, Our Place
Locate the following Practices or Principles and note their page number.
Principle: Ongoing
learning and Reflective
Practice
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 © Compliant Learning Resources Page 25
3. Which pedagogical practices providing experiences to support children’s play and
learning, are listed in the EYLF?
4. Fill out the table below in relation to the following types of play and learning
experiences:
Guidance:
Identify any associated resources and materials that you would
provide
Recommend experiences for each that would be relevant to the
interests and abilities of 3-4 year old children
Type of Play Resources and Materials Interests and Abilities
Sensory
Language and Literacy
Arts and Crafts
SA
MPL
E
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 Page 26 © Compliant Learning Resources
Construction
Manipulative
Physically Active
Music and Movement
Science
Dramatic/Imaginative
5. What is the role of play in learning?
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 Page 36 © Compliant Learning Resources
PART D – RESPECTFUL AND POSITIVE WITH
CHILDREN
1. There are a range of things you need to take into consideration if you want to
communicate effectively.
Complete the table below listing 2 verbal and 2 non-verbal things you need to
take into consideration when communicating with children and their families.
Verbal communication
considerations
Non-verbal communication
considerations
2. List 5 examples of how you can interact and communicate positively and
respectfully with children throughout their day and provide examples of what
those interactions would be.
Guidance:
Make sure you identify routine times as well as play times in your
examples and include how you would communicate over lunch.
Include an example of how you would respond to distress in ways to meet
the child’s need.
Include verbal and non-verbal communication techniques in your
answer.
Time of day Example of interaction
Sample answer: Arrival time Smile and greet child and adult, begin SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 © Compliant Learning Resources Page 37
speaking with the child about the day
3. Describe 3 different ways you can respond in a sensitive, respectful and
collaborative way when communicating with children about their interests,
stories and ideas.
Guidance: Include verbal and non- verbal methods of communication.
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 Page 38 © Compliant Learning Resources
4. Describe 3 different techniques to guide children’s behaviour and how you would
apply each in the centre.
5. All centres are required to have a policy that outlines strategies that will be used
to guide children’s behaviour as stated in the Education and Care Services
National Regulations 2011.
a. What organisational policies, procedure and guidelines would be in place
to assist you in developing limits and consequences for inappropriate
behaviours?
b. Which section of the above regulations are you required to follow and what
does it state?
c) How does this meet the requirements of upholding a child’s rights under
the United Nations Convention on the Rights of the Child?
a)
b)
c)
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 © Compliant Learning Resources Page 55
Scenario 2:
After the incident on Jake’s first day in the centre,
you decided to conduct further research on Jake’s
case to be able to understand and assist him better.
For the rest of the week, you recorded your
observations on Jake’s behaviour:
On the second day, Jake fought with other kids in
the centre twice during the day. Both fights started
over a disagreement while playing games. Jake does
not like losing and often resorts to name calling and
hitting when he cannot have his way. When you talked to him about his behaviour, he
displayed severe signs of anxiety and frustration and ended up isolating himself for
the rest of the day.
On the third day, Jake had a fight with another kid in the centre over losing a group
race because one of his teammates did not follow the race instructions correctly. He
blamed his teammate for losing the game and used bad language to express his
frustration.
On the fourth day, Jake pushed Lisa, a 5 year old girl who also goes to the centre,
after she refused to share her snacks with him. When Lisa started crying and telling
Jake she would tell her mum what he did, Jake started to panic and started crying
himself.
On the fifth day, Jake had a fight again with some of the kids because they didn’t want
to include him in their games. Jake started throwing things at them and when you
tried to calm him down, he started having another severe panic attack.
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 Page 56 © Compliant Learning Resources
1.2 Collect and record the data presented in the case study using the questionnaire provided below:
a. What behaviour have you identified as a source of concern? Provide a brief
description.
b. How frequent to you observe this behaviour?
c. How much does this behaviour affect the child’s relationships? Describe the
intensity of the behaviour.
1.3 Behaviours that require support:
a. Based on your observations, identify Jake’s behavior/s that may require
additional support.
SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 © Compliant Learning Resources Page 57
b. Research about the behavior identified and provide two possible methods to
provide support to Jake:
1.
2.
1.4 Create a report offering your findings from your observation as additional support
to your supervisor:
Use the template provided below to write your report:
Title:
Summary:
Introduction:
Body:
Conclusion:
Recommendations:
Guidance:
Title: Indicate topic/main findings
Summary: 1. The message of your report
2. Outline of your:
o methods,
o findings,
o conclusions,
o implications,
o recommendations.
Introduction: 1. Aim, scope and limitations
2. Background or context
3. May include an overall answer
4. Outline of report structure
Body: 1. Provides justification for recommendation(s)
2. Presents methods and findings
3. Is based on evidence
4. Keeps the discussion concise SAM
PLE
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 Page 58 © Compliant Learning Resources
Conclusion: 1. Restates position/key message
2. Presents and evaluates possible solutions
Recommendations: Suggests appropriate policy/actions
SA
MPL
E
Assessment Workbook 4 Version No. 3.0 Produced 23 April 2015 © Compliant Learning Resources Page 59
PROJECT 1: OBSERVING, GATHERING AND
ANALYSING INFORMATION
Assessment Requirements:
To complete this project, you will need access to:
- A Regulated childcare centre
- Three children of varying ages attending the childcare centre
- The children’s families for discussion
- Samples of children’s work
- Important: You are required to complete this project in a childcare setting as
an educator through vocational placement or direct employment.
Project Overview:
This project requires you to observe, document and analyse information regarding
three children of varying age in the centre. This project is divided into four parts:
1. Gathering and recording information
2. Analysing observations of the children’s behaviour
3. Writing reports
4. Contributing to program planning
Part 1: Gathering and recording information
Select three children of varying ages from the childcare centre and follow the steps below:
Step 1: Gather and record their information using the forms provided in the link below:
Childcare Templates
(Download Childcare Information Sheet)
Guidance: To ensure successful completion of this step, make sure you follow the
instructions below:
- Secure consent to interview from the parents. Download Consent to Interview Form
here: Childcare Templates
- Interview parents of three children attending the childcare centre
- The three children must be of varying age
- One form must be completed for each child
- Submit the completed forms with this workbook
SAM
PLE