Assessment Task For CHCECE010 Support The Holistic Development Of Children In Early Childhood

31838B/03 Project

You are required to complete a written assessment that involves responding to both short answer questions and case studies, and are required to complete a project for CHCECE010 Support the holistic development of children in early childhood.

In completing the final assessments, you will show evidence of your ability to:

support the physical, social, emotional, cognitive and communication development of children in early childhood
create an environment for holistic learning and development.

Assessment number	Assessment deliverables
31838B/02 Save Time On Research and Writing Hire a Pro to Write You a 100% Plagiarism-Free Paper. Get My Paper	Written assessment
31838B/03	Project

This project is in three parts.
You are required to complete each part of the project

This assessment task requires you to prepare a set of child development charts that summarise major achievements/milestones under each developmental area for children in the below age groups:

6 months – 1 year
1–2 years
2–3 years
3–4 years
4–5 years
5-6 years.

In each chart, for each developmental area, put in point form three (3) typical major achievements/milestones of children in the identified age range. For example, you may list the below major achievements under communication development for a child aged between 1-2 years as follows:

The 1-2 year old child can:

say about 50 words but can understandwhole sentences
put two to three sentences together to form a simple sentence
Understand the meaning of actions words.

Keep in mind that this part of the task requires you to focus on the major achievements and milestones in each age range only.

Once you have listed major achievements/milestones, you are then required to identify in each chart an example of:

a one-on-one interaction that could encourage development of the milestone skill
how you could use daily routines such as, nappy changes, toileting and mealtimes as a way to support children acquire and practise skills
an experience to support development of the milestone skill.

The 6 month–1 year old child typically can:

Interactions that encourage development of the milestone skill

Ways to support children acquire and practise skills as part of daily routines

Experiences to support development of the milestone skill

EYLF Learning Outcome that suggested experience links to

Physical development

1. sitting steadily without assistance for a relatively long time

2. crawl with an object in one or both hands

3. sit and bounce on her bottom

· Holding the child’s hands to help her walk

· Assisting the child in building a block tower

· Passing to her a teddy and saying to her ‘taa’ and giving it back

· Allow the child hold a spoon or fork during meals

· Playing with the child when changing for her the nappies to help develop her flexes

· Encouraging crawler walk as opposed to the child being carried around

· Giving the child a block set of hammer

· A sizeable obstacle course to assist in crawling around

· Issuing toys and small boxes to the child to stack in a box and remove

Children are connected with and contribute to the world

Social development

1. Seek attention

2. Want to be part of activities with people

3. Not wanting to be away from you

· Being with the baby

· Involving the baby in chores that are not harmful to her

· Being with the baby

· Involving the baby in chores that are not harmful to her

· Being with the baby

· Involving the baby in chores that are not harmful to her

Children have a strong sense of identity

Emotional development

1. Expresses joy through laughter

2. Expresses fear when scared

3. Shows strong feelings on likes and dislikes

· Laughing with the kid

· Consoling her when shocked and terrified

· Keeping away her dislikes and giving out to her likes

· Laughing with the kid

· Consoling her when shocked and terrified

· Keeping away her dislikes and giving out to her likes

· Laughing with the kid

· Consoling her when shocked and terrified

· Keeping away her dislikes and giving out to her likes

Children have a sense of wellbeing

Communication development

1. Babble

2. Respond to her own name

3. Repeat a sequence of sound or a syllable

· Reading to the baby

· Initiate the child’s babbles

· Peeking a boo

· Reading to the baby

· Initiate the child’s babbles

· Peeking a boo

· Reading to the baby

· Initiate the child’s babbles

· Peeking a boo

Children are effective communicators

Cognitive development

1. Concentrate on an activity for a while

2. Understand where things are

3. Recognize objects by pointing to them

· Telling the baby good bye when leaving

· Playing controlled music to the baby

· Telling the baby good bye when leaving

· Playing controlled music to the baby

· Telling the baby good bye when leaving

· Playing controlled music to the baby

Children are confident and involved learners

	The 1–2 year old child typically can:	Interactions that encourage development of the milestone skill	Ways to support children acquire and practise skills as part of daily routines	Experiences to support development of the milestone skill	EYLF Learning Outcome that suggested experience links to
Physical development	1. Standing 2. Walking and running 3. Maintaining a balance	· Being there for her · Giving her the chance to try new things and ideas and explore	· Creating a space for free exploration · Giving toys e.g. balls for playing · Introduce him to stacking and connection of toys	· Creating a space for free exploration · Giving toys e.g. balls for playing · Introduce him to stacking and connection of toys	Children are connected with and contribute to the world
Social development	1. Inflexibility in approaches to tasks 2. Very attached to the parent Resists being separated from the parent	· Doing with her simple puzzles · Allowing her to entertain herself · Assigning her simple tasks e.g. dressing up	· Understanding when the child says no	· Understanding when the child says no	Children have a strong sense of identity
Emotional development	1. Show frustration easily 2. Hug and kiss parents 3. May have tantrums	· Stay calm when the child is annoyed · Showing empathy · Giving her your attention positively	· Giving lots of hugs and kisses · Empathy and positive attention	· Giving lots of hugs and kisses · Empathy and positive attention	Children have a sense of wellbeing
Communication development	1. Say a range of speech sounds 2. Follow routines well 3. Understand action words	· Read to the child to master · Reinforce speech attempts by responding, maintaining eye contacts and imitating sounds	· Don’t correct every word she says · Talk to him · Pointing out to familiar objects and encouraging him to imitate your pronunciation	· Engaging the child in conversation · Describing objects, events · Being a commentator	Children are effective communicators
Cognitive development	1. Recognizes herself in the mirror 2. Find hidden objects 3. Match similar objects	· Play games of hiding objects and asking her to find them · Play matching games with her	· Allowing her help you with your chores · Giving freedom and limited level of independence	· Allowing her help you with your chores Giving freedom and limited level of independence	Children are confident and involved learners

The 2–3 year old child typically can:

Interactions that encourage development of the milestone skill

Ways to support children acquire and practise skills as part of daily routines

Experiences to support development of the milestone skill

EYLF Learning Outcome that suggested experience links to

Physical development

1. Run smoothly

2. Kick a ball with force

3. Climb on and off a play equipment

· Playing with him football

· Moving with him up and down the stairs

· Help him balancing and walking on a tippy-toe

· Allow him explore the world

· Give him a lot of time to play outdoors

· Introducing toys for thread and stacking

· Allow him explore the world

· Give him a lot of time to play outdoors

· Introducing toys for thread and stacking

Children are connected with and contribute to the world

Social development

1. Understanding simple stories

2. Responding to simple directions

3. Telling others what she is doing

· Telling him stories

· Engaging in simple questions on directions

· Engaging him in simple task related questions

· Telling him stories

· Engaging in simple questions on directions

· Engaging him in simple task related questions

· Allow the child play with other kids

Children have a strong sense of identity

Emotional development

1. Express anger and frustrations

2. Shows empathy

3. Objects to major changes in the routine

· Stay calm when the child is annoyed

· Showing empathy

· Giving her your attention positively

· Stay calm when the child is annoyed

· Showing empathy

· Giving her your attention positively

· Stay calm when the child is annoyed

· Showing empathy

· Giving her your attention positively

Children have a sense of wellbeing

Communication development

1. Listen and remember simple stories having picture

2. Clearer speech

3. Better understanding of what is said by other people

· Read to the child to master

· Reinforce speech attempts by responding, maintaining eye contacts and imitating sounds

· Reading with the child

· Engaging him in conversations

· Talking to the child

· Listening to the child

Children are effective communicators

Cognitive development

1. Make sense of current events

2. Understand basic concepts

3. Able to learn new skills

· Playful interactions

· Engage her with meaningful interactions

· Playful interactions

· Engage her with meaningful interactions

· Encourage daily skills for example using spoons

· Engaging him in chores

Children are confident and involved learners

The 3–4 year old child typically can:

Interactions that encourage development of the milestone skill

Ways to support children acquire and practise skills as part of daily routines

Experiences to support development of the milestone skill

EYLF Learning Outcome that suggested experience links to

Physical development

1. Climbing a ladder and trees

2. Rolling a ball

3. Pedalling a tricycle

· Teaching him new skills

· Playing games e.g. ball with him

· Engaging him to learn how to pedal a bike

· Providing plenty of physical freedom

· Providing him with space to work out his own things

· Giving him time to struggle and find his things right

· Providing plenty of physical freedom

· Providing him with space to work out his own things

· Giving him time to struggle and find his things right

Children are connected with and contribute to the world

Social development

1. Cooperative playing with other kids

2. Learn to share and take turns

3. Easily leaves the parents

· Telling him stories

· Sharing with him simple items and testing if he can give back the given items

· Saying good bye to him when leaving

· Allowing him play freely with other children

· Hugging and kissing him when leaving or back to the house

· Allowing him play freely with other children

· Hugging and kissing him when leaving or back to the house

Children have a strong sense of identity

Emotional development

1. Develop a sense of humour

2. Showing empathy to others

3. Expression a range of emotions e.g. anger through loud crying

· Having a positive attitude towards him

· Giving him an attention and a listening ear

· Learning to understand when he says no

· Stay calm when the child is annoyed

· Showing empathy

· Giving her your attention positively

· Stay calm when the child is annoyed

· Showing empathy

· Giving her your attention positively

Children have a sense of wellbeing

Communication development

1. Speak between 250 to 500 words

2. Clearer and more refined speech

3. Say his name and age correctly

· Reading a story to him

· Engaging in a conversation with him

· Correcting him when he makes a mistake

· Reading a story to him

· Engaging in a conversation with him

· Correcting him when he makes a mistake

· Reading a story to him

· Engaging in a conversation with him

· Correcting him when he makes a mistake

Children are effective communicators

Cognitive development

1. Recall parts of a story

2. Able to count and understand the concept of counting

3. Sort objects based on shape and colour

· Telling him story

· Engaging him with simple questions and counting skills

· Play matching and sorting games

· Telling him story

· Engaging him with simple questions and counting skills

· Play matching and sorting games

· Telling him story

· Engaging him with simple questions and counting skills

· Play matching and sorting games

Children are confident and involved learners

The 4-5 year old child typically can:

Interactions that encourage development of the milestone skill

Ways to support children acquire and practise skills as part of daily routines

Experiences to support development of the milestone skill

EYLF Learning Outcome that suggested experience links to

Physical development

1. Climbing trees

2. Running at high speed

3. Jumping over objects with two feet

· Race with the child

· Playing the ball with him

· Engaging various games including swimming, rope jumping etc

· Offering him toys

· Offering a bike to ride

· Taking him out for various games including swimming

· Offering a free outdoor space to exploration of ideas and new skills

· Offering him toys

· Offering a bike to ride

· Taking him out for various games including swimming

· Offering a free outdoor space to exploration of ideas and new skills

Children are connected with and contribute to the world

Social development

1. Develop friendship

2. Greater awareness of the feeling of other people

3. Sharing and turn taking

· Telling him stories

· Sharing with him simple items and testing if he can give back the given items

· Saying good bye to him when leaving

· Telling him stories

· Sharing with him simple items and testing if he can give back the given items

· Saying good bye to him when leaving

· Telling him stories

· Sharing with him simple items and testing if he can give back the given items

· Saying good bye to him when

Children have a strong sense of identity

Emotional development

1. More tempered

2. Express a wide range of emotions

3. Less egocentric

· Having a positive attitude towards him

· Giving him an attention and a listening ear

· Learning to understand when he says no

· Having a positive attitude towards him

· Giving him an attention and a listening ear

· Learning to understand when he says no

· Having a positive attitude towards him

· Giving him an attention and a listening ear

· Learning to understand when he says no

Children have a sense of wellbeing

Communication development

1. Speak relatively complex sentences

2. Connecting words

3. Use words that explain complicated emotions

· Reading a story to him

· Engaging in a conversation with him

· Correcting him when he makes a mistake

· Reading a story to him

· Engaging in a conversation with him

· Correcting him when he makes a mistake

· Reading a story to him

· Engaging in a conversation with him

· Correcting him when he makes a mistake

Children are effective communicators

Cognitive development

1. Focus more attention accurately

2. Enjoy singing, rhyming

3. Express feeling better through language

· Telling him stories

· Engaging him in songs

· Engaging him with simple questions and counting skills

· Telling him stories

· Engaging him in songs

· Engaging him with simple questions and counting skills

· Telling him stories

· Engaging him in songs

· Engaging him with simple questions and counting skills

Children are confident and involved learners

The 5–6 year old child typically can:

Interactions that encourage development of the milestone skill

Ways to support children acquire and practise skills as part of daily routines

Experiences to support development of the milestone skill

EYLF Learning Outcome that suggested experience links to

Physical development

1. Run on toes

2. Balance on alternate feet

3. Throw and catch a small ball

· Race with the child

· Playing the ball with him

· Engaging various games including swimming, rope jumping etc

· Offering him toys

· Offering a bike to ride

· Taking him out for various games including swimming

· Offering a free outdoor space to exploration of ideas and new skills

· Offering him toys

· Offering a bike to ride

· Taking him out for various games including swimming

· Offering a free outdoor space to exploration of ideas and new skills

Children are connected with and contribute to the world

Social development

1. Reasoning

2. Having ideas about fair play

3. Asks for permission to have a friend to play with

· Telling him stories

· Sharing with him simple items and testing if he can give back the given items

· Saying good bye to him when leaving

· Allowing her to be ever little

· Spend time with her

· Allowing her to be ever little

· Spend time with her

Children have a strong sense of identity

Emotional development

1. Feeling empathy

2. Very few tantrums

3. Sharing

· Having a positive attitude towards him

· Giving him an attention and a listening ear

· Learning to understand when he says no

· Support and encouragement as she interacts with new challenges

· Concentrating on her strengths to boost confidence

· Support and encouragement as she interacts with new challenges

· Concentrating on her strengths to boost confidence

Children have a sense of wellbeing

Communication development

1. Loves jokes and riddles

2. Loves listening and telling stories

3. Shows curiosity on the meaning of words she does not understand

· Reading stories with and to her

· Telling her new things everyday

· Helping her build her vocabulary

· Reading stories with and to her

· Telling her new things everyday

· Helping her build her vocabulary

· Reading stories with and to her

· Telling her new things everyday

· Helping her build her vocabulary

Children are effective communicators

Cognitive development

1. Expanded vocabulary

2. Loves arguing and reasoning

3. Develops simple abilities of solving problems

· Telling him stories

· Engaging him in problem solving

· Engaging him with simple questions and reasoning

· Telling him stories

· Engaging him in problem solving

· Engaging him with simple questions and reasoning

· Telling him stories

· Engaging him in problem solving

· Engaging him with simple questions and reasoning

Children are confident and involved learners

As you worked through the Learner Guide for this Unit of Competency you were asked to collect ideas for appropriate experiences that support the different areas of children’s development. Now it is time to collate your ideas into a Resource Kit. Your ideas for experiences must support the development of children aged 0-6 years.

Divide your Resource Kit into six sections as follows:

physical development
social development
emotional development
cognitive development
communication development
creative development.

In each section you need a minimum of three ideas; therefore you will have a total of 18 entries. For example, physical development will have three experiences as will social development and so on.

Ideas should be gathered from a minimum of five different sources. Sources include books, journals, internet articles, CDs and so on.

The following information should be included in each entry:

name of the experience
specific age range (in years and months) for whom the experience is appropriate
suggested group size
skills supported by the experience
resources required for the experience for example, a list of equipment, words of a song, recipe, instructions for playing a game
how the experience will be conducted (teaching method used to intentionally scaffold children’s learning)
suggested interactions to support children’s efforts and achievements.

Your Resource Kit can be either paper-based or in an online format using a free downloadable software product. If presenting the tool in an online format, make sure you provide a Web link and instructions so that your Assessor can easily access the tool.

Experience 1: Hot Potato

Age range: 2-3 years

Skill supported: physical, sensory, hand/eye coordination etc.

Resources needed: stuffed sock, music and a beanbag

How to conduct the experience: Make the children sit in a circle. Pass the beanbag around the circle as music assuming that the beanbag is a very hot potato. The person holding the beanbag is out when the music stops. The music is started again and the beanbag passed among the remaining children in the circle until the musis stops. The child holding the beanbag is knocked out of the circle as soon as the music stops. The process continues until only one chid remains in the circle and the remaining child becomes the winner.

Part A – The whole child

Experience 2: The game of motor skill

Age range: 1-2 years

Skills supported by game: physical, sensory, hand/eye coordination etc.

Resources needed: Three blocks

How to conduct the experience: Have the baby placed on the floor or on a raise chair. Place two blocks in front of her. In case she delays in picking them up, give them to her. Give her the third block. She will learn to drop one of the blocks in order to grab the one being handed over to her.

Suggested interactions: Be sure to use what the child loves to ensure the game is appealing to the baby. Praise the baby when she picks the blocks up

Name of experience 3: Shake it up

Age range: 0-1 years

Skills supported: sensory, physical skills

Resources needed: water, empty bottle of water, tape and dishwashing liquid

How to conduct the experience: Have the bottle half filled with water and add a squeeze of the dishwashing liquid into the very bottle. Seal the top using a tape and hand it over to the baby to shake it thoroughly. The baby will likely enjoy shaking the bottle

Suggested interactions: Place the bottle a distant from the baby and have crawl to it to start the game again.

This assessment task requires you to source a range of developmentally appropriate stories for young children that could be used in an early childhood setting to support their communication development.

Select three developmentally appropriate stories for each of the age groups that follow:

0-2 years
2-3 years
3-5 years

As a broad rule for babies look for stories and books that have good rhymes, rhythm and repetition. Books with simple large and bright pictures, with pictures of babies and faces would be appropriate selections.

For toddlers look for books about food, transport, animals, shapes, community helpers and other babies and toddlers to help them make sense of their environment.

For preschool age children look for books that have illustrations that tell a story, engage the imagination, large letters to see and have a storyline that is easy to follow. For example Pamela Allen’s book ‘Bertie and the Bear’ provides children with a well-illustrated picture like storyline.

For each age group stipulated include at least one book that draws the children’s attention to symbols and patterns typically found in their environment, and which could be used to promote and encourage further discussion with the children about the patterns and their relationships. This can include the relationships between letters and sounds, or symbols systems such as numbers, time, money or musical notation.

In making your selections, be mindful that books used in early childhood education and care settings should reflect different types of people, cultures and communities.

Complete the table that follows, identifying the book title and its’ author, a brief description of the book and how you would introduce the book with the age group it has been selected for.

Age	Title and Author	Description	Implementation
0-2 years
	Dear Zoo-Rod Campbell	A flap book	Teaching on patience and its reward
	Owl Babies-Martin Waddell	Balances between absolute terror and absolute reassurance	Teaches on taking responsibility of one another in the absence of parents
	The Very Hungry Caterpillar- Eric Carle	The struggle old caterpillars make to have the young ones fed	The love of the parents to their children and how hard they work for them to be comfortable
2-3 years
	Otis-Loren Long	A friendly tractor kept away when a new tractor is introduced	Teaches on maintaining friends and not abandoning the previous ones when we get new ones
	Duck and Goose Find a Pumpkin-Tad Hills	Two birds that love pumpkin looking for the fruit everywhere	Training a child on art and drawing, drawing birds and fruits
	Chika Chika Boom Boom-Bill Martin	A rhythmic story of letters of the alphabet going up a coconut tree	Inspires reading of alphabets in the house
3-5 years
	More Donuts	Walter wants all the donuts	Teaches about sharing
	The Island of Bum Bum Ba Loo- Errico Daniel	Two young adventurous that take a walk to the island of Bum Bum Ba Loo	Encourages exploration among children
	I want a Monkey-Errico Daniel	a child that needs a unique pet when the ordinary has failed to work	Teaches on changes ways of doing things when the normal ways have seemingly not yielded much

References

Allen, L. (2015). Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. London: National Academies Press.

Bee, H. (2012). The Developing Child. New York: Pearson Education.

Blanchard, J. (2010). The Teen Years Explained: A Guide to Healthy Adolescent Development. Oxford: Center for Adolescent Health at Johns Hopkins Bloomberg School of Public Health.

Breiner, H. (2016). Parenting Matters: Supporting Parents of Children Ages 0-8. Paris: National Academies Press.

Brodie, K. (2013). Observation, Assessment and Planning in the Early Years – Bringing It All Together. London: McGraw-Hill Education (UK).

Deiner, P. (2012). Inclusive Early Childhood Education: Development, Resources, and Practice. London: Cengage Learning.

Fromberg, D. P. (2015). Play from Birth to Twelve: Contexts, Perspectives, and Meanings. Chicago: Routledge.

Hemel, S. B. (2018). Early Childhood Assessment: Why, What, and How. Chicago: National Academies Press.

Hill, M. (2013). Children’s Services: Working Together. New York: Routledge.

III, H. W. (2013). Educating the Student Body: Taking Physical Activity and Physical Education to School. Manchester: National Academies Press.

Kostelnik, M. J. (2009). Getting It Right From the Start: The Principal’s Guide to Early Childhood Education. New York: Corwin Press.

Miho, T. (2013). Quality Matters in Early Childhood Education and Care Quality Matters in Early Childhood Education and Care: New Zealand 2012. New Delhi: OECD Publishing.

Morin, A. (2014). The Everything Parent’s Guide to Special Education: A Complete Step-by-Step Guide to Advocating for Your Child with Special Needs. London: Adams Media.

Murkoff, H. (2014). What to Expect the First Year. London: Workman Publishing Company.

Walker, L. (2013). The Early Childhood Educator for Diploma. Sydney: McGraw-Hill Education Australia,.

Warner, K. E. (2009). Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities. New York: National Academies Press.

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