CHCECE017 - Foster the holistic development and wellbeing of the child in early childhood
Assessor Resource
CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
Assessment tool
Version 1.0 Issue Date: April 2024
This unit describes the skills and knowledge required to foster and enhance the holistic development and wellbeing of children from birth to 6 years of age.
The unit applies to educators working in a range early education and care service settings.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
ELEMENT
PERFORMANCE CRITERIA
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Foster physical development
1.1 Assess and monitor children’s physical skills and development
1.2 Plan and provide appropriate experiences and opportunities to foster each child’s fine and gross motor skills, and fundamental movement skills through play
1.3 Plan and provide experiences which challenge the physical skills and abilities of children and promote physical fitness
2. Foster social development
2.1 Assess and monitor children’s social skills and development
2.2 Plan and provide opportunities for different forms of social interaction between children during play with respect for each child’s interests, goals and development stage
2.3 Create opportunities for children to participate in meaningful ways in group discussions and shared decision-making
2.4 Structure experiences in a way that promotes cooperation and conflict resolution
2.5 Promote a sense of community within the service
2.6 Arrange the environment to encourage interactions between children as well as accommodating a child’s need for privacy, solitude or quiet
2.7 Provide opportunities for children to investigate ethical issues relevant to their lives and their communities
3. Foster emotional development
3.1 Assess and monitor children’s emotional development
3.2 Create opportunities for children to experience individual strengths and successes during play
3.3 Plan and provide opportunities through play that challenge children’s emerging skills and capabilities
3.4 Provide opportunities for children to engage independently with tasks
3.5 Create opportunities for children to explore self-image and identity through play
3.6 Provide opportunities for children to release feelings and express emotions through suitable experiences
4. Foster cognitive development
4.1 Assess and monitor children’s cognitive skills and development
4.2 Engineer and provide opportunities for children to participate in science, mathematics and technology experiences
4.3 Plan and provide opportunities through play for children to experience the consequences of their choices, actions and ideas
4.4 Create learning environments with appropriate levels of challenge where children are encouraged to explore, experiment and take appropriate risks in their learning
4.5 Build opportunities for involvement in experiences that support the investigation of ideas, complex concepts and thinking, reasoning and hypothesising
4.6 Provide opportunities through play for children to explore concept development
4.7 Make opportunities for children to both construct and take apart, as a strategy for learning
4.8 Provide children with a wide range of everyday materials that they can use to create patterns and to sort, categorise, order and compare
5. Foster communication development
5.1 Assess and monitor children’s language skills and development
5.2 Plan and provide developmentally appropriate experiences and opportunities to foster language and literacy development through play
5.3 Create opportunities for children to listen and respond to language
5.4 Value the child’s linguistic heritage and encourage the use and acquisition of home languages
5.5 Provide opportunities for children to engage with familiar and unfamiliar culturally constructed text
5.6 Create a literacy-enriched environment including displaying home languages and Standard Australian English
5.7 Provide resources that encourage children to experiment with images and print
6. Foster an environment for holistic learning and development
6.1 Support and initiate inquiry processes, try new ideas and take on challenges
6.2 Provide resources and materials that offer challenge, intrigue and surprise
6.3 Assist to promote children’s sense of belonging and connectedness
6.4 Engage children in sustained shared conversations to extend their thinking
6.5 Provide the opportunity for scaffolding learning and development
6.6 Assist children to see their mistakes as opportunities to learn and grow
6.7 Facilitate families’ diverse contributions to the learning community
6.8 Share information with colleagues about child development and wellbeing
6.9 Create learning environments where children are able to immerse themselves in self-directed play
6.10 Recognise spontaneous teachable moments as they occur and use them to build on children’s learning
6.11 Ensure a balance between child-initiated and educator- supported learning
6.12 Provide learning environments with appropriate levels of challenge where children are encouraged to explore, experiment and take risks in their learning
6.13 Facilitate team collaboration of assessments and evaluation in relation to child development and wellbeing
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
ELEMENT
PERFORMANCE CRITERIA
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Foster physical development
1.1 Assess and monitor children’s physical skills and development
1.2 Plan and provide appropriate experiences and opportunities to foster each child’s fine and gross motor skills, and fundamental movement skills through play
1.3 Plan and provide experiences which challenge the physical skills and abilities of children and promote physical fitness
2. Foster social development
2.1 Assess and monitor children’s social skills and development
2.2 Plan and provide opportunities for different forms of social interaction between children during play with respect for each child’s interests, goals and development stage
2.3 Create opportunities for children to participate in meaningful ways in group discussions and shared decision-making
2.4 Structure experiences in a way that promotes cooperation and conflict resolution
2.5 Promote a sense of community within the service
2.6 Arrange the environment to encourage interactions between children as well as accommodating a child’s need for privacy, solitude or quiet
2.7 Provide opportunities for children to investigate ethical issues relevant to their lives and their communities
3. Foster emotional development
3.1 Assess and monitor children’s emotional development
3.2 Create opportunities for children to experience individual strengths and successes during play
3.3 Plan and provide opportunities through play that challenge children’s emerging skills and capabilities
3.4 Provide opportunities for children to engage independently with tasks
3.5 Create opportunities for children to explore self-image and identity through play
3.6 Provide opportunities for children to release feelings and express emotions through suitable experiences
4. Foster cognitive development
4.1 Assess and monitor children’s cognitive skills and development
4.2 Engineer and provide opportunities for children to participate in science, mathematics and technology experiences
4.3 Plan and provide opportunities through play for children to experience the consequences of their choices, actions and ideas
4.4 Create learning environments with appropriate levels of challenge where children are encouraged to explore, experiment and take appropriate risks in their learning
4.5 Build opportunities for involvement in experiences that support the investigation of ideas, complex concepts and thinking, reasoning and hypothesising
4.6 Provide opportunities through play for children to explore concept development
4.7 Make opportunities for children to both construct and take apart, as a strategy for learning
4.8 Provide children with a wide range of everyday materials that they can use to create patterns and to sort, categorise, order and compare
5. Foster communication development
5.1 Assess and monitor children’s language skills and development
5.2 Plan and provide developmentally appropriate experiences and opportunities to foster language and literacy development through play
5.3 Create opportunities for children to listen and respond to language
5.4 Value the child’s linguistic heritage and encourage the use and acquisition of home languages
5.5 Provide opportunities for children to engage with familiar and unfamiliar culturally constructed text
5.6 Create a literacy-enriched environment including displaying home languages and Standard Australian English
5.7 Provide resources that encourage children to experiment with images and print
6. Foster an environment for holistic learning and development
6.1 Support and initiate inquiry processes, try new ideas and take on challenges
6.2 Provide resources and materials that offer challenge, intrigue and surprise
6.3 Assist to promote children’s sense of belonging and connectedness
6.4 Engage children in sustained shared conversations to extend their thinking
6.5 Provide the opportunity for scaffolding learning and development
6.6 Assist children to see their mistakes as opportunities to learn and grow
6.7 Facilitate families’ diverse contributions to the learning community
6.8 Share information with colleagues about child development and wellbeing
6.9 Create learning environments where children are able to immerse themselves in self-directed play
6.10 Recognise spontaneous teachable moments as they occur and use them to build on children’s learning
6.11 Ensure a balance between child-initiated and educator- supported learning
6.12 Provide learning environments with appropriate levels of challenge where children are encouraged to explore, experiment and take risks in their learning
6.13 Facilitate team collaboration of assessments and evaluation in relation to child development and wellbeing
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice
Yes
No
Comments/feedback
Assess and monitor children’s physical skills and development
Plan and provide appropriate experiences and opportunities to foster each child’s fine and gross motor skills, and fundamental movement skills through play
Plan and provide experiences which challenge the physical skills and abilities of children and promote physical fitness
Assess and monitor children’s social skills and development
Plan and provide opportunities for different forms of social interaction between children during play with respect for each child’s interests, goals and development stage
Create opportunities for children to participate in meaningful ways in group discussions and shared decision-making
Structure experiences in a way that promotes cooperation and conflict resolution
Promote a sense of community within the service
Arrange the environment to encourage interactions between children as well as accommodating a child’s need for privacy, solitude or quiet
Provide opportunities for children to investigate ethical issues relevant to their lives and their communities
Assess and monitor children’s emotional development
Create opportunities for children to experience individual strengths and successes during play
Plan and provide opportunities through play that challenge children’s emerging skills and capabilities
Provide opportunities for children to engage independently with tasks
Create opportunities for children to explore self-image and identity through play
Provide opportunities for children to release feelings and express emotions through suitable experiences
Assess and monitor children’s cognitive skills and development
Engineer and provide opportunities for children to participate in science, mathematics and technology experiences
Plan and provide opportunities through play for children to experience the consequences of their choices, actions and ideas
Create learning environments with appropriate levels of challenge where children are encouraged to explore, experiment and take appropriate risks in their learning
Build opportunities for involvement in experiences that support the investigation of ideas, complex concepts and thinking, reasoning and hypothesising
Provide opportunities through play for children to explore concept development
Make opportunities for children to both construct and take apart, as a strategy for learning
Provide children with a wide range of everyday materials that they can use to create patterns and to sort, categorise, order and compare
Assess and monitor children’s language skills and development
Plan and provide developmentally appropriate experiences and opportunities to foster language and literacy development through play
Create opportunities for children to listen and respond to language
Value the child’s linguistic heritage and encourage the use and acquisition of home languages
Provide opportunities for children to engage with familiar and unfamiliar culturally constructed text
Create a literacy-enriched environment including displaying home languages and Standard Australian English
Provide resources that encourage children to experiment with images and print
Support and initiate inquiry processes, try new ideas and take on challenges
Provide resources and materials that offer challenge, intrigue and surprise
Assist to promote children’s sense of belonging and connectedness
Engage children in sustained shared conversations to extend their thinking
Provide the opportunity for scaffolding learning and development
Assist children to see their mistakes as opportunities to learn and grow
Facilitate families’ diverse contributions to the learning community
Share information with colleagues about child development and wellbeing
Create learning environments where children are able to immerse themselves in self-directed play
Recognise spontaneous teachable moments as they occur and use them to build on children’s learning
Ensure a balance between child-initiated and educator- supported learning
Provide learning environments with appropriate levels of challenge where children are encouraged to explore, experiment and take risks in their learning
Facilitate team collaboration of assessments and evaluation in relation to child development and wellbeing
Forms
Assessment Cover Sheet
CHCECE017 - Foster the holistic development and wellbeing of the child in early childhood
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
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Date:
Assessment Record Sheet
CHCECE017 - Foster the holistic development and wellbeing of the child in early childhood
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent