Support the holistic development of children in early childhood

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCECE010, 'Support the holistic development of children in early childhood'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Support the holistic development of children in early childhood' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)


Elements and Performance Criteria

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Support physical development

1.1 Use daily routines as opportunities to support children to acquire and practise skills

1.2 Assist in selecting and arranging equipment that will develop fine and gross motor skills, and to challenge and encourage choice and spontaneity in physically active play

1.3 Help to create opportunities to support the emerging physical skills of individual children

1.4 Support children to take increasing responsibility for their own health and wellbeing

2. Support social development

2.1 Support children to understand and accept responsibility for their own actions appropriate to their level of understanding

2.2 Create opportunities for one-on-one interactions

2.3 Model care, empathy and respect for children, educators and families

2.4 Join in play and social experiences with other children

2.5 Assist and support children when they are having difficulty understanding or communicating with each other

2.6 Model language that children can use to express ideas, negotiate roles and collaborate to achieve goals

2.7 Assist children to develop trusting relationships with educators and other adults

2.8 Encourage children to respect and regard each other’s individual differences

2.9 Offer children play choices and respect children’s choice to watch and observe

3. Support emotional development

3.1 Provide children with a range of strategies to make informed choices about their behaviours appropriate to their level of understanding

3.2 Ensure children experience pride and confidence in their achievements

3.3 Provide acknowledgement and support if a child experiences frustration, and encourage children to see mistakes as an opportunity to learn

3.4 Encourage children to express and manage feelings appropriately

3.5 Support children’s efforts, assisting and encouraging as appropriate

3.6 Motivate and encourage children to persevere with challenges

3.7 Share children’s successes with families

4. Support cognitive development

4.1 Intentionally scaffold children’s learning

4.2 Provide children with a range of materials, resources, technologies and experiences to explore and problem-solve to stimulate cognitive development

4.3 Provide experiences that allow children to explore a range of concepts

5. Support communication development

5.1 Value the child’s linguistic heritage and encourage the use and acquisition of home languages

5.2 Select, read and tell developmentally appropriate stories

5.3 Use puppets and other props to stimulate children’s enjoyment of language and literature

5.4 Model and encourage two-way communication through questions and careful listening

5.5 Encourage children to explore symbols, patterns and their relationships

5.6 Draw children’s attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sounds

5.7 Create opportunities for group discussions and exchange of views between children

5.8 Ask and answer questions during the reading and discussion of books or other text

5.9 Model language and encourage children to express themselves through language in a range of contexts and for a range of purposes

6. Create 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