Chcece003 assessment answer

CHCECE003 Provide care for children

Assessment

To achieve a competent result for this unit you must satisfactorily complete all the assessments requirements listed below.

Assessments for this unit are as follows:

Assessment Number

Type of Assessment

Description and location

Assessment 1

Short Questions/Multiple Choice Questions/True or False

There are short questions found in this booklet.

You will be given the opportunity to respond to each question in your own words in a written format. In special cases you may respond verbally.

Assessment 2

Case studies/Scenarios

There are Case studies/scenarios in this booklet. Read the case studies given and answer the questions that follow. Use your own words in answering these case studies.

Assessment 3

Research Activity

There are research activities found in this booklet. You are required to research the topic and respond to each question in your own words in a written format. In special cases you may respond verbally.

Assessment 4

Personal/Reflective Journal

Instructions for the journal are in the supervised work placement booklet

Assessment 5

Third Party Observation

Will be performed by the workplace supervisor while the student is on Work Placement.

Assessment 6

Work Place Observation

Your workplace supervisor observes you in the work place setting demonstrating the practical application of the skills and knowledge that you have gained in relation to these units. Your supervisor is required to observe you performing tasks in the workplace using the checklist provided in the third party report. During the observation your assessor will make a judgment as to whether you have met the required skill level for the qualification, or if further practice is required. Instructions and checklist for work placement are in the supervised work placement booklet. When an assessor is unable to visit the workplace they shall liaise with your workplace supervisor to confirm your ability to perform the tasks as part of the training package.

Assessment 7

Portfolio

In your portfolio you should collect information relevant to the unit such as the Children’s Developmental Stages, Playground policies etc.

Instructions to the Student

Please read all the information given to you before you start any assessment task. If you do not understand some or all of the questions, please ask your trainer/assessor for assistance.

Attempt to answer ALL questions in your own words on the assessment paper provided. The questions are designed to assess your understanding of the unit as well as your underpinning knowledge. To satisfactorily complete this assessment task you are required to complete the whole assessment. To do this you will need to answer all questions correctly and demonstrate you have achieved the required knowledge to industry standards. This assessment is intended to be fair and flexible. If you feel that we should change any aspect of this assessment to be fair, equitable or flexible, immediately contact your assessor who will attempt to make alternative arrangements.

Assessment Tasks Outcome

Unit:

CHCECE003 Provide care for children

Student ID:

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Student Name:

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Assessors Feedback

Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence.

Tasks included in submission

Assessment Tasks

Title

Satisfactory/ Not yet satisfactory

Assessor

Signature

Date

Re-submission Satisfactory/ Not yet satisfactory

Short Questions

Assessment 1

Case Studies 1-8

Assessment 2

Research Activity 1

Assessment 3

Satisfactory Not Yet Satisfactory

Assessor Signed:

Assessor Name:

Date:

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Assessment 1

Short Questions

1. Complete the following statement with the correct words.

safe choices experiment challenges predictable explore

Preschool children require an environment that provides opportunities to make

_____________ allows them to ______________ , _____________ and take on new

______________ . They also need adults to provide structure and routine so that their

environment feels ____________and ______________.

2. The following photographs show Educators engaging with Children during meal times

i. How are the Educators ensuring appropriate supervision of the children during mealtime?

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ii. List three things the Educator could do or say to engage with the children while eating or drinking?

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3. To complete this task refer to the following website: www.sunsmart.com.au and read the Sample Sun Smart policy for early childhood education and care services, Cancer Council Victoria (2012).

a. What are the five objectives of the Sun Smart policy?

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b. What does the policy recommend families are responsible for in relation to being Sun Smart when enrolling their child?

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4. To complete this task refer to the following reading:

· Guide to the National Quality Standard, ACECQA (2011).

· See pp.68-69 NQS 2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.

a. What does Element 2.2.2 of the NQS aim to achieve?

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b. When assessors are looking for evidence that a service promotes physical activity as defined in Element 2.2.2, what sorts of things may they observe Educators doing?

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c. When assessors are looking for evidence that a service promotes physical activity as defined in Element 2.2.2, what sorts of things may they observe children doing?

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5. To complete this task refer to the following reading:

· Move and Play Every Day: National Physical Activity Recommendations for children 0-5 years, Department of Health and Aging (2010).

a. List five benefits of a child being physically active every day.

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b. How much physical activity do preschoolers require?

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c. List four activities that you could plan to facilitate children’s active physical play.

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6. You have decided to conduct a group experience with the 3-5 year old children to discuss how their bodies work and the importance of physical activity to health and wellbeing.

i. Identify a book you could read with the children relevant to this topic, include title and author?

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ii. Identify a game you could use to extend on the children’s knowledge and interest of health and wellbeing?

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7. To complete this task refer to the following reading:

· Challenging Play – Risky! Kidsafe NSW (2012).

· Read the statements in the table below and indicate whether they are True or False.

Statement Ans. Risky play gives children the opportunity to develop skills in negotiating the environment. True False Learning to use equipment safely is not necessary for young children. True False Children need opportunities to learn about the positive and negative consequences of risk taking. True False Taking risks will usually result in a negative outcome for children. True False Learning to negotiate risks enhances children’s self-confidence and well-being. True False Early childhood environments should offer children the opportunity to take acceptable risks. True False

List five benefits of risk taking.

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8. a. Why are schedules and routines important?

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b. Why is it necessary to support children through transition with the following?

New arrivals:

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Within the daily routine:

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Well planned routines and environments as well as responsive Educator interactions can support the development of social and emotional skills as well as prevent behavioural issues.

9. List three strategies and procedures Educators can use to promote positive routines and environments.

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10. Match the examples of Educator Practice to the Transition Strategy.

Ans.

Transition Strategy

Educator Practice

All Educators are used to ensure transitions run smoothly.

a. At Blue Bay Early Learning Centre preschool children can choose to sleep or participate in quiet time activities.

Transitions should be designed to accommodate individual needs, taking into account development, age and abilities of children.

b. The Educator pairs Ethan, who has a developmental delay, with a buddy during transitions.

Transitions are gradual and designed to eliminate or reduce waiting or over crowding.

c. Because the children are engrossed in their play the Educator decides to allow children to continue playing rather than pack up for group time.

Educators always give children advance notice of transitions.

d. The Educator rings a bell to signal to the children that it almost time to pack away and get ready for lunch.

Transitions are consistent but also flexible.

e. At Blue Bay Early Learning Centre the Educator sends three children at a time to the bathroom to avoid overcrowding.

Transition strategies are adapted where there are children with additional needs.

f. To avoid having children ‘wait’ or line up when transitioning to outdoors one Educator waits on the verandah just outside the door to receive children as they move outside.

11. Kelly (3 years) cries every morning when it is time for her dad to leave.

What could you do to minimize the distress of separation for Kelly and her dad?

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Assessment 2

Case Study 1

Eden

Eden (3.6 years) still has regular toileting accidents – she often wets herself because she doesn’t want to leave her play and leaves it until the very last minute to rush to the toilet. Eden is at the puzzle table when the Educator notices a pool of liquid under her chair. The Educator approaches Eden and gently prompts her about her accident, guides her to the bathroom and quietly alerts another staff member about the accident who proceeds to clean the area. The Educator retrieves Eden’s change of clothes and offers assistance. Eden begins to undress and change her clothing, placing the wet clothing in a bag the Educator is holding. The Educator explains where these items will be stored until parents arrive for pick up. Eden appears anxious about having an accident and the Educator reassures her that accidents happen and comments that she will always be able to return to play after using the toilet.

That afternoon, the Educator takes Eden’s mother aside to a private area away from the children and other families, and talks to her about Eden’s accident and how Eden seemed a bit upset and anxious. Eden’s mother explained that they were getting frustrated with Eden’s accidents at home and were not sure how best to manage them. The Educator discussed the importance of staying calm and reassuring Eden and to use gentle reminders regularly. She gave Eden’s mum some further strategies on helping Eden be better tuned in to her body so that she can get to the toilet on time.

From the list below, identify the ways that the Educator supports Eden’s self-esteem and privacy in relation to her toileting accident.

Allows Eden time. Is non-judgmental and uses gentle reminders. Considers Eden’s need to be independent. The Educator changes Eden in sight of others. The Educator discusses Eden’s accident with others in front of her. Takes into account Eden’s feelings.

Case Study 2

Jamie

Jamie (4 years) arrives at the service today dressed in a singlet top, thongs and cap. The Educator explained that the service sun smart policy required the children to wear covered sleeves and broad brimmed hats. His father explains that this is what he wanted to wear and that he didn’t see a problem with it as that’s what they normally wear and to just slap some sunscreen on. The Educator acknowledges that this is fine at home but that she needed to follow the service Sun Smart policy and that maybe they could put a shirt on Jaime to play outside with a spare hat today and then if Jaime wanted he could take it off when they went indoors. Jamie and his father were happy with this outcome and the Educator later reflected that it would be a good time to discuss sun safe practices with the children again and to add some information into the newsletter for families.

From the list below, identify the ways in which the Educator follows the service’s Health and Safety requirements whilst at the same time meeting the family needs?

Allowed Jamie to play even though he was wearing inappropriate clothing. Suggested a compromise that would be mutually beneficial. Ignore Jamie’s and his father’s requests. Respects the viewpoints of Jamie’s father. Implemented the service policy and procedures whilst respecting family views.

Case Study 3

Evie

Blue Bay Early Learning Centre has a beautiful natural outdoor environment that features a number of trees the children are able to climb as well as a variety of different surfaces that children must learn to navigate on and around.

Today Evie (3 years) was walking along the rocky path in her bare feet. The Educator could see that Evie was struggling to negotiate the loose and uneven rocks and continued to observe her efforts until Evie came to a standstill and looked around. The Educator said to Evie ”Let me help you put your shoes on and see how you go then.” The Educator assisted Evie to put her shoes on and Evie was then able to manoeuvre over the rocky path with greater speed.

Identify one positive and one negative aspect of the Educator’s response.

Positive:

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Negative:

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Case Study 4

Ethan

Ethan (2 years 11 months) has been attending the centre for two years and is currently in the toddler room. A position has opened up in the 3 year old room and Ethan’s Educators and parents agree that Ethan would benefit from transitioning to the 3 year old room. The Educator and parents collaborate on a transition program that they hope will ensure a smooth transition.

Each morning Ethan’s father tells him that now that he is a big boy he will be spending time in the 3 year old room with Josh (Educator). The Educator and the parents make this an exciting prospect for Ethan.

Just before morning tea Ethan is taken to the 3 year old room, has his morning tea with the older children and then joins them for a story, music and indoor play. He then returns to the toddler room for his lunch and afternoon sleep.

It is planned that this process will continue until the Educator, parents and Ethan feel he is ready for a permanent change. To everyone’s delight after 2 weeks Ethan announces that he is “A big boy’ and wants to ‘Stay with the big kids!”

What factors contributed to a smooth transition for Ethan?

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Case Study 5

Jonty

Jonty (5 years 1 month) is still learning to share. When at the playdough table Jonty gathers as much dough as he can and refuses to share it with other children.

Educator response:

Educator: “Jonty, remember we have to share the play dough. I will help you to give some to Seren and Macky.”

How does the educator’s response support the building of social skills and reciprocal respect of others?

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Case Study 6

Callie

Callie (4 years 4 months) is sitting with a small group of children having her morning tea. Callie is rocking back on her chair. The Educator reminds Callie to sit with her feet on the floor. A few minutes later Callie again rocks on her chair and this time the chair topples backwards, sending Callie crashing to the floor.