Reference no: EM133507336

CHCECE035 Support the Holistic Learning and Development of Children Instructions for Skills Workbook

Part 1: Support Physical Development

Task1.1: Identify and Use Opportunities to Support the Emerging Physical Skills of Individual Children
Support physical development of two children of different ages in your service using daily routines.
i. Identify two emerging physical skills for each child respectively.
ii. Describe and identify an opportunity that supports each emerging physical skill of the respective child.
iii. Describe how each opportunity identified supports the development of each emerging physical skill of each child.
iv. The date, time, place and narratives of events that happened must be included, while supporting the child's emerging skills.

Task 1.2: Use Daily Routines as Opportunities to Support Children to Acquire and Practise Skills
Support physical development of two children of different ages in your service using daily routines.
Access and review the daily routine of each child and you will need to:
i. Identify a current physical skill each child already has that can be practised.
ii. Identify one physical skill that the child is ready to acquire based on their age or current stage of physical development. The skill identified can be the same emerging skill from Task 1.1.
iii. Identify and describe two opportunities (one from each sub-item below) in the child's daily routine that you have identified to support the following:
a. Practising of an existing physical skill.
b. Acquisition of a new physical skill.
iv. Describe how you used the opportunity to support the child in practising an existing physical skill and acquiring a new physical skillthat the child is ready to performrespectively.
Information must include the date, time, place, and narrative of events that happened. Have your supervisor support you when necessary.

Task 1.3: Select and Arrange Equipment that will Develop fundamental Movement Skills, Fine and Gross Motor Skills
Support the fundamental movement skills, gross motor and fine motor skills of two children of different ages in your service. Select and arrange equipment that will develop these skills in the selected children.
i. Identify 1 fundamental movement skill, 1 fine motor skill and 1 gross motor skill that you will help each child develop using equipment available in your service.

a. Each child must have a different fundamental movement to be developed.
b. Both children may have the same fine and gross motor skills to be developed. The same physical skills identified in Task 1.1 and Task 1.2 may be used in this task as long as it falls in the appropriate category.
ii. Identify one piece of equipment for each identified skill that will help the child develop the above said skills.
iii. Describe how you arrangedthe equipment to support the development of the child's fundamental movement skill, fine motor skill and gross motor skill respectively.
iv. Describe how each child made use of the equipment you arranged to support the development of their own fundamental movement skill, fine motor skill and gross motor skill. Include the date, time, place and narrative of events that happened.

Task 1.4: Encourage Challenge, Choice and Spontaneity in Physically Active Play
Review the daily routines of two children and identify when the child will be engaged in physically active play. During the child's physically active play, encourage challenge, choice and spontaneity.
You will need to:

i. Describe how you encouraged the children to challenge themselves, make their own choices and encourage spontaneity while they are engaged in physically active play respectively. Include the date, time, and narrative of events that happened.

Task 1.5: Support Children to take Increasing Responsibility for their own Health and Wellbeing through Positive Communication and Information Sharing

Access and review the records of two children regarding their health and wellbeing. Support the children in taking responsibility over their own health and wellbeing through positive communication and information sharing.
You will need to:

i. Identify how each child is currently taking responsibility over their own health and wellbeing respectively.
ii. Describe how you communicated information positively to each child that will help them take more responsibility over their own health and wellbeing respectively.
Communicating information positively may include using an encouraging tone and praise each child when they successfully accomplish taking responsibility for their own health and wellbeing.
As the participant of this task is a very young child, how the child takes responsibility for their health and wellbeing may involve someone else for a specific activity such as having an aide help the child wash their hands or putting on their appropriate clothing.

Part 2: Support Social Development

Task 2.1: Encourage Children to Engage in Play and Social Experiences with other Children (PC 2.1, PC 6.1, PC 6.4, PC 6.6, FS 1.2, PE 1.2)
Support social development of two children across different age groups by encouraging them to engage in play and social experiences with other children. Seek assistance from another educator to identify which children the participating child interacts well with.
After consulting the educators, access and review the child's daily routine. You will need to:
i. Describe how you sought assistance from an educator to identify which children each child plays well with.
ii. Identify one play and social experience for the children to engage in with other children and describe how you encouraged each child to play and socialise with other children.

Social experiences may include but are not limited to talking with the other children, asking and answering questions to and from the other children, etc.

iii. Observe the participating child's interactions and document any changes. Describe how you informed the educator regarding the participating child's changes in interactions with the children.
Changes in the child's interactions with the other children may include but are not limited to new friendships formed and old friendships lost.

Task 2.2: Provide Developmentally Appropriate Support and Information that Helps Children Understand and Accept Responsibility for Their Own Actions
Monitor two children during their daily routines for opportunities to provide support and information that will help them understand and accept responsibility for their own actions.
Giving support involves providing instructions on how the child should act during specific situations.
Providing information involves telling the child why the consequences are what happened when the child did something.
You will need to:
i. Describe how you provided the support to the child regarding how they should act during a specific circumstance when providing support to the child regarding how they should act during a specific circumstance.
ii. Describe how you provided information to the child regarding the consequence of their own action.

Accepting responsibility for own actions involves the child owning up to their actions truthfully.
For both questions above, information must also include how you ensured that the support you have provided is communicated according to the child's level of understanding.

Task 2.3: Provide Opportunities for One-to-one and Large and Small group Interactions
Access and review the daily routines of two children to identify opportunities for one-to-one, small group and large group interactions.
The small group must consist of three individuals and the large group must consist of at least five individuals.
You will need to:
i. Describe the opportunities for one-to-one, small group and large group interaction you have provided for each child respectively.
ii. Describe how you engaged the children in one-to-one, small group and large group interactions.

Task 2.4: Model Care, Empathy and Respect for Children, Educators and Families
Access and review the daily routines of two children, and identify opportunities to model care, respect and empathy for 2 children, 2 educators and 2family membersof each individualrespectively. Seek assistance from your supervisor to select 2 other children, educators and family members respectively. The 2 other children must be different from the above task. Each educator must also be different for each child participating in this task. Your workplace supervisor will observe you and sign the declaration.
You will need to:
i. Describe how you model caretowards a child.
ii. Describe how you modelempathy towards thefamily member.
iii. Describe how you modelrespect towards the educator.

Task 2.5: Support Children when they are having Difficulty Understanding or Communicating with Each Other
Monitor two children during their daily routine for opportunities to support them when they are having difficulty understanding or communicating with another child.
You are to:
i. Describe how you supported each child when they were having difficulty understanding with another child. Include the date, time and narrative of events.
ii. Describe how you supported each child when they were having difficulty communicating with another child. Include the date, time and narrative of events.

Task 2.6: Model Language that Children can Use to Express Ideas, Negotiate Roles and Collaborate to Achieve Goals

Access and review the daily routines of two children to identify opportunities for you to model language for children to express ideas, negotiate roles and collaborate to achieve goals.

You are to:
i. Describe how you modelled language to allow each child toexpress ideas, negotiate roles and collaborate to achieve goals respectively.
Collaborating to achieve a goal may involve other children so that language being modelled for collaboration is appropriate for the child participating in this task.

Task 2.7: Use Communication and Modelling that Encourages Children to Respect and Value each other's Individual Differences

Access and review the daily routines of two children for you to identify opportunities to encourage children to respect and value each other's individual differences through communicating and modelling.
Ask your workplace supervisor to identify two other children to participate in this task. These two children must have an apparent difference with the other two current participating children. Your workplace supervisor will observe you and sign the declaration.
You are to:
i. Describe how you modelled respect towards one difference with another child, encouraging the selected participating child to do likewise.
ii. Describe how you communicated to the child the importance of valuing one difference with another child.

Part 3: Support Emotional Development

Task 3.1: Provide Children with Strategies to Make Informed Choices about their Behaviours Appropriate to their Level of Understanding

Monitor the behaviour of two children during their daily routines for behaviours that can have positive or negative consequences.
The behaviours of the two children participating in this task must be different. After identifying the behaviours, provide the children with strategies that they can understand to help them make informed choices the next time they exhibit the same behaviours.
Strategies may be a plan to either dissuade or encourage the child to repeat the behaviour you have identified. It may include a series of questions a child can ask themselves before acting the way they want or should.
You are to:
i. Identify behaviours of each child that led to either a positive or negative consequence.
ii. Describe a strategy you provided for each child that will help them make informed decisions regarding their behaviour.
iii. Describe how you provided the strategy you developed to each child.

Task 3.2: Assist and Encourage Children to Experience Pride and Confidence in their Achievements
Monitor two children during their daily routines to identify two achievements that they accomplish. Assist the children in experiencing pride and confidence in their respective achievements.
These opportunities may present themselves whenever the child accomplishes any aspect of the activity they are engaged in, whether physical, mental or emotional. The achievements need not happen in the same day.
Your workplace supervisor will observe you and sign the declaration
You are to:
i. Describe how you assisted the children to experience pride in one of their two achievements, and confidence in the other. Include date, time, achievement accomplished and narrative of events.
Pride refers to feeling good after having done a job well done.
ii. Describe how you encouraged each child to experience confidence in the other achievement of the child. Include date, time, achievement accomplished and a narrative of events.
Confidence refers to the feeling of being able to do the achievement again.

Task 3.3: Provide Acknowledgement and Support if a Child Experiences Frustration and Encourage Children to See Mistakes as an Opportunity to Learn

Monitor the daily routines of two children for opportunities to provide acknowledgement and support when the child experiences frustration. Hence, encourage the children to see their mistakes as opportunities to learn.
You are to:

i. Describe how you provided acknowledgement and support when the children were frustrated.
ii. Describe how you encouraged the children to see their mistake as an opportunity to learn.

The sources of frustration under (i) may be the same source of frustration for each child.

Task 3.4: Assist Children to Identify Physiological Responses to Situations and Express and Regulate Feelings Appropriately through Modelling and Guidance
Monitor the daily routines of two children to identify for each, one physiological response to a specific situation, and help the children appropriately express and regulate their feelings through modelling and guidance.
You are to:
i. Describe how you assisted each child in identifying one physiological response to a specific situation.
Physiological response and situation must be different with each child.
ii. Describe how you guided each child to appropriately express one emotion and how you modelled to appropriately regulate one emotion for each child. Include the date, time and a narrative of events.
Emotions for each child must be different. Expressed emotions and regulated emotion may be the same.

Task 3.5: Assist Children to Develop Empathy through Identifying and Responding to Emotions in Other People
Access and review the daily routines of two children to identify opportunities for you to assist them in developing empathy through identifying and responding to emotions in other people.
You are to:

i. Describe how you helped the children identify and respond to an emotion displayed by another person. Include the date, time, emotion identified, brief description of the person displaying the emotion and a narrative of events.
ii. Briefly describe how you helping the child identify and respond to a person's emotion promotes the development of empathy in the child.

Task 3.6: Support and Encourage Children to Persevere with Challenges to Assist in Building Resilience
Monitor the daily routines of two children for opportunities to encourage and support the children to persevere with a challenge to assist in building resilience.
Encouraging the child involves providing verbal and nonverbal cues for the child to keep trying.
Supporting the child involves providing help when the child starts to show signs of frustration in doing a task.
Your workplace supervisor will observe you and sign the declaration.
You are to:
i. Describe how you encouraged and supported each child to persevere with a challenge.
The challenges may be the same for each child.
ii. Briefly describe how you encouraged and supported each childto buildtheir resilience.

Task 3.7: Share Children's Successes with Families in Informal and Formal Ways
Access and review yourservice's policies and procedures for communicating with a child's family and the daily routines of two children to identify opportunities to share 2 successes of both children to their family members through formal and informal communication.
You are to:
i. Describe how you formally and informally communicated the children's success to their families. Include the date, time, narrative of events and the child's success chosen for each communication method.
Informal communication involves communication with the child's family that is not endorsed by the service's communication policies and procedures but does not violate any of the service's other policies and procedures.Formal communication involves communication with the child's family that is endorsed by theservice's communication policies and procedures.
ii. Briefly describe how your chosen way of communication is considered formal/ informal in your service.
iii. Briefly describe how you followed organisational policies and procedures during the formal/ informal communication.

Task 3.8: Accommodate the Child's Need for Privacy, Solitude and Quiet (PC 6.4)
Monitor the daily routines of two children to identify opportunities to support the child's need for privacy, solitude and quiet.

You are to:

i. Describe how you accommodated the children's need for privacy, solitude and quiet. Include, date, time, prompt for each child's needs and narrative of events.

Part 4: Support Cognitive Development

Task 4.1: Select Materials, Resources, Technologies, and Experiences that Support Exploration and Problem-solving

Support cognitive development of two children through identifying materials, resources and technologies which provide experiences for them to enhance their exploration skills and problem-solving skills.
The materials, technologies and experiences must be different between the two children.
Materials are tangible objects that the child can use that supports exploration and problem-solving.
Resources are intangible and affects exploration and problem-solving indirectly.
You are to:
i. Identify one material, one resource, one technology and one experience that the child can use to support exploration and support problem-solving respectively.
ii. Describe how each of the materials, resources, technologies, and experiences supports exploration and problem-solving.

Task 4.2: Provide Opportunities that Encourage Exploration of Children's Concepts and Ideas
Access and review the children's daily routines to identify and introduce opportunities for you to encourage the exploration of their concept or idea. Information must include the concepts and ideas that each child came up with.
Concepts may be aspects of the child ‘s strengths and interests that the child still seemingly has little to no understanding of.
Ideas are ways of doing things or potential courses of action.
You are to:
i. Identify and describe how the opportunity you provided for each child allowed them to explore a concept and an idea respectively. Include date, time, concept and idea explored, and narrative of events.

Task 4.3: extend Children's Thinking by Engaging Them in Sustained Shared Conversations
Access and review the children's daily routines to identify opportunities to engage two children in sustained shared conversations (at least 3 minutes) regarding topics they are interested in. Direct the conversation towards the children to encourage independent thinking.
You are to:
i. Describe how you engaged the child in a sustained conversation. Include date, time, conversation topic and narrative of events.
ii. Describe how your sustained conversation with each child extendedeach child's thinking.

Part 5: Support Communication Development

Task 5.1: Valuethe Child's Linguistic Heritage and Encourage the Use and Acquisition of Home Languages
Support communication development of two children across different age groups by varying the child's linguistic heritage and use the acquisition of home languages.
Access and review each child's daily routine to identify opportunities to value each child's linguistic heritage.
Linguistic heritage refers to the language that the child speaks at home, which is also referred to as the child's native language.
You will need to:
i. Identify each child's native language. Each child must have a different native language.
ii. Describe how you encourage the child to use their native language. Include date, time and narrative of events.
iii. Describe how you encouraged each child to develop their ability to speak and understand their native language respectively.Include date, time and narrative of events.

Task 5.2: Select, Read and Tell Developmentally Appropriate Stories and Use Props to Stimulate Children's Enjoyment of Language and Literature
Select 1 and read the stories to each child and ensure they are developmentally appropriate for them. Ensure that you incorporate appropriate props within the storytelling experience.Ask the child a question about the story and answer a question from the child about the story. The story can be read to each child in a group or during one-on-one sessions. Afterwards, identify an opportunity to use props to stimulate each child's enjoyment of language and literature.
You will need to:
i. Identify one story title that you have told each child respectively. Each child must have a different story from a different book.
ii. Briefly summarise the story you have told to each child and describe how you told each story to each child. Include the date, time, and narrative of events.
iii. Briefly describe how each story is developmentally appropriate for each child.
iv. Describe how you asked each child a question and answered each child's questionabout each story you told respectively. You must include the question you asked each child, date, time, and narrative of events.
v. Prepare at least 1 prop for each child that you will use to stimulate their enjoyment of language and literature. Props used for each child must be different.
vi. Describe how you used the prop to stimulate each child's enjoyment of language and literature. Include the descriptions of the props you used, date, time and narrative of events.
vii. Briefly describe how your useof prop stimulated each child's enjoyment of language and literature respectively.

Task 5.3: Ask and Answer Questions during the Reading and Discussion of Othertext
Support communication development of 2 children across different age groups by asking and answering questions during the reading and discussion of other text.
Select a text from a source that is not from a book for each child respectively and ensure it is appropriate to each child's developmental stage. Each child must have a different text selected.
Text can come from posters, brochures, or wall decorations.
Read each text to identify discussion points for each child. Ask each child a questionand answereach child's question about the text. Discussion of the text to each child can be done in a group or during one-on-one sessions.
You will need to:
i. Provide a brief description of each text for each child
ii. Describe how you discussed each text to each child. You must include the date, time, and narrative of events.
iii. Describe how you asked each child a question about each text discussed respectively. You must include the question you asked each child, each child's answer, the date, time, and narrative of events that happened.
iv. Describe how you answered each child's question respectively. You must include the question asked by each child, the date, time, and narrative of events.

Task 5.4: Provide Meaningful Opportunities for Children to Develop Pre-writing Skills
Prepare an activity for each child that can help to develop their pre-writing skill that you identified.
You will need to:
i. Identify a pre-writing skill each child is ready to acquire based on their age and ability. Pre-writing skills for each child must be different.
Pre-writing skills are skills that a child may possess that resembles writing. Examples of pre-writing skills are properly holding a writing implement and drawing lines and curves in a controlled manner
ii. Briefly describe an activity you prepared for each child that would help develop each child's pre-writing skill.
iii. Describe each child's performance during the activity you have chosen. You must include the date, time, and narrative of events.

Task 5.5: Model and Encourage Two-way Communication through Questions and Careful Listening (PC 5.6, PC 6.1, FS 1.2, PE 1.5)
Access and review each child's daily routine to identify opportunities to model two-way communication by asking questions and listening carefully with another educator and encourage two-way communication by asking questions and careful listening. Seek assistance from two educators in the service for you to model two-way communication to each child. A different educator will assist you for each child you will be modelling two-way communication to.
Your communication with the other educator must involve both asking for and sharing of information at least once.
You will need to:
i. Describe how you modelled two-way communication by asking a question to another educator in the presence of each child. You must include the question you asked the other educator and an explanation of how the question promoted two-way communication. The date, time, and narrative of events should also be included.
ii. Describe how you modelled two-way communication by listening carefully to what the other educator is saying in the presence of each child. You must include how you demonstrated that you listened carefully to what the other educator was saying and an explanation of how careful listening promoted two-way communication. The date, time, and narrative of events should also be included.
iii. Describe how you encouraged each child to engage in two-way communication by asking aquestion and listening carefully to another person respectively. You must include the child's question, observations of each child for careful listening, how asking questions and listening promoted two-way communication, date, time, and narrative of events.

Task 5.6: Draw Children's Attention to Symbols and Patterns intheir Environment and Talk about Patterns and Relationships, including the Relationship between Letters and Sound
Support communication development of 2 children across different age groups by drawing children's attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sound.
During each child's daily routine, monitor each child for opportunities to draw their attention to symbols and patterns in their environment and talk about the relationship between patterns of letters and sound. The symbols and patterns, including the pattern of letters, must be different for each child.
You must:
i. Describe how you drew each child's attention to one symbol in their environment. You must include a description of the symbol each child paid attention to, date, time and narrative of events.
ii. Describe how you drew each child's attention to one pattern in their environment. You must include a description of the pattern that each child paid attention to, date, time, and narrative of events.
iii. Document how each child described the symbol and pattern they paid attention to respectively.
iv. Describe how you discussed the relationship between a pattern of letters and the sound it makes with each child. You must include the pattern of letters and sounds it makes, date, time, and narrative of events.

Task 5.7: Provide Opportunities for Group Discussions and Exchange of Views between Children
Support communication development of 2 children across different age groups by providing opportunity for group discussions and exchange of views between children.
Arrange 1 group discussion for each child to participate in and observe the exchange of their views with other children. A group discussion should consist of at least three individuals, excluding yourself.
You will need to:
i. Describe how you arranged a group discussion for each child to participate in.
ii. Describe how you encouraged each child to participate in the group discussion. You must include how each child participated in the respective group discussion, date, timeand narrative of events.
You may set the topic for group discussion to get the discussion started. The topic may even be a story that the children can express their views on.

iii. Describe how you encouraged each child to exchange their view of the topic with another child. Encouragement of each child can be done during the same group discussion. You must include the view that each child exchanged with the other child, date, timeand narrative of events.

Task 5.8: Model Language and Encourage Children to Express Themselves through Language in Different Contexts and for Different Purposes

Support communication development of 2 children across different age groups bymodelling language and encouraging children to express themselves through language in different contexts and for different purposes.
Access and review each child's daily routine to identify opportunities for you to model language to express yourself and encourage each child to express themselves through language in 1 context and for 1 purpose respectively.
With such opportunities present, you will need to:
i. Describe how language is used to express yourself by modelling to each child. You must include the date, time, and narrative of events.
ii. Describe how each child is encouraged to express themselves though language in 1 context and 1 purpose respectively.
Contexts may include but are not limited to times when the child feels a definite emotion.
Purposes may include but are not limited to making requests or asking questions.
You must include the context and purpose of each child expressing themselves in, what each child said, date, time, and narrative of events.