CHCECE017 Foster the holistic development and wellbeing of

the child in early childhood

Student Assessment

ASSESSMENT TASK 1 – QUESTIONING

Student Details

☐ I have read and understand unit information and assessment instruction

Student ID Date

Student Name

Assessment Information

Conditions of ● The student will have access to the relevant learning resources, listed under the
Assessment learning resource of this document, for this assessment.
● Questions will be completed in the student’s own time.
● Responses to the questions must be typed.

Student Instructions ● This task requires you to complete a written response knowledge assessment.
for completion ● You are required to answer all questions correctly in Assessment Task 1 –
Questioning.
● The questions within this assessment relate directly to the integrated knowledge
contained within the unit of competencies and are fundamental to the student’s
knowledge and performance evidence. Use of correct grammar and spelling is
required to demonstrate foundation skills, so please ensure to proofread your
answers prior to submission.
● You may have up to three (3) attempts to receive a Satisfactory outcome for this
assessment.
● Failure to receive the Satisfactory outcome after the three (3) attempts, the result for
the unit will be deemed Not Yet Satisfactory, and you must re-enroll and repeat the
unit to be eligible to be assessed again.
● APA referencing must be used where original sources have been used. Do not copy
and paste text from any of the online sources. SCEI has a strict plagiarism policy and
students who are found guilty of plagiarism, will be penalised.
● The written assessment standards (8.2) outlined in the PP77 Assessment policy
and procedure apply to this assessment task.

Explanation of the ● List / identify / state / give = present in brief form

common command ● Outline = provide the main facts about something, more than naming, but not a
words used in the detailed description
Assessment Task ● Describe = Provide full details of characteristics and/or features, more needed than
an outline or than a list
● Explain / Discuss = Provide a reasonable argument to discuss cause and effect
and/or make links between things clear in your own words
● Analyse = Identify parts, the relationship between them, and their relationships with
the whole. Draw out and relate implications
● Demonstrate = Present, show or illustrate through example or action

Assessment ● You will be provided with a briefing on the assessment and the opportunity to seek
Procedure clarification on the conduct of the assessment.

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● You may seek clarification at any point in time during the assessment task. If you
feel you need more time to complete the assessment, you must negotiate the time
needed with the assessor prior to the assessment due date.
● Following the assessment, your responses will be assessed and marked as
appropriate. Where responses have been assessed in one (1) or more questions as
unsatisfactory, students will be required to resubmit these questions. For more
information, detailed information can be found in PP77 Assessment Policy and
Procedure
Due Date  14 days after the unit completion date as outlined in the PP77 Assessment
Policy and Procedure.

1. Answer the following related to the statement: “Children’s emotional development will be influenced by their
ability to express their feelings”
a. Briefly explain why it is important for an educator to help children express their feelings?
Just like adults, children need to develop strategies for managing their emotions, so that they can build
social-emotional skills. When children are more socially and emotionally aware and skilled, they can
more effectively navigate relationships, calm down and problem solve when challenges arise.
Teaching child to express their feelings will help them become mentally strong. Children will have
coping skills to deal with their emotions and they can handle whatever life throws their way.

b. Identify five (5) things you can do in an education and care service to help children express their
feelings.

 Encourage with Praise – Praise child when they talk about their feelings or express them in
appropriate, it reinforce the behaviour so they likely to repeat it.
 Using Words or Illustrations – Use picture books is a great way to illustrate the feeling.
 Practice – Talk about feelings when playing games, eating dinner or riding in the car.
 Help the Children Feel Secure when they are Expressing their emotions- Stay
compassionate to express the tears and fears that are driving the child’s emotion and action.
 Keep Balance – Encourage children to not only express their feelings but also to regard the
feelings and needs of other.

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2. Provide an example of a way that a child with a restricted vocabulary and who cannot read might be helped to
express their feelings and emotions to educators.
3. List five (5) strategies an educator can use to support the development of children’s resilience during play.
4.
 Build positive Relationship - A focus on the importance of positive teacher-student
relationship enhances student wellbeing and achievement.
 Teach Social Emotional Skills - Improve peer relationships by explicitly teaching skills of self-
awareness, self-management, social awareness, relationship skills and responsible decision-
making. 
 Foster Positive Emotions - This can be done by building a sense of pride and belonging within the
school. A proactive approach will help to reduce anxiety and improve learning outcomes .
 Identify Student Strengths - A strengths-based approach that identifies student abilities and
positive qualities. You can then work proactively to build upon these strengths, gives your students
more opportunities to be successful and build a strong sense of self-worth.
 Build A Sense of Meaning and Purpose - Providing opportunities for students to contribute to
others gives meaning beyond themselves. Engage your students with the local and global
community so they find ways to contribute. Working towards worthwhile goals increases students’
sense of wellbeing which impacts positively on student achievement.

Briefly explain how you would engage children in routine self-help tasks during play and other occasions in an
education and care service.

Helping with Daily Chores like table setting and picking up toys. Encourage children to help with clean-
up early on. Give toddlers responsibility for placing napkins or utensils on the table. Encourage children to
begin clearing their own plates when they are old enough to carry them without dropping them. When
children are involved in regular chores starting before the age of 4, they tend to be more independent in early
adulthood than children without the experience of helping out.

5. Access the Early Years Learning Framework (EYLF) and provide three (3) examples of how the
framework guides assessment and monitors children's physical development.

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1. Children have a strong sense of identity – children learn about themselves

2. Children are connected with and contribute to their world – Learn ways of being that reflect their
family’s and community’s values, traditions and practices of their groups.
3. Children have a strong sense of wellbeing - Wellbeing refers to both physical and psychological
aspects. It’s linked to resilience, giving children the ability to cope with day-to-day stress and
challenges.

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6. Answer the following:

a. Describe how physical, social and psychological development are interrelated

Physical development involves growth and changes in the body and brain, the senses, motor
skills, and health and wellness. Cognitive development involves learning, attention, memory,
Physical development is one of the many domains of infant and toddler development. It relates to the
language, thinking, reasoning, and creativity. Psychosocial development involves emotions,
growth and skill development of the body, including the brain, muscles, and senses. For example,
personality, and social relationships.
babies learn about the world as they develop their physical senses of sight, touch, smell, sound, and
taste. In fact, babies can hear well before they are born. Newborns like to look at faces and will seek
interesting things to look at very early on. An infant can recognize the mother’s smell and the sound of
her voice within days after birth. From birth, infants are aware of the world around them, and the
ability to grow, develop, and learn occurs quickly as infants begin to explore through their senses.

b. List two (2) experiences that support physical, social and psychological development

7. Briefly outline the four (4) stages of Lev Vygotsky’s theory in relation to language development.

 Primitive Stage - characterized by the infant experimenting with sound production,

The coos, ga-gas and babbles emitted have no purpose but to explore the baby's
sense of sound.
 Naïve Stage - The naive stage begins when babies learn to speak. These phrases
lack an understanding of grammar or structure. The infant determines meaning
from the response’s others give to his phrases.
 External Stage - A child starts to use objects to signify meaning and words in the
external stage. Toys and fingers are examples of what she might use to express
herself.  Vygotsky calls this event the start of a child's verbalization of thought.
 Ingrowth Stage - The ingrowth stage occurs when children start to internalize many
of the tasks he learned during the previous phases. For example, he will count in his
head as opposed to using his fingers to numerate. A need to communicate with
others people around him improves his ability to internalize thought and actions.
Inner speech also shortens during this phase, called predication. Thought sentences
will lack a subject, because that subject is already known to the child.

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8. Answer the following:

Albert Bandura, a psychologist, believed by observing the actions of others including parents and peers, children
develop new skills and acquire new information.
a. List three (3) social skills children may observe and model from watching parents and peers?

Children can observe various skills from observing parents and peers. These could include:
 Manners when talking or eating
 Respect for ourselves and others
 Sharing belongings of yours and others
 Listening without interrupting
 Praising others when they have done well

b. Briefly explain how observing actions of parents and peers may influence children’s social
development?

Children develop greater competence and self-confidence when parents have high (but
reasonable) expectations for children’s behavior, communicate well with them, are warm and
responsive, and use reasoning (rather than coercion) as preferred responses to children’s
misbehavior. In peer relationships, children learn how to initiate and maintain social
interactions with other children. They learn skills for managing conflict, such as turn-taking,
compromise, and bargaining. Play also involves the mutual, sometimes complex, coordination
of goals, actions, and understanding.

9. Access and read Outcome 5: Children are Effective Communicators in the Early Years Learning
Framework (EYLF).
In your own words, identify three (3) ways the EYLF sees communication as crucial to belonging, being and
becoming?

 Children interact verbally and non-verbally with others for a range of purposes
 Educators require a rich mathematical vocabulary to accurately describe and explain
children’s mathematical ideas and to support numeracy development.
 An increasingly technological world, the ability to critically analyse texts is a key
component of literacy. C

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10. Answer the following: There are two (2) main types of constructivist theories: social constructivism and
cognitive constructivism.
a. What is the main idea of each theory?

Social Constructivism - teaches that all knowledge develops as a result of social interaction and
language use, and is therefore a shared, rather than an individual, experience. Knowledge is
additionally not a result of observing the world, it results from many social processes and
interactions. We therefore find that constructivist learning attaches as much meaning to the process
of learning as it does to the acquisition of new knowledge. In other words, the journey is just as
important as the destination.

Cognitive Constructivism - states knowledge is something that is actively constructed by

learners based on their existing cognitive structures. Therefore, learning is relative to their stage of
cognitive development. Aim to assist students in assimilating new information to existing knowledge,
and enabling them to make the appropriate modifications to their existing intellectual framework to
accommodate that information.

b. Give two (2) practical examples of how to use each theory in an education and care service setting
for babies, toddlers and preschoolers.

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Using Question - Student questions are taken seriously and encouraged in constructivist kindergarten
classrooms. The teacher will guide students to find the answers to their questions. Students don't come to think of
the teacher as the source of all knowledge. They're guided to find answers themselves through exploration, books
and discussions. The teacher also uses questions to get students to think more deeply. The teacher may ask
students questions to challenge them to consider more possibilities or consider why something happened. For
example, when learning about plants in science, the teacher will ask questions such as, "What would happen if we
didn't give our plant water?" Students could then do an experiment to find out. This would be followed up with,
"Why do you think that happened?"

Assessment - Students are involved in evaluating themselves and assessing their own learning. At the
kindergarten level, students need a lot of modeling and guidance to effectively evaluate themselves.
Time is given for reflection. The teacher can model self-reflection for students including what was
learned and what could be done better. Students do not do a lot of worksheets to be graded. Instead
they are graded on academic growth as demonstrated through performance on projects and teacher
observations throughout the day. In kindergarten, valuable observations occur during circle time and
center time. Mini conferences in which the teacher briefly joins a student to ask about his work can
shed light on growth for both teacher and student.

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11. Answer the following:

a. List three (3) strategies that can be used to create an environment that encourages and supports
children in exploration, taking appropriate risks in their learning and problem solving

 Take field trips. A visit to the local fire station will elicit questions about equipment.
When curiosity persists, create a firehouse in the dramatic-play center.
 Use activities to promote peer interaction. When children have opportunities to explore
alongside other children, they learn how to get along and work together, improve
language and communication skills, and solve problems .
 Stimulating indoor and outdoor environments offer activities and materials that promote
questioning, predicting, and experimentation.

b. Briefly explain how creating an environment that supports children to explore and take
appropriate risks allows them to experience the consequences of their actions.

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The environment has a powerful effect on us. It influences how we feel, what we do and the ways we
respond. Some of us dislike places where we feel we cannot control or predict our experiences. In
some spaces, we may feel like we don’t belong or are not appreciated. Just like adults, infants and
toddlers are affected by their environments, even if they cannot yet tell us directly how they feel.
Enabling environments encourage babies and young children to play because they feel relaxed,
comfortable and 'at home' in them. When children feel emotionally safe and secure they are able to
explore and find out about the place they are in and the things they can see, touch, maneuver or
manipulate.

12. Answer the following: PC 6.8 KE 8

a. List three (3) reasons stating why it’s important to share collected information with families / co
educators about the child’s development and wellbeing?

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It is important to collect information about each child's needs, interests and cultural practices to  be
able to plan and implement positive, meaningful and inclusive experiences and environments  which
are relevant to the children within the service. When information is gathered it allows educators to
create learning environments and experiences which are based around the needs and interests of
the children. These tailored environments create a welcoming atmosphere relevant to the children
and their families. Having knowledge of each child’s cultural practices enables educators to provide
environments and experiences which are inclusive of all the children within the service which makes
them feel confident within themselves and provides the children with a strong sense of identity.

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b. List four (4) examples of collected information on the child’s wellbeing and development that can be
passed on to families and other educators working with the child.

 information about their child's health and well-being,

 about their child's learning experiences at home, their child's routines and developmental
milestones,
 about activities and experiences outside of care, information
 about family's structure and background 

13. Provide three (3) examples of how an educator can promote shared knowledge, cooperation and conflict resolution
among children in an education and care service.

 Brainstorm Solutions – start the discussion with some suggestions the best ideas come from
the students.
 Share, Listen, check - Students need to listen to each other share their issues, and then
check that they understand them.
 Cool Off - before problem-solving can begin, the students need time to calm down. For
younger students, have them take some deep breaths.

14. Answer the following:

a. In your own words, explain the concept of self-directed play and give an example of how an
educator can enable this in an education and care service.

Self-Directed Play is the concept of allowing children to play without an imposed framework, on their
own, without adult interference. Educators can develop a deeper understanding of a child's needs
and how they can promote inclusion by developing partnerships through communication,
collaboration and consultation.  Initiate one-to-one interactions with children, particularly babies and
toddlers, during daily routines. organize learning environments in ways that promote small group
interactions and play experiences. model care, empathy and respect for children, staff and families.

b. Briefly explain how self-directed play can increase the child’s interest to explore his
environment and promote child-initiated learning.

Children realize there is so much they can do for themselves, lets them experience independence
from a young age, all while in a safe, prepared environment. Children have the opportunity to build on
their own knowledge, day after day, in ways that make sense to them.

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15. Identify three (3) activities that could be used to create a literacy/ language-rich environment and explain how each
activity promotes children’s language and communication development.

 Talking and Singing Activities - Talking and singing with young children helps them to
develop listening and speaking skills.
 Reading and book-based activities - Reading with children develops their vocabulary, ability
to listen and understand, and ability to connect sound and words. It also helps children learn
about the world around them.
 Drawing and writing literacy activities - help young children develop fine motor skills for
writing with pencils and pens later in childhood. It also helps children to understand that writing
and pictures have meanings and you use them to communicate information.

.
16. List four (4) activities that will encourage children to experiment with images and print.

 Teach the Alphabet - Teach the child to recognize the letters of the alphabet through the
activities. You’ll find ABC Playdough Mats, ABC Bracelets, Tactile Letter Cards, and more.
 Make a Sign – Help the child create signs for the doors in the house, such as “Welcome to
Lexi’s room,” “Bathroom,” “Mom and Dad’s Room,” or “The Kitchen Is Open.”
 Practice Sequencing – skills develop (narrative skills and the ability to tell a story.
 Label Common Objects – skills develop (Vocabulary)

17. Answer the following:

a. Explain why a sense of belonging is paramount in the promotion of children’s relationships and
self-esteem.

A sense of belonging has been found to help protect children against mental health problems and
improve their learning. Children who feel that they belong are happier, more relaxed, and have fewer
behavioral problems than others. They are also more motivated and more successful learners.
Children feel a sense of belonging and sense of pride in their families, their peers, and their
communities, they can be emotionally strong, self-assured, and able to deal with challenges and
difficulties. This creates an important foundation for their learning and development.

b. Describe a way educators can create a learning environment that promotes connectedness and a
sense of belonging

Routines and activities to help children develop a sense of belonging in a child care program. The
term sense of place reflects why a place is special and unique. It also reflects how attachments are
fostered within the group and how each person develops a sense of belonging. A major goal for both
parents and child care educators is that the children form positive attachments with the people
involved in a program and with the child care program itself.

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in early childhood RTO Number 121952
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18. Identify two (2) ways families from diverse backgrounds can contribute to the learning environment of an
education and care service.

 Make the surroundings welcoming for all children and families: Think about how your
service looks and whether it reflects the culture and interests of the children and families
that attend. Take time to develop positive relationships. Be aware of different needs and
cater for them wherever possible.
 Students learn better in a diverse educational setting. Encountering new concepts, values,
and behaviors leads to thinking in deeper, more complex, and more creative ways, rather
than furthering past ideas and attitudes.

19. Answer the following:

a. Briefly explain what a ‘spontaneous teachable moment’ is.

 A spontaneous teachable moment is an opportunity for a teacher or parent to provide special

insights on a topic that has captured the attention of their classroom or children. Teachable
moments are unplanned and must be sensed and seized by the teacher or parent. Teachable
moment is an opportunity for a teacher or parent to provide special insights on a topic that has
captured the attention of their classroom or children. Teachable moments are unplanned and must
be sensed and seized by the teacher or parent.

b. Provide two (2) examples of spontaneous teachable moments that might occur when children are
engaged in play.

 Child is helping you bake cookies. Even though it takes longer, you allow her to stir, unwrap,
and dump ingredients. These activities allow the child to improve gross and fine motor skills
and counting. And another teachable moment occurs when you allow the child to give the
cookies to a neighbor and discuss how giving to others is showing love.
 Giving your child a bath, he remarks that the toy is sitting on the water. This is a teachable
moment to demonstrate the words “sink” and “float.”

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Sorting helps children develop Executive Function Skills, brain skills that help with
memory, attention and problem solving.
Sorting
Sorting is a developmental milestone for cognition, a child will be able to identify colours
and sort
Comparing helps them to organize and remember information

Comparing This will Highlight subtle differences between objects or concepts and, in turn, help
them make better decision in life.

challenging children to place certain items in order, according to a criteria, such as

longest to shortest, thickest to thinnest, smallest to biggest
Ordering
Children begin to develop emergent math skills by help them learn sequencing and
seriation.
20. List two (2) skills children can develop from participating in the following numerical concepts

Matching improve language, concentration and memory

Matching Matching objects to pictures children are practising visual discrimination,
becoming familiar with one dimensional print and learning to connect real
objects to print. All of which are important pre-reading skills.

21. For each age group, read each descriptor of emerging social-emotional development and suggest a strategy to
complement and support this development

6 - 12 months Strategy to support social-emotional development

 Keep surroundings as familiar as possible.

Crawls/creeps to explore – needs  Make a point of saying hello to the child when you return.
constant reassurance of significant This will help them to learn that if you go away, you will also
adult – returns, looks around, calls come back.
out to make contact

 Make eye contact with others if culturally appropriate.

 Show signs of separation anxiety when a familiar caregiver
leaves.
Prefers familiar adults  Recognize and reach out to familiar people.

support social-emotional development

 maintain as much warmth and good humor as you can.

 When you introduce the child to someone new, stay with the
child. This will reassure him that you’re not going to leave
Acts anxious around strangers him with unfamiliar people straight away.
 Introduce strangers first at home, if possible. Home is where
the child feels most comfortable.

 Give reasons for the "breakup." -   suggest saying

goodbye to a favorite bunny, give your child a reason
Often likes a soft toy, teddy or for it. Say, "You're going to big-girl school now, so
blanket for security, especially maybe it's time to leave Bunny home. She'll be here
when settling to sleep. waiting when you get back." Little rituals, like having

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her tuck her stuffed animal into bed before she leaves
the house or fasten it into the car seat when she's
dropped off at preschool, help make the goodbye less
painful.
 Get silly and make animal sounds, encouraging your child to
copy.
Will imitate adult facial  Show interest in their image in a mirror (smile, gaze, reach
expressions, gestures and out to touch).
sounds

 Notice other infants and children (turning and looking in their

direction, reaching out for them).
 Recognize and reach out to familiar people.
Looks when own name called

 learns adult social skills like giving praise and apologizing for
unintentional mistakes.

Can follow simple directions

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12 - 18 months Strategy to support social-emotional development

 Hold the hand. You can also encourage independent

stepping by walking with her while holding her hands for balance.
Able to crawl, walk  Leave a tempting trail. The same tricks that can entice a
independently or walk holding baby to crawl or pull up can also help motivate a beginning cruiser.
onto furniture Place tantalizing toys just out of reach when she pulls up to stand and
your baby may try out new ways of getting at her prize.

 Practice being apart. Ship the children off

to grandma’s home, schedule playdates, allow friends
Can become very distressed and
clingy when separating from and family to provide child care for you (even for an hour)
parents on the weekend. Give your child a chance to prepare,
experience, and thrive in your absence!

 Show delight when familiar peers arrive

 Enjoy playing alongside other children.
Shows interest in peers but does
not actively engage in play with
peers

 Control impulses some of the time (look at forbidden

object and say, “No, no,” allow adult to direct them to a different
activity).
Can be extremely demanding

Control impulses some of the time (look at forbidden object and

say, “No, no,” allow adult to direct them to a different activity).

Says "No" to adults Accept adult help to resolve problems and conflicts, and
cooperate when an adult redirects them from a situation that
poses a problem

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 Encourage play with toys that make noise or movement

Beginning to understand simple when an action is taken.
cause and effect – may hit peer or  Encourage play with toys that make noise or movement
take toy but limited awareness of when an action is taken.
the impact of actions on others

 verbally reinforcing generosity, and demonstrating it

yourself, you will be creating a classroom atmosphere that is caring,
open, and fair. Strategy to support social-emotional
Uses the words me, mine, my development

18 - 30 months Strategy to support social-emotional development

  Let them choose between two outfits to wear

Beginning to become very  Prepare for transitions: Periods of transition, such as
independent and want to do leaving the house or the playground, can be difficult for children. Try
things for self but is easily to prepare them in advance that a transition is coming so they’re
frustrated & may tantrum ready for it. And bigger transitions need more preparation. For
example, if a new sibling is coming or you’re moving, allow plenty of
time to prepare your child.

 Stay close to the child and the child release his feelings.
 Take the child some place where you and the child can sit
calmly until the feeling subside.
Like to give and receive cuddles
 make school a comfortable, secure safe place where
children can focus on learning.
 modeling the polite use of language and encouraging
Needs adult support to play with
children to imitate your behavior
peers
 encouraging empathic thinking with questions such as, “Why
do you think he is crying?”;
Notices the feelings of others
e.g. “Him crying”
 Sometimes you have to put yourself in someone else’s
shoes to truly understand a situation. Taking time to role-play
Can engage in pretend play – tricky or troubling situations that show up in your classroom
cuddle dolly because dolly is helps kids develop empathy and understand other people’s
sad. feelings.

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22. Copy the URL address into your web browser to access the Raising Child Network website.
 http://raisingchildren.net.au/articles/language_development.html
 http://raisingchildren.net.au/articles/language_development_3_to_12_months.html
 http://raisingchildren.net.au/articles/language_development_1_to_2_years.htm l
 http://raisingchildren.net.au/articles/language_development_5-6_years.htm l

c. Review the different stages of communication/language development.

d. List three (3) characteristics of a child’s language development from each of the age groups.
e. Identify an experience or interaction family members and educators can do to support
children’s communication/language development.

6-12 months Your answers

At around 4-6 months, baby will probably start babbling. Baby will make single-syllable
sounds like ‘ba’ first, before repeating them – ‘ba ba ba’.

At 5- 7 months baby can copy sounds, gestures and play with different sounds
Characteristics
At 8-12 months – put sounds together with rhythm and tone, say “mama” or dada

 Respond to baby’s gesture, looks and sounds this will encourage him to
continue to develop these skills. Since children often learn by observing and
Experiences / copying adults, you need to ensure that you are modelling good speech and
Interactions: language skills as much as possible

12-18 months Your answers

 Saying their first words with meaning – for example saying ‘mama’ to
call for their mum.
 Understanding many more words than they say, including instructions
Characteristics like ‘sit down’
 Mostly using nouns in their speech, such as ‘car’ or ‘duck’

Give child lots of hugs, cuddles and kisses: empathy and positive attention are
good for child’s emotional development. But remember that toddler is still
learning how his emotions work and how to get along with others.
Experiences /
Interactions:

18 – 30 months Your answers

 Beginning to say longer sentences of three or four words

 Using some plural and past tenses
 Talking about what they’re doing as they do it, they respond to you
Characteristics more often

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Use the Early Years Foundation Stages (EYFS) to measure a child’s

development. Understanding each milestone of development will help you to
choose the right strategies to support a child with their speech and language.
Experiences /
Interactions:

23. Provide an example of how an educator can scaffold children’s learning in relation to ethical issues relevant
to their environment and circumstances

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Scaffolding is an education term that refers to the guidance and skills a more experienced person,
such as a parent, can give to a less experienced person, such as a young child. This guidance
helps the less experienced individual to undertake a task that is beyond their current abilities.

Examples of scaffolding children’s learning

 Demonstrating a new skill or technique

 Analyses indicate that scaffolding can be an effective strategy for supporting
young children’s learning about the natural environment.
 Engaging in exploratory play also supported children’s learning about nature as they had
opportunities to observe and interact with natural phenomena such as the water in the pond, the
decomposing leaves, a nest, and snow.

24. Briefly state the benefits of working with other staff members when assessing and evaluating children’s
development and wellbeing in an education and care service

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It is important because there may be a range of professionals whom early years settings might
come into contact with in their day-to-day work with children with SEND. The collaboration between
these professionals and parents is essential to improving outcomes for individual children.
Collaborative conversations with children enable educators to gain insight into children's knowledge
and interests. These understandings can assist educators in planning experiences and providing
materials that expand children's thinking and interests.

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CHCECE017 Foster the holistic development and wellbeing of the child

CRICOS Provider Code 02934D
in early childhood RTO Number 121952
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