CHCECE036

Provide experiences to support children’s play and learning

Student Assessment

ASSESSMENT TASK 1 – QUESTIONING

Student Details

Student ID MEL16808 Group 9

Student Name Nicomar Sabiano

Conditions of • The student will have access to the relevant learning resources, listed under
Assessment the 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 • This task requires you to complete a written response knowledge assessment.
Instructions for • You are required to answer all questions correctly in Assessment Task 1 –
completion Questioning.
• The questions within this assessment relate directly to the integrated
knowledge contained within the unit of competencies and are f undamental 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 Satisf actory outcome af ter the three (3) attempts, the
result f or 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 ref erencing must be used where original sources have been used. Do
not copy and paste text f rom any of the online sources. SCEI has a strict
plagiarism policy and students who are f ound 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/provide = present in brief form

common command • Outline = provide the main facts about something, more than naming, but not
words used in the a detailed description
Assessment Task • Describe = Provide f ull details of characteristics and/or f eatures, more
needed than an outline or than a list
• Explain / Discuss = Provide a reasonable argument to discuss cause and
ef f ect and/or make links between things clear in your own words
• Analyse = Identif y 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

CRICOS Provider Code 02934D

CHCECE036 Provide Experiences to support children’s play and learning
Page 9 of 37 RTO Number 121952
CHC30121 Certificate III in Early Childhood Education and Care
Student Assessment - Version 1.1 July 2022
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Provide experiences to support children’s play and learning
Student Assessment

Assessment • You will be provided with a briefing on the assessment and the opportunity to
Procedure seek clarification on the conduct of the assessment.
• You may seek clarification at any point in time during the assessment task. If
you f eel 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 f ound in PP77
Assessment Policy and Procedure
Due Date • 14 days af ter the unit completion date as outlined in the PP77 Assessment
Policy and Procedure.

1. Access the National Quality Framework and in your own words, provide a response to the following:

a. Identif y the quality area and standards which aim to safeguard and promote children’s health and
saf ety, minimise risks and protect children f rom harm, injury and infection. Provide an example of
service standards, policies and procedures for meeting those standards.
All Goodstarters have a responsibility to understand the safety health and wellbeing hazards in their area
and actively manage and monitor these risks as part of their day to day responsibilities. As such, it is
important that all Goodstarters are familiar with our expectations for managing SHW and contributing to a
safety-first culture.

https://www.goodstart.org.au/policies-and-procedures

b. Identif y the quality area and elements which promote child directed learning and development with
their own agency. Provide an example of service standards, policies and procedures f or meeting those
standards.
Goodstart educators offer educational programs that are holistic, integrated and interconnected. They are
responsive to children and engage in intentional teaching with an inquiry orientation. They are skilled in
recognising opportunities in the learning environment and deliver the curriculum using a number of teaching
strategies in order to extend and assess children’s learning, development and well-being.
Goodstart educators use relational and place-based pedagogies when developing educational programs so
that curriculum is relevant to children and their local context. In addition, key educator relationships and
small groupings support the success of these educational programs within Goodstart centres. The rich
connections and partnerships with children, families and centre community allow educators to have a
deeper understanding of children’s motivations and interests, enabling them to plan for children’s learning
more effectively.

https://www.goodstart.org.au/policies-and-procedures

CRICOS Provider Code 02934D

CHCECE036 Provide Experiences to support children’s play and learning
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c. Identif y f ive (5) related National Law and National Regulations provisions that are directly relevant to
Quality Area 3 Physical environment. Provide an example of service stand ards, policies and
procedures for ensuring the physical environment is safe, inclusive and stimulating.
1. Education and Care Services National Law Act 2010
2. Children (Education and Care Services National Law Application) Act 2010
3. Education and Care Services National Law (Act) Act 2011
4. Education and Early Childhood Services (Registration and Standards) Act 2011
5. Education and Care Services National Law (Application) Act 2011

Goodstart is committed to ensuring that all outdoor and indoor spaces, buildings, furniture, equipment,
facilities and resources are suitable for their purposes. Premises, furniture and equipment must be safe,
clean and well maintained. Resources, materials and equipment are sufficient and appropriate, and support
the flexibility of our children's programs and experiences. Goodstart's facilities will be designed or adapted
to ensure access and participation by every child and employee in the centre and to allow flexible use, and
interaction between indoor and outdoor space. When changes to our facilities are required, safety and
compliance will always be prioritised. Sustainable practices will be embedded in the operations of our
centres, including the use of environmentally friendly products where practicable.
d. Brief ly describe Standard 5.2 of the National Quality Standards. Provide an example of service
https://www.goodstart.org.au/policies-and-procedures
standards, policies and procedures for meeting this standard.
Standard 5.2: Each child is supported to build and maintain sensitive and responsive relationships. Element
5.2. 2: Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of
others and communicate effectively to resolve conflicts.

Goodstart Early Learning recognises that young children have the opportunity to thrive in early childhood
education settings when they have positive and secure relationships with educators who know how to
nurture and stimulate their learning, development, and wellbeing. Goodstart provides inclusive early
learning environments that reflect diversity, support participation and uphold the dignity and rights of all
children. Goodstart educators create educational programs based on place-based pedagogies, so
learning is relevant to the children in their local content.

https://www.goodstart.org.au/policies-and-procedures

e. Brief ly explain what Standard 5.2 of the National Quality Standards recognises.
The National Quality Standards (NQS) Standard 5.2 acknowledges the significance of the bonds that form
between children and educators. It highlights how important it is for these connections to be attentive,
courteous, and to help kids feel safe and included. This standard emphasizes the value of good interactions
in promoting children's social and emotional development as well as their learning and growth.

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CHC30121 Certificate III in Early Childhood Education and Care
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Student Assessment

2. Match the persons to the contributions that they made to children’s development and play
a. Martin Luther
b. Plato
c. John Locke
d. Friedrich Froebel
e. Carl Theodor Sorensen
Def ined three stages of development: infancy, nursery stage and b. Plato
elementary stage
Believed that when children engaged in active play pursuits, they
c. John Locke
learn more than when subjected to force and intimidation
Developed educational theories that proposed a f ocus on
a. Martin Luther
developmentally appropriate practice and play-based learning
experience, rather than f orcing children to learn by using harsh
discipline
Founded the f irst kindergarten and introduced the use of objects d. Friedrich Froebel
and equipment for play
Developed the first adventure playgrounds
e. Carl Theodor Sorenson

3. Demonstrate three (3) examples where cultural influences are taken into consideration during play planning
process.
1. Display a plaque that recognises the Traditional Owners of the land, as well as posters and symbols
(such as the Aboriginal and Torres Strait Islander flag) that symbolize cultural respect.
2. Display photos of children engaged in learning. Accompany photos with explanations of the children’s
experiences using the languages spoken by the children and written in the spoken language and English.
3. Create a space to display community information and provide bilingual information whenever possible.

https://aussiechildcarenetwork.com.au/articles/childcare-articles/cultural-competence-in-early-childhood-set
tings

4. Provide a response to the following.

a. Use your own words to describe, for someone who does not work in the early childhood profession, what
play-based pedagogy means. Include one type of play that may be incorporated into planning to support a
play-based pedagogy.
Different forms of play are permitted by play-based learning approaches, which also acknowledge the
intentional roles that educators and kids may play in the education of young learners.
Children form bonds and friendships, try out ideas, push each other's boundaries, and gain new insights as
they play with other kids and engage with adults. One example for this is, the educator can provide a
grocery store area where the children can play

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Provide experiences to support children’s play and learning
Student Assessment

b. Brief ly explain why play-based pedagogy is important for children learning and development
Through play, children can discover their own interests, abilities and limitations; they imagine, investigate
and explore. They develop memory skills, build vocabulary, learn new skills and knowledge and learn how
to get on with adults and other children.

5. Identif y a minimum of three (3) characteristics of a ‘quality play opportunity’ for children.
1. Children make their own decision.
2. Children are intrinsically motivated.
3. Children can play spontaneously, not planned.

6. Provide a brief description of the following articles from the United Nations Convention on the Rights of the
Child.

a. Article 12:

States Parties shall assure to the child who is capable of forming his or her own views the right to express
those views freely in all matters affecting the child, the views of the child being given due weight in
accordance with the age and maturity of the child.

https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child
b. Article 13:

The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and
impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the
form of art, or through any other media of the child's choice.

https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child

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c. Article 29:

States Parties agree that the education of the child shall be directed to:

(a) The development of the child's personality, talents and mental and physical abilities to their fullest
potential;

(b) The development of respect for human rights and fundamental freedoms, and for the principles
d. Article
enshrined 31:Charter of the United Nations.
in the

https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child
States Parties recognize the right of the child to rest and leisure, to engage in play and recreational
activities appropriate to the age of the child and to participate freely in cultural life and the arts.

https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child

7. You are working with a group of children who have expressed an interest in farm animals.
a. List three (3) activities you may introduce to respond to and follow up on those interests and encourage
children’s participation.
1. Role play by wearing animal costumes for the children.
2. Build a farm animal area within the room.
3. Organize an animal puppet show.

b. Identif y the skills children will learn from those activities and briefly explain why the children can learn.

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Student Assessment

c. How do the activities cater to various learning styles?

Visual
Auditory

8. Describe the differences and similarities between play-based learning and free play.
1. Play-based learning is structured while free play is unstructured or indirected. Free play is more
spontaneous while play-based learning is align to the educational programs and practices of the centre.

9. Brief ly summarise the theory of each theorist identified below regarding play and learning including their
dif ferent stages and categories.
● Lev Vygotsky

● Jean Piaget - Theory of cognitive development

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● Mildred Parten - Social Play Theory

10. Describe the following types of play and identify three (3) examples of each type of play for toddlers.

● Creative and imaginative play

● Exploratory play

● Manipulative play

● Physically active play

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● Sensory play

11. Identif y seven (7) examples of how educators support children’s agency and encourage them to participate
in a variety of experiences.

12. Provide a response to the following.

a. Explain the term ‘hand-eye coordination’.

b. List three (3) resources and materials that can promote children’s hand -eye coordination skills.

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CHCECE036 Provide Experiences to support children’s play and learning
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CHC30121 Certificate III in Early Childhood Education and Care
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13. You would like to incorporate natural resources into programming for children’s play.

a. Use the table below to provide three (3) examples of natural and real-life resources that could be used
in programming for various types of children’s play and the safety considerations for using them.

Where this item What this item

How it could be could be sourced could replace in Safety
Resource used in planning from the centre considerations
1.

2.

3.

b. Describe how you would approach other educators in the room to discuss incorporating natural
resources in play and the roles of the educators to enhance play experiences.

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CHC30121 Certificate III in Early Childhood Education and Care
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14. Identif y ten (10) considerations f or safety when setting up the children’s environment to ensure it is safe,
non-threatening, challenging, culturally appropriate, inclusive and stimulating for children.

15. Identif y a minimum of three (3) ways to assess and evaluate teaching practices for children in both planned
and unplanned (intentional teaching, scaffolding, spontaneous learning and teaching) situations.

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16. Brief ly describe the term ‘Reflective Practice’.

17. List the importance of being a reflective educator

18. List at least three (3) f eatures of a meaningful reflection.

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19. Af ter playing in sandpit children are required to wash hands thoroughly to ensure their health and safety,
how will you maximise their learning for the following?

a. Identif y at least two (2) ways how you will ensure that children are not expected to queue for long
periods of time to wash hands.

b. Identif y a minimum of two (2) policies which support children’s health and safety in this play.

c. In your own words, describe what ‘holistic evaluation of play and learning opportunities’ means.
Include two examples of what may be included in a holistic evaluation.

CRICOS Provider Code 02934D

CHCECE036 Provide Experiences to support children’s play and learning
Page 21 of 37 RTO Number 121952
CHC30121 Certificate III in Early Childhood Education and Care
Student Assessment - Version 1.1 July 2022