Children's Education and Care - Draft 3 Validation

CHCECE035_Support the holistic learning and development of children_Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCECE035

UNIT TITLE

Support the holistic learning and development of children

APPLICATION

This unit describes the performance outcomes, skills and knowledge to recognise and support the interrelationship between the physical, social, emotional, cognitive and communication development of children.

 

This unit applies to educators who support children’s learning according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.

 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

Early Childhood Education and Care

UNIT SECTOR

Children’s Education and Care

1 Comments

Support the holistic learning and development of children

"Further to my comment under, Analyse Information to Inform Planning, building awareness of the Australian Early Development Census (AEDC) and understanding that it provides a measure of children's development across the five domains (mentioned in this section), physical, social, emotional, cognitive and communication development would fit well here, too. Showing the links to other approved national frameworks: NQS and EYLF, would be useful. Using the name, Australian Early Development Census, in the criteria so that it is not left to chance, is useful. "

Gail Clark 19.08.2020 02.48PM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Support physical development.
    1. Identify and use opportunities to support the emerging physical skills of individual children.
    2. Use daily routines as opportunities to support children to acquire and practise skills.
    3. Select and arrange equipment that will develop fundamental movement skills, fine and gross motor skills.
    4. Encourage challenge, choice and spontaneity in physically active play.
    5. Support children to take increasing responsibility for their own health and wellbeing through positive communication and information sharing.
  1. Support social development.

 

 

 

 

 

 

 

 

    1. Encourage children to engage in play and social experiences with other children.
    2. Provide developmentally appropriate support and information that helps children understand and accept responsibility for their own actions.
    3. Provide opportunities for one-to-one and large and small group interactions.
    4. Model care, empathy and respect for children, educators and families.
    5. Support children when they are having difficulty understanding or communicating with each other.
    6. Model language that children can use to express ideas, negotiate roles and collaborate to achieve goals.
    7. Use communication and modelling that encourages children to respect and value each other’s individual differences.
  1. Support emotional development.
    1. Provide children with strategies to make informed choices about their behaviours appropriate to their level of understanding.
    2. Assist and encourage children to experience pride and confidence in their achievements.
    3. Provide acknowledgement and support if a child experiences frustration and encourage children to see mistakes as an opportunity to learn.
    4. Assist children to identify physiological responses to situations and express and regulate feelings appropriately through modelling and guidance.
    5. Assist children to develop empathy through identifying and responding to emotions in other people.
    6. Support and encourage children to persevere with challenges to assist in building resilience.
    7. Share children’s successes with families in informal and formal ways.
  1. Support cognitive development.
    1. Select materials, resources, technologies and experiences that support exploration and problem-solving.
    2. Provide opportunities that encourage exploration of children’s concepts and ideas.
    3. Extend children’s thinking by engaging them in sustained shared conversations.
  1. Support communication development.
    1. Value the child’s linguistic heritage and encourage the use and acquisition of home languages.
    2. Select, read and tell developmentally appropriate stories.
    3. Use props to stimulate children’s enjoyment of language and literature.
    4. Ask and answer questions during the reading and discussion of books or other text.
    5. Provide meaningful opportunities for children to develop pre-writing skills.
    6. Model and encourage two-way communication through questions and careful listening.
    7. Draw children’s attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sounds.
    8. Provide opportunities for group discussions and exchange of views between children.
    9. Model language and encourage children to express themselves through language in different contexts and for different purposes.
  1. Support holistic learning and development.

 

    1. Recognise and promote opportunities for development in multiple areas.
    2. Intentionally scaffold children’s learning to foster development.
    3. Select and use resources and materials that offer integrated opportunities for challenge, curiosity and discovery.
    4. Arrange the environment to encourage interactions between children, as well as accommodating the child’s need for privacy, solitude or quiet.
    5. Respond to spontaneous teachable moments as they occur and use them to enhance children’s learning.
    6. Support collaboration with colleagues through sharing and seeking of information.

2 Comments

Role modelling

"Suggest including role modelling within the performance criteria as this an important factor in supporting the development of healthy eating habits and fundamental movement skills, fine and gross motor skills in children. "

Lara Hernandez 26.08.2020 01.53PM

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1 Reply

"Agreed, should include role modelling within the performance criteria especially for the development of healthy eating habits "

Amy Wakem 09.09.2020 02.41PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.

SKILLS

DESCRIPTION

Oral communication skills to:

  • ask open and closed questions and actively listen to seek information and confirm understanding and extend learning.
  • interact with and engage with children to build rapport and extend learning.

Problem-solving skills to:

  • provide support to children and determine methods to appropriately scaffold their learning, according to their individual ability.

Initiative and enterprise skills to:

  • use appropriate support strategies when opportunities arise.

Teamwork skills to:

  • share information to provide support in line with organisational policies and procedures.

UNIT MAPPING INFORMATION

Pending

LINKS

Companion Volume Implementation Guide

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Performance evidence

TITLE

Assessment Requirements for CHCECE035 Support the holistic learning and development of children.

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • support the holistic development of two children of different ages by creating and implementing experiences that individually or collectively provide opportunities for development in the following areas:
    • physical
    • social
    • emotional
    • cognitive
    • communication
  • perform the activities outlined in the performance criteria of this unit during a period of at least 160 hours of work in a regulated children’s education and care service in Australia.

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • requirements of the National Quality Standard and related regulations and laws applicable to this unit including:
    • educational program and practice
    • health and safety
    • physical environment
    • relationships with children
  • how childhood development links to the learning framework used in the service
  • authoritative and credible sources of information about childhood development
    • Australian Early Childhood Development Census
  • importance of curiosity and discovery as positive learning dispositions
  • child development theory:
    • early brain development and importance for future educational success
    • major developmental milestones from birth to 6 years:
      • cognitive
      • communication
      • emotional
      • physical
      • social
    • how the different developmental domains are interrelated and how this informs a holistic approach
    • influences on development
    • variations in development
    • development in the context of inclusive practice
    • foundational knowledge of developmental theory
    • other theories of early childhood learning
  • physiological responses experienced by children when responding to situations:
    • crying
    • tension
    • increased heart rate
    • shortness of breath
  • principles of literacy development
    • learning sounds, words and language
    • patterns of repetition
    • rhyming and mimicking
    • pre-reading skills
    • early writing skills
  • aspects of and impacts of the following in early childhood development
    • poor diet
    • lack of play
    • limited stimulation of brain development
    • lack of materials and resources
    • inconsistent or non-existent emotional support or comfort
    • trauma
    • child abuse
    • family violence
    • other life experiences which interrupt appropriate childhood activities, and their potential long-term harmful impacts
  • the curriculum planning cycle and process and how it is based on child development
  • strategies used in children’s education and care to support children’s development across all the developmental domains
  • symbol systems:
    • letters
    • numbers
    • time
    • money
    • musical notation
  • organisational standards, policies and procedures for:
    • educational program and practice
    • health and safety
    • physical environment
    • relationships with children.

4 Comments

CHCECE035 KE

"The KE - foundational knowledge of developmental theory - other theories of early childhood learning May need this specified, not sure what the difference might be, depends on what is identified as foundational as to what the other theories are, also foundation knowledge of theories is respecting that a Cert III foundation knowledge is adequate, but other theories means they need to have more than a foundation knowledge of theories."

Debbie Conway 08.09.2020 10.52AM

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1 Reply

"'other theories of early childhood learning' is not needed, enough to have 'foundational knowledge of developmental theory' at this level of Certificate.III"

Allison Geissel 09.09.2020 12.56PM

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CHCECE035 KE - AECD

"The KE: authoritative and credible sources of information about childhood development - Australian Early 'Childhood' Development Census Implies that this is the only source of authoritative and credible info. The AEDC should be a dot point on its own if the objective is that the learner should know about this. Also AEDC is not including 'Childhood' in the title."

Debbie Conway 05.09.2020 05.15PM

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Technology and Childrens Learning

"Including how to support children's learning and development with/through Technology can be added to Knowledge and PC"

Deb Rowe 13.08.2020 11.38AM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in a regulated education and care service in Australia:

  • interactions with children must be supervised by an approved early childhood educator.

 

Assessment must ensure access to:

  • curriculum documentation
  • resources that support the specific play and learning experiences covering all developmental domains
  • National Quality Framework:
    • National Quality Standard
    • the relevant approved learning framework
  • organisational policies and procedures related to:
    • educational program and practice
    • health and safety
    • physical environment
    • relationships with children
  • educators and supervisor for collaboration and guidance
  • children in a regulated education and care service in Australia.

 

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

LINKS

Companion Volume Implementation Guide

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