Children's Education and Care - Draft 3 Validation

CHCECE036_Provide experiences to support children's play and learning Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCECE036

UNIT TITLE

Provide experiences to support children's play and learning

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to set up, support and review experiences for children’s play and learning.

 

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

2 Comments

23 months or 24 months

"Would just like to confirm, CHCECE032 has babies as 24 months of age, this unit has 23 months of age. Should this be changed for consistency?"

Sarah Cook 17.08.2020 03.02PM

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1 Reply

"consistency would be good I agree"

Heather Baldwin 09.09.2020 07.14PM

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UNIT SECTOR

Children’s Education and Care

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

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

  1. Create environments for play.
    1. Select and set up areas, resources and materials that suit different kinds of play according to service curriculum and safety procedures.
    2. Incorporate the use of real, natural and recycled materials in play environments.
    3. Use teamwork and collaboration with other educators as a way of enhancing play experiences.
    4. Identify and use information from observations and reflection to inform play opportunities.
    5. Support unhurried opportunities for play by organising and allowing sufficient time.
  1. Support children’s agency through play and learning.

 

 

 

 

 

 

 

 

 

    1. Initiate play with children or follow their lead based on the type of activity and the needs and preferences of individual children.
    2. Recognise and respond to opportunities to engage children in developmentally appropriate discussion about their play and learning.
    3. Use routines to undertake intentional teaching and recognise opportunities for spontaneous learning consistent with the learning framework.
    4. Prompt extensions of play through flexible use of experiences, resources and materials.
    5. Assist children to participate in a variety of experiences and support them to choose those which support their competency and confidence.
    6. Encourage participation where an experience is new or unknown and demonstrate respect for children’s choice not to participate.
    7. Respond to children’s engagement with play environments in ways that encourage each child to remain interested and challenged.
    8. Interact with children showing enthusiasm, playfulness and enjoyment.
  1. Review and evaluate play opportunities.
    1. Holistically evaluate the implementation of play and learning opportunities.
    2. Reflect on children’s play experience to identify learning and development outcomes.
    3. Analyse outcomes to identify opportunities for further learning and development.
    4. Identify role of the educator in children’s play and learning through reflection on own pedagogical practices.

13 Comments

Children's play

"The addition of an element focusing on TYPES of play to provide students with foundation knowledge and understanding of different types of play (music, construction, art, story telling, puppets, etc) and the learnings that can come from this for children. "

Janine Johnston 04.09.2020 03.20PM

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5 Replies

"Yes agree with this."

Amanda Grainger 04.09.2020 03.23PM

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"Totally agree, so important when students are developing their underpinning knowledge. "

Wendy Foord 07.09.2020 03.59PM

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"yes i agree types of play needs to be included & the different stage of play as well"

Heather Baldwin 09.09.2020 07.15PM

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"I agree with this statement . Types of play and stages of play must be included."

Tatjana Krulic-Withall 11.09.2020 08.39AM

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"I also absolutely agree with this."

Katherine Hussar 30.09.2020 01.51PM

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Embedding creativity

"This unit is lacking core content on creativity. An additional element here will then lead nicely into 043"

Susan Downey 04.09.2020 03.18PM

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4 Replies

"great point"

Sue Wyatt 04.09.2020 03.20PM

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"I agree. There definately needs to be an element on creativity. This is currently lacking in the Cert III."

Amanda Grainger 04.09.2020 03.20PM

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"Adding PC's here which link to the practical part of the job role in supporting children's creativity. "

Pam Chapman 04.09.2020 03.21PM

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"I agree creativity needs to be included"

Heather Baldwin 10.09.2020 02.41PM

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Element 2.6

"Having "demonstrate respect for children's choice not to participate" as part of this element implies that it is because the experience is new or unknown. There are many reasons why children choose not to participate in activities which should be explored. I'd like to see "Demonstrate respect children's choice not to participate" as a separate element."

Karen Pritchard 20.08.2020 03.18PM

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1 Reply

"Good point I agree"

Heather Baldwin 09.09.2020 07.16PM

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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

Reading skills to:

  • interpret the learning framework service curriculum and documented observations about children.

Oral communication skills to:

  • ask open and closed questions and actively listen to seek information and confirm understanding.
  • interact with and engage with children to build rapport.
  • Provide accurate detail of observations to colleagues.

Initiative and enterprise skills to:

  • determine appropriate strategies to support children’s individual needs.

UNIT MAPPING INFORMATION

Pending

LINKS

Companion Volume Implementation Guide

0 Comments

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Performance evidence

TITLE

Assessment Requirements for CHCECE036 Provide experiences to support children's play and learning.

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:

  • set up and support play and learning opportunities according to service guidelines that individually or collectively include:
    • three indoor experiences
    • three outdoor experiences
    • one group experience
    • one individual experience
    • one experience that is run over multiple days
  • of the above play and learning opportunities, at least two must be for children aged birth to 23 months and at least two must be for children aged two to six years of age
  • use reflection to evaluate and document play experiences and discuss the reflection process and outcome with a workplace or learning supervisor on two occasions
  • 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.

3 Comments

total opportunities/learning experiences

"I agree; it states two children birth - 23months and two children 2-6yo - equals to 4 experiences/learning opportunities plus the remainder experiences - needs clearer description. I think having one experience over multiple days on its own is sufficient as some students may spend multiple days in one age group and a day in another - flexible to what is available for the student to do their prac for."

Lare Stanton 14.09.2020 10.51AM

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Performance Evidence

"I'm finding it confusing to understand what "individually or collectively" means in terms of implementation.. Does this mean there could be up to 9 activities for the student to set up or Does this mean: The student must set up and and support six play and learning opportunities. Within these six play opportunities: - three must be indoor opportunities - three must be outdoor opportunities - two must be for children birth to 23 months - two must be for children two to six years of age - one must be a group experience - one must be an individual experience - one must be run over multiple days or is there another interpretation? "

Karen Pritchard 20.08.2020 03.44PM

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1 Reply

"I feel this needs to be more clear I would like to see individual taken out & for the candidate to set up 3 indoor & 3 outdoor experiences for 3 days for at least 3 children"

Heather Baldwin 09.09.2020 07.19PM

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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 following 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
  • play:
    • the history of play and childhood
    • the nature of play, across cultures
    • features and role of play-based pedagogy and why it is important
    • what represents a quality play opportunity
    • the UN Convention on the Rights of the Child
      • Article 31
  • learning and development
    • how children learn
    • different learning styles
    • differences between play-based learning and free play
  • theories of play and learning and their application to early childhood
  • practices to support children’s agency
  • environments, resources and materials that suit different types of play:
    • individual
    • group
    • indoor
    • outdoor
    • play supporting fundamental movement skills
  • how to set up play areas that are:
    • safe
    • non-threatening
    • stimulating
    • challenging
    • culturally appropriate
    • promote a sense of belonging and inclusion
  • how to adapt play for differing interests, ages and abilities
  • ways to encourage and engage children in play activities
  • reflective practice:
    • what is reflection
    • why and how educators use reflection
    • what makes for meaningful reflection
  • the interrelationship between play and safety, and measures to minimise risks for children and others.

4 Comments

"There is a gap with needing to provide a range of providing experiences for children's needs & interests & covering different areas of play"

Heather Baldwin 10.09.2020 09.18AM

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"Learning styles would fit better in CHCECE024.Needs to mention using natural & recycled materials in children's play & connecting children to nature."

Heather Baldwin 09.09.2020 07.22PM

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2 Replies

"I agree with both the above comments made by Heather."

deepali shah 10.09.2020 09.22AM

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"I agree with the comments above."

Alisa Katz 10.09.2020 11.36AM

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Assessment conditions

ASSESSMENT CONDITIONS

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

  • the following aspects of the Performance Evidence must be directly observed by the assessor on at least one occasion:
    • set up and support of one indoor experience
    • set up and support of one outdoor experience
  • remaining performance evidence may be collected through authenticated third-party reports
  • observation and third-party reports must be supplemented by other forms of evidence
  • interactions with children must be supervised by an approved early childhood educator.

 

Skills related to reflection and documentation may be demonstrated outside of the service and include experiences from work in non-regulated children’s education and care environments.

 

Assessment must ensure access to:

  • an indoor environment
  • an outdoor environment
  • curriculum documentation
  • resources that support the specific play and learning experiences
  • National Quality Framework:
    • National Quality Standard
    • the relevant approved learning framework
  • the UN Convention on the Rights of the Child
    • Article 31
  • service standards, policies and procedures for:
    • educational program and practice
    • health and safety
    • physical environment
    • relationships with children
  • educators and supervisor for collaboration and guidance
  • children between the ages of birth to 6 years as specified in the Performance Evidence 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

2 Comments

Direct observation modification

"Direct observation actually sits in ASQA's fact sheet named Direct Evidence. The term being used as Direct Observation needs to be changed to Direct Evidence where ASQA give options of what can collected in the event that direct observation can not be used for some reason. Being able to collect direct evidence also protects the rights of the child, the service and the student."

Nicola Johnston 28.08.2020 06.28PM

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1 Reply

"Needs to be set up & support 3 indoor experiences & 3 outdoor experiences of different play areas that include using natural recycled materials to show evidence of understanding the different areas of play & how to set these up."

Heather Baldwin 09.09.2020 07.24PM

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