Children's Education and Care - Draft 3 Validation

CHCECE042_Foster holistic early childhood learning, development and wellbeing Draft 3.2

Please scroll down to review the various sections of this document. You can leave a comment by clicking on .
You can choose to be notified when someone else comments by clicking on
You can unsubscribe from notifications by clicking on

Unit application and prerequisites

UNIT CODE

CHCECE042

UNIT TITLE

Foster holistic early childhood learning, development and wellbeing

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to foster and enhance the holistic learning, development and wellbeing of children from birth to 6 years of age. It includes the ability to use detailed knowledge of different developmental domains and developmental theory and how developmental domains link to support holistic development.

 

This unit applies to educators who both develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, according to the philosophy of the service.

 

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

0 Comments

This section doesn't have any comments.

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. Extend knowledge of early childhood development and learning.
    1. Explore and compare theories and research from credible sources relating to early childhood development and learning.
    2. Assess the relevance of information in relation to own pedagogical practices and philosophy.
    3. Assess the relevance of information in relation to service and child context.
    4. Identify and use opportunities to update and enhance own knowledge.
    5. Share knowledge with colleagues and others involved in the care and education of children.
  1. Support children’s sense of belonging.
    1. Explore and compare theories and research from credible sources relating to a sense of belonging.
    2. Develop relationships with and knowledge of children and their families.
    3. Develop and implement strategies to build children’s sense of belonging.
    4. Monitor and evaluate strategies used to build children’s sense of belonging.
  1. Plan and provide opportunities for children’s development.

 

 

 

    1. Support children’s understanding of the link between physical fitness and their health and well-being.
    2. Create opportunities for children to develop positive self-image and identity through play.
    3. Provide opportunities for children to recognise their own and others’ emotions and to release feelings using a range of strategies.
    4. Provide opportunities for children to investigate ethical issues relevant to their lives and communities.
    5. Structure experiences in a way that promotes cooperation and conflict resolution.
    6. Create a literacy-rich environment including opportunities to engage with familiar and unfamiliar culturally constructed text.
    7. Provide resources that encourage children to experiment with images and print to support language and literacy learning.
    8. Provide opportunities for children to participate in science, mathematics, engineering and technology experiences.
    9. Assess and monitor children’s skills and development across all developmental domains.
  1. Foster holistic and collaborative practice.

 

    1. Implement teaching and learning strategies that are suitable to support specific developmental areas.
    2. Encourage children to explore, experiment and take risks through planning and providing learning environments and opportunities with appropriate levels of challenge across developmental areas.
    3. Plan and provide opportunities through play for children’s agency through being active decision makers in the learning environment.
    4. Create opportunities for children to participate in meaningful ways in group discussion and shared decision-making.
    5. Build opportunities for involvement in experiences that support the investigation of ideas, complex concepts and thinking, reasoning and hypothesising.
    6. Ensure a balance between child-initiated learning and intentional teaching.
    7. Assess children’s learning obtained from both planned and spontaneous experiences.
  1. Evaluate work practice.
    1. Monitor children’s learning and development through observation and critical reflection.
    2. Identify and use opportunities to gather feedback from colleagues, families and children.
    3. Use children’s responses and feedback to critically reflect on own pedagogical practice.
    4. Collaborate with stakeholders to regularly evaluate work practices and document outcomes according to service guidelines.
    5. Use evaluation outcomes to inform future practice.

19 Comments

Language complexity

"Some of the language used in the PC is unnecessarily complex in some places. E.g. PC 1.2 & 1.3. I had to read those a couple of times to figure out what they were actually asking- it would be great for this to be clearer. Other comments talk about the lack of focus in this unit but it is about holistic learning...so although I agree that it does lack focus a little bit, it needs to be that way when we are focusing on holistic learning and development. It would be great to find away to keep the core of this unit but have the PC set out in a way that has a flow that makes sense and it easier to follow."

Katherine Hussar 30.09.2020 03.36PM

You need to login to post a reply. or Register

Protective nutrition education

"It would be good to add a line in element three about role modelling healthy eating and positive body image and promoting everyday foods through positive food experiences (play, stories, cooking, growing, excursions) rather than teaching nutrition. [i.e. don't confuse the children by teaching abstract concepts like sometimes and everyday foods directly to them - this is more appropriate when talking with parents and other educators]"

Penelope Clark 15.09.2020 10.00AM

You need to login to post a reply. or Register

Suggested changes, rearrangement of and rewording for CHCECE042

"1. Apply diverse knowledge of early childhood development and learning. 1.1 Use credible theories and research to inform planning for children’s development and learning. 1.2 Apply knowledge about development and learning to assess personal pedagogy and philosophy. 1.3 Apply knowledge about development and learning to suit the service and child context. 1.4 Update and enhance own knowledge about early childhood development and learning. 1.5 Share up-to-date knowledge with colleagues and others involved in the care and education of children. 2. Promote children’s sense of wellbeing and connectedness 2.1 Use credible theories and research to inform planning for children’s wellbeing 2.2 Develop knowledge of, and respectful relationships with, children and their families. 2.3 Implement and evaluate strategies to build children’s sense of belonging. 2.4 Create opportunities for children to develop positive self-image and identity through play. 2.5 Structure experiences in a way that promotes cooperation and conflict resolution. 2.6 Provide opportunities for children to recognise their own and others’ emotions and to express feelings. 2.7 Use and evaluate diverse strategies to promote psychological wellbeing. 3. Enhance children’s development and learning. 3.1 Provide appropriate experiences to foster children’s motor skills and physical fitness 3.2 Provide opportunities for children to investigate ethical issues relevant to their lives and communities. 3.3 Create a literacy-rich environment including opportunities to engage with familiar and unfamiliar culturally constructed text. 3.4 Provide resources that encourage children to experiment with images and print to support language and literacy learning. 3.5 Provide opportunities for children to participate in science, mathematics, engineering and technology experiences. 3.6 Use routines as opportunities for learning 3.7 Assess and monitor children’s skills and development across all developmental domains. 4. Implement holistic and collaborative practice. 4.1 Implement teaching and learning strategies to enhance development in specific domains. 4.2 Encourage children to explore, experiment and problem solve 4.3 Provide learning environments and opportunities with appropriate levels of challenge and risk. 4.3 Promote children’s agency and foster their decision-making 4.4 Provide opportunities for meaningful group discussion and shared decision-making. 4.5 Build opportunities for involvement in experiences that support the investigation of ideas, complex concepts and thinking, reasoning and hypothesising. 4.6 Ensure a balance between child-initiated learning and intentional teaching. 5. Evaluate children’s learning, development and wellbeing 5.1 Monitor and document children’s learning and development through observation and reflection. 5.2 Assess children’s learning from both planned and spontaneous experiences. 5.3 Use children’s responses and feedback to reflect on personal pedagogical practice. 5.4 Gather feedback from colleagues, families and children to evaluate pedagogical practices. 5.5 Document and use evaluations and reflections to inform future practice. "

Maree Aldwinckle 11.09.2020 04.28PM

You need to login to post a reply. or Register

1 Reply

"Edit to the above to incorporate digital technologies and transitions. 3.5 Provide opportunities for children to participate in science, mathematics, engineering and technology experiences. 3.6 Use digital technologies with children to foster learning and development 3.7 Use routines and transitions as opportunities for learning 3.8 Assess and monitor children’s skills and development across all developmental domains. "

Maree Aldwinckle 11.09.2020 05.45PM

You need to login to post a reply. or Register

Please use plain English

"The more I look at this unit the more concerned I become. It is not easy to understand and will be an assessment nightmare for teachers, assessors and training organisations."

Maree Aldwinckle 11.09.2020 02.45PM

You need to login to post a reply. or Register

An experiment that may not work

"Although I appreciate that the changes to this unit, as compared to CHCECE017, are meant to reflect the holistic approach to child development, I am very concerned that it lacks internal consistency. I am not sure what it is meant to be doing. The elements and performance criteria need to focus on the application of developmental knowledge. At the moment they are far too focussed on general pedagogical processes that are and should be dealt with elsewhere, like in the old agency unit. It also overlaps a lot to CHCECE047 analyse "

Maree Aldwinckle 11.09.2020 02.20PM

You need to login to post a reply. or Register

1 Reply

"I agree with Maree, this unit lacks consistency, I am concerned that very important pedagogical understanding including agency (PC 4.3) and intentional teaching (PC 4.6) are in a unit that also covers basic learning (eg- PC 3.1, 3.7). "

Emma Freitas 11.09.2020 04.24PM

You need to login to post a reply. or Register

Element 5

"This element is not clear. When talking about holistic development of children, all of a sudden we start to talk about evaluating teacher practice. While I can see a connection, it is definitely not explicit, particularly in PC 5.4 and 5.5. This lack of clarity then reflects in the quality of our assessments where we are forced to "Squeeze in" things to address the PC successfully, which doesn't always happen. "

deepali shah 10.09.2020 09.17AM

You need to login to post a reply. or Register

1 Reply

"None of the units or elements are clear in their intention."

Maree Aldwinckle 11.09.2020 02.46PM

You need to login to post a reply. or Register

Element 3 – Plan and provide for children’s development

"Include reference to healthy eating as part of 3.1 Support children’s understanding of the link between physical fitness and their health and wellbeing as nutrition also has important links to health and wellbeing. "

Amy Wakem 09.09.2020 02.43PM

You need to login to post a reply. or Register

Support children’s sense of belonging.

" "Element 2 . Support children’s sense of belonging. 2.2. - 2.4 should be covered earlier then at diploma level within Certificate.III - possible unit CHCECE033.""

Allison Geissel 09.09.2020 12.48PM

You need to login to post a reply. or Register

3 Replies

"I agree with Allison's comment"

Heather Baldwin 09.09.2020 07.27PM

You need to login to post a reply. or Register

"I absolutely agree with Allison's comment. This element should be covered as part of CERT III. All educators, diploma or not should be able to help children to feel they belong!"

deepali shah 10.09.2020 09.11AM

You need to login to post a reply. or Register

"I have suggested a significant rewrite with this element becoming 2. Promote children’s sense of wellbeing and connectedness - a broader domain which takes in sense of belonging as described by EYLF and also allows exploration of higher-level concepts. Promote is a more proactive word than support. Better for diploma level."

Maree Aldwinckle 13.09.2020 12.34PM

You need to login to post a reply. or Register

3. Plan and provide opportunities for children’s development.

""Element 3. 3. Plan and provide opportunities for children’s development. too many disjoined performance criteria. too much to assess in unrelated criteria, doesn't meet the aim of the element. Reduce/ condense to 5 performance criteria ""

Allison Geissel 09.09.2020 12.46PM

You need to login to post a reply. or Register

2 Replies

"Again Allison's comment is valid. There should be more coherence in these criteria."

deepali shah 10.09.2020 09.13AM

You need to login to post a reply. or Register

"Agree with this statement. It is a lot to assess in very unrelated criteria."

Tatjana Krulic-Withall 11.09.2020 08.46AM

You need to login to post a reply. or Register

" Element 3 – Plan and provide for children’s development • Include reference to healthy eating as part of 3.1 Support children’s understanding of the link between physical fitness and their health and wellbeing as nutrition also has important links to health and wellbeing. "

Lara Hernandez 26.08.2020 01.54PM

You need to login to post a reply. or Register

1 Reply

"Yes, Lara but this is a developmentally focussed unit, not a health focussed unit. This is dealt with more explicitly in other units. So really no need here."

Maree Aldwinckle 13.09.2020 12.36PM

You need to login to post a reply. or Register

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:

  • comprehend content of documents relating to childhood development and learning.

Writing skills to:

  • record information and observations according to organisational procedures.

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.

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:

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

Technology skills to:

  • research information about childhood learning and development using digital media.

UNIT MAPPING INFORMATION

Pending

LINKS

Companion Volume Implementation Guide

1 Comments

Suggested changes to performance evidence to facilitate practical application of the unit

"Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and: • identify and apply information from credible sources about the following domains of early childhood development and their interrelationships: o cognitive o communication o emotional o physical o social • plan and document four play-based learning experiences including transitions • for each of the four experiences integrate opportunities for development and learning across two or more developmental domains • provide two of the above four experiences: o for individual children o for groups of children • use observation, collaboration and critical reflection to evaluate the four experiences and document the evaluations • use routines and transitions as learning opportunities • perform the activities outlined in the performance criteria of this unit during at least 280 hours of work in a regulated children’s education and care service in Australia."

Maree Aldwinckle 11.09.2020 05.21PM

You need to login to post a reply. or Register

Performance evidence

TITLE

Assessment Requirements for CHCECE042 Foster holistic early childhood learning, development and wellbeing

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:

  • research and analyse information from at least two different credible sources about the following domains of early childhood development, and their interrelationships:
    • cognitive
    • communication
    • emotional
    • physical
    • social
  • plan and document four experiences that individually or cumulatively incorporate:
    • routines
    • play
    • transitions
  • for each of the above four experiences, individually or cumulatively integrate opportunities for development across two or more of the following areas:
    • cognitive
    • communication
    • emotional
    • physical
    • social
  • provide two of the above four experiences:
    • for individual children
  • provide two of the above four experiences:
    • on two separate occasions for groups of children
  • use observation, collaboration and critical reflection to evaluate the four experiences and document evaluation outcomes
  • perform the activities outlined in the performance criteria of this unit during a period of at least 280 hours of work in a regulated children’s education and care service in Australia.

7 Comments

Suggested changes to performance evidence to facilitate practical application of the unit

"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: • identify and apply information from credible sources about the following domains of early childhood development and their interrelationships: o cognitive o communication o emotional o physical o social • plan and document four play-based learning experiences including transitions • for each of the four experiences integrate opportunities for development and learning across two or more developmental domains • provide two of the above four experiences: o for individual children o for groups of children • use observation, collaboration and critical reflection to evaluate the four experiences and document the evaluations • use routines and transitions as learning opportunities • perform the activities outlined in the performance criteria of this unit during at least 280 hours of work in a regulated children’s education and care service in Australia. "

Maree Aldwinckle 11.09.2020 05.21PM

You need to login to post a reply. or Register

Who are they planning for is not clear

"Plan 4 experiences - this does not state if this is for individuals or groups until later in the performance evidence. This needs to be clearer. Plan and implement for 2 individual children and 2 small groups... "

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 05.12PM

You need to login to post a reply. or Register

" "

Allison Geissel 09.09.2020 12.44PM

You need to login to post a reply. or Register

PERFORMANCE EVIDENCE

"• provide two of the above four experiences: for individual children remove individual children as covered in detail in CHCECE047 if left as is will be repetitive with above and considered over assessment "

Allison Geissel 09.09.2020 12.40PM

You need to login to post a reply. or Register

2 Replies

"I agree with this"

Heather Baldwin 09.09.2020 07.27PM

You need to login to post a reply. or Register

"I agree with this statement."

Tatjana Krulic-Withall 11.09.2020 08.47AM

You need to login to post a reply. or Register

""

Allison Geissel 09.09.2020 12.33PM

You need to login to post a reply. or Register

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
  • core principles of child development and milestones
  • child developmental theory and research for children between birth and 6 years of age and how each of the following impacts educator development:
    • historical perspectives at an overview level
    • current and emerging theories and research influencing practice
    • aspects of theories of children’s emotional and psychological development
    • Australian Early Childhood Development Census
  • understanding of the curriculum planning cycle
  • theories and research relating to a sense of belonging
  • contextual factors which influence children’s development
  • strategies and activities that support development in the following areas through play, daily routines and transitions:
    • cognitive
    • communication
    • emotional
    • physical
    • social
  • practices which support holistic learning:
    • planned experiences
    • intentional teaching
    • spontaneous play
  • links between cognitive, communication, emotional, physical and social development and how these come together in holistic practice
  • critical reflection:
    • what is critical reflection
    • why and how educators use critical reflection
    • what makes for meaningful critical reflection.

6 Comments

Suggested changes to knowledge evidence to improve clarity of requirements

"KNOWLEDGE EVIDENCE Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit: • the National Quality Standards and related regulations and laws applicable to this unit, including: o educational program and practice o health and safety o physical environment o relationships with children • child developmental theory and research for children between birth and six (6) years of age, including: o core principles of child development o an overview of historical perspectives o current and emerging theories and research influencing practice o a range of theories about emotional, social, cognitive and language development o patterns of growth and typical development o contextual factors which influence children’s development o interrelationships between areas of development • the planning cycle and how to plan and evaluate experience for children between birth and six (6) years of age • strategies, activities and equipment that support development in the following areas through play, daily routines and transitions: o cognitive o communication o emotional o physical o social • practices which support holistic learning: o planned experiences o intentional teaching o spontaneous play o reflective practice and critical reflection"

Maree Aldwinckle 11.09.2020 05.25PM

You need to login to post a reply. or Register

Australian Early Childhood Development Census

"Agree to the removal of this reference "

Allison Geissel 09.09.2020 12.49PM

You need to login to post a reply. or Register

2 Replies

"I agree as well"

Heather Baldwin 09.09.2020 07.28PM

You need to login to post a reply. or Register

"Thank you"

Maree Aldwinckle 11.09.2020 05.13PM

You need to login to post a reply. or Register

Australian Early Childhood Development Census

"Please remove this specific reference. It is not essential knowledge and is not universally considered appropriate or useful especially in the early childhood sector. "

Maree Aldwinckle 20.08.2020 02.36PM

You need to login to post a reply. or Register

1 Reply

"Agree to the removal of this reference"

Allison Geissel 09.09.2020 12.50PM

You need to login to post a reply. or Register

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:
    • provision of one 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 approved early childhood educator.

 

Skills related to research, planning and evaluation may be demonstrated outside of the service.

 

Assessment must ensure access to:

  • resources to support specific play and learning opportunities
  • information technology
  • National Quality Framework:
    • National Quality Standard
    • the relevant approved learning framework
  • service standards, policies and procedures for:
    • educational program and practice
    • health and safety
    • physical environment
    • relationships with children
  • 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

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 06.30PM

You need to login to post a reply. or Register

1 Reply

"I strongly agree Nicola. "

Lori Jones 10.09.2020 02.11PM

You need to login to post a reply. or Register