Children's Education and Care - Draft 3 Validation

CHCECE047_Analyse information to inform children's learning Draft 3.2

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Unit application and prerequisites




Analyse information to inform children’s learning


This unit describes the performance outcomes, skills and knowledge required to gather and analyse information about children’s learning to inform practice.

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, but 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.




Early Childhood Education and Care


Children’s Education and Care


Analyse information to inform children's learning

"The Australian Early Development Census (AEDC) is a national progress measure of early childhood development, endorsed by COAG. National Indignous targets have been set and additionally many states have also set early childhood targets. The indicator to measure progress is the AEDC. Given this, awareness of the AEDC and what it measures should be a part of the performance criteria under, Analyse Information to Inform Children's Learning (Elements and Performance Critera). At a foundational level, students should be aware of the AEDC and it's purpose. The data provided through the AEDC is a useful national tool for students to use that will support planning in their local context. Their is strong alignment between the NQS and EYLF."

Gail Clark 19.08.2020 02.32PM

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Elements and performance criteria



Elements describe the essential outcomes

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

  1. Gather information about children.


    1. Gather and document detailed information about children’s learning and development using a range of methods and tools.
    2. Include the perspectives of families and other stakeholders in information gathered.
    3. Demonstrate respect for children through inclusive information gathering practices.
  1. Interpret information on children’s development and learning.
    1. Analyse gathered information regarding children’s development and learning in the context of the learning framework.
    2. Analyse gathered information with reference to developmental domains and theory.
    3. Use summative assessment processes that support evaluation of children’s learning over a period of time.
    4. Develop a process that ensures information and observations are both gathered and used to inform the planning cycle for all children.
  1. Use information to inform practice.




    1. Use the analysis to inform planning for children’s development and learning.
    2. Collaborate with families to support children’s learning through exchange of information.
    3. Provide information in ways that support sharing of children’s documentation with families.
    4. Share information appropriately according to service confidentiality procedures.
    5. Critically reflect on own practices of information gathering and analysis.


PC 2.4

"Develop a process can be quite in depth. Is this expecting the student to develop a procedure or flow chart or a timetable? A bit of clarification would be good here."

ECTARC Training Services 02.10.2020 02.53PM

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Suggested addition to Element 1 PC

"1.2- "Include the perspectives of families, children & other stakeholders in information gathered". Childrens perspectives should always be included."

Katherine Hussar 30.09.2020 04.05PM

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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.



Reading skills to:

  • interpret information gathered from diverse sources.

Writing skills to:

  • write clearly and fluently when preparing documents.

Oral communication skills to:

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

Technology skills to:

  • record information using digital media.




Companion Volume Implementation Guide


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Performance evidence


Assessment Requirements for CHCECE047 Analyse information to inform children’s learning.


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

  • gather, document and analyse information relating to an individual child on six different occasions using a minimum of three different tools or methods
  • develop and document a perspective about:
      • aspects of child’s development
      • knowledge
      • ideas
      • strengths
      • interests
      • social interactions
      • reactions to play environment
  • use and report on two different critical reflection activities used to review own practice.



"These dot points will all be assessed through the written assessment/reports etc. along with PC's such as 3.3 Collaborate..., 3.3 provide information etc. Not through observing their performance in the workplace so we are unclear as to why this is in the PE when other PC's with similar intent are not? As per other unit feedback the use of the PE section does not appear consistent and likely to cause confusion. "

ECTARC Training Services 02.10.2020 03.00PM

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6 different obs for 1 child??

"this unit can be clustered well with other units for program planning - so why do they need to have 1 child for 6 obs... could they not have 2 children with lesser obs needed. while i can see its about analysing the information however you can gather that information also on lesser observations that are written well. i also have school aged educators who have children for less amounts of time to gather this all on one child who may attend for a 2 hour session per week. This could take weeks to gather the evidence "

KEIRA GRAHAM 04.09.2020 12.55AM

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1 Reply

"I agree Keira, I think there should be more children to focus on in this. E.g. 3 children-6 observations. I understand the need for multiple observations so that they can ensure they are using different tools & observation methods but only focusing on 1 child seems a bit short sighted."

Katherine Hussar 30.09.2020 04.07PM

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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
    • relationships with children
    • collaborative partnerships with families and communities
  • stages of the curriculum planning cycle and how to manage that cycle:
    • collecting information
    • questioning / analysing information
    • planning
    • implementation
    • review and reflection
  • stages of child development and how they are considered in each phase of curriculum planning
  • confidentiality and ethical requirements for the collection, sharing, storage and disposal of information
  • strategies for the collection of information:
    • collaborative approaches to gathering and using information
    • prioritising the voice of the child
    • observations:
      • current and emerging thinking about contemporary practice in use of observations
      • what makes for meaningful observations
    • other ways of gathering different types of information and their application in different contexts:
      • anecdotal records
      • asking questions of children
      • child records
      • discussion with families
      • narratives
      • learning stories
      • sociograms
      • running records
      • jottings
      • time or event samples
      • digital images
      • cultural maps
      • samples of children’s work
  • ways of interrogating and analysing information to determine:
    • individual children’s strengths, interests and needs
    • when additional support may be needed
    • current and future development and learning opportunities
  • the link between the collection and analysis of information and the planning and implementation of curriculum
  • the need for multiple perspectives and how educators can encourage and support collaborative critical reflection in the service
  • critical reflection:
    • what is critical reflection
    • why and how educators use critical reflection
    • what makes for meaningful critical reflection
  • types of reflection activities used in analysing information and their key features:
    • individual and group
    • formal and informal
    • journals and diaries (written or visual).



"'ways of interrogating and analysing information to determine:' Is interrogating the right word to use here?"

Sarah Cook 22.09.2020 09.03AM

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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:

  • observation-recording tools
  • children’s records (real or simulated)
  • information technology
  • National Quality Framework:
    • National Quality Standard
    • the relevant approved learning framework
  • service standards, policies and procedures for:
    • educational program and practice
    • relationships with children
    • collaborative partnerships with families and communities
  • educators and families for collaborative activities
  • children in a regulated education and care service in Australia.


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


Companion Volume Implementation Guide


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