Early Childhood Education and Care - Draft 2 Validation

CHCECE035_Support the holistic learning and development of children_Draft 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 children’s education and care services.

 

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

PREREQUISTE UNIT

Nil

COMPETENCY FIELD

Early Childhood Education and Care

UNIT SECTOR

Children’s Education and Care

6 Comments

Unit application description

"Removal of ‘from birth to 6 years of age’ is an improvement."

Lorraine Walker 21.02.2019 02.42PM

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Overlap

"This unit is an example of overlap in the qual. Why is child development covered in baby/ toddler unit when it exists in this more comprehensive unit? "

Karen Kearns 31.01.2019 04.23PM

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PC3.4 Assist children to identify physiological responses to situations and their connection with em

"What is it that Educators need to do is covered in the next PC3.5. 3.4 seems to be a repeat of performance should this be included in the knowledge requirement instead."

Deb Rowe 08.01.2019 11.18AM

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3 Replies

"This unit is not appropriate at AQF 3 - the students are just beginning to learn about child development. One wonders what is expect of these learners in relation to this unit?"

Karen Kearns 24.01.2019 08.52AM

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"Having read through the PC I agree with you. There is so much prior knowledge that would be needed before a student could adequately do a lot of them. Maybe teach them to understand child development first before they support it. "

Jillian Banks 31.01.2019 12.52AM

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"agree"

Debbie Conway 31.01.2019 08.13AM

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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. Challenge and encourage 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 guidance and information that helps children understand and accept responsibility for their own actions appropriate to their level of understanding.
    3. Create opportunities for one-to-one and large and small group interactions.
    4. Model care, empathy and respect for children, educators and families.
    5. Provide guidance that helps 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 regard 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 their connection with emotions.
    5. Help children to express and regulate feelings appropriately through modelling and guidance.
    6. Assist children to develop empathy through identifying and responding to emotions in other people.
    7. Support and encourage children to persevere with challenges to assist in building resilience.
    8. Share children’s successes with families in informal and formal ways.
  1. Support cognitive development.
    1. Intentionally scaffold children’s learning to foster development.
    2. Select materials, resources, technologies and experiences that support exploration and problem-solving.
    3. Provide opportunities that encourage exploration of different concepts.
    4. 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 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. Create 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. Select and use resources and materials that offer integrated opportunities for challenge, intrigue and discovery.
    3. Arrange the environment to encourage interactions between children as well as accommodating the child’s need for privacy, solitude or quiet.
    4. Respond to spontaneous teachable moments as they occur and use them to enhance children’s learning.
    5. Support collaboration with colleagues through sharing and seeking of information.

6 Comments

level required for PC's

"6 Elements and 40 PC’s suggest that the unit may benefit from some streamlining and removal of areas that already exist in other units. It is acknowledged that students should be attaining knowledge and skills towards holistic learning and development of children however this unit is pitched at a higher level than achievable by most students at a cert III level and could be assessed at a more appropriate level."

steven schumann 19.03.2019 01.04PM

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Elements and performance criteria

"Reorganisation and some simplification of PCs for Element 1 are an improvement. Reorder of PCs and new 2.1 (which would incorporate Draft 1 2.4) and addition of ‘large and small group interactions’ to 2.3 are improvements. Changes in Elements 3-6 supported except for the addition of 6.3 and 6.4. "

Lorraine Walker 21.02.2019 02.44PM

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Element 1

"We strongly support the addition of fundamental movement skills to Element 1.3. Select and arrange equipment that will develop fundamental movement skills, fine and gross motor skills as skill development is vital to lifelong participation in physical activity and overall health and wellbeing. Element 1 – Support physical development: • Include reference to healthy eating as nutrition is an important part of supporting physical development. Poor diet is referenced within the knowledge evidence but links have not been identified elsewhere. • Include 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. "

Anthea Leslie, NSW Health 18.02.2019 01.17PM

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chcece035 PC's

"Is physiological a word that has to be used for a cert III unit???"

Debbie Conway 09.01.2019 09.08AM

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1 Reply

"Absolutely not - thereinlies the problem - the entire qual does not reflect AQF 3. There is no point having a framework for VET if it is simply ignored!"

Karen Kearns 24.01.2019 08.55AM

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PC 4 Cogntive development

"The wording could include supporting children's innovation and ideas"

Deb Rowe 08.01.2019 11.28AM

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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:

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Writing skills to:

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Oral communication skills to:

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Numeracy skills to:

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Learning skills to:

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Problem-solving skills to:

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Initiative and enterprise skills to:

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Teamwork skills to:

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Planning and organising skills to:

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Self-management skills to:

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Technology skills to:

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UNIT MAPPING INFORMATION

No equivalent unit.

LINKS

 

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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 children’s service, of which 120 hours must be in a regulated education and care service in Australia.

4 Comments

PE clarity

"Suggest to include ‘language’ as one of the milestones instead of (or accompanying) ‘communication’. Performance evidence states that Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and the PE which would require demonstration of both knowledge and performance based tasks at least twice The performance evidence part of a unit is intended to demonstrate the application of PC, so in this case even when assessment of PCs are completed, tasks need to be assessed separately for PE? Does the statement: perform the activities outlined in the performance criteria of this unit during a period of at least 160 hours of work in a children’s service of which 120 hours must be in a regulated education and care service in Australia indicate a third time these are to be demonstrated?"

steven schumann 19.03.2019 01.05PM

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Performance evidence

"Wording is more appropriate in Draft 1 – ‘support the holistic development of children in each of the above age groups during two different experiences that individually or cumulatively provide opportunities for development in the following areas: cognitive, communication, emotional, physical, social’. Also, Draft 1 stated the 2 applicable age groups."

Lorraine Walker 21.02.2019 02.44PM

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CHCECE035 - PE'S

"Could we ease up on this massive unit by including 'set up and implement experiences' instead of 'create and implement'. Create implies that the student needs to have all the observation and planning skills in place (etc) when they really need to understand development, how to identify and apply this. If create is included I believe then we need to add good chunks of CHCECE36 and CHCECE038. Please break this up in a reasonable way."

Debbie Conway 26.01.2019 12.13PM

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1 Reply

"Yes, they're not even qualified Cert III yet. What prior experience and knowledge is available to them in order to have the ideas for these experiences. "

Jillian Banks 31.01.2019 12.55AM

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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(s) 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
  • importance of curiosity and discovery as positive learning dispositions
  • introductory-level child development:
    • early brain development and importance for future educational success
    • major developmental milestones from 0-6 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
  • principles of literacy development
    • learning sounds, words and language
    • patterns of repetition
    • rhyming and mimicking
    • 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
    • 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 including letters, numbers, time, money and musical notation
  • organisational standards, policies and procedures for:
    • educational program and practice
    • health and safety
    • physical environment
    • relationships with children.

5 Comments

Good intro

"HI, I think this is a great intro to the dip unit. I really like how the domain learning starts here and in the AQF 5 level you go into the deeper concepts of how it is in day to day operations. My only suggestion would be to include in this unit when talking about holistic learning you include the whole child. This way they can begin to think about how the domains are not separate they happen most of the time in unison. This will then be extended in the dip unit."

Robyn O'Neill 03.03.2019 12.42PM

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Knowledge evidence

"Draft 1’s version of the first point was more comprehensive: ‘the National Quality Standard(s) applicable to this unit: what it is / they are; the outcomes that contribute to the standard(s) being achieved; the link to the relevant approved learning framework.’ "

Lorraine Walker 21.02.2019 02.45PM

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language

"language across units is not the same - you state 0-6 years in this unit where others it is birth - consistency should be maintained"

Jessica Gwynne 16.01.2019 01.16PM

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2 Replies

"Good point Jess - they also interchange reflect iron with critical reflection which are not the same! The term ‘protocol’ rather than ‘Practice is also used,."

Karen Kearns 24.01.2019 08.54AM

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"agree Jess and Karen"

Debbie Conway 24.01.2019 09.05AM

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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 for Early Childhood Education and Care
    • National Quality Standard
    • the relevant approved national 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.

 

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

LINKS

 

2 Comments

Assessment conditions clarity

"Is this unit appropriate for a non-regulated service? Requires consistency when it comes to hours e.g. 120 and 160 regulated/unregulated - …are we referring to adjunct childcare centre (e.g. office meeting function, shopping centres or gyms that provides no more than three hours on occasional care) or play group or any children’s services who are excluded from the National Quality Framework and is not required to be approved under The Education and Care Services 2013 (ECS Act) Interactions with children must be supervised by an approved early childhood educator – this is different wording as seen in other units ‘a qualified early childhood educator’ Suggest replace 'Directly observed' with 'Direct evidence needs to be gathered to demonstrate'..." AC: There is a need to specify ‘curriculum documentation’ (what exactly is needed?) and include a ‘minimum’ beside the provision of organisational policies and procedures (what about privacy? Etc.)."

steven schumann 19.03.2019 01.06PM

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CHCECE035-assessment conditions

"even though the student must create (ambiguous) and implement experiences there are no assessment conditions regarding this"

Debbie Conway 31.01.2019 03.05PM

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