Early Childhood Education and Care - Draft 2 Validation

CHCECE036_Provide experiences to support children's play and learning Draft 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 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

1 Comments

Unit application description

"Review experiences has been added to the application description which is obviously a part of the reflective process so is an improvement."

Lorraine Walker 21.02.2019 02.46PM

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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 critical reflection to inform play opportunities.
    5. Support unhurried opportunities for play by organising and allowing sufficient time.
  1. Support children’s 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 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 to choose those which support their competency and confidence.
    6. Demonstrate respect for children’s choice not to participate and encourage participation where an experience is new or unknown.
    7. Respond to children’s reactions to play environments in ways that encourage each child to remain interested and challenged without frustration.
    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 critical reflection of own pedagogical practices.

2 Comments

Elements and performance criteria

"Generally, the change in wording and consideration for review throughout the process is an improvement but, as per my previous comments on other chapters, consideration for the use of a process of reflection at Certificate III level vs. a more high order critical reflection process at Diploma level needs to be determined and clearly defined. See 1.4 and 3.4."

Lorraine Walker 21.02.2019 02.47PM

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CHCECE036-1.4

"I feel that PC 1.4 should be 1.1. Educators should observe children prior to selecting and setting up areas etc. In 1.4 it mentions critical reflection. I would like this to be changed to 'question' (as per the EYLF planning cycle https://wehearyou.acecqa.gov.au/tag/planning-cycle/) or at least 'analyse'."

Debbie Conway 22.01.2019 12.25PM

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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.

Writing skills to:

  •  

Oral communication skills to:

  •  

Numeracy skills to:

  •  

Learning skills to:

  •  

Problem-solving skills to:

  •  

Initiative and enterprise skills to:

  •  

Teamwork skills to:

  •  

Planning and organising skills to:

  •  

Self-management skills to:

  •  

Technology skills to:

  •  

UNIT MAPPING INFORMATION

No equivalent unit.

LINKS

 

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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 critical reflection to review 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 children’s service of which 120 hours must be in a regulated education and care service in Australia.

4 Comments

PE clarity

"The sentence ‘use critical reflection to review and document play experiences and discuss the reflection process and outcome with a workplace or learning supervisor’ What needs to be covered in this discussion, as well as evidence provided to show a discussion has been made, should also be specified. Can the set up’s be double counted? "

steven schumann 19.03.2019 01.18PM

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PE clarity

"Agreed that the term critical reflection vs reflection needs to be consistent to each unit. Also as in other units 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? "

steven schumann 19.03.2019 01.09PM

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Performance evidence

"More extensive than Draft 1 – is this too much? Plus, is the wording ‘process of reflection’ instead of ‘critical reflection’ more suitable for Certificate III?"

Lorraine Walker 21.02.2019 02.47PM

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CHCECE036 - PE

"PE3: - make more clear if the performance is review and document play experiences then reflect on the process of critical reflection, or to reflect on the play experiences - discussing with a learning supervisor would be with the RTO assessor, might this be part of normal assessment"

Debbie Conway 19.01.2019 12.27PM

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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(s) 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 a 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
  • 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
    • promote a sense of belonging
  • how to adapt play for differing interests and abilities
  • ways to encourage and engage children in play activities
  • reflective practice:
    • what is critical reflection
    • why and how educators use critical reflection
    • what makes for meaningful reflection
  • the interrelationship between play and safety, and measures to minimise risks for children and others.

1 Comments

Knowledge evidence

"Generally an improvement but 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.’ Plus, suggest adapting the listed reflective practice criteria to one similar to CHCECE009 (i.e. reflection: what is a process of reflection, why and how do educators use a process of reflection, and what makes for meaningful reflection)."

Lorraine Walker 21.02.2019 02.47PM

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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
  • evidence of set and support of the other experiences 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 national 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.

 

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

LINKS

 

2 Comments

Assessment conditions size

"As with other units, replicating requirements of the PC in the PE effectively multiplies the number of times an assessment /observation needs to be made - this equates to 11 experiences to be documented/assessed/observed 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'..." "

steven schumann 19.03.2019 01.15PM

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directly observed

""Alternate assessment method needs to be included for the circumstances where this can not OR does not occur. Suggest replace 'Directly observed' with 'Direct evidence needs to be gathered to demonstrate'...""

Nicola Johnston 17.01.2019 10.31AM

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