Early Childhood Education and Care - Draft 2 Validation

CHCECE038_Observe children to inform practice Draft 2

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Unit application and prerequisites

UNIT CODE

CHCECE038

UNIT TITLE

Observe children to inform practice

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to identify information about children from observation and other sources as part of a collaborative process and as a basis for curriculum planning.

 

This unit applies to educators who contribute to the curriculum planning process 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

2 Comments

"Terrific to see the emphasis on observation analysis and interpretation. I like the increased focus on critical reflection and identifying developmental aspects evident within observations. "

Caroline Lancaster 26.05.2019 03.11PM

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CHCECE038

"I would like to see this as a pre-requisite to CHCECE036. These skills are important to the students understanding of CHCECE036. "

Debbie Conway 22.01.2019 12.27PM

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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. Observe and interact with children.
    1. Identify children’s interests, ideas, knowledge, skills and strengths based on observation and interactions.
    2. Investigate and understand a range of observation techniques.
    3. Seek guidance from colleagues about observation tools and processes.
    4. Select appropriate observation technique according to the context of the observation.
  1. Seek information from secondary sources.
    1. Use children’s records to identify information that is relevant to curriculum planning.
    2. Collaborate with others to collect information about each child’s needs, interests, skills and cultural practices.
  1. Record and communicate information
    1. Observe child and accurately record meaningful information according to service requirements.
    2. Discuss information gathered with relevant people to inform planning.
    3. Discuss and record information in ways that are free from bias and negative labelling of children.
  1. Analyse & interpret information and observations
    1. Critically reflect on information gathered from observations and secondary sources.
    2. Identify and use opportunities to discuss reflections with colleagues and gain their perspectives.
    3. Identify learning and development aspects of the child based on gathered information.
    4. Determine and document links to the approved learning framework.
  1. Contribute to curriculum planning.
    1. Use information gathered and own reflections about the child to contribute to the planning of programs that promote children’s learning, development and wellbeing.
    2. Use information gathered about the child to support interactions that are responsive and respectful of individual needs.

2 Comments

CHCECE038-terminology

"Observation recording seems to have interchangeable terminology which is confusing. techniques, tools, methods and records are not clearly defined, or are they meant to be the same thing? This needs to be clear especially for cert III. In CHCECE047 (equivalent unit at Diploma level) knowledge evidence includes methods (or whatever they are going to be called) that must be included, ie: anecdotal records etc. I think this should be in this unit also."

Debbie Conway 03.04.2019 10.39AM

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Elements and performance criteria

"Overall, new wording of all Elements are an improvement. Addition of a new Element (Element 4 meaning now 5 instead of 4 Elements) means that 2 PCs from Draft I’s Element 4 have been moved to the new Element 4. The further addition of 2 new performance criteria has resulted in more explicit criteria to support students contributing to curriculum planning. However, ‘critically reflecting’ instead of ‘using a process of reflection’ may be too high order for a Certificate III student. "

Lorraine Walker 21.02.2019 02.49PM

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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 records.

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:

  • record information using digital media.

UNIT MAPPING INFORMATION

No equivalent unit.

LINKS

 

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Performance evidence

TITLE

Assessment Requirements for CHCECE038 Observe children to inform practice

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:

  • gather, document, critically reflect on, and use information about three different children between the ages of birth to six years, one of whom must be under 23 months used to inform curriculum planning for each of the three children.
  • when completing the above tasks:
    • gather information using at least three different observation techniques for each child
    • use at least two secondary sources for each child
    • communicate a perspective about:
      • aspects of child’s development
      • individual interests and learning
    • explain links to approved learning framework.

2 Comments

Thank you

"Great to see this unit included in cert iii! Perhaps 2 children rather than 3 would be enough demonstrate the skills."

Robyn O'Neill 03.03.2019 12.45PM

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Performance evidence

"Improved wording."

Lorraine Walker 21.02.2019 02.49PM

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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
    • relationships with children
  • stages of child development and how they are used in curriculum planning
  • stages of the curriculum planning cycle:
    • gathering information
    • questioning / analysing information
    • planning
    • implementation
    • review and reflection
  • key considerations for collecting information:
    • confidentiality requirements
    • what information is important and why
    • different types of information – primary and secondary sources
    • importance of using a strengths-based approach to children’s learning and development
    • communication techniques for:
      • collaboration
      • questioning
  • ways of gathering information and who may be involved
    • range of observation techniques
    • appropriate application of different techniques
    • stakeholders
      • children
      • family
      • educators
      • carers and significant adults
      • community
      • other relevant professionals
  • how to make and document meaningful observations
    • subjective vs objective language
    • avoidance of labelling
    • past and present tense
    • avoidance of bias
  • ways of questioning and reviewing information to gain better understanding of children’s needs and learning opportunities
  • how individual educators can contribute to the planning stage based on information collected
  • reflective practice:
    • what is critical reflection
    • why and how educators use critical reflection
    • what is meaningful reflection,

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 02.50PM

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Assessment conditions

ASSESSMENT CONDITIONS

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

  • performance evidence may be collected through authenticated third-party reports, and must be supplemented by other forms of evidence
  • 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 for Early Childhood Education and Care
    • National Quality Standard
    • the relevant approved national learning framework
  • service standards, policies and procedures for:
    • educational program and practice
    • relationships with children
  • educators and supervisor for collaborative activities
  • children in a regulated education and care service.

 

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

LINKS

 

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