Early Childhood Education and Care - Draft 2 Validation

CHCECE043_Nurture creativity in children Draft 2

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Unit application and prerequisites

UNIT CODE

CHCECE043

UNIT TITLE

Nurture creativity in children

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate experiences that nurture creativity in children through construction, digital technologies, dramatic play, imaginative play, movement, music and visual art.

 

This unit applies to educators who both develop and implement learning experiences in the context of an approved learning framework in children’s education and care services. 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/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

Underpinning knowledge

"Completion of CHCECE036 would support this unit "

Susan Downey 30.04.2019 02.11PM

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Unit application description

"Addition of construction, digital technologies, and imaginative play is an improvement."

Lorraine Walker 22.02.2019 04.20PM

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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. Understand the role of the arts in development and learning.
    1. Explore the role of the arts in early childhood development and learning.
    2. Understand the concept of creative freedom and its positive connection to development and learning.
    3. Identify the connection between creativity and different learning dispositions.
    4. Provide opportunities for children to be exposed to a range of art forms and artists.
  1. Create experiences that nurture creativity.
    1. Identify opportunities that nurture creativity, based on children’s interests.
    2. Structure and document opportunities and intentional teaching strategies that assist children to explore the arts.
    3. Research and organise resources required for creative activities.
    4. Select and promote the use of diverse natural and found materials and make them available to children.
    5. Identify and use opportunities to make sustainable resources.
  1. Nurture creativity through teaching and learning.

 

    1. Provide time for children to be creative and encourage efforts to extend over days or weeks.
    2. Teach children how to use and care for materials and equipment according to the nature of the activity.
    3. Plan and create opportunities for children to collaborate creatively with each other.
    4. Encourage children to use creativity to overcome challenges.
    5. Use flexibility to respond to children’s interests and needs.
  1. Nurture creativity through engagement with children.
    1. Support children to feel a sense of ownership and responsibility for equipment and materials through encouragement and role-modelling.
    2. Use strategies that model creativity by improvising with equipment and materials.
    3. Encourage children to pursue their own original ideas, interpretations and expressions.
    4. Invite children to ask questions and assist them to find their own answers.
    5. Engage children in talking about their creations and ask them open-ended questions.
    6. Model and share enthusiasm for creative work with children.
    7. Show respect and seek permission from children regarding their efforts.
    8. Encourage children to respect and appreciate the creative effort of their peers.
  1. Evaluate experiences.
    1. Monitor children’s role in creativity through observation and critical reflection.
    2. Identify and use opportunities to gather feedback from colleagues, families and children.
    3. Use and expand on children’s ideas in relation to creativity.
    4. Collaborate with stakeholders to regularly evaluate children’s participation in experiences and document outcomes according to service guidelines.
    5. Use evaluation outcomes to inform future practice.

2 Comments

Elements and performance criteria

"The reshaping and shift of focus so that it is more about promoting a child’s sense of agency has extended and improved this unit."

Lorraine Walker 22.02.2019 04.20PM

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Content

"This unit is extremely wordy - much of the content is repeated in different language. It is difficult to identify the rationale for this !"

Karen Kearns 11.02.2019 06.00PM

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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 principles of the learning framework.

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:

  • research and document experiences using digital media
  • use equipment required for creative activities.

UNIT MAPPING INFORMATION

No equivalent unit.

LINKS

 

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Performance evidence

TITLE

Assessment Requirements for CHCECE043 Nurture creativity in 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:

  • plan and implement three experiences for children between the ages of birth to six years that individually or collectively involve all of the following:
    • construction
    • digital technologies
    • dramatic play
    • imaginative play
    • movement
    • music
    • visual art
  • document evaluation outcomes for each of the three experiences.

2 Comments

CHCECE043-PE

"Wonder if dramatic play and imaginative play should be combined?"

Debbie Conway 17.04.2019 04.10PM

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Performance evidence

"Links directly to the application description."

Lorraine Walker 22.02.2019 04.21PM

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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
  • current research about why creativity is important in society and the value of process as well as product
  • why encouraging creative freedom is important for children
  • techniques and skills in the creative areas at a basic level sufficient to assist children implement their ideas
  • types of opportunities in the following areas, how to match these to children’s interests, and the types of resources required, including re-cycled, re-purposed and re-used:
    • construction
    • digital technologies
    • dramatic play
    • imaginative play
    • movement
    • music
    • visual art
  • ways to structure experiences in the above areas that encourage and support:
    • active learning
    • aesthetic values
    • choice
    • curiosity
    • literacy
    • safety
  • evaluation methods for judging both the process and outcomes of activities.

9 Comments

Resources required

"Addition of re-cycled, re-purposed and re-used resources to meet children's interests is great. Aligns well with CHCECE036 "

Susan Downey 30.04.2019 02.19PM

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CHCECE043-KE

"Bit concerned about the final KE evaluation methods for judging both the process and outcomes of activities. In the 'art world' this might be appropriate and maybe intellectual. I am concerned that this could be taken as educators judging children's work in ways that give them the right to decide if the work is valuable or not. Maybe this can be reworded or removed? - methods used to reflect on the process used by the child and the outcomes noticed? "

Debbie Conway 18.04.2019 12.06PM

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2 Replies

"Agree wholeheartedly! Focus should be on the process not the end product. This KE should be removed "

Susan Downey 30.04.2019 02.15PM

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"I actually think this unit should be deleted and the concept of creativity/process embedded in play, planning, curriculum units."

Karen Kearns 30.04.2019 04.59PM

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Age range

"The unit states Birth to 6 years Could this please be 0-5 yrs or be removed as it is a good unit for school aged care too."

Anne Parker 14.03.2019 02.57PM

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Great inclusion

"Hi, The inclusion of this unit is fabulous. I would really like to see one more inclusion - history of the arts. In the knowledge evidence - I believe to truly understand the importance of creativity and the role the arts play in this the student needs to understand its place in history. This can then be shared with children using the likes of Mozart, Monet, or Shakespeare. Or great architects, engineers. Including it in their training will facilitate them using it in their practice. "

Robyn O'Neill 03.03.2019 12.54PM

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Knowledge evidence

"Addition of ‘re-cycled, re-purposed and re-used’ is an improvement. Links to a relevant approved learning framework needs to be included as this is cited in the Assessment Conditions. "

Lorraine Walker 22.02.2019 04.21PM

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KE5.2

"types of opportunities in the following areas, how to match these to children’s interests, and the types of resources required, including re-cycled, re-purposed and re-used: digital technologies Since we address per SUB-KE while addressing the PARENT-KE, how will you address: resources required, including re-cycled, re-purposed and re-used for: digital technologies"

Julia Abrenica 19.02.2019 10.47AM

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1 Reply

"I am also concerned about the use of digital technologies with infants."

Sue Boyce 27.02.2019 01.02PM

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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.

 

Skills related to the planning and evaluation aspects of performance may be demonstrated outside of the service.

 

Assessment must ensure access to:

  • curriculum documentation
  • resources that support the specific opportunities for creativity
  • information technology
  • National Quality Framework for Early Childhood Education and Care
    • National Quality Standard
    • the relevant approved national learning framework
  • organisational 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.

 

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

LINKS

 

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