Early Childhood Education and Care - Draft 2 Validation

CHCECE047_Analyse information to inform children's learning Draft 2

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Unit application and prerequisites

UNIT CODE

CHCECE047

UNIT TITLE

Analyse information to inform children’s learning

APPLICATION

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 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

1 Comments

CHCECE047 language

"Looking at PC1.1, PE1 and KE?. the first two ask for methods and tools for gathering and documenting, but in the KE doesn't give that info. It is in KE5.3 the gathering different types of information and their application, however it would be good to clarify what 'types', 'methods' and 'tools' are being referred to. "

Debbie Conway 12.02.2019 01.28PM

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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. 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 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. Support children’s learning through exchange of information and collaboration with families.
    5. 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. Develop information in ways that support sharing of children’s documentation with families.
    3. Share information appropriately according to service confidentiality procedures.
    4. Critically reflect on own practices of information gathering and analysis.

3 Comments

CHCECE047 - ELEMENT 2

"The flow of this unit is not clear and doesn't tie together. I have my own thoughts on how this should flow or link together however the unit needs to be clear in language and flow. While perspectives are included as the PE goal - Develop and document a perspective on ...., perspectives only are mentioned as coming from other stakeholders in 1.2. Putting the requirements of an assessment together is a bit confusing as the student is to gather and document using 6 different tools, then develop a perspective about the things listed. So is 2.1 and 2.2 meant to be the expectation when analysing (formative assessment) or is that the analysis for the summative assessment? This then contradicts the summative assessment PC as it rightly suggests this needs to be over a period of time, meaning that at least all six of the documented information (PE's) need to be analysed as a summative assessment each. I am sure what i have written doesn't make a lot of sense as the clarity isn't in the unit. Maybe the PE's need to mention that the six gathered observations need to be from one child, or that the PE say 'develop and document details about a child including perspectives on...' (this could include the learning framework, theories and development)?"

Debbie Conway 27.02.2019 03.18PM

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Elements and performance criteria

"The change in wording is an improvement."

Lorraine Walker 22.02.2019 04.28PM

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PC2.2

"Do the "developmental domains" in PC2.2 refer to the developmental domains refer to the AEDC domains?"

Theo Aman 21.01.2019 04.18PM

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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 information gathered from diverse sources.

Writing skills to:

  •  

Oral communication skills to:

  • engage with families about children’s learning and development

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 CHCECE047 Analyse information to inform children’s 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:

  • gather, document and analyse information using six 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.

4 Comments

Performance evidence

"More condensed than Draft 1. Should more than six different tools or methods be listed as in Draft 1 or is it sufficient to add them to the knowledge evidence?"

Lorraine Walker 22.02.2019 04.29PM

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PE2.2 to PE2.6

"Are PE2.2 to PE2.6 sub-PEs of PE2.1? It seems like it even though the formatting says otherwise."

Theo Aman 08.01.2019 10.46AM

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2 Replies

"I would think that 'aspects of development' are broad, meaning (physical/cognitive/social/emotional/communication) then the other are specific things the industry expects."

Debbie Conway 09.01.2019 09.16AM

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"That makes sense. Thanks heaps!"

Theo Aman 09.01.2019 09.26PM

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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 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 requirements for the collection and sharing of information
  • strategies for the collection of information:
    • collaborative approaches to gathering and using information
    • 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
  • reflective practice:
    • what is critical reflection
    • why and how educators use critical reflection
    • what is meaningful 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).

9 Comments

CHCECE047-KE running records

"I am sure lots of trainers will say that running records are important for learners to know etc, but are they ever actually used in services or expected in practice? We are not seeing it in industry. From research I have found that the term 'running record' is currently used as part of an assessment of reading skills in school, including: - a score of word reading accuracy - an analysis of a reader's errors and self-corrections - an analysis of the reading strategies used. https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingview Should running records be included as compulsory?"

Debbie Conway 06.05.2019 09.18AM

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1 Reply

"Running records are still used to help with understanding behaviours and some diagnoses -sometimes on behalf of professionals who don't see the child in a natural play setting"

Anne Parker 06.05.2019 11.23AM

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Knowledge evidence

"Improved detail and wording except for ‘ways of interrogating and analysing information to determine;’ Links to a relevant approved learning framework needs to be included as this is cited in the Assessment Conditions. "

Lorraine Walker 22.02.2019 04.29PM

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CHCECE047 - KE1

"Should this also include NQS and laws and regs including: Collaborative partnerships with families and communities?"

Debbie Conway 21.02.2019 12.03PM

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CHCECE047 - KE6

"Think the KE 'ways of interrogating and analysing information to determine:' might actually be meant to say interpreting. Interrogating???"

Debbie Conway 12.02.2019 01.23PM

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KE3.0

"What are the "stages of child development" being referred to in KE3.0? Are they the developmental milestones categorised by the EYLF? Or could they be stages of a specific area of development (e.g. cognitive, language, physical)?"

Theo Aman 11.01.2019 11.56AM

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1 Reply

"Should this be 'ways each phase of curriculum planning is influenced by stages of child development' or 'stages (or phases) of curriculum planning and how stages of development are considered'? Currently I read it as we need to detail stages of development (already covered in another unit) and then show how each stage is considered in curriculum planning. "

Debbie Conway 21.02.2019 12.02PM

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KE1.0

"Do the laws in KE1.0 refer simply to the sections in the Education and Care Services National Law Act of 2010 or does it refer to other acts in the Australian legislation which are related to early childhood education?"

Theo Aman 09.01.2019 09.25PM

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1 Reply

"I would think it is the ECSN Law and regulations, but then think why doesn't it just say - the National Quality Framework?"

Debbie Conway 10.01.2019 08.56AM

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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:

  • 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 families 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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