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

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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.

1 Comments

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.

3 Comments

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).

3 Comments

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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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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