Cl_ILHD_AE_Kn_1of2 Clustered Knowledge Assessment 1 of 2 Criteria Overall feedback – not yet satisfactory/please resubmit To complete – all questions highlighted in yellow. I can see that you have...

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Cl_ILHD_AE_Kn_1of2
Clustered Knowledge Assessment 1 of 2
Criteria
Overall feedback – not yet satisfactory/please resubmit
To complete – all questions highlighted in yellow.
I can see that you have worked hard at this assignment and have been researching these topics which is good. Unfortunately you have copied most of your answers from online sources which is called plagiarism. This is taken very seriously in your studies, you do need to always write your answers in your own words to show your developing knowledge. I do appreciate that you have included references although this is to show where you read the information – so you are still unable to copy this information. I do realise that this can be really challlenging as there are a number of topics that might be unfamiliar.
There are a number of questions that you need to revisit, adjust and complete, please do not feel despondent, it can take a little time to complete this assessment task. At tmes your answers were very detailed and did not answer the question as you are at times trying to fit information from online sources for your answer – I have noted in my feedback where you need to consider an alternative perspective.
I also suggest that you focus on using or reading the TAFE resources for CHCCECE017 as these will help you understand many of these areas and help with answering the highlighted questions. I also suggest reaching out to an onsite teacher for assistance on XXXXXXXXXXor at
XXXXXXXXXX they are happy to help.
Kind regards,
Lisa Wishart
Offsite teacher
TAFE digital
13.4.21
Name of the cluster
Inform Learning and Foster Holistic Development Cluster
Unit code, name and release number
CHCECE017 Foster the holistic development and wellbeing of the child in early childhood (2)
CHCECE023 Analyse information to inform learning (2)
Qualification/Course code, name and release number
CHC XXXXXXXXXXDiploma of Early Childhood Education and Care (4)
Student details
Student number
Student name

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Document title: Cl_ILHD_AE_Kn_1of2
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This assessment can be found in the: Learning Bank
The contents in this document are copyright © TAFE NSW 2019, and should not be reproduced without the permission of the TAFE NSW. Information contained in this document is correct at time of printing: 16 May 2021. For current information please refer to our website or your teacher as appropriate.
Assessment instructions
Table 1 Assessment instructions
Assessment details
Instructions
Assessment overview
The objective of this clustered assessment is to assess your knowledge and performance in the following units:
· CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
· CHCECE023 Analyse information to inform learning.
The Assessment Event number
1 of 2
Instructions for this assessment
This assessment is in one part and also contains Evidence Guides and Assessment Feedback (marking tools):
1. Research Task – Task 1 to 4
An assessment introduction is provided at the commencement of this assessment and includes:
· Assessment task introduction
· When the assessment task must take place
· Where the assessment task will take place
· Resources and equipment required to complete the assessment task
· Specific assessment conditions (where required)
Detailed instructions for each assessment task are contained within each individual task.
You must read the entire document before commencing your assessment so you are aware of all requirements.
Submission instructions
On completion of this assessment, you are required to upload it as per the instructions on your Online Learning Support (OLS).
It is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE.
Conditions of Assessment
Assessment conditions will require you to:
· Read the learning resources on the Online Learning support (OLS)
· Complete and submit your written assessment onto the Online Learning Support (OLS)
Assessment must ensure the use of:
· National Quality Framework for Early Childhood Education and Care
· The relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
What do I need to do to achieve a satisfactory result?
To achieve a satisfactory result for this assessment, all questions must be answered correctly.
You must ensure your assessment responses are written in your own words (unless otherwise specified), include APA referencing where required
You must adhere to the word count requirements where specified.
What do I need to provide?
Computer and internet access
Due date and time allowed
Due Date: Refer to your individual training plan on the OLS
Venue: To be completed online.
Note: This assessment may be completed and submitted prior to the commencement of work placement.
Supervision
The marking teacher may ask for additional evidence to verify the authenticity of your submission and confirm that the assessment task was completed by you.
Assessment feedback, review or appeals
In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment.
If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher or Head Teacher. If they are unavailable, contact the Student Administration Officer.
Contact your Head Teacher for the assessment appeals procedures at your college/campus.
Introduction
To achieve a satisfactory result for this assessment:
· You must read through each task so you understand what you need to complete.
· You must research and analyse information from at least two different, credible sources to complete each part of the task.
· You must identify and discuss the relevance of this research to the early childhood education and care context including the process of monitoring children’s learning and development.
When: Complete and submit your written assessment by the specified due date.
Where: You may complete the assessment task in the classroom, home or online environment.
Resources and equipment: Pens, paper and/or computer if typing assessment.
Assessment must ensure the use of:
· National Quality Framework for Early Childhood Education and Care;
· The relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care; and
· Credible sources of early childhood information:
Suggested credible sources of early childhood information to complete the research task:
We recommend that you use either the Harvard reference style or the APA style.
Credible sources include but are not limited to:
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S XXXXXXXXXXProgramming & planning in early childhood settings (5th ed.). South Melbourne, Vic.: Cengage Learning Australia. (Any edition applicable)
David, T., Goouch, K., & Powell, S XXXXXXXXXXPostmodernist theorising in ECEC: making the familiar strange in pursuit of social justice. In The Routledge international handbook of philosophies and theories of early childhood education and care.
Department of Education, Employment and Workplace Relations [DEEWR] for the Council of Australian Governments XXXXXXXXXXBelonging, being and becoming: The early years learning frameworks for Australia. Canberra, Canberra, Australia: Author. Retrieved from ACECQA, acecqa.gov.au: https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Department of Education, Employment and Workplace Relations [DEEWR] for the Council of Australian Governments. (2009a). Educators belonging being and becoming: the educators guide to the early years learning framework for Australia. Canberra, Canberra, Australia: Author. Retrieved from ACECQA, acecqa.gov.au: https://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_years_learning_framework_for_australia.pdf
Kearns, K XXXXXXXXXXBirth to big school. Cengage Learning: Melbourne, Australia
Kearns, K XXXXXXXXXXFrameworks for learning and development. Cengage Learning: Melbourne, Australia
Nolan, A., & Raban-Bisby, B XXXXXXXXXXTheories into practice. Australia: Teaching Solutions
Sacco, Marika Gatt XXXXXXXXXXReconceptualising early childhood education: a child-appropriate practice. EdD thesis, University of Sheffield
Walker, L XXXXXXXXXXThe early childhood educator for diploma. McGraw-Hill Education (Australia) Pty Ltd: North Ryde, Australia
Part 1: Research
Task 1 – The Early Childhood Context
a) Research the National Quality Framework (NQF), including the Education and Care Services National Regulations the National Quality Standard (NQS) and relevant approved learning framework/s.
i. Identify one key point each in the National regulations, NQS and relevant approved learning framework that are relevant to fostering and monitoring the holistic development and wellbeing of children; XXXXXXXXXXwords)
ii. For each point discuss its relevance for monitoring children’s learning and development; (150 words)
b) Identify and describe one organisational standard that would be in place to support and guide educators work when fostering the holistic development and wellbeing of children; and gathering, analysing and using information about children to inform learning XXXXXXXXXXwords)
c) Explain the terminology in the table below, relevant to fostering and monitoring children’s wellbeing, learning and development, and identify the policy and/or procedures that will be in place to support educators working in this area. (500 words)
Research and findings:
a) i. Response:
National Regulations: Part 4.5 Relationship with children (155 interactions with children: An approved provider must take reasonable steps to ensure that the education and care service provides education and care to children in a way that encourage the children to express themselves and their opinions and allow the children to undertake experiences that develop self-reliance and self-esteem and maintains at all times dignity and rights of each child and give each child positive guidance encouragement toward acceptable behaviour and has regard to the family and cultural values, age and physical and intellectual development and abilities of each child being educated and cared for by the service.
·
Reg 74: Documenting of child’s assessments or evaluations for delivery of educational program – this can relate to documenting children’s individual interests, strengths and voices within the educational program as well as voices from children, families and communities, therefore embedding aspects of holistic development into our program.
· Good Pari
NQS: Element 1.2.2 Responsive teaching and scaffolding:
Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback.
This would be a relevant element although this is asking for a standard
Approved Learning Framework
https://www.legislation.nsw.gov.au/
https://www.acecqa.gov.au/
Early Years Learning Framework
(Early Years Learning framework in relation to children’s education and care
Use the educators Belonging, Being and Becoming: Educators Guide to the Early Years Learning Frameworks for Australia)
Pari here you need to identify a practice or principle from the EYLF that relates to monitoring and fostering children’s development.
Please complete
a) ii. Response: Relevance for monitoring children’s learning and development
NQF:
Element 5.2.2 – Self-regulation – Children learning to regulate their own emotions, respond appropriately to those of their peers and resolving conflicts in ways that cater to the emotional needs of those and others – this can also touch on children developing morals, self-respect and having respect for others.
Pari this section is asking you to refer back to the Regulation – relationships with children you identified from the previous section and detail why this is relevant to monitoring children’s development.
Please complete
NQS: Standard 1.2
Practice 1: Holistic approaches – recognising how the development of mind, body and spirit are interconnected, and also educators viewing children’s learning as integrated, encouraging collaborative learning and collaborations with families and communities.
Please discuss the standard that you will identify in the previous question and how this standard is relevant to monitoring children’s development.
Please complete
Approved Learning Framework
https://www.legislation.nsw.gov.au/
https://www.acecqa.gov.au/
https://www.acecqa.gov.au/media/24251
Please discuss the practice or principle that you will identify in the previous section and why this is relevant to monitoring children’s development.
Please complete
b) Organisational standards: fostering the holistic development and wellbeing of children and gathering, analysing and using information about children to inform learning
National Quality Standard Element 1.2.1
International teaching (How we purposefully plan and implement learning environment and experiences based on observation and the voices of children and families)
Pari this question is asking about organisational standards rather than the National Quality Standards – for example a service philosophy would be one – you then need to explain why it is relevant to the above question.
Please complete

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c) Response:
Terminology
Explanation
Policies and/or Procedures
Observation and inclusion principles
· Observing the individual needs, interests and learning capabilities of all children and planning and implementing learning experiences which build on these, while also maintaining flexibility and an inclusive environment which enables all children to participate.
· Observation and documentation policy
· Inclusive environment policy
· Good Pari
· Observation and documentation policy
· Inclusive environment policy
·
Confidentiality requirements
· Keeping documentation and information referring to the needs of children and families confidential (private and inaccessible to people other than relevant educators/workers)
· Yes, this needs to also include verbal information and information on computers
Confidentiality policy
· Confidentiality Policy
·
Code of ethics
· Refer to ECA Code of Ethics and briefly touch on all areas (make sure you reference this)
· Code of conduct
Here you need to explain the purpose and role of the Code of Ethics
Please complete
· Ethical execution of work policy/procedures
Please detail the procedures you would follow to make sure that you are conducting yourself in a professional and ethical manner.
Please complete
Collaborative planning techniques
· Observation and planning procedures
· Collaboration with families and communities policy
· Refer to NQS Standards 1.3.1 and XXXXXXXXXXaround assessment, planning and critical reflection) (reference)
Pari here you need to explain what collaborative planning techniques are not the policies as this goes in the right hand column.
Please complete
Programming/Documentation policy
This would be one – consider who you are collaborating with? You can note a procedure here about collaborating with families, children and the community?
Please complete
Summative assessments
· Refer to Assessment for learning (EYLF Practice 8)
· Confidentiality policy (as this documentation is specific to individual children)
Here you need to explain what summative assessments are.
Please complete
· Programming/Documentation policy
This is one – please also detail a procedure for gathering information.
Please complete
Relationships with children
· Refer to NQS Quality Area 5 and briefly touch on what’s involved when building and maintaining secure and ethical relationships with children (reference this)
· Code of conduct
· Duty of care
Please explain the importance of building relationships with children as an educator.
Please complete
· Ethical/respectful relationships and interactions policy
I do not believe this is correct Pari – please detail the policy about relationships with children and also procedures you would follow to build a relationship with a child.
Please complete
Task 2 - Theories of Early Childhood Development
Research and analyse information from at least two credible sources to address the following:
a) For the theoretical perspectives listed in table a) below,
i. Identify a relevant theorist.
ii. Provide a summary of their theory or of the overarching theoretical perspective.
iii. Provide an explanation of how this theory or perspective will inform an educator’s pedagogical practice in relation to teaching, learning and assessment.
(200 – 250 words per perspective)
b) In table b) below, choose two of the theories of children’s emotional and psychological development and for each;
i. Provide a summary of the theories you have chosen and
ii. Describe how they apply to the role of the educator.
(100 – 150 words per summary)
c) In table c) write a paragraph explaining the following;
i. What current research says about brain development
ii. An explanation of the terms “critical periods, sensitive periods and plasticity” in relation to brain research.
iii. An explanation of the link between Attachment Theory and Brain Development.
(250 – 300 words).
Research and findings:
a. Response:
Theoretical Perspective and
Theorist/s Name
Summary of theory/theoretical perspective
Implications for the educator
Behaviourist perspectives:
Please choose one theory eg. Skinner or Watson
During the first half of the twentieth century, a new school of thought known as behaviorism rose to become a dominant force within psychology. Behaviorists believed that psychology needed to focus only on observable and quantifiable behaviors in order to become a more scientific discipline.
According to the behavioral perspective, all human behavior can be described in terms of environmental influences. Some behaviorists, such as John B. Watson and B.F. Skinner, insisted that learning occurs purely through processes of association and reinforcement.
Behavioral theories of child development focus on how environmental interaction influences behavior and is based on the theories of theorists such as John B. Watson, Ivan Pavlov, and B. F. Skinner. These theories deal only with observable behaviors. Development is considered a reaction to rewards, punishments, stimuli, and reinforcement.
This theory differs considerably from other child development theories because it gives no consideration to internal thoughts or feelings. Instead, it focuses purely on how experience shapes who we are.
Pari you needed to choose one theory in the left hand column – I have provided some options. You then need to explain this theory in your own words - here you have copied information directly from the website below therefore is not your own work.
Please remove and complete
https://midwestcri.org/1-understand-the-pattern-of-development-that-would-usually-be-expected-for-children-and-young-people-from-birth-to-19-years/
Educators can implement behavioral learning strategy techniques in their classroom in many ways, including:
Drills. Educators may practice skills using drill patterns to help students see the repetition and reinforcement that behavioral learning theory uses.
Question and answer. Educators can use a question as a stimulus and answer as a response, gradually getting harder with questions to help children.
Guided practice. Educators can be directly involved in helping children go through problems to give them the reinforcement and behavior demonstration you want them to follow.- good point
Regular review. Reviews are important to behavioral learning theory. Going back over material and giving positive reinforcement will help children retain information much better.
Positive reinforcement. This can be in the form of verbal reinforcement and praise, reward systems, added privileges, and more. 
Pari this would not be appropriate for young children – or a play based curriculum. I believe you may be discussing older children? Here you need to discuss how an early childhood educator would reflect on the theory that you have identified and use this in practice eg. role model appropriate and positive behaviours and then reinforce this behaviour through praise.
Please complete
Developmental Perspectives:
Piaget’s Theory of Cognitive Development explores how children’s cognitive development and reasoning progresses in 4 stages based on age and times of developmental change (sensorimotor stage, preoperational stage, concrete operational stage and formal operational stage). Piaget explores how children’s cognitions within the early years stem from developing a understanding of their sense of being and how they are different from other people/objects around them, and then interacting with their physical and social environments to develop an understanding of the interrelations between themselves, people and objects and how these can foster their cognitive development.
· Good Pari
Educators will need to consider the capabilities and interests of the child/ren they are working with and implement learning environments and experiences according to their interests, which can enable them to apply their sense of autonomy and agency to discover new meanings about the world around them. Educators should also consider which intellectual stage applies to the children they are working with based on their ages and abilities, and then provide materials and experiences which can help them to foster their cognitive development within the corresponding intellectual stage (e.g. playdough for children aged 0-2 to assist in manipulation and sensorimotor skills).
· Yes, very relevant strategies.
Socio-cultural Perspectives:
Another psychologist named Lev Vygotsky proposed a seminal learning theory that has gone on to become very influential, especially in the field of education. Like Piaget, Vygotsky believed that children learn actively and through hands-on experiences.
His sociocultural theory also suggested that parents, caregivers, peers and the culture at large were responsible for developing higher-order functions. In Vygotsky's view, learning is an inherently social process. Through interacting with others, learning becomes integrated into an individual's understanding of the world.
This child development theory also introduced the concept of the zone of proximal development, which is the gap between what a person can do with help and what they can do on their own. It is with the help of more knowledgeable others that people are able to progressively learn and increase their skills and scope of understanding.
Pari unfortunately you have copied this information directly from the website below therefore is not your own work.
Please summarise and complete
https://nevaeyc.files.wordpress.com/2019/05/enhancing-the-early-childhood-environment-then-and-now.pdf
The most important application of Vygotsky's theory to education is in hisconcept of a zone of proximal development. This concept is important because Educators can use it as a guide to a child's development. It allows a teacher toknow what a children is able to achieve through the use of a mediator and thusenables the Educators to help the child attain that level by themselves.
A second important aspect of Vygotsky's theory is the role of play in histheory. According to this perspective Educators need to provide children,especially young children, many opportunities to play. Through play, andimagination a child's conceptual abilities are stretched. Vygotsky argued thatplay leads to development. "While imitating their elders in culturallypatterned activities, children generate opportunities for intellectualdevelopment. Initially, their games are recollections and reenactments of realsituations; but through the dynamics of their imagination and recognition ofimplicit rules governing the activities they have reproduced in their games,children achieve an elementary mastery of abstract thought."
Since language holds a central role in Vygotsky's theory, and is essential tothe development of thinking, the school needs to provide many opportunities thatallow children to reach the third stage of speech, which is inner speech, sinceit is this stage which is responsible for all higher levels of functioning.
Pari you have the correct inofrmation here although there are sections here that you have directly copied – and your sentence structure reflects this without spaces in between some words.
Please summarise and complete
Critical Theories:
One of the most influential thinkers who has impacted upon the development of critical theoretical discourses in adult education is the European social theorist and philosopher, Jurgen Habermas. Since Mezirow XXXXXXXXXXfirst introduced many adult educators to the work of Habermas, his theories have captured the interest of a number of critical theorists (Collins, 1991; Hart, 1992; Newman, 1999; Plumb, 1995; Welton, 1998) who have been intrigued by his innovative synthesis of social, psychological, and linguistic theoretical traditions. In a world beleaguered by violence, poverty, civil strife and destruction, Habermas’s focus on communicative forms of action and the advancement of civil society offers a resolutely steadfast and hopeful analysis that asserts human potentiality for learning, problem solving, and advancement. This paper makes a modest effort to begin to explore some of the theoretical suppositions of Habermas’s work, beginning with an examination of the theoretical context fromwhichHabermas’sworkemerges. Ithenoverviewhistheoryofcommunicativeaction,briefly explain his framework of system and lifeworld, and explore how these concepts inform critical adult educationaldiscourses. Thisisfollowedbyanexplanationofhismorerecentworkoncivilsocietyand the impact of this on the adult education field. In the final section of the paper I examine some of criticisms of Habermas’s work and examine the implications of this for the development of critical adult education discourses.
Pari this information has clearly been copied from the below website. This needs to be written in your own words and always remember to review your answers – you can see the sentences are not clear without any spacing.
Please summarise and complete
http://www.patriciagouthro.ca/wp-content/uploads/2002AERCPatti.pdf
The reasons given in the Review of Postgraduate Education (Higher Education Funding Council for England, 1996: 3.54), for the increasing demand have a particular resonance for the case of managers in education. The reasons are: increasing professionalisation, requirements of the individual for lifelong learning, and a desire to differentiate themselves from others through superior accreditation. Such students, among whom educational managers are an important group, bring their life experience, actual or potential, and professional seniority. Additionally, they are encouraged through the current emphasis on ‘quality’ services (including education) to see themselves as consumers selecting the best products from the educational supermarket displays. Usher & Edwards (1994, p. 187) describe the need to recognise these ‘learners’ as ‘consumers’ who seek knowledge through the ‘cultivation of desire’, which they define as ‘the engagement of the whole person with their conscious and unconscious feelings, wants and needs rather than simply the reified, rational part of the person’.
One of the challenges in management training has been in finding appropriate ways to build on the experience of education managers to enable learning. Boud et al XXXXXXXXXXhave provided a critique of the instrumentalisation of experience-based learning, which turns it into a means of establishing professional good practice and technique-driven strategies.
Pari I am unsure what information you have copied into this section? You need to explain why this theory would be relevant to an educator – please make sure it is written in your own words and relates to the educators role.
Please complete
Post-structuralist:
Please choose one theory eg. foucault or Macnaughton
Taking a post-structuralist perspective means believing that there are multiple and contested ways of learning. This means that knowledge is positioned as ‘relative’ (Nuttall & Edwards, XXXXXXXXXXThere is no absolute truth but rather there are many truths. Meaning is not fixed by reference to positivist constructions of a simple, unmediated and directly observed ‘reality’. Rather it is organised by the intersection of multiple relations that reflect and produce structures ofregulation (age, gender, class, etc) constituting social realities. For example, it is proposed that there is no such thing as one way of viewing children or childhood and therefore educators should hold a range of perspectives relating to teaching, learning, and development and these should be considered when planning work with young children. Educators need to be responsive and reactive to the different learning and development pathways for children.
Children are seen as having agency and able to influence their own lives.
I am unsure which th eory you are discussing here – please identify one theory to the left and explain this theory in your own words.
Please complete
a) Diversity
Poststructuralists strongly believe that there are many different ways we can look at things and that there can be multiple valid perspectives.
If we’re going to talk about it the way a poststructuralist will say it, we could say that there are always multiple possible truths.
To put poststructuralism into action, educators would need to teach about the mosaic of different perspectives out there in the world.
b) Inclusion
Poststructuralists are very much aware that the language we use in a room can be exclusionary.
If we talk about people in a negative manner, we are creating a deficit discourse about those people.
In other words, educators need to be careful about avoiding exclusionary language. Instead, we should focus on creating positive inclusive discourses.
This means that educators need to make sure they don’t:
Treat girls and boys differently;
Forget to consider the cultural views and values of their students;
See children with disabilities as incapable or a burden; and
Many other considerations besides!
Please focus on the theory you have identified to the left and explain inyour own words why this would be relevant to an educators role.
Please complete
Social contract theoretical perspectives:
Please choose one of the theories below;
Jean Jacques Rousseau
John Locke
 John Bowbly proposed one of the earliest theories of social development. Bowlby believed that early relationships with caregivers play a major role in child development and continue to influence social relationships throughout life.3
Bowlby's attachment theory suggested that children are born with an innate need to form attachments. Such attachments aid in survival by ensuring that the child receives care and protection. Not only that, but these attachments are characterized by clear behavioral and motivational patterns.
In other words, both children and caregivers engage in behaviors designed to ensure proximity. Children strive to stay close and connected to their caregivers who in turn provide a safe haven and a secure base for exploration.
Please identify a theory to the left that I have provided and explain this theory in your own words.
Please complete
One of the most important factors when recognising and responding to a child with attachment issues is to understand how that child is feeling.
Recent advances in neuroscience have confirmed Bowlby’s theory, demonstrating the connections between emotion, social functioning and the priority of attachment.
While the school itself cannot itself replace an insecure attachment with the primary care-giver it can offer a secure base, a place of safety and attachment – like relationships with trusted adults who can help the young person through the day.
Moreover, recent research suggests that approximately one third of children have an insecure attachment with at least one care -giver, and one in four have experienced a trauma event which has resulted in behavioural/emotional disturbance.
This means, in effect, that an attachment-aware approach to teaching which recognises the importance of emotions will benefit all members of the class.
Indeed, there is growing evidence that such approaches also reduce stress among teaching staff, in turn reducing absenteeism, improving continuity of learning experience, and ultimately overall school attainment.
You will need to adjust this section when you identify a theory and then explain why this theory would be relevant to an early childhood educator.
Please complete
b. Response: Choose 2.
John Bowlby’s theory of attachment:
John Bowlby examined the attachment relationship between parents and their children. He identified four phases in which attachment develops. He believed that children are born with a variety of behaviours that encourage parents and others to be near to them. These proximity-seeking behaviours include laughing, gurgling and crying. Attachment of the child and parent develops over a period of time and is mainly achieved by the routine care giving tasks that parents and children are involved in (Berk, 1996).
Pari you have the right information although unfortunately it is not your own words and has been directly copied.
Please remove and complete
https://www.earlychildhoodireland.ie/wp-content/uploads/2014/02/theories_outline1.pdf
Relevance to the role of the educator:
The early childhood years are an important period for the development of representations of the self and others, and it is significantly influenced by the child’s type of attachment relationships. At 24 months children were presented with a challenging task that required assistance in order for them to be able to complete it. Children with histories of secure attachment sought help from their parents when they could not succeed in the completion of the task; they were enthusiastic and did not manifest high levels of anger or frustration. Children that had histories of insecure-resistant attachment, in the same circumstance, expressed anger and frustration when they were not able to use their parental help to complete the task, which led to rapid decline in their motivation. Finally, children that were assessed as having an insecure- avoidant attachment, when faced with the same task, tried to work independently without asking for their parents’ help, even when they were not able to complete the task by themselves.
At ages 4 and 5 children were assessed in areas considered important to succeed in preschool such as: curiosity, personal agency, level of dependency, and social competence. In the curiosity task 84% of the most competent children had a history of secure attachment. It seems that these children were not fulfilling the expectations of these settings and therefore they were having problems. Are we responding to these children’s needs or are we giving them more of the same, an environment difficult for them to adapt to because of their attachment patterns formed with their parents? What are we doing to change our curriculum so that children with insecure attachment relationships can feel supported and secure in this new environment? How much emotional support does the play-centered curriculum provide to all children, what does it expect from them? How are we excluding children with non-secure attachment histories?
Pari here you are explaining a research process where children were measured in different areas. Here If you could explain why secure attachments are important for a child’s lelarning and development.
Please complete
Mary Ainsworth (1970):
Mary Ainsworth developed an experiment to test the quality of the attachment relationship between mothers and their children.
The Strange Situation will determine whether the infant is securely attached, insecurely attached or avoidant of the parent (Berk, 1996).
You are nearly there Pari – you have explained the experiment although not the actual theory which identifies the importance of mother to child attachment in a child’s development.
Relevance to the role of the educator:
Secure attachments between children and educators in an early childhood setting are important for children to feel safe and confident in the environment. Consistent, predictable, caring, and supportive interactions help children develop positive internal working models about themselves and others.
Children who feel secure, protected and understood are free to develop and learn.
• Children build relationships with educators most readily when educators and families work in partnership to support the development
of children’s secure attachments in an early childhood setting.
• Relationships with educators enrich children’s experience base.
• Challenging behaviour is an expression of children’s unmet needs. When these behaviours are reframed as needs, educators are better able to help children by addressing these needs. Addressing children’s needs also helps educators teach children more socially acceptable ways of expressing needs.
• Children who feel secure, whose needs are met and who have mutually enjoyable relationships with educators present with fewer challenging behaviours – building secure attachments has real benefits for educators by reducing work related stress.
• When a challenging behaviour overwhelms an educator, the educator should work together with families and other staff to identify children’s unmet needs and work to resolve these needs.
· Good points Pari
Erik Erikson’s psychosocial theory:
Erik Erikson built upon Sigmund Freud’s work. He identified eight separate stages across the lifespan. He believed that in each stage we face a crisis that needs to be resolved in order for us to develop socially and emotionally. Each stage has a positive or negative outcome, though we tend not to be at either end of the spectrum. The outcome of the stage is determined by our environment, and the care giving strategies or experiences to which we are exposed.
Pari you have the right information although has been copied from the Aussie childcare network.
Please review and complete
https://aussiechildcarenetwork.com.au/forum/diploma-assignments/theories-relating-to-learning-and-development-6549
Relevance to the role of the educator:
Erikson's influence is seen in preschool through the initiative stage (three). It is the exertion of independence that identifies this stage. The goal of ECE is to help children find their independence apart from parents. They begin to discover themselves and assert their new found abilities. The challenge of this stage is to maintain a zest for activity and at the same time understand that not every impulse can be acted on. Teachers and parents must tread a fine line, providing supervision without interference. Much of this discovery is made through role playing. The children need to pretend to be others in order to find their own independence and identity. The following are suggestions for encouraging initiative in the preschool child.
1. Encourage children to make and to act on choices, such as allowing free choice time when the children can select an activity or game.
2. Encourage make-believe with a wide variety of roles by having costumes and props available in the classroom. Monitor the children's play to be sure no one monopolizes the role of teacher, Mommy, Daddy or other heroes.
3. Be tolerant of accidents and mistakes, especially when children are attempting to do something on their own.
Pari please review your answer here as parts of this is not your own thoughts – when you complete this make sure you focus on providing a sense of belonging and connection for children.
Please complete
Bandura’s social learning theory, (Bandura, 1977):
Social learning theory, proposed by Albert Bandura, emphasizes the importance of observing, modelling, and imitating the behaviors, attitudes, and emotional reactions of others. Social learning theory considers how both environmental and cognitive factors interact to influence human learning and behavior.
· Good
Relevance to the role of the educator:
Social Learning Theory bridges the gap between ‘traditional learning theory’ and cognitive learning. It involves looking at how cognitive learning, which is learning by doing , processing and experiencing, influences how we learn. Bandura believes that we are constantly learning and actively processing information, whilst thinking about the consequences.
For example, in order for observational learning to work, individuals must be using their cognitive ability to process information. Observational learning therefore, can only work when engaging cognitive factors, which produce an outcome. This means that observational learning isn’t copied from the ‘model’ instinctively, the individual produces thoughts based on what they are watching, and generates an outcome as a result. This outcome is either copying this behaviour or choosing not to.
 
Bandura’s Social Learning Theory examines how behaviour is imitated by others, especially children. The importance of Social Learning Theory can unveil new methods of teaching. This can be looking at how children copy behaviour, identification, and implementing this learning-by-doing strategy. Cognition is an important factor in Social Learning Theory, which looks at how the brain responds to activity, whilst making a judgement. The individual can choose whether to copy the actions of the ‘model,’ or ignore it.
Please review your answer to make sure it is written in your own words – focus on how this theory relates to educators and the importance of role modelling, positive reinforcement, opportunities for independence.
Please complete
c. Response to brain research and attachment theory paragraph i, ii & iii:
Attachment and early brain development – neuroprotective interventions in infant–caregiver therapy
Louise Newman, Carmel Sivaratnam & Angela Komiti
Infancy is a critical developmental period involving establishment of the neurological underpinnings of psychological, affective and relational functioning. The integration of findings from developmental and attachment theories and neurodevelopment has contributed to greater understanding of the significance of early relationships and the developmental impact of interactional disturbance. This paper provides an overview of this framework and the implications for infant–caregiver interventions in high-risk dyads.
Infancy, specifically the period between 0 and 3 years of age, is increasingly being conceptualised as a time of rapid and significant brain growth, facilitating the development of core neurodevelopmental capacities underlying later psychological and emotional wellbeing (1). Environmental influences in infancy, particularly the quality of the caregiver–infant relationship and emotional interactions within this context, have been purported to shape neurological, psychological and social development and have potential long-term effects on psychological and emotional functioning (2).
The infant brain develops within an interpersonal context, where structural and functional networks are shaped by the nature and quality of early caregiver–infant interactions. This ‘experience-dependent’ nature of brain development has consistently been illustrated in studies of groups of children who were exposed to early aberrant, caregiving environments. For instance, early disruptions to early caregiver–child relationships have been found to result in alterations of particular brain regions implicated in emotional regulation (3, 4).
Psychoanalytic developmental theories and attachment theory as described initially by Bowlby (5–7) have long stressed the significance of the infant's relationship with the primary caregiver for ongoing development. Some accounts indeed argue that experiences in infancy are determinant of adult personality and psychosocial functioning, minimising both the role of biological disposition and that of later experience. The question of infant determinacy has been widely debated without resolution with some authors (8) arguing that innate factors, such as temperament, are much more influential than environmental factors in shaping adult personality. Polarised views, ranging from the social determinist to the biological determinist, have presented simplistic models of infant development.
https://www.tandfonline.com/doi/full/10.3402/tdp.v3.28647
Pari I can see that you hav eprovided the reference although this is not your work and it is not answering the question. It is great that you are considering referencing your work although this is to acknowledge what articles you have read – rather than copying this information directly. It is important to show your developing knowledge by answering these in your own words. It might be easier to break this task down – I have included the questions you need to answer below and where to locate this information.
d) In table c) write a paragraph explaining the following;
iv. What current research says about brain development
v. An explanation of the terms “critical periods, sensitive periods and plasticity” in relation to brain research.
vi. An explanation of the link between Attachment Theory and Brain Development.
(250 – 300 words).
Please answer each of the above questions – it is fine it you leave the questions in to guide your answers and make sure you are specifically addressing each question. You will find the information about brain development in CHCECE017 and in Topic 1: Holistic Child Development 
Please complete – each question
References
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Bibliography:
We recommend that you use the APA style.
Task 3 – Core Principles of Child Development
Brief:
Research and analyse information from at least two (2) credible sources to address the following:
a) In table a) below;
i. Identify and summarise the core principles of child development and associated developmental tasks
ii. Provide an outline of the five developmental domain areas
iii. Describe the link between all areas of development.
XXXXXXXXXXwords)
b) In table b) below;
i. Explain the term ‘holistic approach’.
ii. Discuss how holistic practice supports the link between developmental domains?
(200 words)
c) In table c) below;
i. Identify, and describe the contextual factors that influence children’s emotional and psychological development
ii. Explain why it is important to understand this concept as an educator.
(200 words)
d) In table d) below;
i. Define self-identity and self-esteem
ii. Describe the factors that enhance their development
iii. Explain why it is important to understand this concept as an educator.
(200 words)
Research and findings:
Table a)
i. Identify and summarise the core principles of child development and associated developmental tasks

Identify and summarise the core principles of child development and associated developmental tasks
There are three basic principles of child development:
1- Development starts from the head and works down the
Body.
2 -All development happens in the same order, but can occur at different rates
3 -All areas of development are linked together.
You have made a good start here – if you could provide more detail about the basic principles – the information below is not relaly related to the basic principles?
Please complete
As an educator, we must support children’ s needs. different age groups
but these are then made specific to each individual.
For example:
0-3years old children, we must support a comfortable, safe, secure environment. good quality care routines; close and loving relationships; inclusion and equal access; communication; opportunity to play.
4-7years old children, we must support safe, secure and encouraging environment. close and consistent relationships. age-appropriate activities, materials and experiences. As Some specific children helps us teach and care for each child as an individual. By continually observing children’s play and interaction with the physical environment and others, we learn about each child’s interests, abilities, and developmental progress.
As an educator, we need to know the children’ s families and know the values, expectations, and factors that shape their lives at home and in their communities. This background information helps us provide meaningful, relevant, and respectful learning experiences for each child and have a good communication with the family.
ii. The five Developmental domains
· Gross Motor Skills:
The gross motor skills of a preschool child include being able to go up a staircase with alternate steps-- that is putting one foot on each step as he climbs up, instead of both feet on one step, throw and catch a ball, hop, climb and skip, pedal a bicycle and jump over low obstacles. To perform gross motor skills, a child uses his large muscles.
· Fine Motor Skills:
These skills involve the use of a child’s smaller muscles such as his fingers or hands.
The pre-schooler should be able to hold a crayon and draw circles, squares and triangles. He should also have the ability to button and zip or unzip his clothes.
· Cognitive Development:
Cognitive development, or intellectual development, involves a child’s ability solve problems, learn, reason and think. The pre-schooler can participate in conversations and begins to develop his reasoning skills. He also knows his age and address, can identify the heavier of two objects and can name the days of the week. At this age, a child can tell a story with a beginning, middle and end. He also knows the names of different shapes. Pre-schoolers may not be able to differentiate reality from fantasy.
· Social and Emotional Development:
A child’s ability to control her emotions, interact with others and help herself is an indicator of his social and emotional development. A pre-schooler can follow simple rules during games, she may approach other children and begin to play with them and enjoys playing make-believe games. According to the American Academy of Paediatrics, pre-schoolers between the age of four- and five-years old show increased self-confidence and independence and may visit a next-door neighbour alone.
· Speech and Language Development: child’s speech and language development refer to her ability to not only understand language when spoken to but also to use language for communication.
The pre-schooler uses a minimum of 250 words, can say three-word sentences and understands plurals. She is also inquisitive and asks lots of questions, knows the names of different colours and can recite familiar songs, poems or stories from memory.
Pari I would like you to review your answer to the developmental domains to make sure they are written in your own words – you have the correct information – now summarise and show your developing knowledge in your answer.
Please complete
ii. Describe The link between all areas of development.
One of the most significant influences on development is health. Good health means improved quality of life and the opportunity to achieve development potential. Ill health may impact on physical, social, emotional and intellectual development. In children, ill health may affect the growth of the brain, bones, muscles and organs, particularly if the illness leads to malnutrition. This could also contribute to poor motor development, impaired learning and delayed sexual development. Continued ill health may also affect social development. i.e. interacting with others – learning new skills, knowledge, behaviour, poor motor skills (lack of acceptance into social group). Different types of development are therefore interrelated and do not occur in isolation. Growth and development of the brain (physical development) leads to changes in mental abilities (intellectual development) like reasoning, memory and language skills. These abilities allow the child to make better personal and social adjustment. (social development)Speech means a child can explain and satisfy its wants (emotional development) This also has a direct impact on academic achievement (intellectual development).
All areas of development and learning, physical, mental, social and emotional are important, and are closely connected. Children’s development and learning in one area influence and are influenced by what takes place in other areas. All areas of development and learning are essential to children’s lives and to their future success as members of society. Physical changes largely drive the process, as our cognitive abilities advance and decline in response to the brain’s growth in childhood and reduced function in old age. Psychosocial development is also significantly influenced by physical growth, as our changing body and brain, together with our environment, shape our identity and our relationships with other people.
Throughout child hood physical development starts with learning to crawl, walk, and use the hands and feet efficiently as they do this the child acquires various skills such as - Motor Skills Which require co-ordination between brain and muscles. Gross Motor skills Use the large muscles of the arms, legs, hips and back. Fine Motor skills involve the co-ordination of the smaller muscles of the hands and fingers for pointing, drawing, doing up buttons, writing etc.
Social-emotional development provides the foundation for how we feel about ourselves and how we experience others. For example, a child's ability to learn new information is influenced by his ability to interact appropriately with others and his ability to control his immediate impulses. Emotional, cognitive, social, and physical development are interrelated and influence each other.
Cognitive development refers to growth in a range of thinking and learning skills, including language, attention, planning, problem-solving and memory.
Physical development influences both cognitive development and social-emotional development. Cognitive development is influenced by physical development because the brain and motor skills naturally affect the development of thought patterns. Motor/Physical, Cognitive, Emotional/social, Self Help and Psychological. Different developmental domains can overlap or link with each other for example if a group of children were navigating through an obstacle course this would be a physical and social as they are using gross motor skills while doing it in groups.
Social-emotional development is also impacted by physical development. Physical development and pay supports emotional development by providing a way to express and cope with feelings.
You have provided a very detailed resonse here and see that you are touching on the key points about how each area is interrelated and connected. Can you please review your complete answer here Pari to ensure that it is all written in your own word.
Please complete

i. Explain the term ‘holistic approach’.
A holistic approach means to provide support that looks at the whole person, not just their mental health needs. The support should also consider their physical, emotional, social and spiritual wellbeing. ... A holistic approach focusses on a person's wellness and not just their illness or condition.
The definition of holistic is relating to the idea that things should be studied as a whole and not just as a sum of their parts. An example of holistic is health care that focuses on the health of the entire body and mind and not just parts of the body.
Holistic approaches to child development and learning recognise the connectedness of mind, body and spirit. When early learning and childcare workers take a holistic approach, they pay attention to children's physical, personal, social, emotional and spiritual wellbeing, as well as cognitive aspects of learning. Cognitive development affects social-emotional development because the ability to think and reason will affect a person's ability to understand feelings and emotions. It will also impact a human's ability to understand themselves and others.
There is a strong link between the physical, social-emotional and Cognitive developmental areas, they are presented as separate areas but together they make up the skills, knowledge and experiences appropriate for babies and children as they grow, learn and develop.
You are on the right track - now please review your answer and write this in your own words.
Please complete
https://www.omniverse-plastikos.com/top/what-is-holistic.html
ii. Discuss how holistic practice supports the link between developmental domains?
My Respond: Holistic approaches ensure that children's learning is interconnected and supports growth across all domains: cognitive, physical, social, emotional, linguistic and spiritual. ... Making holistic curriculum decisions related to road safety education requires educators to consider multiple aspects of children's learning.
To support holistic development we can :
· Ask open-ended questions
Learning is experimental.  By asking open-ended questions, you are allowing children to think for themselves, and explore their thoughts with cognitive thinking rather than a simple ‘yes’ or ‘no’ answer. Let them explore their train of thought and see how their thinking develops.
· Build Strong and Trusting Relationships
Children engage and communicate better when they can connect with people they trust. By building a strong relationship with a child, you are creating a strong and safe community and improving connections between children, parents and other educators. Teacher Aides, in particular, are great for connecting with children individually and developing strong and nurturing relationships, especially children with special needs.
· Identify the Child’s Interests
Understanding an individual children’s interests and understanding what motivates them will help guide children to discover their identity and purpose in life through their connections to the natural world and spiritual values. By identifying children’s interests, you can take a small idea and expand on it by broadening its learning opportunities.
For example: A child loves planes. A great early childhood educator will take that opportunity to expand this child’s learning by researching into planes. How planes are made, how many different types of planes there are, why we use planes, when were planes invented, and the list goes on! Take a child’s passion and turn it into a learning opportunity!
· Create an engaging and inviting environment
Create a comfortable and safe environment for children to connect and be themselves in.  Make it inviting with the use of colour, child-friendly furniture, interest corners, and areas for individuals, small groups, and space for creative play.
Supporting children as they learn at their own pace is important for their early childhood development and we should encourage and take every opportunity to explore their interests in a comfortable, natural environment. The holistic development approach is becoming more recognised throughout early childhood development and a ‘hands-on’ approach for teachers, teacher aides, and early childhood educators.
Pari I can see that you are researching these topics well and identifying some useful websites although I am unable to mark this as your own answer as it has been significantly copied from the website below. Please review your answer and complete in your own words.
https://www.foundationeducation.edu.au/articles/2018/03/support-holistic-development-children-early-childhood-education
Please complete
i. Identify, and describe the contextual factors which influence children’s emotional and psychological development
Social development: provides the foundation for how we feel about ourselves and how we experience others. This foundation begins the day we are born and continues to develop throughout our life span. The greatest influence on a child’s social-emotional development is the quality of the relationships that he develops with his primary caregivers. Positive and nurturing early experiences and relationships have a significant impact on a child’s social-emotional development. They also influence how the young child’s brain develops. An enduring one that develops during the first few years of the child’s life. It is built upon repeated interactions between the infant and the primary caregiver. These interactions mainly involve attempts by the infant to achieve physical and emotional closeness and the caregiver’s responses to these attempts. They have a lasting influence on how the child feels about himself, how he thinks and interacts with his world, and what he comes to expect from others.
psychology developmental: The primary theory of psychosocial development was created by Erik Erikson, a German developmental psychologist. Erikson divided the process of psychological and social development into eight stages that correspond to the stages of physical development. At each stage, according to Erikson, the individual faces a psychological conflict that must be resolved in order to progress developmentally. Moving from infancy to old age, these conflicts are trust versus mistrust, autonomy versus shame and doubt, initiative versus guilt, industry versus inferiority, identity versus role diffusion, intimacy versus isolation, generativity—that is, creativity and productivity—versus stagnation, and ego integrity versus despair.
Contextual Factors are a range of factors that can influence health, safety, wellbeing and physical activity participation. These factors include, but are not limited to, personal, social, cultural, economic and political factors that exist in differing ways and have varying impacts across population groups.
This is not yet correct Pari – I believe you are trying to fit information you are researching into your answers. Consider factors in a child’s life that could impact their emotional development – for example, financial resources in the home and family environment would significant impact a child.
Please complete – and ensure it is written in your own words.
ii. Explain why it is important to understand this concept as an educator.
fochildren, there is a need to understand how the context that a child grows in and the cumulative risk associated w
My Respond: To ensure healthy and optimal development for all children, there is a need to understand how the context that a child grows in and the cumulative risk associated with that specific context shape the odds for thriving.
Educators should anticipate children’s needs based on these attributes. For example, younger children may not be able to pay attention to activities as long as older children can.
Contextual planning for individual children attributes may include modifications to the length and variety of activities the educator plans. Another example of planning for individual contexts comes in the form of anticipating the needs of children of different cultures when choosing an activity. Some cultures value teamwork over competitiveness, so an educator with a less-competitive class would not use winning to incentivize her plans. Educators should keep in mind contextual factors about the room and childcare environment. Contextual factors from the room environment include the dimensions of the physical space, its layout and the available equipment.
Pari – this is not yet correct. Please consider why it is important to understand the child’s home, family and culture and some of the environmental influences and how this can impact a child’s emotional development – how can an educator support and adapt their practices to meet the child’s needs?
Please completer respect ourselves.
Table d)
i. Define self-identity and self-esteem.
Self-identity is how you identify and define yourself. It is your perception of specific and selective traits, qualities, abilities, and characteristics that represent you. As an individual, you have numerous physical attributes, internal characteristics, social roles, and external connections which make up your personal identity.
Your self-identity is a combination of personality traits, abilities, physical attributes, interests, hobbies, and/or social roles from your personal identity that you specifically selected to identify yourself.
Your personal identity is a composite of all your personality traits, beliefs, values, physical attributes, abilities, aspirations, and other identifiers that make you who you are. It is larger and more encompassing than your self-identity. Your self-identity is just your perspective of your personal identity. You may not perceive or value some of the traits that make up your personal identity, so you do not incorporate them as part of your self-identity. Simply put, personal identity is who you are, while self-identity is who you see or define yourself to be. Your sense of identity has to do with who you think you are and how you perceive yourself. It’s about how you define yourself.
Self-esteem is how you value yourself. It has to do with your sense of self-worth and is often based on comparisons with others. Self esteem is the feeling of confidence in ones own abilities, appearance and personality. A child with high self esteem will generally want to attempt new play activities and will be satisfied through their participation in play and they will enjoy a strong sense of identity as they feel they are valued and hold and important role in the lives of people that mean a lot to them.
You have the right information – now you need to write your answer in your own words Pari.
Please complete
https://destinysodyssey.com/personal-development/self-development-2/self-concepts-self-constructs/self-identity/
ii. Describe the factors that enhance their development
A child with low self-esteem will be generally less enthusiastic about new play activities, sometimes even trying to avoid them and feel frustration if challenges in play are presented. They may feel that they do not really fit into the lives of people that mean a lot to them and may even feel that their needs are not important or that others are interested in seeing them succeed.
These feelings are learnt through experience. Children who are encouraged, supported and given opportunities to play and be independent lean and feel confident. On the other hand, children that are continuously questioned, overshadowed and given limited opportunities to be independent and play receive messages that they are incapable and they will have little confidence in their abilities due to this.
Why is self esteem important?
There is in every culture a basic level of self-esteem that is needed in our family or culture.
•Self-esteem helps people to feel that they can develop their own skills and contribute to their community.
•It gives you the confidence to have a go at something new, and helps you build resilience to overcome setbacks.
•Research suggests that when people have low self-esteem they don't feel confident about doing things for themselves or using their abilities and talents in the best way they can.
•Low self-esteem is also likely to be linked to worse health outcomes such as stress, coronary heart disease and an increase in anti-social behaviours.
•It is important to help develop children's self-esteem from the time they are born to give them a good foundation for health later in adult life. Children of all cultures need to have a place in the family and need to know they are loved because of the special people they are.
Cultural differences
It is important to recognise that some people in some cultures believe that feeling good about your group or community is important, while feeling good about yourself as an individual is not as valued. In some cultures, it is common practice for parents not to praise their child for fear it will create a self-satisfaction that will prevent the child from trying harder.
In some cultures praise is also avoided to prevent a child from becoming 'boastful'. However, having personal confidence and self-esteem does not mean giving up these cultural values, but it can add to them. Children when they feel good usually try harder than those who don't.
Strategies to enhance self esteem through play by:
•Having children measure their own achievements
•Rotate games so that the highly skilled children are not always central
•Be realistic in your expectations of the child, don't set them too high or too low
•Using scaffolding techniques to support challenging experiences
•Encourage children to reward themselves.
•Be a good role model
•Celebrate difference & uniqueness in general - do this from a young age
•Positive affirmations - I think, I am. Encourage & reward positive self talk
•Point out positive associated with ASD not just negatives
•Positive scrapbook celebrating achievements
Pari – you are o the right track although some of this information is not relevant to this question. Consider yourself as an educator – what would you do to support a child’s self-esteem and identify?
Please complete and write in your own words
iii. Explain why it is important to understand this concept as an educator
To understand and respect others we must understand and respect ourselves.
Teacher's identity does affect the room environment because the educators sets the tone and culture of the room based on her values, attitudes and belief system. In their early years, children are just beginning to develop an identity of their own, and to recognize that they are individuals separate from others. You may notice this as children shift from referring to themselves in the third person to the use of the pronoun. It is vital that educators nurture this emerging sense of self-identity. Yet it is equally important to nurture a child’s sense of belonging in the group by creating a welcoming environment that respects diversity and celebrates differences between and among individuals and groups, you can help children develop self-confidence, self-esteem, a sense of belonging, a positive social identity, and interpersonal skills. In my opinion, the teacher identity is essential in the environment achieved in room. I think you can achieve that children understand a difficult concept with a deep knowledge of it to address their doubts, but also with a personality to forward them to their ability to understand. Wonders is achieved by transmitting the power they have to learn. A positive and constructive identity does wonders in a mind that wants to learn.
Pari if you could focus on your role in supporting a child’s self-esteem and identify and how this leads to learning and development – please make sure this is written in your own words.
http://resourcesforearlylearning.org/educators/module/20/12/54/
Please complete
https://www.eccm.org/blog/understanding-the-five-domains-of-early-childhood-development
https://www.acecqa.gov.au/sites/default/files/2018-02/DevelopmentalMilestonesEYLFandNQS.pdf
Bibliography:
We recommend that you use the APA style.
Task 4 – Monitor children’s learning and development
Brief:
Research and analyse information from at least two (2) credible sources to address the following:
a) In table a) below describe the process of monitoring and assessing children’s holistic development, learning and wellbeing you must
i. Explain why we assess and monitor children’s learning and development.
ii. Explain what informs and guides this process
iii. Describe how we ensure that information and observations are gathered and used to inform planning for all children
iv. Explain inclusive assessment practices
v. Describe the role of summative assessment in this process
(300 words)
b) In table b) below describe how will an educator collaborate with families and colleagues to support children’s learning? (50 words)
c) In table c) below describe a process to reflect on and improve your own practices as you monitor children’s learning and development. (200 words)
Research and findings:
Table a)
i. Explain why we assess and monitor children’s learning and development
Assessment can provide a record of growth in all developmental areas: cognitive, physical/motor, language, social-emotional, and approaches to learning. Identify children who may need additional support and determine if there is a need for intervention or support services.
Assessment provides educators, parents, and families with critical information about a child’s development and growth. Assessment can:
· Provide a record of growth in all developmental areas: cognitive, physical/motor, language, social-emotional, and approaches to learning.
· Identify children who may need additional support and determine if there is a need for intervention or support services.
· Help educators plan individualized instruction for a child or for a group of children that are at the same stage of development. 
· Identify the strengths and weaknesses within a program and information on how well the program meets the goals and needs of the children.
· Provide a common ground between educators and parents or families to use in collaborating on a strategy to support their child.
Assessment and monitoring provide information you can use to plan and provide appropriate experiences to foster each child's motor skills and fundamental movement skills, challenge their physical skills and abilities, and promote physical fitness.
We observe children's play for a number of reasons. To understand what individual children know and can do. To understand what individual children are interested in and how they learn best so that we can support their learning and development effectively. To support overall planning and provision.
Pari you have the right information – now please review and write in your own words.
Please complete
http://resourcesforearlylearning.org/fm/early-childhood-assessment/
ii. Explain what informs and guides this process
· EYLF
Programming and Planning is reflected and supported by the Early Years Learning Framework (EYLF). All educators within early childhood, should use the EYLF to guide their decisions to interpret and assess children’s learning and development.
· National Quality Standard
NQS – Quality Area 1: Educational Program and Practice
This quality area of the National Quality Standard focuses on an educational program and practice that engages, stimulates and enhances children’s learning and development.
· Element 1.2.3: Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluating children’s learning.
· Element 1.2.4: Critical reflection and evaluation of children’s learning and development, both as individuals and in groups, is used as a primary source of information for planning and to improve the effectiveness of the program and teaching strategies.
· Policies and Procedures: ACECQA Procedures Policy and Procedure
https://www.acecqa.gov.au
· Good
iii. Describe how we ensure that information and observations are gathered and used to inform planning for all children
I need to use the observations I have collected
to provide the best outcomes for children. If I need to discuss information with others, I must follow all guidelines for doing so and discuss the information with appropriate people.
My observations will also influence the service program. My program is influenced by the records gathered about each child, as well as by your pedagogy (professional practice). I can use the information gathered to provide appropriate experiences, routines and interactions that reflect the interests and needs
of individual children and the group. This recorded information also ensures quality program planning and educator interactions for children.
Discussing information, by involving relevant people in discussions about My program, I can make it richer and more dynamic,
as discussions may generate fresh ideas for activities and experiences. I will also feel supported as
others offer their ideas, participate in preparation and implementation, and contribute to evaluations. I will always maintain confidentiality in my discussions.
Relevant people to involve in these discussions can be: Parents, members of the child’s extended family, such as grandparents and other relatives, other educators, carers, education providers, such as preschool teachers and etc.
To maintain confidentiality, I must never leave any documentation where others can access it, such as on benchtops, in staff rooms or in my car. It must be stored appropriately; as, in a lockable filing cabinet, where access is restricted to authorised people.
The information I gather, record and work with must be available to parents at their request, and their permission must be obtained before any records or information is shared with any person outside your service.
Relationships grow through respect and trust. Making and sharing judgments
with others not only breaches confidentiality, but is also unprofessional and may compromise my relationship with families and children.
· Good Pari
iv. Explain inclusive assessment practices
Inclusivity is a very important factor in assessment design as fair assessment must reflect the needs of a diverse student body.
Inclusive practice means:
· Ensuring that an assessment strategy includes a range of assessment formats
· Ensuring assessment methods are culturally inclusive
· Considering religious observances when setting deadlines
· Considering school holidays and the impact on children with childcare responsibilities when setting deadlines
· Considering children' previous educational background and providing support for unfamiliar activities e.g., for some children unused to group work
· Considering the needs of children with disabilities - our guide on making assessments accessible can help with this
Most people are well aware of the need to consider children with disabilities but may give less consideration to cultural, religious and domestic factors.
· Consider Development Milestones:
Developmental milestones are behaviors or physical skills seen in infants and children as they grow and develop. Rolling over, crawling, walking, and talking are all considered milestones. The milestones are different for each age range. There is a normal range in which a child may reach each milestone.
· Age appropriate expectations:
Age appropriate expectations are important to avoid frustration and hurt feelings from both parties. Having too high expectations for a child's developmental stage sets him up for situations where he will not be able to succeed, and his emotional growth and self-esteem can suffer.
· Talking to parents
Talking things over with a parent can help you feel less stressed. Together, you can think of ways to cope, solve the problem, and feel better. Just knowing your parent understands and cares about what you're going through can reduce your stress a lot.
· Monitor development as for other children, in more details:
Developmental screening is a more formal process that uses a validated screening tool at specific ages to determine if a child's development is on track or whether he or she needs to be referred for further evaluation. Both developmental monitoring and developmental screening should be done for all young children; however, this course focuses on the easy and important practice of developmental monitoring. If you already conduct developmental screening in your program, you will find out ways to encourage families to monitor their child’s development and how to communicate with families about the development of children in your care.
Pari the beginning section of your answer is relevant here – about how you use inclusive principles when recording information about children -please now review and write in your own words.
Please complete
v. Describe the role of summative assessment in this process
Summative Assessment brings together information on what the child knows, understands and can do. We analyse this information; you tell a story and give an overview of a child's progress so far.
Summative Assessment is “the documentation you collect such as photos, jottings, observations, learning stories, work samples, parent input and more are used as evidence. We sum up all the documentation we have gathered through a variety of different sources, by asking how does it all fit together and how does it link to the learning outcomes. Basically, we are providing an overview of all the documentation you have collected to show a cycle of planning, reflecting and evaluating and how the child's progresses over time. For developing a summative assessment, we have a few options:
· We can use a template and write details under each learning outcome
· write a story to the child and their family which explains their achievements and what they have demonstrated develop time.
· create individual portfolios
· write a summary of learning in a learning journal for each child that they can share with their families. For writing a summative assessment it should:
· emphasise children’s strengths and make their learning visible
· draw on the family’s knowledge about their child so that the documentation
· reflects the child’s life at home as we as at the service
· be free from bias
· be written in clear, easy-to-understand
· language that makes sense to families
· reflect knowledge of the child’s social or cultural background
· occur systematically and regularly so that, over time, educators gain a complete picture of each child’s
· progress in relation to the Learning Outcomes
To complete a summative assessment, we need to plan to support further learning. This can be identified when there are gaps of information in relation to a particular learning outcome. This enables you to look for further examples and which learning outcomes to highlight and focus on during planning in the future.
This is the right information – now Pari you need to review and write in your own words.
Please complete
Table b)
b) How will an educator collaborate with colleagues and families to support children’s learning?
· Parents information Evening:
We will provide a Parents Information Evening, and it’s a opportunity for them to meet their child educators and get to know what we are all about. And will provide a friendly environment for them to be comfortable to ask us any question about our program and routines and also will explain about story park.
· Orientation:
Parents are encouraged to help their child’s transition by taking the child to visit the Centre a few times prior to leaving them. The orientation procedure provides an opportunity to build the foundations for an ongoing partnership between the family and the team. Effective orientation processes are very important as this time is used for families and childcare professionals to ask questions and share important information about the child, family and the child care service.
· Parent Communication Log Overview:
The Parent Communication Log template is to help educators keep track of the ongoing communication between Parents.
It enables you to record the details and the outcome of any issues, concerns etc. that may have been communicated between you and a parent within your service. This will help you to keep track and to remember for future reference.
· Storypark
Storypark is an easy-to-use private online service that helps teachers, parents and families work together to record, share and extend children’s learning. They can capture a child's development by posting photos, videos, stories, moments, notes and responses. We will explain to them how they can use storypark.
· Family picture
To help the children settle and feel a sense of belonging and community we ask that families bring in a family photo for us to display in the room. We often see and hear the children point out their family to their friends and talk about their home with each other. This is also a great tool to help your child in the event they're a bit sad or missing you. and we always saying to them “If you have any questions please don't hesitate to ask either here in the comments or in person during drop off or pick up!”
Pari you have identified some ways to communicate where as this question is asking about collaboration – with both families and staff. Yes story park would be useful here – can you consider other ways to do this and also include colleagues in your answer.
Please complete
Table c)
c) Describe a process to reflect on and improve your own practices as you monitor children’s learning and development
· We will provide a room meeting per week with room leader about my progress and observing and after she accept my observation, I will tell her about my program for follow up, and if she has better idea, we will figure it out together.
· Centre manager feedback on practice is really important to me to focus on my weakness and try to change it to the strength
· In stuff meeting I should have contributions and make sure to understand the topics correctly and try to share my idea in the meeting with other colleague and centre manager and after discussion to find better way, I should putt ideas into practice and then implement in our program, in the room.
· Discuss and think deeply about a concern
· Respected families ideas and contributions (Creating a culture of respectful and responsive relationships with children and families can be demanding and requires a system in place that challenges both management and staff to look at everyday practice and reflect critically on it, without creating defensiveness or a culture of blame)
· Encouraged an inclusive environment within the centre (In order to make positive changes in learning environments, professionals need to deepen their understanding of their own and others’ value base. For this to happen, some type of formal guidance and structure should be in place. Reflection also needs to be embedded as part of normal day to day practices.)
· Reflective practice and critically reflective practice are features of high-quality learning environments. Reflective practice allows us to develop a critical understanding of their own practice, and continually develop the necessary skills, knowledge and approaches to achieve the best outcomes for children.
You are on the right track – if you could focus on reflection, professional development, increasing your knowledge etc in your answer.
Please complete
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-1-educational-program-and-practice
https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Bibliography:
We recommend that you use the APA style.
This Evidence Guide will be completed by the assessor when marking your assessment. 
vidence guide
Tasks 1-4
Course
CHC50113 Diploma of Early Childhood Education and Care
Unit
Inform Learning and Holistic Development Cluster
Task
Knowledge Assessment
Student Name

Student Number

Essential skills & knowledge
S
U
Assessor comments
The student identified one key point from the:
· National regulations
· NQS
· Approved learning framework
That is relevant to fostering and monitoring the holistic development and wellbeing of children
(Task 1 a (i))
☐☐
The student discussed the relevance of each point from the regulations, NQS and approved learning framework to monitoring children’s learning and development
(Task 1 a (ii))
☐☐
The student described one organisational standard to support and guide educators when fostering the holistic development and wellbeing of children; and gathering, analysing and using information about children to inform learning
(Task 1b)
☐☐
The student correctly explained the terminology for:
· Observation and inclusion principles
· Confidentiality requirements
· Code of ethics
· Collaborative planning techniques
· Summative assessments
· Relationships with children
And identified policy/procedure to support each of these areas
(Task 1c)
☐☐
The student correctly identified the relevant theorists
(Task 2 a (i))
☐☐
The student correctly summarised the overarching theoretical perspectives
(Task 2 a (ii))
☐☐
The student explained how the theory or perspective informs pedagogical practice in relation to teaching, learning and assessment.
(Task 2 a (iii)
☐☐
The student
i. summarised two emotional and psychological development theories; and
ii. described how these theories apply to the role of an educator
(Task 2 b)
☐☐
The student correct explained What current research say about brain development
(Task 2 c (i))
☐☐
The student explained
· critical periods,
· sensitive periods and
· plasticity
in relation to brain research
(Task 2 c (ii))
☐☐
The student explained the link between Attachment Theory and Brain Development
(Task 2 c (iii))
☐☐
The student summarised the core principles of child development and associated developmental tasks
(Task 3 a (i))
☐☐
The student outlined the five developmental domain areas
(Task 3 a (ii))
☐☐
The student described the link between all areas of development
(Task 3 a (iii))
☐☐
The student explained the term ‘holistic approach’
(Task 3 b (i))
☐☐
The student discussed how holistic practice supports the link between developmental domains
(Task 3 b (ii))
☐☐
The student:
i. described the contextual factors that influence children’s emotional and psychological development; and
ii. explained why it is important educators understand this concept
(Task 3 c)
☐☐
The student:
i. defined identity and self-esteem
ii. Described the factors that enhance their development
iii. explained why it is important educators understand this concept
(Task 3 d)
☐☐
The student explains why educators assess and monitor children’s learning and development
(Task 4 a (i))
☐☐
The student explained what informs and guides child learning and development assessments
(Task 4 a (ii))
☐☐
The student described how educators ensure that information and observations are gathered and used to inform planning for all children
(Task 4 a (iii))
☐☐
The student correctly explained inclusive assessment practices
(Task 4 a (iv))
☐☐
The student described the role of summative assessment
(Task 4 a (v))
☐☐
The student described how an educator can collaborate with families and colleagues to support children’s learning
(Task 4 b)
☐☐
The student described a process to reflect on and improve their own practices as they monitor children’s learning and development
(Task 4 c)
☐☐
Assessment Feedback
Assessment outcome
☐ Satisfactory
☐ Unsatisfactory
Assessor feedback
☐ Was a reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments:
Assessor name and date:
Resubmission Feedback (if required)
Assessment outcome
☐ Satisfactory
☐ Unsatisfactory
Assessor feedback
☐ Was a reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments:
Assessor name and date:
Answered 4 days AfterMay 16, 2021CHC50113

Solution

Dr. Vidhya Bhushan answered on May 20 2021
17 Votes

Cl_ILHD_AE_Kn_1of2
Clustered Knowledge Assessment 1 of 2
Criteria
Overall feedback – not yet satisfactory/please resubmit
To complete – all questions highlighted in yellow.
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