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 challenging 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 9715 8817 or at
[email protected] 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
CHC50113 - Diploma of Early Childhood Education and Care (4)
Student details
Student number
Student name
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© 2019 TAFE NSW, Sydney
RTO Provider Number 90003 | CRICOS Provider Code: 00591E
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: 20 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 partand 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. (2012). Programming & planning in early childhood settings (5th ed.). South Melbourne, Vic.: Cengage Learning Australia. (Any edition applicable)
David, T., Goouch, K., & Powell, S. (2015). Postmodernist 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. (2009). Belonging, 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. (2017). Birth to big school. Cengage Learning: Melbourne, Australia
Kearns, K. (2017).Frameworks for learning and development. Cengage Learning: Melbourne, Australia
Nolan, A., &Raban-Bisby, B. (2015). Theories into practice. Australia: Teaching Solutions
Sacco, Marika Gatt (2012) Reconceptualising early childhood education: a child-appropriate practice. EdD thesis, University of Sheffield
Walker, L. (2016). The 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; (25-50words)
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.(25-50 words)
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, which encourages the children to express themselves and their opinion. This allows the children to undertake experiences that develop self-reliance and self-esteem and maintains at all times dignity and rights of each child. It gives 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/
The EYLF section 1.2.2 states that the fostering child development is one of the major factors which need to be enhanced through the creation of the positive environment.
a) ii. Response: Relevance for monitoring children’s learning and development
NQF:
Element 1.2.2– fostering the environment – 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.
NQS: Standard 1.2
Practice 1: Holistic approaches – recognising how the development of mind, body and spirit are interconnected, and educators viewing children’s learning as integrated, encouraging collaborative learning and collaborations with families and communities. Here, the applicable standard is 1.2.2.
Approved Learning Framework
https://www.legislation.nsw.gov.au/
https://www.acecqa.gov.au/
https://www.acecqa.gov.au/media/24251
In the belonging and being section of EYLF, section 1.2.2 states that the development of the atmosphere with the learning outcomes of the child is important and worthy to be applied in the context of the holistic growth of the child.
b) Organisational standards:fostering the holistic development and wellbeing of childrenand gathering, analysing and using information about children to inform learning
National Quality Standard Element 1.2.1
It states that the service philosophy of the NQS section mentioned above can be related to the development of the services that are oriented towards the cognitive growth of the child in a poistvely built environment in the care facility.
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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
The code of conduct is the process or the guideline that the educator needs to follow in the context of achieving the desired outcomes of EYLF.
· Ethical execution of work policy/procedures
The following of the EYLF and NQS norms will be applicable to carry out the ethical principles subjected to this criterion.
Collaborative planning techniques
· Observation and planning procedures
· Collaboration with families and communities policy
· Refer to NQS Standards 1.3.1 and 1.3.2 (around assessment, planning and critical reflection) (reference)
This collaboration is required to enhance the care services as well as the educational norms which have been set forward to achieve the universal goal of quality education.
Programming/Documentation policy
By programming beforehand, a prior assessment of the policies will be done in order to procure the services that the child would require in terms of having quality education.
Summative assessments
· Refer to Assessment for learning (EYLF Practice 8)
· Confidentiality policy (as this documentation is specific to individual children)
Summative assessments are the procedures that can be applied to evaluate the gaps in the goals set for the EYLF and the process that was applied to reach to the desired goals.
· Programming/Documentation policy
In order to collect the information, the overall programming method will be documented and should be examined in the light of the guidelines of the NQS as well.
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
As an educator, it is important to build that desired bond through which, sharing of the emotional care can be done. As an educator, it is significant to understand the needs and expectations of the child from the system and to fulfil them accordingly.
· Ethical/respectful relationships and interactions policy
The universal policy of the shared knowledge and beliefs will be applicable in this context.
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:
During the first half of the twentieth century, a new school of thought known as behaviourism rose to become a dominant force within psychology. Behaviourists believed that psychology needed to focus only on observable and quantifiable behaviours in order to become a more scientific discipline.
According to the behavioural perspective, all human behaviour can be described in terms of environmental influences. Some behaviourists, such as John B. Watson and B.F. Skinner, insisted that learning occurs purely through processes of association and reinforcement.
Behavioural theories of child development focus on how environmental interaction influences behaviour 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 behaviours. Development is considered a reaction to rewards, punishments, stimuli, and reinforcement.
B.F. Skinner's theory is founded on the premise that learning is a result of overt behaviour improvement. Changes in behaviour are the product of an individual's reaction to environmental events (stimuli). An answer results in a result, such as the definition of an expression, the hitting of a ball, or the solution of a math problem. The person is conditioned to respond when a specific Stimulus-Response (S-R) pattern is reinforced (rewarded). In comparison to previous models of behaviourism, operant conditioning has a distinguishing feature.
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 behavioural 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 behavioural 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 behaviour demonstration you want them to follow.-good point
Regular review. Reviews are important to behavioural 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:
Lev Vygotsky, a psychologist, proposed a seminal learning theory that has become extremely influential, especially in the field of education. Vygotsky, like Piaget, claimed that children learn best through active participation and hands-on experiences. His socio-cultural theory also proposed that higher-order roles were developed by parents, caregivers, peers, and society as a whole. Learning, according to Vygotsky, is an inherently social process. Education becomes incorporated into an individual's view of the world as a result of interactions with others. The notion of the region of proximal development was also introduced by this child development theory.
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 his concept 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 to know what a child is able to achieve through the implementation of a mediator and thus enables the Educators to help the children attain that level by themselves.
A second important aspect of Vygotsky's theory is the role of play in his theory. According to this perspective, Educators need to provide children, especially young children, many opportunities to play. Through play and imagination a child's conceptual abilities are stretched. Vygotsky argued that play leads to development. "While imitating their elders in culturally patterned activities, children generate opportunities for intellectual development. Initially, their games are recollections and re-enactments of real situations; but through the dynamics of their imagination and recognition of implicit 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:
Jurgen Habermas, a European social theorist and philosopher, is one of the most influential thinkers who has influenced the growth of critical theoretical discourses in adult education. Since Mezirow (1991) introduced many adult educators to Habermas' work, a number of critical theorists (Collins, 1991; Hart, 1992; Newman, 1999; Plumb, 1995; Welton, 1998) have been intrigued by his groundbreaking synthesis of social, psychological, and linguistic theoretical traditions. Habermas' emphasis on communicative ways of action and the development of civil society in a world beset by violence, poverty, civil strife, and destruction is a welcome relief in a world beset by violence, poverty, civil strife, and destruction.
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 rising demand have special resonance for educational managers. The causes are growing professionalization, individual criteria for lifelong learning, and a desire to stand out from the crowd through superior accreditation. Such students, of which educational managers are a significant subset, carry their real or future life experience as well as professional seniority. Furthermore, the new focus on "quality" services (including education) encourages them to think of themselves as customers. Usher & Edwards (1994, p. 187) argue that these "learners" must be recognized as "consumers" who pursue information through the "cultivation of desire," which they identify as "the engagement of the whole person with their conscious and unconscious thoughts, desires, and needs rather than just the reified, logical part of the person."
Seeking effective ways to draw on the expertise of education managers to encourage learning has been one of the challenges in management training. Boud et al. (1993) criticize the instrumentalisation of experience-based learning, which turns it into a tool for developing professional good practice and technique-driven strategies.
Post-structuralist:
Taking a...