CHCECE010

Support the holistic development of

children in early childhood
Assessment Tasks
(Learner Copy)
Student Name

Unit Date Started

Unit Date Submitted

Trainer/Assessor
Name and Signature
 CHCECE010
Support the holistic development of
children in early childhood

Student Name

Unit Submission Date

Unit Submission Date (2nd)

Unit Submission Date (3rd)

Assessor Feedback

To be returned with feedback to student after marking

Australian Careers College Pty Ltd
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CHCECE010 Support the holistic development of children in early childhood

Written by Aspire Training and Consulting Copyright © 2018
Authorised use: Australian Careers College

This book is protected by copyright and may not be reproduced or copied in part or in whole nor used for
financial gain without the express approval in writing of the owner (Australian Careers College) of the copyright
TERMS AND CONDITIONS

Submitting your evidence portfolio

You are recommended to seek the advice of your assessor when putting together your evidence portfolio
in order to confirm that you have provided sufficient evidence of competency.

You should note that your evidence portfolio must be retained by the Registered Training Organisation for
audit purposes and will not be returned to you. If you wish to keep any evidence, you should make a copy
prior to submission for assessment. You are advised to make sure you clearly label each answer and task
and complete all sections of each assessment.

If possible, you should also submit copies of any workplace documents that may be relevant to this unit of
competency. In this case you will need to gain approval to provide the copies from your employer.

Ownership and plagiarism

You are advised by accepting these terms and conditions you have declared the evidence that you submit
is your own work or the result of your own research. By signing the declaration below you acknowledge
your assessment is your own and contains no material written by another person except where due
reference is made.
Note that if you quote any source in your evidence, you must provide a reference to the source in order to
ensure that you do not breach Copyright legislation. You need to be aware that a false declaration may
lead to the withdrawal of a qualification.

Re-submission of your evidence portfolio

If your evidence meets the requirements of the unit of competency you will be assessed as Competent (C)
in this unit. If your evidence does not meet the requirements of the unit of competency you will be
assessed as Not Yet Competent (NYC). If you are assessed NYC, it is important to discuss your re-
submission with your assessor as you will be given two opportunities only to revise and re-submit your
evidence portfolio.

Declaration by Learner

I confirm that the evidence that I have presented is my own work and/or the result of my own research.
It contains no material written by another person except where I have stated the source. I am aware
that a false declaration may lead to withdrawal of a qualification.

LEARNER NAME (PLEASE PRINT) LEARNER SIGNATURE DATE

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Support the holistic development of children in early childhood – Assessments
CHCECE010 Support the holistic development of children in early childhood
PERFORMANCE CRITERIA This unit applies to people who work with children in a range of early education and care services

1. Support physical development

1.1 Use daily routines as opportunities to support children to acquire and practise skills

1.2Assist in selecting and arranging equipment that will develop fine and gross motor skills, and to challenge and encourage
choice and spontaneity in physically active play

1.3 Help to create opportunities to support the emerging physical skills of individual children

1.4Support children to take increasing responsibility for their own health and wellbeing

2. Support social development

2.1Support children to understand and accept responsibility for their own actions appropriate to their level of understanding

2.2Create opportunities for one-on-one interactions

2.3Model care, empathy and respect for children, educators and families

2.4Join in play and social experiences with other children

2.5Assist and support children when they are having difficulty understanding or communicating with each other

2.6Model language that children can use to express ideas, negotiate roles and collaborate to achieve goals

2.7Assist children to develop trusting relationships with educators and other adults

2.8Encourage children to respect and regard each other’s individual differences

2.9 Offer children play choices and respect children’s choice to watch and observe

3. Support emotional development

3.1Provide children with a range of strategies to make informed choices about their behaviours appropriate to their level of
understanding

3.2Ensure children experience pride and confidence in their achievements

3.3Provide acknowledgement and support if a child experiences frustration, and encourage children to see mistakes as an
opportunity to learn

3.4 Encourage children to express and manage feelings appropriately

3.5Support children’s efforts, assisting and encouraging as appropriate

3.6Motivate and encourage children to persevere with challenges

3.7Share children’s successes with families

4. Support cognitive development

4.1Intentionally scaffold children’s learning

4.2Provide children with a range of materials, resources, technologies and experiences to explore and problem-solve to stimulate
cognitive development

4.3Provide experiences that allow children to explore a range of concepts

5. Support communication development

5.1Value the child’s linguistic heritage and encourage the use and acquisition of home languages

5.2Select, read and tell developmentally appropriate stories

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5.3Use puppets and other props to stimulate children’s enjoyment of language and literature

5.4Model and encourage two-way communication through questions and careful listening

5.5Encourage children to explore symbols, patterns and their relationships

5.6Draw children’s attention to symbols and patterns in their environment and talk about patterns and relationships, including the
relationship between letters and sounds

5.7Create opportunities for group discussions and exchange of views between children

5.8Ask and answer questions during the reading and discussion of books or other text

5.9Model language and encourage children to express themselves through language in a range of contexts and for a range of
purposes

6. Create an environment for holistic learning and development

6.1Support and initiate inquiry processes, try new ideas and take on challenges

6.2Provide resources and materials that offer challenge, intrigue and surprise

6.3Assist to promote children’s sense of belonging and connectedness

6.4Engage children in sustained shared conversations to extend their thinking

6.5Provide the opportunity for scaffolding learning and development

6.6Assist children to see their mistakes as opportunities to learn and grow

6.7Facilitate families’ diverse contributions to the learning community

6.8Share information with colleagues about child development and wellbeing

Foundation Skills-The foundation skills described those required skills (language, literacy and numeracy) that are
essential to performance.

Knowledge Criteria

KE1 code of ethics United Nations Convention on the Rights of the Child
how to access:

the National Quality Framework

the National Quality Standards
the relevant approved learning framework
KE2 and how to navigate through framework and standards documents to find areas relevant to this unit of competency
introductory-level child development for children, including:
early brain development
importance of the early years for subsequent educational success

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foundational knowledge of developmental theory

KE3 aspects of poor early childhood development, such as:
poor diet
lack of play
limited stimulation of brain development
lack of materials and resources
inconsistent or non-existent emotional support or comfort
trauma
other life experiences which interrupt appropriate childhood activities, and their potential long-term harmful impacts
KE4 biological and environmental influences on development
symbol systems including letters, numbers, time, money and musical notation
Performance Evidence

The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage
tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the learner has completed
the following tasks at least once:

supported the development of children in at least three different situations/activities (including different age groups and abilities),
including:
PE 1 interacting with children to holistically support development and learning appropriate to the child’s abilities and age
PE 2 providing a variety of experiences and environments to support the different areas of children’s development (including a
combination physical, creative, social, emotional , language and cognitive)
PE 3 performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in at least one
regulated education and care service.

Assessment Conditions

Skills must be demonstrated in a regulated education and care service.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace
or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these
circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be
performed, with all the relevant equipment and resources of that working environment.

Assessment must ensure 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 NVR/AQTF mandatory competency requirements for assessors.

Links Companion volumes are available from the CS&HISC website - http://www.cshisc.com.au

Learners targeting unit CHCECE010 Support the holistic development of children in early childhood need
to complete all formative activities in preparation for the three summative assessment activities required
for this unit.
If at any stage of the assessments, you believe that the safety of anyone is in jeopardy, you should abort
the assessment session.

Recognition of Prior Learning (if applicable)

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RPL Evidence Guide

Students who require RPL or accelerated progression must produce verifiable documentary evidence of
their competence in the following competency standards:
CHCECE010 Support the holistic development of children in early childhood
Student’s name

Assessor’s name

Date enrolled

Please see your assessor for an RPL kit, to be completed and presented to your assessor with required
evidence. An appointment will then be set for a competency conversation. Your assessor will explain all
evidence requirements for this unit of competency.

Suggested evidence
 Letter from current/previous employer
 Answers to written questions
 Answer to oral questions
 Practical demonstration
Action
Assessment plan agreed
Student handbook supplied
Support materials provided
Invoice supplied
Language / Literacy / Numeracy needs discussed
Special/particular needs discussed
Appeals process explained
Overview on assessment procedure explained
Pre-evaluation of job conducted
Copy of evidence provided
RPL Evidence Guide

Additional requirements

Student’s signature Date

Assessor’s signature Date

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Learning checkpoint 1
Supporting physical development
Part A
Question 1
Choose one physically active experience that might occur spontaneously (not an organised
activity).
a. Describe the experience.
b. What is the age range of children likely to be involved in the experience?
c. Explain why the experience would be spontaneous. Give at least two reasons.

Question 2
List two gross motor skills and two fine motor skills that children may acquire or practise
during the day.
For each physical skill:
 explain how you would select and arrange equipment to assist the child to develop their
physical skills
 list one interaction you would provide to support each of the skills listed.
You may use the table provided.

Skill How you would Interaction to support

select/arrange learning
equipment

Gross motor skill 1

Gross motor skill 2

Fine motor skill 1

Fine motor skill 2

Part B
Question 1
Locate and write down one outcome from the EYLF that refers to children taking increasing
responsibility for their own health and physical wellbeing. You can find the EYLF at:
http://aspirelr.link/approved-learning-frameworks

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Question 2
Provide two examples of how you would support children to learn hygiene practices in the
outcome you identified.

Question 3
Give two examples of how children can take responsibility for their own health and wellbeing
during daily routines.

Question 4
Answer the following questions in relation to a child who is learning to talk.
a. Give an example of how this learning could be supported in the environment.
b. List three aspects of poor early childhood development that could contribute to the
child having delayed speech development and explain why.

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Learning Checkpoint One

Learner Student
name Number

Unit CHCECE010 Support the holistic development of children in early childhood

Assessor name

Learner Assessment Declaration (tick the relevant box)

The purpose and outcomes of the assessment have been explained to me Yes  No 

I have received information about the unit of competency Yes  No 

I understand the type of evidence to be collected Yes  No 

The appeals system has been explained to me Yes  No 

I have informed my assessor of any special needs that may need to be considered Yes  No 
during the assessment

Learner signature Date

Result of assessment - Assessment 1: Written Test

Attempt No 1: S  NYS  Attempt No 2: S  NYS  Attempt No 3: S  NYS 

The learner’s overall performance was Satisfactory  Not Yet Satisfactory 
Feedback to learner on overall performance

Assessor signature Date

I intend to lodge an appeal on the above decision Yes  No 

Learner signature Date

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Learning checkpoint 2
Supporting social development
Read the case study, then answer the questions that follow.

Case study
Casper, a new preschooler, is extremely shy and hasn’t yet adjusted to the new environment.
His mother tells you that he has been this way since she separated from her husband.
After his mother drops him off in the morning, he often cries for an hour. He doesn’t like being
around the other children and sits in the corner by himself. He seems uninterested in the
experiences around him.
One morning, Casper arrives with a big smile on his face. He has a container of green
playdough and shows it to you. At playtime, he sits down beside other children using natural
coloured playdough. Casper plays with his green playdough. This is a big step for Casper, who
usually doesn’t sit with the other children. After a short while you notice he is watching the
other children working with their playdough. They are using feathers and pebbles with the
dough.
Casper is using all of the pink feathers with his playdough. Mike, another child, approaches him
and takes all the feathers, saying, ‘Pink feathers are for girls.’

Question 1
Write a paragraph about how you would spend one-on-one time with Casper and extend his
social experience through play. Include how you would model care, empathy and respect.

Question 2
What could you say to Casper if you were trying to do the following:
a. Encourage him to participate and communicate with the other children at the table
b. Explain to the other children why Casper does not wish to participate if he was unable
to tell them himself

Question 3
Answer the following questions by giving one example for each.
a. What indicators might tell you that Casper was ready to join an activity or experience?
b. Explain what you would do to ensure Casper developed a trusting relationship with you.
c. How would you support Casper if he wanted to use some feathers and pebbles? Explain
why you would suggest this.

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Question 4
What you would say and do so that Mike shows respect to Casper and accepts responsibility for
his own actions?

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Learning Checkpoint Two

Learner Student
name Number

Unit CHCECE010 Support the holistic development of children in early childhood

Assessor name

Learner Assessment Declaration (tick the relevant box)

The purpose and outcomes of the assessment have been explained to me Yes  No 

I have received information about the unit of competency Yes  No 

I understand the type of evidence to be collected Yes  No 

The appeals system has been explained to me Yes  No 

I have informed my assessor of any special needs that may need to be considered Yes  No 
during the assessment

Learner signature Date

Assessor comments (tick the relevant box)

Result of assessment - Assessment 1: Written Test

Attempt No 1: S  NYS  Attempt No 2: S  NYS  Attempt No 3: S  NYS 

The learner’s overall performance was Satisfactory  Not Yet Satisfactory 
Feedback to learner on overall performance

Assessor signature Date

I intend to lodge an appeal on the above decision Yes  No 

Learner signature Date

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Learning checkpoint 3
Supporting emotional development
Question 1
Provide an example of what you could say to a child in the following situations:
a. A child needs help to choose an appropriate behaviour.
b. A child needs their feelings of frustration acknowledged.
c. A child needs to make a mistake as a way to learn.
d. A child needs to express their feelings appropriately.
e. A child needs their efforts to be supported.

Question 2
Explain how you would display children’s artwork in a positive way that includes sharing with
parents. How would the display ensure children experience pride and confidence in their
achievements?

Question 3
If a child has difficulty persevering with an experience, explain how you could assist them.

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Learning Checkpoint Three

Learner Student
name Number

Unit CHCECE010 Support the holistic development of children in early childhood

Assessor name

Learner Assessment Declaration (tick the relevant box)

The purpose and outcomes of the assessment have been explained to me Yes  No 

I have received information about the unit of competency Yes  No 

I understand the type of evidence to be collected Yes  No 

The appeals system has been explained to me Yes  No 

I have informed my assessor of any special needs that may need to be considered Yes  No 
during the assessment

Learner signature Date

Result of assessment - Assessment 1: Written Test

Attempt No 1: S  NYS  Attempt No 2: S  NYS  Attempt No 3: S  NYS 

The learner’s overall performance was Satisfactory  Not Yet Satisfactory 
Feedback to learner on overall performance

Assessor signature Date

I intend to lodge an appeal on the above decision Yes  No 

Learner signature Date

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Learning checkpoint 4
Supporting cognitive development
Question 1
Choose a skill that you would notice emerging in a child, then detail the following things:
a. What is the emerging skill?
b. What might a child do that demonstrates they are learning this skill?
c. How would you scaffold this skill? Include at least three ideas.
d. How might the child’s peers contribute to scaffolding this skill?

Question 2
Choose an experience that includes the concepts of numbers, matching and sorting, and is suited
to a child of preschool age. Use a range of materials and resources to set up the experience.
Provide a brief description of the experience, including:
 what you expect the child to do
 how exploration and problem-solving are supported
 how the experience contributes to brain development
 technology that could be used to extend this experience.
a.

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Learning Checkpoint Four

Learner Student
name Number

Unit CHCECE010 Support the holistic development of children in early childhood

Assessor name

Learner Assessment Declaration (tick the relevant box)

The purpose and outcomes of the assessment have been explained to me Yes  No 

I have received information about the unit of competency Yes  No 

I understand the type of evidence to be collected Yes  No 

The appeals system has been explained to me Yes  No 

I have informed my assessor of any special needs that may need to be considered Yes  No 
during the assessment

Learner signature Date

Result of assessment - Assessment 1: Written Test

Attempt No 1: S  NYS  Attempt No 2: S  NYS  Attempt No 3: S  NYS 

The learner’s overall performance was Satisfactory  Not Yet Satisfactory 
Feedback to learner on overall performance

Assessor signature Date

I intend to lodge an appeal on the above decision Yes  No 

Learner signature Date

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Learning checkpoint 5
Supporting communication development
Part A
Prepare to implement a group experience with re-schoolers using a storybook and a puppet or
prop. If you do not have access to a group of children, implement the experience in a role-play
or simulated scenario.

Question 1
Choose a book and list the title, author and illustrator.

Question 2
Provide a brief explanation of why this book was chosen. Your explanation should include
details of the following:
 Age-appropriateness of the text, pictures and overall content
 The appeal, length and complexity of the story
 Attractiveness of the illustrations

Question 3
Describe the props that will be used and how they will be used.

Question 4
Provide a summary of how you will present and implement the whole experience by answering
the following questions.
a. What is a question you could ask before the story?
b. What is a question you could ask during the story?
c. What is a question you could ask at the end of the story?
d. What is one way to use the story to interest children in symbols and numbers?
e. What is one way to interest children in letters and words in the book?
f. What is one way to interest children in musical notation that is related to the story?
g. What is one way you could include the use of electronic technology either before,
during or after the story?
h. What topic may arise as a group discussion or exchange of views during or after the
story?

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Question 5
Implement the experience while your supervisor or trainer/assessor is observing. Ask your
supervisor or trainer/assessor to provide feedback of how you implemented the storybook
experience. Create a table similar to the following to record the feedback.

Checklist Feedback Date and name of

supervision

q The story and materials were appropriate.

q The children were engaged in the story.

q You altered your plans to meet the needs

and interests of the children.

q You modelled appropriate language and

communication strategies, including
listening.

q You answered questions clearly.

q You drew attention to the relationship

between letters and sounds.

Part B
Question 1
Choose a language other than English that you could share with children, and describe three
ways you could share this language, or words from this language.

Question 2
Explain one way that you could encourage the use of home languages.

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Learning Checkpoint Five

Learner Student
name Number

Unit CHCECE010 Support the holistic development of children in early childhood

Assessor name

Learner Assessment Declaration (tick the relevant box)

The purpose and outcomes of the assessment have been explained to me Yes  No 

I have received information about the unit of competency Yes  No 

I understand the type of evidence to be collected Yes  No 

The appeals system has been explained to me Yes  No 

I have informed my assessor of any special needs that may need to be considered Yes  No 
during the assessment

Learner signature Date

Result of assessment - Assessment 1: Written Test

Attempt No 1: S  NYS  Attempt No 2: S  NYS  Attempt No 3: S  NYS 

The learner’s overall performance was Satisfactory  Not Yet Satisfactory 
Feedback to learner on overall performance

Assessor signature Date

I intend to lodge an appeal on the above decision Yes  No 

Learner signature Date

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Learning checkpoint 6
Creating an environment for holistic learning and
development
Part A
Read the case study, then answer the questions that follow.

Case study
Joanna has decided to create an experience for the children. A humpback whale has been
sighted near the coastline, so Joanna decides to develop an experience based on this event. She
plans her experience so that she can introduce new information about whales and the ocean.
One of the aims of the experience is to encourage the children to think about the ocean
environment and ask questions. Joanna has located posters and a book about whales. Some of
the children are interested, but she has difficulty keeping their interest.
Benjamin is interested in the whales. He gets up and runs to the toy corner, finds a toy seal and
brings it back proudly and says excitedly, ‘See! This is a baby whale!’ Some of the other
children laugh and make fun of him. Benjamin throws the toy seal in the corner and sits down
away from the other children, looking embarrassed. Joanna continues the discussion about
whales and tries to engage Benjamin.

Question 1
Think about how this experience is being used to initiate and extend the children’s inquiry
process.
a. What are two topics of conversation that may stimulate the children’s thinking and
interest, and create intrigue or surprise?
b. Identify another two resources or materials that could be added to support the extension
of this experience.

Question 2
Discuss the case study with a colleague. Particularly focus on how child development and
wellbeing are influenced by the way you would manage Benjamin’s mistake so he can see this
as an opportunity to learn. Following your discussion, create a role-play or write down what you
would say to support Benjamin and scaffold his learning.

Part B
Question 1
Describe two things that would demonstrate that children belong and are connected with their
environment.

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Question 2
Identify two ways a family could contribute to the learning community.

Question 3
Which parts of the following guidelines relate most to a child’s feelings of belonging and
connectedness?
 The UN Convention on the Rights of the Child
 The ECA Code of Ethics
 The National Quality Standard
 EYLF principle

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Learning Checkpoint Six

Learner Student
name Number

Unit CHCECE010 Support the holistic development of children in early childhood

Assessor name

Learner Assessment Declaration (tick the relevant box)

The purpose and outcomes of the assessment have been explained to me Yes  No 

I have received information about the unit of competency Yes  No 

I understand the type of evidence to be collected Yes  No 

The appeals system has been explained to me Yes  No 

I have informed my assessor of any special needs that may need to be considered Yes  No 
during the assessment

Learner signature Date

Result of assessment - Assessment 1: Written Test

Attempt No 1: S  NYS  Attempt No 2: S  NYS  Attempt No 3: S  NYS 

The learner’s overall performance was Satisfactory  Not Yet Satisfactory 
Feedback to learner on overall performance

Assessor signature Date

I intend to lodge an appeal on the above decision Yes  No 

Learner signature Date

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Final assessment
CHCECE010 Support the holistic development of
children in early childhood
Your trainer or assessor may require you to complete this assessment activity and will
provide you with instructions as to how to present your responses. They may provide
alternative or additional assessment activities depending on the circumstances of your
training program.
The following table maps this final assessment activity against the elements and
performance criteria of CHCECE010 Support the holistic development of children in
early childhood.

Part Element Performance criteria

A 1, 2, 3, 4, 5, 6 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3,

2.4, 2.5, 2.6, 2.9, 3.1, 3.3, 3.4,
3.5, 3.6, 4.1, 4.2, 4.3, 5.1, 5.2,
5.3, 5.4, 5.7, 5.8, 5.9, 6.1, 6.4

B 1, 2, 3, 4, 5, 6 1.1, 1.2, 1.3, 1.4, 2.2, 2.4, 2.8,

3.3, 3.5, 3.6, 4.1, 4.2, 4.3, 5.1,
5.2, 5.3, 5.5, 5.6, 6.2, 6.5, 6.6,
6.8

C 2, 3, 5, 6 2.1, 2.3, 2.5, 2.6, 2.7, 2.9, 3.1,

3.2, 3.4, 3.7, 5.2, 5.3, 5.4, 5.7,
5.8, 5.9, 6.1, 6.3, 6.4, 6.5, 6.7

D 6 6.7

Detailed mapping of this learner guide against the methods of assessment, the
elements, the performance criteria, performance evidence and knowledge evidence is
available in the Aspire Trainer’s and assessor’s guide for this unit.

Purpose
The following activity forms part of your assessment of competence. You may also
need to provide various workplace documents or third-party reports. Your trainer will
give you guidance in this area.
This assessment activity is designed to assess your skills and knowledge across the
whole unit CHCECE010 Support the holistic development of children in early
childhood.

Requirements
To complete this assessment activity, you need:

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Support the holistic development of children in early childhood – Assessments

 access to a children’s services environment

 to be observed demonstrating performance as outlined in Part A
 to complete the tasks outlined in Part B, Part C and Part D and submit responses
as directed by your trainer/assessor/training organisation
 to ensure you maintain confidentiality as required.

Part A
Your trainer needs to see demonstrated evidence of your performance in the following
areas. Observations may take place in your workplace or in a simulated environment.
Your trainer/assessor/training organisation will provide guidance as to how these
observations will take place.

Performance evidence Example

Demonstrate how you supported the development of children in at least three different
situations/activities (including different age groups and abilities), including:

interacting with children to holistically Show your trainer/assessor how you

support development and learning interact with preschool children during
appropriate to the child’s abilities and mealtime, discussing the things they did on
age the weekend and what they enjoyed most.

providing a variety of experiences and Show your trainer/assessor how you

environments to support the different provide experiences and materials that are
areas of children’s development safe and developmentally appropriate.
(including a combination of physical,
Show your trainer how you selected and
creative, social, emotional, language
read and told developmentally appropriate
and cognitive).
stories.

Demonstrate how you performed the activities outlined in the performance criteria of this
unit during a period of at least 120 hours of work in at least one regulated education and
care service.

Part B
1. Give an example of one experience for each aspect listed in the following table.
Provide an interaction example that you could use to involve the children in this
experience. Create a table similar to the following to record your answers. An
example has been provided for you.

Aspect Experience Interaction

Using fine motor skills For example, drawing For example, ‘What are
with crayons you going to draw
today?’

Using gross motor skills

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Aspect Experience Interaction

One-to-one time with

children

Joining in play

Encouraging children to
respect each other’s
differences

Using problem-solving
skills

Exploring

Finding out about a

concept

Selected, read and told

developmentally
appropriate stories

Used puppets and props to

stimulate children’s
enjoyment of language and
literature

Explore symbols and

patterns

Explore the relationship

between letters and
sounds

Discovering letters and

words

Discovering numbers,
time, money, musical
notation

Providing challenges,
intrigue and surprise

Using technology

This question is made up of parts a–e. Think about the routines that are used in the
bathroom. Outline a routine in which the children need to take responsibility for their
health and wellbeing:
a) List three skills the children need to acquire to complete this routine
successfully.

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b. Explain at least two ways that you might intentionally scaffold any emerging
skills.
c. What bathroom routine task could a child feel frustrated about? Explain at
least one way you would provide acknowledgment and support to the child.
d. What activity in the bathroom routine could cause a child to feel they have
made a mistake? Describe one way that you could encourage a child to see
this mistake as an opportunity to learn and explain how could you support
the child to persevere with the challenge.
e. Describe one way you could you include a child’s linguistic heritage in the
bathroom routine.
Provide an example of five environmental effects that can have an impact on early
childhood development.
Access the Early Childhood Australia (ECA) Code of Ethics. Locate the statement that
relates to sharing of information with colleagues. Document this point, and provide
an example of how you have demonstrated this within your workplace.

Part C
Respond to each scenario.
1. During a mealtime, Mario throws another child’s plate and the food splatters over
the floor. He is 3 years old. What are two things you would do to help Mario
understand that he must take responsibility for his actions?
2. Nathan and his family are new to your service. Give two examples of how you can
model care, empathy and respect, and describe one way that you could involve
Nathan’s family in the learning community and support their feeling of belonging
and connectedness.
Declan, 3 years old, is crying. He wants to use the large shovel, but Claire, 4 years old,
won’t give it to him. Give at least one example of how you could help him to
communicate.
Camille is watching other children play. What do you do? Explain why.
Tessa is 4 years old. She is upset because another child has broken her toy. She is
stamping her feet and yelling. Explain what choices you would give Tessa to help
her express her feelings appropriately.
Violet has completed a complex drawing. Discuss how you would share Violet’s
success with her family and how you could reinforce Violet’s confidence and pride.
Mia is 4 years old. She is interested in dinosaurs. You have decided to read Rascal in
trouble by Paul Jennings. Summarise what props you would use to complement the
story and list three questions you could ask Mia during the story. Also include in
your summary two questions that Mia may ask you as a result of the story and how
you would introduce the inquiry process to Mia.
Aiden and Nicole, both 3 years old, are sitting with you at morning tea. You would like
to model good communication and initiate a discussion with them to extend their

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thinking. List four questions you could ask them and two ways you will show you
are listening to them.
Juniper is 2 years old. She is not yet walking. List two environmental aspects that may
have influenced Juniper’s ability to walk and research biological factors that may
cause her to have a delay in walking. Include the source (for example, the website)
of the information you found and a brief summary of the findings.

Part D
In the following questions, refer to the guideline on the left and provide a brief explanation
regarding how it relates to learning and development.

Guideline Question

National Quality Standard (NQS) 1. Which standard of the NQS links to learning
opportunities within routines?

Early Years Learning Framework Which principle of the EYLF expects that you share
(EYLF) information and reflect with colleagues?

United Nations Convention on the Which article of the UNCRC links to the child’s right
Rights of the Child (UNCRC) to leisure and play?

Early Childhood Australia Code of Which point from the Code of Ethics relates to the
Ethics holistic nature of children’s learning?

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Learning Checkpoint Final Assessment

Learner Student
name Number

Unit CHCECE010 Support the holistic development of children in early childhood

Assessor name

Learner Assessment Declaration (tick the relevant box)

The purpose and outcomes of the assessment have been explained to me Yes  No 

I have received information about the unit of competency Yes  No 

I understand the type of evidence to be collected Yes  No 

The appeals system has been explained to me Yes  No 

I have informed my assessor of any special needs that may need to be considered Yes  No 
during the assessment

Learner signature Date

Result of assessment - Assessment 1: Written Test

Attempt No 1: S  NYS  Attempt No 2: S  NYS  Attempt No 3: S  NYS 

The learner’s overall performance was Satisfactory  Not Yet Satisfactory 
Feedback to learner on overall performance

Assessor signature Date

I intend to lodge an appeal on the above decision Yes  No 

Learner signature Date

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Support the holistic development of children in early childhood – Assessments

Summative Assessment Record

Learner Name

Unit of Competency CHCECE010

Assessment Task Date of assessment Satisfactory Assessor Signature

Learning Checkpoint One

Yes  No 

Learning Checkpoint Two

Yes  No 

Learning Checkpoint Three

Yes  No 

Learning Checkpoint Four

Yes  No 

Learning Checkpoint Five

Yes  No 

Learning Checkpoint Six

Yes  No 

Final Assessment
Yes  No 

Assessor’s Comments

Competent  Not Yet Competent  Re-assessment required 

ASSESSOR NAME (PLEASE PRINT) ASSESSOR SIGNATURE DATE

I intend to lodge an appeal on the above decision Yes  No 

Learner signature Date

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