CHCECE043 - Nurture creativity in children

For Melbourne campuses

Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each unit’s learning outcomes & performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.

Students will be expected to demonstrate the following required skills:
• plan and implement at least three experiences for children between the ages of birth and six years that collectively involve all of the following:
• construction
• digital technologies
• dramatic play
• imaginative play
• language and storytelling
• movement
• music
• science, technology, engineering, arts and maths (STEAM)
• visual art
• document evaluation outcomes for each of the above planned experiences.

Students will also be expected to demonstrate the following knowledge:
• requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:
• children’s health and safety
• educational program and practice
• physical environment
• relationships with children
• current research and theories about the role of the arts and creativity, including:
• the value of process as well as product
• arts and creativity in diverse cultures
• forms of artistic expression
• the importance of creative freedom
• techniques and skills in the creative areas at a level sufficient to assist children implement their ideas
• maintenance of resources and equipment used in creative experiences
• types of creative opportunities in the following areas, how to match these to children’s interests, and the appropriate types of resources required, including re-cycled, re-purposed or re-used:
• construction
• digital technologies
• dramatic play
• imaginative play
• language and storytelling
• movement
• music
• science, technology, engineering arts and maths (STEAM)
• visual art
• ways to structure experiences in the above areas that encourage and support:
• active learning
• applying aesthetic values
• fostering children’s agency
• culturally awareness and sensitivity
• fostering curiosity
• developing literacy
• ensuring safety
• critical reflection:
• what is critical reflection
• why and how educators use critical reflection
• what makes for meaningful critical reflection
• evaluation methods for reviewing children’s learning and educator’s practices throughout the artistic process.