CHCECE036 - Provide experiences to support children’s play and learning

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:
• set up and support play and learning opportunities according to service guidelines that include at least:
• three indoor experiences
• three outdoor experiences
• across the above play and learning opportunities, set up and support:
• one group experience
• one individual experience
• one experience that is run over multiple days
• at least two experiences for children aged birth to 23 months
• at least two experiences for children aged between two and six years of age
• use reflection to evaluate and document play experiences and discuss the reflection process and outcome with a workplace or learning supervisor on two occasions
• perform the activities outlined in the performance criteria of this unit during a period of at least 160 hours of work in a regulated children’s education and care service in Australia.

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
• play:
• the history of play and childhood
• the nature of play across cultures
• features and role of play-based pedagogy and why it is important
• what represents a quality play opportunity
• the UN Convention on the Rights of the Child
• Article 31
• learning and development:
• how children learn
• different learning styles
• differences between play-based learning and free play
• theories of play and learning and their application to early childhood
• stages of play
• imaginative play
• creative play
• practices to support children’s agency
• environments, resources and materials that suit different types of play:
• individual
• group
• indoor
• outdoor
• play supporting fundamental movement skills
• how to set up play areas that are:
• safe
• non-threatening
• stimulating
• challenging
• culturally appropriate
• promoting a sense of creativity in children
• promoting a sense of belonging and inclusion
• methods used to evaluate implementation of play experiences
• how to adapt play for differing interests, ages and abilities
• ways to encourage and engage children in play activities
• reflective practice:
• what is reflection
• why and how educators use reflection
• what makes for meaningful reflection
• the interrelationship between play and safety, and measures to minimise risks for children and others
• service standards, policies and procedures for:
• children’s health and safety
• educational program and practice
• physical environment
• relationships with children.