CHCECE038 - Observe children to inform practice

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:
• gather, document, reflect on, and use information about three different children between the ages of birth and six years, one of whom must be under 23 months, to inform curriculum planning for each of the three children
• when completing the above tasks, for each child:
• gather information using at least three different observation techniques
• use at least two secondary sources
• communicate a perspective about:
• aspects of child’s development
• individual interests and learning
• explain links to approved learning framework.

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:
• collaborative partnerships with families and communities
• educational program and practice
• relationships with children
• stages of child development and how they are used in curriculum planning
• stages of the curriculum planning cycle:
• gathering information
• questioning and analysing information
• planning
• implementation
• review and reflection
• key considerations for collecting information:
• confidentiality and privacy requirements
• changes in child or family circumstance
• what information is important and why
• different types of information – primary and secondary sources
• importance of using a strengths-based approach to children’s learning and development
• communication techniques for:
• collaboration
• questioning
• ways of gathering information and who may be involved
• range of observation techniques
• appropriate application of different techniques
• stakeholders
• children
• family
• educators
• carers and significant adults
• community
• other relevant professionals
• how to make and document meaningful observations:
• subjective vs objective language
• avoidance of labelling
• past and present tense
• avoidance of bias
• ways of questioning and reviewing information to gain better understanding of children’s needs and learning opportunities
• how individual educators can contribute to the planning stage based on information collected
• reflective practice:
• what is reflection
• why and how educators use reflection
• what is meaningful reflection
• service standards, policies and procedures for:
• collaborative partnerships with families and communities
• educational program and practice
• relationships with children.