CHCECE042 - Foster holistic early childhood learning, development and wellbeing

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:
• identify and apply information from at least two different credible sources about the following domains of early childhood development, and their interrelationships:
• cognitive
• communication
• emotional
• physical
• social
• plan and document four experiences for children aged from birth to six years, that collectively incorporate:
• routines
• play
• transitions
• opportunities for development across each of the following areas:
• cognitive
• communication
• emotional
• physical
• social
• provide two of the above four experiences:
• for individual children
• provide two of the above four experiences:
• on two separate occasions for groups of children
• use observation, collaboration and critical reflection to evaluate the four experiences and document evaluation outcomes
• perform the activities outlined in the performance criteria of this unit during a period of at least 280 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
• child developmental theory and research for children between birth and six years of age including:
• core principles of child development
• overview of historical perspectives
• current and emerging theories and research influencing practice
• a range of theories about emotional, social, cognitive and language development
• patterns of growth and typical development
• contextual factors which influence children’s development
• interrelationships between areas of development
• Australian Early Development Census
• the curriculum planning cycle and how to plan and evaluate experiences for children between birth and six years of age
• strategies, activities and equipment that support development in the following areas through play, daily routines and transitions:
• cognitive
• communication
• emotional
• physical
• social
• practices which support holistic learning:
• planned experiences
• intentional teaching
• spontaneous play
• critical reflection:
• what is critical reflection
• why and how educators use critical reflection
• what makes for meaningful critical reflection.