Child and Family Services s1

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ASSESSMENT SUMMARY

Child and Family Services

Course Name and Certificate III in Children’s Services - 18206 Number

Unit Name and Number Develop understanding of children’s interests and developmental needs – CHCPR303D

Teacher’s Name Jennifer Wright Email Contact Details [email protected] 9469 8737

Semester & Year Semester 1 - 2012

Unit Purpose/Descriptor

This unit introduces you to basic principles and methods relating to the practice of observing children in children’s services.

This unit describes the knowledge and skills required to gather information about children through observation and other sources as a basis for addressing their interests and developmental needs

ELEMENTS PERFORMANCE CRITERIA Elements define the essential The Performance Criteria specify the level of performance outcomes of a unit of competency. required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement. 1. Gather information about 1.1 Observe children during their normal pattern of the child through play and daily interactions to identify their interests observation and needs 1.2 Monitor strengths and needs of children

2. Gather information about 2.1 Use child records to collect information about the child from secondary each child sources 2.2 Use information exchange with family to collect information about each child’s needs interests and cultural practices

3. Record observations 3.1 Ensure information collected through observation appropriately and secondary sources is discussed with relevant people and/or recorded according to requirements 3.2 Ensure discussion or recording of information is free from biased comments and negative labelling of children 3.3 Ensure observations are recorded carefully and accurately

4. Use observations and 4.1 Use information gathered about child to provide information collected to suggestions for ways to enhance that child’s play understand the child and and physical activity to contribute to development contribute to program of fundamental movement skills and leisure planning 4.2 Use information gathered about child to ensure interactions with the child meet their individual requirements

Required skills and knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit

These include knowledge of:

 Relevant child development stage knowledge to a basic level including the fundamentals of physical development and movement milestones  Organisation standards, policies and procedures

Required knowledge

Principles of observation

 What do we need to know about children?  How do we get to know children?  What is observation?  Why do we observe children?  How do we store this information?  How do we professionally present this information?  How do we respect children’s privacy / seek permission (especially for older children)?

Guidelines for observing and recording information

 Objectivity Vs Subjectivity.  Use of positive language.  Use of descriptive language.  Ethical considerations.  Accreditation, ECA Code of Ethics and the requirements of regulations.  NSW Curriculum Framework and the Early Years Learning Framework (where relevant).  Service policies and procedures.

Required knowledge (continued)

Ways to gather and document information about children?

(These to be explored in greater detail in CHCPR509A)

 Primary sources vs. secondary sources.  Gathering and using background information – importance of using interpersonal skills.  Formal vs Informal methods.  Definitions of formal recording methods and when they are best used - anecdotal, running records, checklists/ rating scales.  Using audio/visual methods, e.g. photograph, photo jottings, photo diaries, PhotoStory, digital PowerPoint/slide stories. Documentation and display.  Respecting and including child in the observation process.

Interpreting and program planning

 Basic interpreting – identifying strengths, capabilities, emerging skills, interests and needs based on recorded observations.  Observations and interpretations should link to knowledge of child development.  Introduce the concept of the planning process.  Making planning suggestions linked to observations and documentation.

Essential skills: It is critical that the candidate demonstrate the ability to:

 Observe and interpret children’s behaviour and contribute to program planning

In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills

These include the ability to:

 Observe children at an introductory level  Demonstrate application of skills in: - report writing - interpersonal interaction

Practical skills

 Records observations appropriately while conducting everyday job requirements.  Reviews/ interprets observations  Gathers information from secondary sources, such as the family, other staff, the individual child, enrolment forms.  Uses information gathered from observations to suggest appropriate activities for children.  Records, documents and displays information.  Maintains privacy and confidentiality.  Records observations appropriately while conducting everyday job requirements.  Reviews/ interprets observations  Gathers information from secondary sources, such as the family, other staff, the individual child, enrolment forms.  Uses information gathered from observations to suggest appropriate activities for children.  Records, documents and displays information.  Maintains privacy and confidentiality.

Evidence requirements This collectively describes the sufficient evidence a learner needs to provide to achieve this Unit of Competency.

Learners must provide evidence of the ability to observe children’s development and interests by:

 Using a range of observing and recording methods to gather information about children  Gathering information using both primary and secondary sources  Gathering information that reflects the children's strengths/needs/emerging skills and interests  Ethical practice when gathering & documenting information about children.  Documenting information gathered in a positive & professional manner  Basic interpretation of information gathered  Using information gathered to contribute to program planning  Applying service requirements and statutory regulations when gathering and using information about children

Grading criteria Grade Code: 42: Competency (Ungraded)

The student result is based on the evidence provided to meet the criteria for competence as specified in the unit of competency.

The result AC or NC is entered in CLAMS representing Competent or Not Yet Competent respectively.

Table of specifications for recommended assessment – CHCPR303D

Assessment Task Elements, essential Dimensions of Weighting knowledge and skills and competency critical aspects of assessment addressed (the 4 main aspects of work performance that need to be taken into Must pass all events account when assessing competency)

Off the job On the job

1. Observe a child and AC/NC AC/NC gather information about the child’s strengths, - Relates to elements 1-4  Task skills emerging skills & performance criteria interests,  Task management skills - Relates to critical aspects  Gather information  Contingency from both primary - Relates to knowledge and management skills & secondary skills sources □ Job/role environment  Use observations skills to identify significant behaviours & to make planning suggestions

2. On-the-Job - Relates to elements 1-4  Task skills Performance. performance criteria  Task management skills AC/NC Overall assessment by - Relates to critical aspects qualified workplace  Contingency assessor during work - Relates to knowledge and management skills placement using skills standardised checklist.  Job/role environment Based on observed skills performance, associated documentation, industry supervisor feedback and strategic questioning of the learner.

Specific Instructions to Learners:

 You must complete and pass each individual assessment task for this Unit to meet the assessment requirements of the Unit. TAFE 2011 Unit of Hard copy Validated for Last Validated Validation NSW © Validated Competency located in delivery for validated: by: due: Version Assessment CHCPR303D Section file in F/T, P/T July 2011 MG/MH/JW July 2012 Number BM3 5 Page 7 of 17

 If assessments are not submitted or are incomplete you will fail to meet the assessment requirements for the Unit.  Extensions and resubmissions of work may be granted at the discretion of the teacher. Resubmissions cannot receive a mark higher than a pass.  Assessments must include a cover sheet.  When specified in the Assessment description, the information you present should be referenced and presented according to Randwick TAFE Child & Family Services student handbook guidelines.

Unit Assessment - Develop understanding of children’s interests and developmental needs CHCPR303D

Task 1: Observing, documenting and planning (Off the job – Play Session)

Relates to elements 1, 3 & 4, relevant performance criteria, critical aspects and knowledge and skills

You will need to select a child to observe during Play Session. Try to find a child who you can observe over time, on more than 1 occasion. You need to demonstrate your ability to develop an understanding of the child’s strengths, emerging skills & interests.

You must have parental consent before you can observe the child. If the child is old enough, you should also gain their verbal consent as well. It is essential that you demonstrate ethical practices when completing this assessment task. If you are unsure, refer to the section about children in the Early Childhood Australia's Code of Ethics. Collect and develop all the information as outlined below.

Direct observation

Over a few days observe a child when he/she is engaged in both play and routine experiences. Record your information using the following methods:

 1 jotting with or without photo/s and basic interpretation (photographs need to show exploration, discovery, curiosity or understanding through play or routines)

 1 anecdote with basic interpretation

 1 running record with basic interpretation

 1 learning story with interpretation included within the story and reference to the EYLF included after the learning story

Note: Remember to include interests and planning suggestions after each observation.

Within your observations remember to record what the child communicates and how you or others respond to the child in these interactions.

Please ensure you head all formal observations with the following background information:

Child’s First Name: Child’s Date of Birth: in years and months

Observer’s First Name: Date:

Setting: Describe what the child was doing in the environment prior to the start of the observation. Note others present.

Note: Some of the observations must be used to add information to the Play Session programming book to assist in planning (refer to Play assessment).

Due Date for Off Job Assessment:

Note: Evidence of knowledge and skills in elements 1, 3 & 4 and relevant performance criteria must be shown in order to achieve a pass in this assessment.

First submission due: Week 9 – 2012

 1 jotting with or without photo/s and basic interpretation (photographs need to show exploration, discovery, curiosity or understanding through play or routines)

 1 anecdote with basic interpretation

Second submission due: Week 13 – 2012

 1 running record with basic interpretation

 1 learning story with interpretation included within the story and reference to the EYLF included after the learning story

Note: Remember to include interests and planning suggestions after each observation.

Evidence Guide

Unit Assessment - Develop understanding of children’s interests and developmental needs CHCPR303D

Task 1: Observing, documenting and planning (Off the job – Play Session)

Relates to elements 1, 3 & 4, relevant performance criteria, critical aspects, knowledge, skills

Note: Evidence of knowledge and skills in elements 1, 3 & 4 and relevant performance criteria must be shown in order to achieve a pass in this assessment.

Observations Relates to elements, essential knowledge and skills

Gathers information about the Records observations Uses observations and information child through observation appropriately collected to understand the child

Observes children during their Ensures recording of Displays relevant child normal pattern of play and daily information is free from biased development stage knowledge to a interactions to identify their comments and negative basic level including the interests and needs labelling of children fundamentals of physical development and movement Observe and interpret children’s Records observations carefully milestones behaviour and accurately

1 jotting with or without photo and basic interpretation

(photographs need to show exploration, discovery, curiosity or understanding through play or routines)

1 anecdote with basic interpretation

1 running record with basic interpretation

1 learning story with interpretations included within the story

Unit Assessment: Develop understanding of children’s interests and developmental needs CHCPR303D

Task 1: Observing, documenting and planning (On the Job- Work Placement)

Relates to elements 1 to 4, relevant performance criteria, critical aspects and knowledge and skills

Whilst on work placement select a child to observe, in consultation with your work place supervisor. You must have written parental consent and centre permission before you can observe the child. If the child is old enough, you should also gain their verbal consent as well. It is essential that you demonstrate ethical practices when completing this assessment task. If you are unsure, refer to the section about children in the Early Childhood Australia's Code of Ethics. Collect and develop all the information as outlined and present it in a suitable folder.

Interview questions (Prepared in class and implemented On the Job)

Design an interview sheet that you could use with this child’s parents as a way of gathering information about their child. You will need to include questions about their child’s friends, favourite foods, toys, games, people as well as their routines, habits and interests.

Direct observation

Over a few days observe that child when he/she is engaged in both play and routine experiences. Record your information using the following methods:

 1 jotting with or without photo/s and basic interpretation (photographs need to show exploration, discovery, curiosity or understanding through play or routines)

 1 anecdote with basic interpretation

 1 running record with basic interpretation

 1 learning story with interpretation included within the story and reference to the EYLF included after the learning story

Within your observations remember to record what the child communicates and how you or others respond to the child in these interactions.

Note: Remember to include interests and planning suggestions after each observation.

Please ensure you head all formal observations with the following background information:

Child’s First Name: Child’s Date of Birth: in years and months

Observer’s First Name: Date:

Setting: Describe what the child was doing in the environment prior to the start of the observation. Note others present.

Interpreting and program planning (On the job)

Using all the information you have collected identify any significant behaviours and record (using either a developmental chart or web) the child's strengths/emerging skills and interests.

Include planning suggestions based on the child's strengths/emerging skills and interests.

Note: Your planned play provisions should be based on the information you have gathered.

Task 3 Workplace performance (On the job)

Relates to elements 1 to 4, relevant performance criteria, critical aspects and knowledge and skills

Your overall performance in the workplace will be assessed by a TAFE teacher or qualified assessor. Your assessor will use the following performance checklist for recording judgements made about your performance on the job. When using the performance checklists the assessor must determine whether a characteristic is or is not present or whether something was or was not done to a competent level.

The assessor may need to ask you questions during or after a task or work sequence in order to:

 clarify aspects of your work performance  assess your ability to listen, interpret and communicate information and ideas  assess essential knowledge and skills.

The assessor will also:

 read through any written tasks especially your journals to further assess your competence.  talk to staff members who are supervising or working with you in order to get feedback about the your performance on a day-to-day basis. All aspects of your workplace performance including written tasks will be used to determine your final performance grade.

Practical skills checklist

Unit code and name: CHCPR301D - Develop an understanding of children’s interests and developmental needs

Learner’s Name:

Assessment Dates:

Location:

Key: Demonstration of Evidence of Industry Supervisor Strategic Practical Skills (DP) Associated Feedback (SF) Questioning Documentation (AD) Of the learner (SQ)

Practical skills Evidence Comments

All elements  DP  Maintains confidentiality within observations  AD  Records a range of observations covering all domains  SF  SQ  NC  AC 1. Gather information about the child through observation  DP  Observes children during their normal pattern of play and  AD daily interactions to identify their interests and needs  SF  SQ  NC  AC 2. Gather information about the child from secondary sources  DP  Use child records to collect information about each child as  AD appropriate  SF  Communicates with family and child (where appropriate) to collect information about each child’s needs interests and  SQ cultural practices  NC  AC 3. Record observations appropriately  DP  Talks with room leader about information collected through  AD observation and secondary sources and records it according to requirements  SF  Ensures discussion or recording of information is free from  SQ biased comments and negative labelling of children  Records observations carefully and accurately  NC  AC 4 Use observations and information collected to understand the  DP child and contribute to program planning  AD  Uses information gathered about child to provide suggestions for ways to enhance that child’s play  SF  Uses information gathered about child to enhance  SQ interactions with the child  Uses information gathered about the child to plan for their interests  NC  AC

Learner’s Name:

Overall Grade

 NC  AC

Assessor Name & Signature

Date

Learners Name & Signature

Date

Resources

Text resources

 Allen E. K & Marotz, L. 2007, Developmental Profiles: Pre-birth through Eight, 5th edn, Delmar Publishers, Albany.  Beaty, J 2006, Observing Development of the Young Child, 6th edn, Prentice Hall, USA.  Bentzen, W. R., 2008, Seeing young children: a guide to observing and recording behaviour. 6th edn, Cangage Learning, Albany.  Curtis, D. & Carter, M. 2002, The Art of Awareness: How Observation Can Transform Your Teaching, Redleaf Press, Canada.  Faragher, J & MacNaughton, G., 1998, Working with young children guidelines for good practice, 2nd edn, RMIT Publishing, Melbourne.  Hamer, C. 1999, Observation A Tool for Learning, Open Poltechnic, NZ.  Irving, K. & Tennent, L. 1998, Observing and analysing young children’s behaviour, [CD ROM], Queensland University of Technology.  Kearns, K. 2007, Birth to Big School, Pearson Education Australia, Frenchs Forest, NSW.  Lady Gowrie Child Centre, 1997, More than one way to plan: A practical approach to planning in early childhood, Lady Gowrie Child Centre, Sydney.  Lady Gowrie Child Centre, 1998, Groupcare: Observation for planning, Australian Early Childhood Association, ACT.  Martin, S. 1999, Take a look: Observation and portfolio assessment in early childhood, 2nd edn, Addison-Wesley, Ont.  Nilson, B 2008, Week by Week: Plans for Observing and Recording Young Children, 4th edn, Delmar Publishing, NY.  Sheridan, M. 2008, From birth to five years: children's developmental progress, 3rd edn, rev. and updated by Ajay Sharma and Helen Cockerill, Routledge, New York

 Shores, E & Grace, K, 1998, The portfolio book: A step-by-step guide for teachers, Gryphon House, Beltsville, Md.  Stonehouse, A, 2002, NSW Curriculum Framework: the practice of relationships: essential provisions for children’s services, Office of Child Care, NSW Department of Community Services. Available from: http://www.community.nsw.gov.au  Szarkowicz, D 2006, Observation and reflections in Childhood, Thomson: social science press, South Melbourne.

Relevant journals

 Australian Journal of Early Childhood. The Journal of Early Childhood Australia Inc.  Broadside – The Community Child Care Monthly Newsletter. Community Child Care Co- operative Ltd. (NSW)  Child Care Exchange. The early childhood Leaders Magazine. (United States)  Every Child. The magazine of the Australian Early Childhood Association.  Gowrie RAP: Reflections. This is the quarterly magazine of the Gowrie Australia Consortium.  Jigsaw. The magazine of the National Family Day Care Council of Australia  Network News. A quarterly publication of the Network of Community Activities.  Putting Children First. The quarterly newsletter of the National Childcare Accreditation Council Inc.  Rattler. The children’s service magazine (quarterly). Community Child Care Co-operative Ltd. (NSW)  Totline. Quarterly magazine of Playgroup NSW Inc. & Playgroup Queensland  Young Children. The National Association for the Education of Young Children. Washington.

Websites and online resources

 Australian Childhood Foundation http://www.kidscount.com.au/website/default.asp  Australian Early Development Index http://www.rch.org.au/australianedi/edi.cfm?doc_id=12278  Australia's Physical Activity recommendations for children and young people http://www.health.gov.au/internet/main/publishing.nsf/Content/health-pubhlth-strateg-active- recommend.htm#who  Child Development Institute http://www.childdevelopmentinfo.com/index.htm  Child, youth and women’s health service http://www.cyh.com/  Early Years Learning Framework http://www.dest.gov.au/sectors/early_childhood/policy_initiatives_reviews/coag/The_Early_Years _Learning_Framework.htm  Early Childhood Australia http://www.earlychildhoodaustralia.org.au  Families NSW http://www.families.nsw.gov.au/  Federal Government Virtual Children's Hub http://mychild.gov.au/  Growing Lifestyle http://www.growinglifestyle.com.au/au/j11177

 Health Insite: An Australian Government Initiative http://www.healthinsite.gov.au/topics/Child_Development  Lady Gowrie Child Centre, Sydney http://www.gowrie-sydney.com.au/  Network of Community Activities. Resources and Information for OOSH Services http://www.netoosh.org.au/  Raising Children Network http://raisingchildren.net.au/  TAFE NSW Library Network Catalogue http://tafecat.tafensw.edu.au/tafecat.html  TAFE NSW Studylinks: Children’s Services https://www.tafensw.edu.au/library/studylinks/health/children.htm  Zero to three http://www.zerotothree.org/site/PageServer

Child & Family Services: Unit Name: Develop understanding of children’s interests and developmental needs Unit Number: CHCPR303D

TAFE 2011 Unit of Hard copy Validated for Last Validated Validation NSW © Validated Competency located in delivery for validated: by: due: Version Assessment CHCPR303D Section file in F/T, P/T July 2011 MG/MH/JW July 2012 Number BM3 5 WEEK Elements/Performance SEMESTER 1, 2012 TAFE ASSESSMENT BEGINNIN Criteria WEEK TASK DUE G Monday Page 17 of 17 1 6th February Orientation Monday Elements 1-3, essential Overview /Assessments/Principles of 2 13th February knowledge & skills Observing Elements 1-3, essential Gather information about the child Monday knowledge & skills from primary & secondary sources 3 20th February and record observations appropriately Elements 1-3, essential Gather information about the child Monday knowledge & skills from primary & secondary sources 4 27th February and record observations appropriately Elements 1-3, essential Gather information about the child Monday knowledge & skills from primary & secondary sources 5 5th March and record observations appropriately Elements 1-3, essential Gather information about the child Monday knowledge & skills from primary & secondary sources 6 12th March and record observations appropriately Elements 1-3, essential Gather information about the child Monday knowledge & skills from primary & secondary sources 7 19th March and record observations appropriately Elements 1-3, essential Gather information about the child Monday knowledge & skills from primary & secondary sources 8 26th March and record observations appropriately Elements 1-3, essential Gather information about the child Monday knowledge & skills from primary & secondary sources Submission 1 9 2nd April and record observations Due appropriately

VACATION (Friday 6th April – Sunday 22nd April) Elements 1-3, essential Gather information about the child Monday knowledge & skills from primary & secondary sources 10 23rd April and record observations appropriately Elements 1-3, essential Gather information about the child Monday knowledge & skills from primary & secondary sources 11 30th April and record observations appropriately Elements 1-3, essential Gather information about the child Monday knowledge & skills from primary & secondary sources 12 7th May and record observations appropriately Elements 1-3, essential Gather information about the child Monday knowledge & skills from primary & secondary sources Submission 2 13 14th May and record observations Due appropriately Elements 1-3, essential Gather information about the child Monday knowledge & skills from primary & secondary sources 14 21st May and record observations appropriately TAFE 2011 Unit of Hard copy Validated for Last Validated Validation Monday Elements 1-4, essential Preparation for Work Placement 15 Validated Competency located in delivery for validated: by: due: NSW28th May© knowledge & skills Version Assessment CHCPR303D Section file in F/T, P/T July 2011 MG/MH/JW July 2012 Monday Elements 1-4, essentialBM3 Work Placement 16 Number 4th5 June knowledge & skills Tuesday Elements 1-4, essential Work Placement 17 12th June knowledge & skills Monday 18 18th June