CHCECE003 Provide care for children.

Theory Tasks

CHCECE003
Provide care for children

Theory Assessment Task

Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the
required knowledge and skills to ensure children’s physical and emotional wellbeing is maintained and their
self-sufficiency is nurtured.

Elements
The following elements define the essential outcomes of this unit:

 Element 1 Provide physical care

 Element 2 Promote physical activity

 Element 3 Adapt facilities to ensure access and participation

 Element 4 Help children with change

 Element 5 Settle new arrivals

Assessment Requirements
 001: Physical Care
 002: Providing for Physical Activity
 003: Routines and Transitions

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Authenticity Requirements
Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s
exclusion from a unit or the entire course.

The following activities will be considered plagiarism:

 Presenting any work by another individual as one's own intentionally or unintentionally

 Handing in work copied from another student.

 Presenting the work of another individual or group as their own work.

 Handing in work without the adequate acknowledgement of sources used, including work taken
totally or in part from the internet.

You must PRINT AND SIGN this document

Student Declaration
You must sign your completed tasks and acknowledge the authenticity of your work prior to submission.

I understand my responsibility to provide assessment responses with my own materials and thoughts,
except where specifically acknowledged or taken from other sources. The material contained in these
tasks is my own work.

I understand that at any time if it is shown, that in an assessment task, a student has significantly
misrepresented material, any assessment outcome awarded to that student on the basis of this material
may be revoked including any qualification outcomes and/ or statement of attainment

Name: Signature: Date:

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Assessment Instructions
Students are required to complete a range of assessment tasks throughout the training period to
demonstrate competency in each relevant unit. To facilitate the appropriate learning and practice of
developing skills ALL workplace assessment tasks MUST be completed within a regulated children's service.
Workplace supervisors must authenticate these tasks have been completed, under supervision and to an
acceptable workplace standard for organisation policies and procedures.

Attempting assessment tasks

Students are required to provide appropriate responses to the indicated questions for each task.

Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are competency
based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet Satisfactory or
Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the trainer/assessor will
provide the student with feedback and guidance regarding what needs to be completed for resubmission.

Student Appeals
Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals
must be made in writing using the Appeals Form and specify the particulars of the decision or finding in
dispute. Appeals must be lodged within 28 days of the decision or finding.

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Required Readings
In order to complete this unit of competency you are required to access the following key resources.

Textbook

 Kearns, K. (2017). The Big Picture: Working in Early Childhood Education and Care Series (4th
ed.). Victoria: Cengage Learning Australia.

Core Document

 Guide to the National Quality Framework. (2017). Australian Children’s Education and Care Quality
Authority http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF.pdf (Accessed January 2018)

Additional Readings for this Unit

 Challenging Play – Risky. KidSafe NSW Inc. Retrieved from:

http://www.kidsafensw.org/playground-safety/challenging-play-risky/ (Accessed January
2018).

 Move and Play Every Day: National Physical Activity Recommendations for children 0-5 years.
(2010). Department of Health and Aging. Retrieved from:
https://www.health.gov.au/internet/main/publishing.nsf/Content/9D831D9E6713F92ACA257BF0001
F5218/$File/0-5yrACTIVE_Brochure_FA%20SCREEN.pdf (Accessed January 2018).

 Stephens, K. (2007). Dealing with Separation Teaches Valuable Lessons

www.ParentingExchange.com. Retrieved from: http://www.easternflorida.edu/community-
resources/child-development-centers/parent-resource-library/documents/separation-teaches-
valuable-lessons.pdf (Accessed January 2018).

 SunSmart policy for early childhood services. Cancer Council Victoria. Retrieved from:
http://www.sunsmart.com.au/downloads/communities/early-childhood-primary-school/ec-
sample-sunsmart-policy.pdf (Accessed January 2018).

Recommended Websites

 Australian Children’s Education and Care Quality Authority: http://www.acecqa.gov.au/

 Pinterest Page: http://www.pinterest.com/intchildcarecol/

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001 Physical Care

CHCECE003 Provide care for children
Element 1 Provide physical care

Element 2 Promote physical activity

Element 3 Adapt facilities to ensure access and participation

Element 4 Help children with change

Knowledge Evidence

Question 1
To complete this task refer to (pp. 322) of your textbook ‘The Big Picture’.

Scenario: Toileting Accident

Eden (3 years 6 months) still has regular toileting accidents – she often wets
herself because she doesn’t want to leave her play and leaves it until the very last
minute to rush to the toilet. Eden is at the puzzle table when the educator notices a
pool of liquid under her chair. The educator approaches Eden and quietly says,
“Eden, I noticed you’ve had an accident. Let’s go and get some clean clothes for
you.” The educator takes Eden’s hand and they walk to the bathroom. The educator
also quietly alerts another educator who proceeds to clean the area. The educator
retrieves Eden’s change of clothes and offers assistance.

“Let’s get these wet things off. Here’s a warm washer Eden. Can you wipe yourself?”
The educator encourages Eden to dress herself while she puts the wet clothing in a
bag. “We’ll put these clothes in a bag so you can take them home to get washed.”
Eden appears anxious about having an accident.

Educator: “There you go Eden, all nice and dry. Sometimes when you’re playing you
get very busy and forget you need to go to the toilet. When your body tells you
need to go to the toilet its best to go straight away. You know you can go straight
back to your play after you’ve been to the toilet. How about I help you by reminding
you to go to the toilet.”

Eden smiles and nods. That afternoon, the educator takes Eden’s mother aside to a
private area away from the children and other families, and talks to her about
Eden’s accident and how Eden seemed a bit upset and anxious. Eden’s mother
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explained that they were getting frustrated with Eden’s accidents at home and
were not sure how best to manage them. The educator discussed the importance of
staying calm and reassuring Eden and to use gentle reminders regularly. She gave
Eden’s mum some further strategies on helping Eden be better tuned in to her body
so that she can get to the toilet in time .

a) Identify and list three ways in which the educator supports Eden’s self-esteem and privacy in
relation to the toileting accident.

b) List three simple rules that could be introduced to assist preschool children to develop
independent toileting skills.

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Question 2
To complete this task refer to (pp. 321) of your textbook ‘The Big Picture’.

Explain how educators can support children to use correct hand washing procedures.

Question 3
To complete this task refer to (pp. 327-329) of your textbook ‘The Big Picture’.

The following photographs show educators engaging with children during meal times.

a) How are the educators ensuring appropriate supervision of the children during mealtime?

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b) List three things the educator could do or say to engage with the children while eating or
drinking.

Question 4
To complete this task refer to (pp. 295 – 296) of your textbook ‘The Big Picture’ and refer to your reading:

 SunSmart policy for early childhood services.

Before going outside, list five things educators can do to assist children to learn how to be SunSmart.

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Question 5

Scenario: Jamie

Jamie (4 years) arrives at the service today dressed in a singlet top, thongs and cap.
The educator explained that the service sun smart policy required the children to wear
a top that covers the back and shoulder as well as a broad brimmed hat. His father
explains that this is what he wanted to wear and that he didn’t see a problem with it as
that’s what they normally wear and to just slap some sunscreen on. The educator
acknowledges that this is fine at home but that she needs to follow the service Sun
Smart policy which required children to wear clothing that covers the back and
shoulders. The educator suggested Jaime put a shirt and hat from the clothing pool so
that he could play outside. Jamie and his father were happy with this outcome and the
educator later reflected that it would be a good time to discuss sun safe practices with
the children again and to add some information into the newsletter for families .

Identify how the educator implemented the service’s SunSmart policy.

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Question 6
To complete the task refer to (pp. 156, 159) of your reading:

 Guide to the National Quality Framework.

a) What does the National Quality Standard (NQS) aim to achieve with Element 2.1.3 Healthy
Lifestyle, in relation to physical activity?

b) List three things an assessor may observe educators doing when looking for evidence that a
service promotes physical activity as defined in Element 2.1.3 Healthy Lifestyles.

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c) When assessors are looking for evidence that a service promotes physical activity as defined
in Element 2.1.3 Healthy lifestyle, what sorts of things may they observe children doing?

Question 7
To complete this task refer to (pp. 323 – 325) of your textbook ‘The Big Picture’.

The UN Rights of the Child and the ECA Code of Ethics both support the rights of children to be
treated with dignity and respect. Explain how giving pre-schoolers a choice between sleep or quiet
activities demonstrates respect for the child’s rights.

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002 Providing for Physical Activity

CHCECE003 Provide care for children
Element 2 Promote physical activity

Element 3 Adapt facilities to ensure access and participation

Performance Evidence

Knowledge Evidence

Question 1
To complete this task refer to the reading:

 Move and Play Every Day: National Physical Activity Recommendations for children 0-5 years.

a) List five benefits of a child being physically active every day.

b) According to the National Physical Activity Recommendations for children 0-5 years, how
much physical activity do preschoolers require?

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c) List four activities that you could plan to facilitate children’s active physical play.

Question 2

Simulated Workplace Task

Assume you are required to conduct a small group experience with the 3-5 year old children to discuss how
their bodies work and the importance of physical activity to health and wellbeing.

a) Identify and describe a picture book relevant to this topic that you could read with the
children, include title and author.

b) List three open-ended questions (how, what, why) related to the book that you could ask the
children about physical health and well-being.

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c) Describe a follow-up experience you could use to extend on the children’s knowledge and
interest of health and wellbeing?

Question 3
To complete this task refer to (pp. 174 - 175) of your textbook ‘The Big Picture’.

Part 4.3 of the Education and Care Services National Regulations includes requirements for the
physical environment. List these requirements.

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Question 4
To complete this task refer to (pp. 184-186, 315-317) of your textbook ‘The Big Picture’.

When completing this question think about:

 How physical space is arranged to promote children’s engagement.

 Boundaries/dividers; how the area is accessed; safety.
 Storage of and access to equipment, furniture for children and adults.
 How space promotes social interactions.
 How the space promotes sustained play/concentration, sharing.
 How natural elements are used.

Look at each photograph and answer the related question.

i. How does the design and arrangement of these

gardens encourage children to be involved in
caring for the plants?

ii. Explain how the arrangement of this computer

area encourages quiet, collaborative play.

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iii. Explain how the design of this bathroom

supports the development of independence and
self-help skills.

Question 5
To complete this task refer to the reading:

 Challenging Play – Risky.

a) Define the terms challenge and hazard as they relate to risky play.

b) List five ways you can support children to engage in safe risk-taking.

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003 Routines and Transitions

CHCECE003 Provide care for children

Element 4 Help children with change

Element 5 Settle new arrivals

Knowledge Evidence

Question 1

To complete this task refer to (pp. 315 – 318) of your textbook ‘The Big Picture’.

a) List the typical daily routines found in a children’s service.

b) What skills are supported when educators develop an environment that creates a sense of
belonging?

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c) Explain the skills that can be developed when children participate in routine task.

Question 2

To complete this task refer to (pp. 290 – 293 & 299 – 300) of your textbook ‘The Big Picture’.

Sudden change can be difficult for young children. List six strategies that can be considered by the
educator when children are being transitioned to another room.

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Question 3
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following question.

Scenario: Managing Change

Ethan (2 years 11 months) has been attending the service for two years and is
currently in the toddler room. A position has opened up in the 3 year old room and
Ethan’s educators and parents agree that Ethan would benefit from transitioning to
the 3 year old room. The educator and parents collaborate on a transition program
that they hope will ensure a smooth transition.

Each morning Ethan’s father tells him that now that he is a big boy he will be spending
time in the 3 year old room with Josh (educator). The educator and the parents make
this an exciting prospect for Ethan.

Just before morning tea Ethan is taken to the 3 year old room, has his morning tea
with the older children and then joins them for a story, music and indoor play. He then
returns to the toddler room for his lunch and afternoon sleep.

It is planned that this process will continue until the educator, parents and Ethan feel
he is ready for a permanent change. To everyone’s delight after two weeks Ethan
announces that he is “A big boy” and wants to “Stay with the big kids!”

List the factors that helped Ethan to manage the change to the 3-year-old room.

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Question 4
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following question.

Scenario: Jonty

Jonty (3 years 1 month) is still learning to share. When at the play dough table Jonty
gathers as much dough as he can and refuses to share.
Amy joins Jonty at the table.
Amy: “Jonty can I have some of that play dough?”
Jonty: “No, it’s mine!”
Amy: “No it’s not. You have to share!”
Jonty: “No!”
Amy goes to the educator: “Jonty won’t share the play dough.”
Educator: “I’m sure he will Amy. Let’s go and ask him.”
Amy: “No, I already did and he said no.”
Educator: “Let’s try again.”
The educator sits at the table and prompts Amy to ask for some dough. “Jonty can I
have some play dough?”
Jonty reluctantly hands over some of the dough to Amy.
Educator: “Can I have some dough too Jonty?”
Educator: “Thanks Jonty, that’s great sharing. I like it when you listen to what others
are saying. What are we going to do with this play dough?”

How did the educator’s response support both Jonty and Amy to listen and respond to each other
with respect?

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Question 5
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following question.

Scenario: Asher

Asher (3 years 3 months) and his mother, Tara are new to the area. Asher and Tara
have been on several orientation visits to the service and Asher has interacted well
with the educators and children. Today will be the first time Asher’s mother will
leave him at the service.

Tara is anxious that Asher will cry when she leaves. During the orientation visits
Tara had attempted to leave Asher for a short time but he became too distressed.
Tara has secured a part-time job which she is due to start tomorrow.

Asher likes to do puzzles, build with the blocks and play with the train set. There
are several other children in the group who are extremely social who have
approached Asher to play. Asher appears to be developing well and has been happy
and relaxed in his mother’s presence.

Asher has a rabbit called ‘Bob’ that he carries with him at all times.

a) List the questions you might ask Asher’s mother to help you develop a separation
routine/ritual.

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b) Suggest a separation routine for Asher and his mother to follow.

Question 6
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following question.

Scenario: Big boys don’t cry

Milo (3 years 4 months) is having a bad day. He arrives at 7:45am with his father
Jon, who is looking a little harassed. Milo has been attending the service for 18
months and usually separates quite happily. Today he is upset and both father and
son appear to be on edge. The following occurs:
Jon: “Okay, Milo put your bag away and give Daddy a kiss.”
Milo doesn’t move, he is looking down.
Jon: “Come on Milo, Daddy has to go to work.”
Milo does not respond, so Jon takes Milo’s bag from him and puts it in Milo’s bag
bay. Jon then bends down and kisses Milo, saying “Have a good day. I’ll see you this
afternoon.”
Milo begins to cry and clings to his father’s leg. Jon gets annoyed.
“Milo, don’t be silly. Go and play with your friends.”
Milo cries louder and clings on. Jon extracts Milo from his leg and holds Milo away
from him saying, “Milo, big boys don’t cry. Stop being so silly. You know daddy has
to go to work and I am already late!”
Jon looks around for an educator, “Here’s Jenny, she’ll look after you.”
Jon makes a rapid exit with Milo continuing to cry.
When Jon returns in the evening to collect Milo he comments to the educator,
“Milo was a real sook this morning, weren’t you Milo.’”

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What would you say and do to help Milo manage his emotions?

Question 7

To complete this task refer to your reading:

 Dealing With Separation Teaches Valuable Lessons.

Scenario: Carna

Carna (3 years) has been attending the service for 3 weeks. She still cries every
morning when it is time for her father to leave.

What three strategies could you suggest to Carna’s father to help minimize the distress of
separation?

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