CHCECE003 – Provide care for children

(Assessment Booklet) Student Name: ………………………………………………………………….

CHC50113 Diploma of Early Childhood Education and Care

CHCECE003

PROVIDE CARE FOR CHILDREN

Assessment Booklet

Student Name: .............................................................

Student Number: .........................................................

1
TRED® College
17 Khartoum Road, Macquarie Park NSW 2113 Australia
+61 2 9870 7688 [email protected] RTO ID 40797 Version 1.1 Sept 2017
WELCOME
Welcome to Assessment. The skills assessment must be undertaken in a regulated education and
care services. As you worked through the learning guide, now it is time to undertake your
assessment, you have been developing knowledge about this unit of study. If you do not
understand an activity, ask questions and discuss any queries with your trainer, mentor or
supervisor. It is important that you develop skills in a work situation or in a simulated situation
which approximates the workplace as closely as possible.

We encourage you to contact us for assistance at any time. Simply call or email and TRED ® will be
able to assist you. Contact details – phone (07) 3216 0288.

COMPETENCY
In order to be assessed as competent (C), you will need to provide evidence which demonstrates
that you have the essential knowledge and skills to successfully complete this unit to the required
standard.

Competency is simply being able to demonstrate that you can do the task, not just once, but with
confidence, repeatedly. Please read the beginning of this unit, it will tell you about the elements
and the performance criteria you will be assessed against. It will also inform you of the knowledge
and skills you require to successfully complete the unit. If you can already demonstrate that you
can undertake these skills you should talk to your trainer.
Marking guide – at the end of each unit you will find a marking guide. This is designed to assist
you.

ASSESSMENT
1. Complete all the assessment tasks in the unit.
2. You can type your answers or neatly handwrite and attach it to the assessment booklet.
3. Have your supervisor sign the Skills Assessment that you can undertake these tasks and skills
in the workplace (must be undertaken in regulated education and care service).
4. Complete the Assessment Cover Sheet and sign all sections. Check the marking guide to
ensure you have covered all elements of the assessment. The marking guide is used by the
assessor to mark your competency.
5. This assessment is linked to your performance in the workplace. You must undertake a
minimum of 120 hours placement before this unit can be judged as competent. Please
make sure that you have your supervisor sign all of your hours as you will not get any credit
unless the 120 hours is fully completed at a regulated early childhood service.
6. This unit requires you to provide care and respond appropriately to at least 3 children on
different age groups. You will need to provide evidence of age of children and that you have
been working with 3 different children.
7. Please contact your trainer if you have any difficulty understanding the questions so we can
assist you in gaining the required knowledge and skills.

The evidence you need to provide for an assessment of competence in this unit will be based on,
but not limited to:
 Successful completion of assessment
 Verbal discussion and questioning by assessor
 Mentor / supervisor / workplace coach verification of skills
 Any other evidence you or your assessor have gathered
 Any other activities your assessor considers necessary

You are required to submit your work in a neat, orderly, detailed and organised manner. Use source
references in all your work.

Flexibility – If you do not understand the assessment process or there is a problem undertaking this
assessment within set time frames please contact your trainer.
Fairness – If you have any problems with completing both written or practical assessment then our
trainers are here to assist you to make reasonable adjustments

Assessments in other units

Please note that some assessments for this unit are assessment CHCECE002. These include:
Assessment 5 and Assessment 7 – Sun Safety Assessments

If you have not completed this unit, please see your Trainer to access these assessments to allow you
to successfully complete this unit.
 TASKS
Task 1
Locate and read the Early Childhood Code of Ethics. It is in your Early Childhood Professionalism Booklet or you
can go to http://www.earlychildhoodaustralia.org.au and search for Code of Ethics. Answer the following:
1. What are the 8 areas of the code
Answer:1. Each child has unique interests and strengths and the capacity to contribute to their
communities. Ÿ
2.Children are citizens from birth with civil, cultural, linguistic, social and economic rights.
Ÿ 3.Effective learning and teaching is characterised by professional decisions that draw on specialised
knowledge and multiple perspectives. Ÿ
4.Partnerships with families and communities support shared responsibility for children’s learning,
development and wellbeing. Ÿ
5.Democratic, fair and inclusive practices promote equity and a strong sense of belonging. Ÿ
6.Respectful, responsive and reciprocal relationships are central to children’s education and care. Ÿ
7.Play and leisure are essential for children’s learning, development and wellbeing. Ÿ
8.Research, inquiry and practice-based evidence inform quality education and care.

2. Which area do you think is most important?

Answer: The ECA Code of Ethics states that it has incorporated the UN Convention on the Rights of the child. Below is
part of the Code of Ethics Section 1, In relation to children, I will:
6. Create and maintain safe, healthy environments, spaces and places, which enhance children’s learning,
development, engagement, initiative, self-worth, dignity and show respect for their contributions.
11. Acknowledge children as competent learners, and build active communities of engagement and inquiry. 12.
Honour children’s right to play, as both a process and context for learning. It is important that you are aware of this
Code of Ethics and how to apply this within your role as an Educator.
Why do you think that this code was developed?
Answer: because

Task 2
Locate and read Article 25, 28 and 29 in the United Nations Convention on the Rights of the Child.
http://www.unicef.org/crc/files/Rights_overview.pdf
Discuss why these are relevant to providing physical care to children.
Ans: because in these articles state parties :

States Parties recognize the right of a child who has been placed by the competent authorities for the purposes of care,
protection or treatment of his or her physical or mental health, to a periodic review of the treatment provided to the child and all
other circumstances relevant to his or her placement.

1. States Parties agree that the education of the child shall be directed to:

(a) The development of the child's personality, talents and mental and physical abilities to their fullest potential;

Task 3
1. Compose a 1 A4 page information sheet about clothing requirements in an education and care setting.
Consider:

a. What the child and family may require the child to wear.
Answer: Freedom for action – Young children’s lives are filled with activity. This means that their clothing
should fit appropriately. Clothing that is too large or too small can hamper movement. This is especially the
case for trousers, sleeves and shoes.
2. Sturdy – Children lead active lives and their lack of knowledge about clothing care makes sturdy clothes an
essential. The fabric needs to be serviceable and durable. Children’s clothing is washed often, and many
families prefer those that require little ironing.
3. Allow for self-dressing - Children who are developing independence should wear clothing that assist in
 developing this skill. Appropriate clothing for young children should have a minimum of fasteners located in
areas of the garment that the child could easily reach. Slipover-the-head type clothing is preferable.
b. Cultural Diversity: make sure that preferences that are culturally appropriate are incorporated into
the service.
c. Health and safety requirements (so child is not injured or hurt through wearing clothes) Safety – some girl’s
dresses are very attractive but unfortunately can become very dangerous on some forms of
equipment. Babies who are crawling and wear dresses can often get caught up in the garment and
fall face forward. – parents should be made aware of the type of clothing that is practical – shorts,
T-shirt.
Age Appropriate – if a child is learning to use the toilet then too much clothing or clothing that is
difficult to get on and off could delay the process.
d. Using images so it would be clear to family what is required

2. Explain how your information about clothing would assist a family member to understand health and safety
guidelines.
Answer:

3. How does your information meet the organisation’s guidelines?

Answer: Under National Standard 2.1.2, there is a need for individual clothing needs and preferences to be
promoted for the children’s comfort, safety and protection within the scope of the service’s requirements
(p.56 National Standards Guide). It is important that children are given the opportunity to begin to dress
themselves. Most children by about 2 years manage to pull off socks or a T-shirt. By about 3 years, children
can usually dress themselves.

Task 4
Locate Belonging, Being and Becoming (EYLF). Read Outcome 3 to complete this task on the principles of
emotional development.

1. List three (3) examples of evidence that an educator would look for to see children developing a strong
sense of well-being.
Answer: educator promote this learning for example when they show genuine affection understanding and
respect for all children.
Talk with children about their emotions and responses to events to supporting their understanding of
emotional regulation and self control.
Promote childrens sense of belonging ,connectedness, and wellbeing.
Active listening

2. Select one (1) of these and explain in detail how this is part of emotional development.

Answer: Active listening An important element of understanding and responding to emotional needs is listening to
children. It is an important communication strategy that caregivers can use to help children of all ages identify and talk about
their feelings.
Active listening requires that you:
• give the child your full attention
• listen carefully to what the child is saying or communicating non-verbally
• do not interrupt the child to ask questions
• listen to what the child is feeling
• accept the child’s feelings and do not try to deny them or dismiss them
• do not give an opinion or make a judgement
• reflect back to the child how you think he/she is feeling
• wait for the child to confirm you are on the right track.
 ASSESSMENTS
Assessment 1
1. James is crying and standing with legs wide apart pointing at the puddle of urine on the ground. What would
you do to clean up and support him?
Answer: take care to avoid making them feel pressured, ashamed or
embarrassed about toileting accidents. You should never embarrass or belittle
a child when they have an accident. Clean up mess quietly and quickly
Reassure the child When cleaning up accidents remember
• To wear gloves.
• Use paper towels
• Dispose of towels and gloves
• Use disinfectant on area after cleaning up.

2. Discuss why it is important to ensure that the child does not have a negative experience if they have a
toileting accident.

3. A group of 6 children are seated at the table waiting for lunch. Each has a bowl. In your role as educator you
place a plate of assorted sandwiches in the middle of the table next to a jug of water.

Discuss how you supervise and talk to children when they are eating and drinking.
Answer: interact. You can assist children to learn social skills, fine and gross motor skills.
You can use meal times to:
• Teach social skills
• Develop fine and gross motor skills
• Develop hand-eye coordination
• How to use equipment
• Discuss good foods

4. What is the process before children eat with regard to hand washing? In your response discuss why it is
important to wash hands and how this meets organisation’s policies and procedures.
Answer: Wet your hands with clean, running water (warm or cold). Make sure the water isn't too hot for
little hands.
Use soap and lather up for about 20 seconds. Antibacterial soap isn't a must — any soap will do.
Make sure you get in between your fingers, on the backs of hands, and under the nails where germs like
to hang out. And don't forget the wrists!
Rinse and dry well with a clean towel.
Good hand washing is the first line of defense against the spread of many illnesses — from the common cold to more serious
infections, such as meningitis, bronchiolitis, the flu, hepatitis A, and many types of diarrhea.
Handwashing is a fundamental means of supporting the aims of the National Quality Framework, particularly Element 2.1.2. You can also read
in the need for good handwashing practices in Regulation 88 and Regulation 168(2)(c) of the Education and Care Services National Regulations
(last updated 1 July 2018).

Assessment 2
Below are the recommendations from the National Physical Activity Guidelines for Australians (birth to 5 years
and 5 to 12 years). Match the following by drawing a line between correct answers.

Recommendation Age Range

Floor-based play Toddlers (1 to 3 years) & Preschool (3 to 5 years)
 Less than 1 hour per day watching DVD, Less than 2 years
computer and other electronic games
Should not be sedentary, restrained or kept Children aged 5 to 12 years
inactive (except for sleeping) for more than I
hour at a time
Minimum of 60 minutes (and up to several Children aged 2 to 5 years
hours) of moderate to vigorous physical activity
Daily
Physically active every day for at least 3 hours Children aged 5 to 12 years
across the day
Should not watch any DVD, computer and other All children (Birth to 5 years)
electronic games
No more than 2 hours per day using electronic From birth
media for entertainment (e.g. computer games,
TV, internet) especially during daylight hours.

b) List 4 benefits of National Physical Activity Guidelines for Australians (birth to 5 years and 5 to 12 years) for
children.
Answer: A combination of moderate and vigorous activities for at least 60 minutes a day is recommended. Examples
of moderate activities are a brisk walk, a bike ride or any sort of active play. build confidence
▪ feel loved, happy and safe
▪ develop social skills, language and communication
▪ learn about caring for others and the environment
▪ develop physical skills
▪ connect and refine pathways in her brain.

Assessment 3 Scenario
Rohan (3.4) runs in dressed as a clown. He has been to the circus over the weekend and is very excited.

1. List 3 physical games that could be created outside

2. List 3 physical activities that could be created inside

3. Discuss how these activities offer chances for appropriate risk-taking.

 4. Select one (1) activity. Discuss how you can use this to explain to children:

a. How their bodies work

b. Why physical activity is important

5. How would you encourage all children to participate? List 2 strategies in your response.

6. How will you engage Rohan and the group in developing ideas and games

7. Discuss how using Rohan’s interest to develop activities scaffolds learning and development

8. How can you engage with Rohan during the development and implementation of his ideas?

9. List the Early Years Learning Framework outcomes linked to Assessment 3.

Answer: EYLF Outcome 4 Children are confident and involved

learners. This Outcome discusses the concept of children developing dispositions for learning such as
curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and
reflexivity. Through children actively engaging in their environment, they will develop many different
skills such as problem solving and transferring understanding from one context to another.

10. List the links to the National Quality Standards

Answer: The National Standards Quality Area 3 gives guidelines for the Physical Environment. Some of the
standards look at the physical environment whilst other take a more holistic approach. Such as
3.1.3 Facilities are designed or adapted to ensure access and participation by every child in the service
and to allow flexible use, and interaction between indoor and outdoor space.
3.2.2 Resources, materials and equipment are sufficient in number, organised in ways the ensure
appropriate and effective implementation of the program and allow for multiple uses.

Assessment 4
these assessments are about helping children with change.
Geraldine is nearly three (3) years of age. She is able to use toilets and communicates well with her peers and
adults although she does have separation issues from her mother. The Nominated Supervisor and the Education
Leader have decided that she should move to the next age group.
This is a period of change for Geraldine as she will be moving from where she is comfortable and has
development social structures and friendships to another environment. The process will include Geraldine
spending time over the next 3 weeks in the new room.

1.Discuss how you think this change will affect Geraldine.

Answer:A child generally starts worrying about being away from carers when he is old enough to know
that there are special people in his life who look after him, and when he can clearly recognise the
difference between family members and strangers.
Knowing that the special person(s) is near to help

1. Using your responses from question 4.1, how can you assist her to settle into this new environment?
 Answer: Encourage parents to always say goodbye, even if they have to go while the child is upset. Prepare
your child by talking to them in advance, tell them where they will be going, what they will be doing.
 Take your child to visit the provider on a few occasions before you need to leave them for the first time. Show your child
where they will be going. Answer any questions they may have openly and honestly reassuring them that everything is OK.

2. Explain how you can assist Geraldine to express her feelings and thoughts around this move.
3. Now Geraldine has expressed her feelings to you, how would you respond?

4. What preparation should be done prior to moving Geraldine into the new room?

5. Geraldine already has problems separating from her mother in the morning. What routines should be set up in
the new environment to minimise her distress?

Assessment 5
This assessment is looking at how to settle children into the service. This can be a time of great distress for
children and their families.

1. List two (2) signs of stress or distress for children or families at arrival time in the centre.

2. You see that a child is distressed, what could you do to engage with the child and the family so they are
not rushed at separation?

3. List three (3) activities that you can use so that the parent to engage with the child and not feel rushed and
hurried to leave the service.

4. The child is distressed and the mother has left. What do you do to calm and assist the child?
Assessment 6
This assessment is looking for your knowledge of the basic principles of physical development.

1. Explain Gross Motor Development

2. Give four (4) examples of gross motor movement

3. Explain Fine Motor Development

4. Give four (4) examples of fine motor movement

5. Write a detailed description of developmental milestones.

6. Complete the following milestone table

Age Range Developmental Milestone Suggested Activity

Lift head Floor games, tummy time
3 months Floor games, mobiles
4 months Lifts upper body
5 months Pillows, rocking chair with mobiles
Stands up while holding on Safe areas to pull self-up
9 months Toys placed in front to encourage
12 months Walks with assistance to walks
Unassisted
15 months Teach how to go down stairs
backwards
Jumping Hoops, ropes
3 years plus Hop scotch, chalk drawn on cement
Ride a bike or kick a ball Make tracks or kick ball into box
 ASSESSMENT / ASSIGNMENT COVER SHEET

CHC50113 Diploma of Early Childhood Education and Care

Unit Code CHCECE003

Unit Title Provide care for children
Tasks & Assessments

Student Name
Student ID
Trainer

Statement of Original Work

I state that the enclosed unit and

assessment work contains no material that has been written by any other
person except where due reference has been made

Student signature Date

Date Marked
Assessed by Signature
Competent  Not Competent  Resubmit 
Student Signature Date

KEY: C = COMPETENT NC = NOT COMPETENT R = RESUBMIT

S = Satisfactory UnS = Unsatisfactory (Student must achieve all S’s to be competent)
 MARKING SHEET
CHCECE003 Provide Care for Children
S UnS R Comment
Task 1
Locate and read the Early Childhood Code of Ethics.
1. 8 areas of the code
2. area most important- discuss
3. Why code was developed
Task 2
Locate and read Article 25, 28 and 29 in the United
Nations Convention on the Rights of the Child.
Discuss why these are relevant to providing physical
care to children.
Task 3
Compose a 1 A4 page clothing information sheet:
1. What the child and family may require child to wear.
2. Cultural Diversity
3. Health and safety requirements (so child is not
injured or hurt through wearing clothes)
4. Using images so it would be clear to family
5. Explain how your information about clothing would
assist a family member to understand health and
safety guidelines.
Task 4
Locate Belonging, Being and Becoming (EYLF). Read
Outcome 3
1. List (3) examples of evidence that an educator
would look for to see children developing a strong
sense of well-being.
2. Select one (1) of these and explain in detail how this
is part of emotional development.
Assessment 1
1. Child pulls nappy. What would you do? How would
you approach his family?
2. Discuss why it is important to ensure that the
child does not have a negative experience if they
have a toileting accident.
3. Lunch scenario
Discuss how you supervise and talk to children when
they are eating and drinking.
4. Hand washing process why important to wash
hands.
Assessment 2
recommendations from the National Physical Activity
Guidelines for Australians (birth to 5 years and 5 to 12
years). Match by drawing a line between correct
answers.
b) List 4 benefits of National Physical Activity
Guidelines for Australians (birth to 5 years and 5 to 12
years) for children.
Assessment 3 Scenario
Scenario - clown
1. List 3 physical games that could be created outside
2. List 3 physical activities that could be created inside
3. Discuss how these activities offer chances for
appropriate risk-taking.
4. Select one (1) activity. Discuss how you can use this
to explain to children: Activity
How their bodies work
5. How encourage all children to participate - List 2
strategies
6. How will you engage Rohan and the group in
developing ideas and games
 7. Discuss how using Rohan’s interest to develop
activities scaffolds learning and development
8. How can you engage with Rohan during the
development and implementation of his ideas?
9. List the Early Years Learning Framework outcomes
10. List the links to the National Quality Standards
Assessment 4
Scenario Change
1. Discuss how you think this change will affect
Geraldine.
1. Using your responses from question 4.1, how can
you assist her to settle into this new environment
Explain how you can assist Geraldine to express her
feelings and thoughts around this move.
2. Expressed her feelings to you, how would
you respond
3. preparation prior to moving Geraldine into
new room
4. Separation morning routine - set up in the new
environment to minimise her distress?
Assessment 5
1. List two (2) signs of stress or distress for children
or families at arrival time in the centre.
2. child is distressed, engage with child and family
so they are not rushed at separation
3. List three (3) activities so parent to engage with the
child and not feel rushed and hurried to leave the
service.
4. The child is distressed and the mother has left. What
do you do to calm and assist the child?
Assessment 6
This assessment is looking for your knowledge of the
basic principles of physical development.
1. Explain Gross Motor
2. Give 4 examples of gross motor movement
3. Explain Fine Motor
4. Give 4 examples of fine motor movement
5. Explain what milestones are.
6. Write a description of milestones.
7. Complete the following milestone table

Comments:
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………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………

Assessor: …………………………………………………………

Signature: …………………………………............………………. Date: ………………….……………………

 Take a positive step towards a rewarding career

www.tredcollege.edu.au

17 Khartoum Road,
Macquarie Park NSW 2113
Phone: +61 2 9870 7688
Email: [email protected]
RTO ID 40797
ABN 42 136 866 923
TRED Consultants Pty Ltd T/A TRED©

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responsibility for any errors or omissions. Nor does it accept liability for any consequences that may follow from any person’s
use of the material. All fees are valid at time of printing but may be subject to changes. Students should make their own
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