CHC50121 - Diploma of Early Childhood Education and Care Learner Workplace

Assignment Task

Task 1 - Design, Implement and Evaluate a Mini Project 

Purpose of Assessment

This assessment will assist you to create a project which encourages children’s creativity in the areas of digital technology, construction and STEAM.

A) Planning the project

1. Identify a topic for investigation. This topic must be based on children’s interests, for example: Sharks - observations show Jamie visited the Aquarium with his family and really loved the sharks. Check with children to ensure they are interested in this topic. If not, find another topic!

2. Write in one sentence a rationale for why you have chosen this topic

3. Design an Anticipatory topic web/mind map which identifies both the questions and concepts that could be explored. (Remember this is not a list of activities on the chosen topic and it may change when collaborating with children).

4. Expand your own knowledge by providing three pages of research that answers the questions and explains the concepts related to your topic. These can be obtained from books or the web. These can be downloaded directly or photocopied from book. It is designed to give you greater knowledge about your choice of topic. (submit at the end of the document)

5. Design an Anticipatory topic web/mind map which identifies both the questions and concepts that could be explored. (Remember this is just for you not to be shared with children and it’s not a list of activities on your chosen topic).

6. Discuss with children the topic and record on two separate webs with children:

a. Children’s current knowledge of the topic

b. Questions they would like to know about the topic- record children’s names next to their questions where possibl

7. Identify one opportunity you used to gather feedback from colleagues, families and children to inform your project.

B) Implementing the project

1. Identify and implement within your centre an initial experience which encourages the exploration of the topic using construction and technology. (Please identify what you will do in one sentence).

2. Present one additional experience within your centre which extends naturalistically from this experience. (Identify the experience you have ch osen and why in one sentence).

• List the construction and digital technology opportunities you will use during this project and identify the children’s role in using these in the chart below.

3. List the construction and digital technology opportunities you will use during this project and identify the children’s role in using these in the chart below.

C) Documenting Children’s Learning

1. Recording your project: Map the flow of the project using your topic webs; photographs; text; and children’s, educators and families’ voices where applicable. Show what children have discovered and their engagement. You can be creative in the way you present this. 

2. Collaborate with colleagues regarding centre’s policies and if permitted by your centre you may like to display your project on the wall. This gives children, families and other staff an opportunity to discuss what they are learning and contribute ideas.

D) Evaluation and Critical Reflection of Project

1. List the STEAM concepts that were explored.

2. Identify two EYLF learning outcomes which were supported during the implementation of this project and give a reason for your choice

3. Identify in one sentence for each how you:

a) Monitored children’s role in creativity through observation and critical reflection.

b) Identified and used opportunities to gather feedback from colleagues, families and children.

c) Used and expanded on children’s ideas in relation to creativity.

d) Collaborated with others to regularly evaluate children’s participation in experiences and documented outcomes according to service policies and procedures.

e) Assisted children to use and care for materials and equipment used.

f) Planned and created opportunities for children to collaborate creatively with each other.

g) Encouraged children to use creativity to overcome challenges.

h) Used flexibility to respond to children’s interests and needs.

i) Encouraged children to pursue their own original ideas, interpretations and expressions.

j) Invited children to ask questions and assisted them to find their own answers.

k) Engaged children in talking about their creations and asked them open-ended questions.

l) Modelled and shared enthusiasm for creative work with children.

4. What would you change for next time?

Task 2 - Dreamtime Story

Purpose of Assessment

This assessment will extend your own creativity whilst sharing with children and extending upon a dreamtime story.

What Do I Need to Do?

Language and storytelling group time

1. Design and record a 20-minute language and storytelling group time.

2. To create this story you will need to research dreamtime stories and think of creative ways to respectfully present and extend on the story.

3. You will also need to be aware of cultural competence and share with children the origin of the story, its meaning and importance to Aboriginal families. If using props please consider sustainability, i.e. use materials you can keep or return to nature.

4. Please consider your age group carefully when selecting the story and modify where needed. You are not to use books for this story telling. This assessment is encouraging your own creativity.

Music and movement

1. Upon completion of your story (or within the story) incorporate music and movement related in some way to your story.

Dramatic and imaginative extension into the play area

1. Extend your group time into the play area through the use of imaginary and dramatic play.

2. Ensure this play area encourages the use of dramatic and imaginative play.

3. Involve children in the design and set up of the dramatic play corner to extend from your group time (this can extend in any direction from your group time. Follow the children’s lead!).

4. Use sustainable resources (recycled, repurposed or reused) for these experiences.

5. Use the template below to plan and evaluate your experiences.

Task 3 - Visual Arts Studio

Purpose of Assessment

This assessment will assist you to create an amazing visual arts studio which gives children to the opportunity to explore, create and develop a range of skills in relation to visual arts.

What Do I Need to Do?

1. Design a visual arts studio in your centre suitable for children 0-6 years. This could be indoors or outdoors, at the end of a veranda or under the tree. It needs to be available to children daily over a two-week period and be aesthetically pleasing.

2. Speak to your supervisor to identify a suitable space and adhere to the service’s policies.

3. Collaborate with children, families and educators) about what the art studio should include.

4. Provide a range of resources that are based on children’s interests and cultural background.

5. Remember to promote sustainability and use natural, recycled / upcycled materials where possible.

6. Ensure safety is considered when providing the space and resources.

7. Record details of your art studio on the template below “Week 1”

8. Evaluate and make changes based on children’s needs and interests and feedback from other stakeholders in “week 2” and record on the “Week 2” template

9. Photograph your art studio and upload with your assessment

10. Engage with children and the art studio over the next two weeks .

11. Use the following checklist of intentional teaching strategies to guide your practice when collaborating with children. You assessor and supervisor will be looking for these practices when interacting with children.

Item 2 - Reflective Questions

Purpose of Assessment

This assessment has been designed to reflect on your skills and knowledge of analysing information to inform children’s learning while in the workplace.

What do I Need to do?

Using your reflective practices, answer the following reflective questions based on your workplace experience.

1. Identify in one paragraph how you demonstrated respect for children through inclusive information gathering practices.

2. Identify 3 of your service’s confidentiality procedures in relation to sharing information with families.

3. Provide 1 example of how you adhered to this policy.

4. Identify 2 strategies you used or would use to share information (if unable to share due to policies) with families about their child’s documentation

5. Identify 1 strategy your centre implements to ensure confidentiality is maintained when collecting, sharing, storing and disposing of children’s and family’s information.

6. Identify 1 ethical dilemma which may occur in relation to the collection, sharing, storage and disposal of information.

7. How would you overcome this dilemma? 

8. Give 1 example of how you would use the stages of child development in each phase of curriculum planning:

a) collecting information

b) questioning / analysing information

c) Planning

d) Implementation

e) Review and reflection

Item 3 - Workplace Task

Task 1 - Gather, Analyse and use Information about Children

Purpose of Assessment

This assessment assists you as an educator to choose the most appropriate method of gathering information to obtain an understanding of a child’s development and learning. You will be required to: select the appropriate method; analyse; use EYLF outcomes to guide development and learning; and plan appropriate experiences. To do this you will be using both Primary and Secondary gathering techniques and collaborate with other educators, families and children.

Task 2 - Critical Reflection Activities

RPL Option - Task 2: Critical Reflection Activities and Task 3: Report on Critical Reflection Activities

If you are currently undertaking critical reflection in your service as part of your job role you are welcome to submit these documents as evidence of competence.

Please note: the critical reflection required must be related to your ability to gather and analyse information.

Please provide the following:

1. Two different critical reflection activities used to review own practice in relation to gathering and analysing information.

Evidence may include (but not limited to):

• EYLF Critical Reflection Tool;
• Circle of change critical thinking tool; and
• Reflection journals you use at your service (critical reflection must be on information gathering and analysis and show critical thinking).

Purpose of Assessment

This assessment is designed to assist you to critically reflect on your ability to gather and analyse information using a range of tools.

Questions

• What is critical reflection?
• Identify the individual, group, formal and informal critical reflection methods/tools used by your service.
• Provide a reason why these tools have been chosen.

Task 3 - Report on Critical Reflection Activities

Purpose of Assessment

As an educator we need to ensure that all critical reflection activities are meaningful. This assessment encourages you to critically reflect on your activities to decide whether they are appropriate and provide meaningful reflection on your practices.

Task 4 - Planning Cycle for all Children

Purpose of Assessment

This assessment has been designed to assist you in developing a process that ensures information and observations are gathered, documented and used to inform the planning cycle for all children.

Evaluation through Collaboration

Purpose of Assessment

The purpose of this assessment is to extend on your skills to evaluate the program in collaboration with others. This assessment will provide you with the skills needed to seek information from others to record your findings.

1. What is critical reflection?

2. Identify why multiple perspectives are important when critically reflecting about the curriculum

3. Give one example of how you would encourage and support collaborative critical reflection in the service

4. How would you make evaluation a regular collaborative activity?

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