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Assessment Tasks for Unit of Competency: CHCFC505A Foster Cognitive Development in Early Childhood Due Date ……………………… Task 1: Resources and materials (Off the Job) AC/NC 1. Develop, select &/or make up a resource collection of ideas, items & props (with explanatory notes) that you could use to support cognitive and other learning relating to science, maths & the environment. 2. Review a minimum of 2 computer programs/web sites for children. Task 2: Documentation & planning (On the job) AC/NC 1. Record written observations and gather relevant information about two children, one aged 0-3, and one aged 3-5 years, focussing on cognitive development (including science/mathematics/technology and the environment). Use a range of documentation methods, which can include anecdotes, journal entries, photos, work samples or other observational methods as advised by your teacher. Drawing on your research of typical behaviours and development comment on your observations, identify significant behaviours and suggest at least ten (10) planning ideas and caregiving strategies. 2. Based on your observations, plan a minimum of three (3) experiences to foster the cognitive development for each of the children. - At least 1 experience should help develop thinking skills - At least 1 experience should help develop problem solving skills - At least 1 experience should be a developmentally appropriate science experience - At least 1 experience should be a developmentally appropriate science experience - At least 1 experience should be a developmentally appropriate mathematics experience - At least 1 experience should be a developmentally appropriate technology experience - At least 1 experience should be a developmentally appropriate environment experience Write out the experiences in full using the suggested experience plan document. In this plan make sure that you identify what items you will need, who you are aiming the experience at and why, and possible outcomes. 3. Implement the experiences and then evaluate them covering the following: Did it attract the children you were aiming it at? Why/why not? Were all children interested in the experience and included in a meaningful way? Did you need to help any children access the experience? How did you do this? What cognitive skills did the experience foster? Give examples. How did you verbally and non-verbally foster cognitive skills during the experience? Give examples. How would you modify the experiences for a mixed age group of children? Task 3: Developmental summary (On the job) AC/NC Using observations and information gathered about at least 1 focus child create a developmental summary. A Developmental Summary is a written overview of the progress, characteristics, interests and strengths of a child or children, presented under the heading for the developmental area. Your summary must be based on observations, work samples and other information gathered about the child. It should also be supported by references from a range of child development texts and other credible resources. You will need to find one child to observe and gather information with over a period (your Focus Child). You will firstly need to gain the written permission of the child’s parent/s to be involved in this project, on the understanding that the child’s observations and summary will be submitted to your teacher for study purposes. If the child is old enough, you should also explain the project to them and ask their verbal permission to observe and write about them. Write some notes about how you did this and how the child responded. This Developmental Summary can be presented as a point form report organised under the developmental (or domain) heading. The heading you use should reflect the focus area of development for this task e.g. the thinking/creative child (cognitive development). You will need to: Identify key behaviours and skills which show the progress of the focus child in this developmental area, with an emphasis on their unique strengths, characteristics and interests, as well as any concerns you may have about their progress. Evaluate the child’s progress in relation to the typical development of children in this age group and relevant developmental theories. Use your knowledge of theories and typical development based on information you have gained from class, workshops, Learner Guides, child developmental texts and other credible sources. Through your summary you must demonstrate your developmental knowledge of the age group in general and the individual focus child in particular. Describe a range of opportunities, experiences and care giving strategies you could provide for the focus child to foster and enhance their development in this domain. You should fully describe at least 6 provisions which clearly link to the observed abilities, skills and interests of the focus child. The summary should be up to 500 words. Task 4 Workplace performance (On the job) AC/NC 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: CHCFC505A Foster cognitive development in early childhood Learner’s Name: Assessment Dates: Location: Key: Demonstration Evidence of Industry Strategic of Practical Associated Supervisor Questioning Skills (DP) Documentation Feedback (SF) Of the learner (AD) (SQ) Practical skills Evidence Comments All elements DP Monitors, documents and reflects on the cognitive skills AD and learning potential of a range of individual children SF Sets up a range of play & care environments to promote SQ the cognitive skills, maths & science learning and diverse understandings of children of different ages Uses a variety of strategies to encourage children’s cognitive development and key developmental tasks Introduces new ideas and builds on children’s choices, interests and existing skills & knowledge Allows children to stay at, revisit and repeat activities to enhance learning Provides a range of open ended material to promote exploration, enquiry and mathematical thinking Uses strategic questioning and non-verbal communication to encourage children to observe, predict, hypothesise, explain, reason and express their ideas and opinions Promotes creative thinking and innovative uses of resources Modifies experiences based on children’s responses and NC Pass use of materials Credit Distinction 1. Assist children to develop thinking and problem solving DP skills AD Demonstrates an understanding of the typical cognitive SF skills and abilities of children across a range of ages SQ Designs a wide range of challenging experiences for individuals and groups that foster thinking and problem solving skills Provides developmentally appropriate experiences, equipment and environments that foster cognitive skills and learning for children from infancy to preschool aged. Allows children to experiences natural consequences of actions Uses a variety of strategies to maintain children’s interest and extend their concentration & attention span Selects and provides materials and tools to promote problem solving NC Pass Credit Distinction 2. Promote opportunities for a wide range of DP developmentally appropriate experiences in science AD NC Pass mathematics technology and the environment SF Credit Distinction Monitors, documents and reflects on children’s SQ involvement in science, maths, environment and technology experiences Designs a wide range of challenging experiences for individuals and groups that promote learning about science, maths, technology and the environment Models and encourages enjoyment and participation Stimulates children’s curiosity and learning Fosters children concept development & understanding Uses inexpensive resources and natural materials Uses appropriate technology to enhance children’s learning Overall Comments & Grade NC Pass Credit Distinction Assessor Name & Signature Date Learners Name & Signature Date NB: Strategic questioning of the learner and industry supervisor feedback should supplement direct observation of the learner and cannot be used as stand alone evidence to determine Grade/Marks for on-the-job performance. All elements included in practical skills checklist.
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