CHCFC505A Foster Cognitive Development in Early childhood by YxpQ1J13


									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
         Did you need to help any children access the experience? How did you do
         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

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
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
          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:


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
 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
 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

 Overall Comments & Grade

  NC       Pass     Credit               Distinction
 Assessor Name & Signature

 Learners Name & Signature


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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