CHCECE023 Analyse Information to Inform Learning.

AT 1 Theory Tasks: 001

CHCECE023
Analyse information to inform learning
Theory Assessment Task
Assessment Instructions
Students are required to complete a range of assessment tasks throughout the training period to demonstrate
competency in each relevant unit.

Attempting assessment tasks

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

Assessment Conditions
Assessment must demonstrate consistent capable performance:

1. Knowledge assessment can be partially or fully completed in a self-study environment via word/ pdf
documents.
2. The student must complete the required assessment to a Satisfactory level
3. Where students require further evidence to determine competency, the trainer is to identify the
evidence/ additional tasks that are needed to be complete in order to determine Competency.

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 or Not Yet Satisfactory. Where
students are assessed as ‘Not Yet Satisfactory’ the trainer/assessor will provide the student with feedback and
guidance regarding what needs to be completed for resubmission.

Reasonable Adjustment
Students may apply for reasonable adjustment to assessment tasks. If you feel ‘reasonable adjustment’ may
apply to you, please discuss further with you trainer/assessor.

Student Appeals
Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals
must be made in writing to the Course Co-ordinator 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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Submitting tasks – Uploading to Studentweb

Students are required to submit all completed assessment tasks via upload to Studentweb. This ensures your
work will not be lost.

By uploading tasks online, students are declaring the origin of their work is authentic, through use of a private
student account, including an individual user name and secure password.

Accessing Required Readings

Students will need to access the Required Readings throughout the assessment process. These readings
provide important underpinning knowledge and key information to help students provide appropriate responses
to assessment tasks. It is important that each student reads these to build a better understanding of the Early
Childhood requirements and how to effectively contribute to the Education and Care of young children.

Students are able to access these readings online.

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CHCECE023 Analyse information to inform learning

Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the
knowledge and skills required to gather and analyse information about children’s learning in order to inform
practice.

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

 Element 1 Gather and document information about children

 Element 2 Monitor children’s learning and development

 Element 3 Use evidence to inform practice

 Element 4 Share information appropriately

Assessment Requirements
 001: Gather and document information about children and use evidence to inform practice

 002: Monitor children’s learning and development

 003: Share information appropriately

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

Textbook

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

Core Documents
 Belonging, Being and Becoming: The Early Years Learning Framework for Australia (2009). Australian
Government Department of Education, Employment and Workplace. Canberra. ACT.
 Code of Ethics. (2016). Early Childhood Australia.

 Education and Care Services National Regulations. (2018). Ministerial Council for Education, Early
Childhood Development and Youth Affairs. NSW Parliamentary Counsel’s Office.

 Educators’ Guide to the Early Years Learning Framework for Australia . (2010). Canberra: Australian
Government Department of Education, Employment and Workplace Relations.

 Guide to the National Quality Framework. (2017). Australian Children’s Education and Care Quality
Authority. ACT: Commonwealth of Australia.

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001 Gather and document information about children

and use evidence to inform practice
CHCECE023 Analyse information to inform learning

Element 1 Gather and document information about children

Element 2 Monitor children’s learning and development

Element 3 Use evidence to inform practice

Performance Evidence

Knowledge Evidence

The following questions require you to demonstrate your knowledge of the NQF as it relates to observation and
planning for development.

Reading
To assist you with this question, refer to your Core Document:

 Guide to the National Quality Framework

Question 1

The Education and Care Services National Regulations (2011), Part 4.1 Educational program and practice
states:

74 Documenting of child assessments or evaluations for delivery of educational program

1) The approved provider of the education and care service must ensure that, for the purposes of the
educational program, the following are documented - for a child preschool age or under—

i. assessments of the child’s developmental needs, interests, experiences and participation in the
educational program; and

ii. assessments of the child’s progress against the outcomes of the educational program;

a. Use the Guide to the National Quality Standard to access QA1 Educational Program and Practice.
List one element that contributes to meeting the requirements of (i) and (ii) of Regulation 74.

1.1.2 child-centred - each child’s knowledge, strengths, ideas, culture, abilities and interests are the
foundation of the program.

b. State the two written observation methods that can be used to document evidence of children’s learning
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and development.

Leaning story

Jottings

The following questions require you to demonstrate your knowledge of how to observe and interpret information
about children to support their development.

Reading
 To assist you with this question, refer to p. 427 of your textbook, ‘Frameworks for Learning and
Development’.

Question 2
Match the examples of workplace practice to the essential professional knowledge and skills required by
educators when engaging in observation planning.

Examples of Workplace Practice

a. Educator Dan assures Anna that her son Cooper’s (22mths) language and communication skills are
age-appropriate.

b. The educator is aware that Pattel’s (4.7yrs) parents have very high academic expectations. They
regard play as a waste of learning time. The educator provides Pattel’s parents with information about
how play supports learning.

c. Educators set a daily engineering challenge for the preschool children, who must use collaboration and
problem-solving skills to successfully complete the challenge.

d. Each day the children choose from a wide range of play experiences.

Essential Professional Knowledge and Skills

i. A strong belief in children as capable and resourceful constructors of their own C

learning.

ii. Detailed knowledge of the predictable sequence and continuum of child development. A

iii. A sound commitment to play as learning for young children. D

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iv. Understanding of how the child’s cultural context impacts on learning and B
development.

Question 3
Read the following observations, and using point form interpret each observation. You must include a minimum
of two points, which must reflect a detailed understanding of child development. Your suggested experience/
activity or routine should demonstrate evidence of your knowledge of child development and how children learn.

a. Gus (4yrs)

Gus (4yrs) has spent the weekend with his grandparents. He tells me that he helped his Pop to mow the
lawn and helped Nan to make fairy cakes with green icing. He also told me that he has a treasure in his
pocket and asked me to guess what it might be. Before I could answer, Gus announced he has jewels in his
pocket. He showed me two costume jewellery brooches given to him by his Nan. ‘This one is an emerald
and this one is a ruby. See, one is green and one is red and there’s gold too. My nan’s got a ring with a
diamond but she said I couldn’t have it because it was precious. My Pop said that people dig jewels up out of
the ground but I digged in the garden but I didn’t find any.’

i. Interpretation – what does this observation tell you about the child’s thinking and language skills?

Gus can recall with detail past events in his life, and he also demonstrated an extended vocabulary by been
able to discriminate different kinds of jewels.

He is not quite ready to discern between figurative language and literal.

Gus experience the benefits and pleasures of shared learning exploration;

Explore ideas and theories using imagination, creativity and play

ii. What does this observation tell you about Gus’s personality/temperament?

Gus has a good relationship with his grandparents and also likes to share his experiences with the educator
demonstrating a trust relationship with other children and educator.

Openly express his feelings and ideas while interact with others

Initiate interactions and conversations with trusted educators

iii. Suggest one experience/activity or routine that could be planned to support the child’s interest in gems.

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As an extension to Gus interest the educator could promote a play experience where children would have a
group time story about pirates and treasure hunting followed by a treasure hunt game at the sandpit.

b. Cassie, Angie, Bella and Zoe (4.8yrs)

Angie, Bella and Zoe are making witches’ brew. Yesterday Cassie went to the local library with her father
who read her a story about witches.

‘I know how to make witches’ brew because my dad read me a story at the library. It’s got to have lots of

yukky things in it so that it can be magic.’

‘Yeah, we need water and sand and dirt!’ says Angie.

‘And we need gizzards and slime too’, says Cassie.

‘Oh yeah’, says Bella, ‘yukky stuff!’

‘Let’s go get some yukky stuff’, says Zoe.

The girls run off to an area in the garden and begin to collect bits and pieces for their brew. The girls add
mulch, leaves, pebbles and sand. They laugh and giggle as they add to the ‘brew’. There is a great sense of
fun and excitement in their game.

‘Here are the gizzards’, says Cassie.

Bella says to me. ‘Jenny, we’re making witches’ brew. It’s got gizzards in it.

Cassie. ‘Jenny, if you drink it you’ll turn into a stone!’

The girls all laugh at Cassie’s comment.

i. Interpretation - what does this observation tell you about the children’s creative, language and social skills?

Children were engaged to extent their past experience by organizing themselves during the play experience

They were also using different range of vocabulary such as gizzards brew.

They had the idea of initiate and join the play

They were confident to explore and engage with the social and physical environment through relationships
and play

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ii. Suggest one experience/activity or routine that could be planned to support the children’s creativity/
imagination.

The educator could extent the activity by teaching children how to prepare a meal as an example a sandwich.
Children will be guided through the safe and hygiene practices of washing their hands before preparing the
meal as well the vegetables collected from their veggie garden.

c. Husn (3.6yrs)

Husn is a dedicated block builder. Every day he tells me what he is going to build. Husn usually works quietly
on his own. He doesn’t invite other children to join him, but will happily share his construction if others show
interest.

Today Husn begins with a hollow block for his base, then adds a small cylinder with a larger cylinder on top.
He then places a small bamboo cylinder followed by a taller bamboo cylinder on his tower.

As Husn is building, he sits back on his heels and looks carefully at the placement of each block as if
assessing his structure for soundness or aesthetics. He adjusts some pieces and occasionally swaps one
block for another. When a block falls Husn picks it up and tries several new positions before deciding on a
final placement.

Ben (3.4yrs) comes and sits opposite Husn: ‘That’s a good tower, Husn.’

Husn smiles shyly.

Ben points to the bamboo cylinders: ‘Can I put one on top now?’

Husn smiles and nods. He watches closely as Ben carefully places another block on the tower.

Husn: ‘That’s good Ben.’

The two continue to work together, extending the construction at the base. Husn can be heard telling Ben
what he is going to do next and asking Ben for ideas.

i. Interpretation – what does this observation tell you about the child’s problem-solving and social skills?

Husn, does not initiate play but is able to interact well with others who do initiate, Huns is able to concentrate
and try to complete tasks rather then giving up

ii. What does this observation tell you about Husn as a learner?

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Husn seems to have an individual personality. His learning process goes by observing and taking risks to see
how things work.

Huns take considered risk in his decision-making and seem to be able to cope with the unexpected

He appears to be open to new challenges and discoveries.

iii. Suggest one experience/activity or routine that could be planned to support Husn’s problem-solving skills.

Marshmallow and tooth pick building experience or you could use playdough or bluetack 

d. Miller (11mths)

Miller is now crawling, and has discovered that she can use her hand to bat a soft rubber ball across the
floor. For the last two weeks, Miller has spent much of her crawling time batting and chasing her ball around
the room. Today the ball rolled under a table that was pushed up against the wall. Miller tried to crawl under
the table but was blocked by two chairs. Miller then crawled to the side of the table and stretched out her
arm to try and reach the ball. When this was not successful, Miller crawled to the other side of the table. This
time she lay face down and wriggled under a chair. She managed to bat the ball from under the table but
then appeared to be stuck under the chair. At this point Miller squealed and looked to the educator, but did
not appear to be distressed. I responded by asking if she was stuck and I then helped her by moving the
chair. Miller smiled and then crawled off in search of the ball.

i. Interpretation – what does this observation tell you about Miller’s physical, problem-solving and
communication skills?

MIller demonstrate the ability to recognize and communicate her bodily needs by making noises to gets the
educator’s attention.

She also explored the environment to manipulate objects and experiment with cause and effect, trial and
error and motion.

ii. What is Miller learning about herself?

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Miller learned about spacial awareness by trying to fit in a space where she could not fit or be able to reach
the ball. She used a reflective thinking after taking some attempts.

iii. Suggest one experience/activity or routine that could be planned to support Miller’s problem-solving skills.

Playing hide and seek with objects.

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