CHCECE035_Student Assessment Task 1 - Questioning

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CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
Page 10 of 42 
 
 
CHCECE035 Support the holistic learning and development of children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 July 2022 
ASSESSMENT TASK 1 – QUESTIONING 
Student Details 
Student ID Group 
Student Name 
 
Conditions of 
Assessment 
• The student will have access to the relevant learning resources, listed under 
the learning resource of this document, for this assessment. 
• Questions will be completed in the student’s own time. 
• Responses to the questions must be typed. 
Student 
Instructions for 
completion 
 
 
• This task requires you to complete a written response knowledge assessment. 
• You are required to answer all questions correctly in Assessment Task 1 – 
Questioning. 
• The questions within this assessment relate directly to the integrated 
knowledge contained within the unit of competencies and are fundamental to 
the student’s knowledge and performance evidence. Use of correct grammar 
and spelling is required to demonstrate foundation skills, so please ensure to 
proofread your answers prior to submission. 
• You may have up to three (3) attempts to receive a Satisfactory outcome for 
this assessment. 
• Failure to receive the Satisfactory outcome af ter the three (3) attempts, the 
result for the unit will be deemed Not Yet Satisfactory, and you must re-enroll 
and repeat the unit to be eligible to be assessed again. 
• APA referencing must be used where original sources have been used. Do 
not copy and paste text f rom any of the online sources. SCEI has a strict 
plagiarism policy and students who are found guilty of plagiarism, will be 
penalised. 
• The written assessment standards (8.2) outlined in the PP77 Assessment 
policy and procedure apply to this assessment task. 
Explanation of the 
common command 
words used in the 
Assessment Task 
• List / identify / state / give/provide = present in brief form 
• Outline = provide the main facts about something, more than naming, but not 
a detailed description 
• Describe = Provide full details of characteristics and/or features, more 
needed than an outline or than a list 
• Explain / Discuss = Provide a reasonable argument to discuss cause and 
ef fect and/or make links between things clear in your own words 
• Analyse = Identify parts, the relationship between them, and their 
relationships with the whole. Draw out and relate implications 
• Demonstrate = Present, show or illustrate through example or action 
CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE035 Support the holistic learning and development of children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 July 2022 
Assessment 
Procedure 
• You will be provided with a briefing on the assessment and the opportunity to 
seek clarification on the conduct of the assessment. 
• You may seek clarification at any point in time during the assessment task. If 
you feel you need more time to complete the assessment, you must negotiate 
the time needed with the assessor prior to the assessment due date. 
• Following the assessment, your responses will be assessed and marked as 
appropriate. Where responses have been assessed in one (1) or more 
questions as unsatisfactory, students will be required to resubmit these 
questions. For more information, detailed information can be found in PP77 
Assessment Policy and Procedure 
Due Date • 14 days af ter the unit completion date as outlined in the PP77 Assessment 
Policy and Procedure. 
Provide a response to the Research the requirements of the following quality areas in the National Quality 
Standards and provide three (3) examples of service standards, policies and procedures in relation to each of 
the areas that support the holistic learning and development of children. 
Quality areas Service standards, policies and procedures (three examples) 
Quality Area 1: 
Educational program and 
practice 
 
Quality Area 2: 
Children’s health and safety 
 
Quality Area 3: Physical 
environment 
 
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Standard 1.1: The educational program enhances each child’s learning and development
Policy
This policy applies to the Approved Provider, Persons with Management or Control, Nominated
Supervisor, Persons in day to day charge, educators, staff, students on placement, volunteers, parents/guardians, children and others attending the programs and activities of the centre.
Procedure
ensuring the educational program contributes to each child: 
− having a strong sense of wellbeing 
− being a confident and involved learner 
− being an effective communicator (Regulation 73)
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 Standard 2.1 – Each child’s health is promoted
Policy 
Wellbeing and Comfort
 It provides a framework to ensure that families feel supported and that their children feel 
welcome at the centre. Ways for educators to support families include asking them about:
•Sleeping schedules
•Food likes and dislikes
•Toileting patterns at home
Health Practices and Procedures
Procedures that are set in place to ensure hygiene and health practices include:
•Medical action plans displayed in prominent areas of classrooms for the children with 
anaphylaxis and allergies
•Rotating cleaning rosters for all areas of the centre
•External cleaners deep clean the centre on a regular basis (this may include antibacterial 
fogging)
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Standard 3.1DesignThe design of the facilities is appropriate for the operation of a service.
Policy
Our service is committed to providing safe and stimulating learning environments which enhance 
children’s learning and minimises the risk of an injury or accident.
Procedures and Responsibilities
Leadership and Management Responsibilities, including Approved Providers, Nominated
 Supervisors and Responsible Persons will:
•Positively and clearly communicate all aspects of the policy and take a zero-tolerance approach 
to compliance.
•Understand and comply with all aspects of this policy and related legislation and support team
 members to do the same
CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE035 Support the holistic learning and development of children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 July 2022 
Quality Area 5: 
Relationships with children 
 
 
 
2. Refer to the National Quality Framework, Standards and the Early Years Learning Framework and in your 
own words, document the quality area/s, standard/s and outcomes that support cognitive development in 
children. 
 
 
3. Access the Code of Ethics, in your own words, identify ethical practices in each of the following aspects 
that can support children’s holistic development (at least two (2) for each aspect). 
● In relation to children: 
 
● In relation to families: 
 
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Quality Area 3 - Physical Environment - There are two standards for providing quality learning outcomes for 
children in QA 3.
• Design: Indoor and outdoor spaces must provide appropriate resources for children to play safely to 
develop learning.
•Use: Facilities must be adequate and regularly maintained, so that children can participate in their daily 
activities and experiences without any risk.
Quality Area 4 - There are two standards that are focused on the organization of the management of the 
center and the professionalism of all employees.•Staffing arragements - It is necessary that the center provide the expected amount of staff so that the care 
service has the quality that children need so that their learning has value.
•Professionalism - It is necessary that the relationship between the whole team and the center's workers are
based on the principles of mutual respect, equity and fairness.
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Relationships between educators and children = Relationships are the foundation 
for the construction of identity, and help shape children’s thinking about who they are, 
how they belong and what influences them (Early Years Learning Framework, p. 20; 
Framework for School Age Care, p. 19).
Mutually supportive relationships = Secure, respectful and reciprocal relationships 
are key to establishing a positive and trusting community in school. (Framework for 
School Age Care, p. 10).
Dignity and rights of the children = The United Nations Convention on the Rights of 
the Child is a universally agreed set of non-negotiable standards and obligations
 founded on respect for the dignity and worth of each child.
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- For children to learn efficiently, it is important to create and maintain an inclusive, safe, and healthy 
environment.
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 - Maintaining a good relationship with the children's families and valuing and respecting them is an 
excellent tool for the people involved to feel respected.
 - Each family has their own way of caring for their children, they have their own cultural customs and beliefs,
 so as educators, we have to learn, respect and try to understand them for a better connection with them.
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- In a childcare environment it is important to ensure that there is no discrimination in terms of economic
 status, religion, language, culture, sexuality, race and so on.
CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE035 Support the holistic learning and development of children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 July 2022 
● In relation to the profession: 
 
● In relation to the community: 
 
● In relation to colleagues: 
 
 
4. Provide a response to the following. 
● Outline the f ive (5) important areas of early childhood development are measured in the Australian 
Early Development Census. 
 
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- Stay involved in continuous professional learning, critical reflection and always support research so that 
the educator's knowledge and profession is increasingly developed.
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- Be responsible for contributing positively to my profession through my knowledge and practice as well as
 my professional values.
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- Researching community conditions and interests to facilitate the creation of more flexible programs to 
improve children's development and learning.
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- Foster the development of strong communities, valuing the contribution of children as citizens.
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- Encourage co-workers to follow the code of ethics and take action on unethical behavior.
- Create and apply strategies that can help and direct co-workers to make positive contributions to the 
profession.
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1 - Physical health and wellbeing
2 - Social competence
3 - Emotional maturity
4 - Language and cognitive skills (school based) 
5 - Communication skills and general knowledge.
CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE035 Support the holistic learning and development of children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 July 2022 
● Provide three (3) ways in which those data are used by early childhood education and care services 
to support the holistic learning and development of children. 
 
 
5. Provide a response to the following. 
a. Identify five (5) positive dispositions for learning 
 
b. Brief ly explain why curiosity and discovery are important positive learning dispositions. 
 
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- Child health programs (with enough play spaces)
- Develop education plans (with opportunities to play outside)
- Provide children with social environment (community service plans)
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1 - Enthusiasm 
2 - Commitment 
3 - Curiosity
4 - Cooperation
5 - Persistence 
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 Children's curiosity is important, as it stimulates skills, develops interest in learning and the ability to adapt 
and solve problems more quickly.
 With the discoveries, the child starts to incorporate new ideas when playing and to build new scenarios, 
characters and situations. Increasing his/her communication, memory and observation skills.
CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE035 Support the holistic learning and development of children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 July 2022 
6. Brief ly explain the importance of early years learning and development in relation to: 
● Children’s early brain development 
 
● Children’s future successes in school 
 
● Having foundational knowledge of early childhood development theory 
 
7. Complete the following table and identify the major developmental milestones f rom birth to 6 years in 
children. 
Babies 
and 
toddles 
Physical Cognitive and communication Social and emotional 
1- 3 
months 
 
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 Learning in the early years is essential for the development of a child's brain, as it is through these 
processes that social, emotional, physical, motor and cognitive skills are acquired. For a child to develop 
more independently, have a healthier and more successful life, he needs his parents and teachers to be
 responsible and cautious in this period of evolution and to use effective pedagogical methods to obtain a 
favorable result.
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 The first years of life are crucial for a child's development. The period from 0 to 5 years is so decisive for 
physical, intellectual and emotional structuring that it generates an impact throughout life. With a healthy 
integral development, children find it easier to adapt to different environments and acquire new knowledge. 
If it is not well founded, this structure will have ruptures that will cause problems in learning and, as a result, 
the child will not be successful in a childcare or school.
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 The experiences a child has in early childhood shape their brain and their ability to learn and lay the 
foundation for lifelong behavior, learning and health. Through positive experiences, the child will have a 
better ability to relate to other people and will have an easier time facing challenges and solving everyday 
problems.
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Eyes can follow a moving ligh
- Turn their heads to suckle 
when you touch their cheeks.
- Eyes can follow a moving light.
- Move fingers, arms and legs.
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Demonstrate anticipatory behaviours, like rooting and sucking at the site of a nipple or bottle
Detect sound differences in pitch and volume.
Focus the faces of caregivers
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Demonstrate anticipatory behaviours, like rooting and sucking at the site of a nipple or bottle
Detect sound differencesin pitch and volume.
Focus the faces of caregivers
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Demonstrate anticipatory behaviours, like rooting and sucking at the site of a nipple or bottle
Detect sound differences in pitch and volume.
Focus the faces of caregivers
Demonstrate anticipatory behaviours, like rooting and sucking at the site of a nipple or bottle
Detect sound differences in pitch and volume.
Focus the faces of caregivers
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Demonstrate anticipatory behaviours, like rooting and sucking at the site of a nipple or bottle
Detect sound differences in pitch and volume.
Focus the faces of caregivers
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Demonstrate anticipatory behaviours, like rooting and sucking at the site of a nipple or bottle
Detect sound differences in pitch and volume.
Focus the faces of caregivers
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Demonstrate anticipatory behaviours, like rooting and sucking at the site of a nipple or bottle
Detect sound differences in pitch and volume.
Focus the faces of caregivers
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 - Detect sound differences in pitch and 
volume.
- Focus the faces of caregivers.
- Demonstrate anticipatory behaviours, 
like rooting and sucking at the site of a 
nipple or bottle.
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- Demonstrate anticipatory behaviours, 
like rooting and sucking at the site of a 
nipple or bottle.
- Detect sound differences in pitch and
 volume.
- Focus the faces of caregivers.
CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE035 Support the holistic learning and development of children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 July 2022 
4- 6 
months 
 
7- 9 
months 
 
9-12 
months 
 
12- 18 
months 
 
18 – 24 
months 
 
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- Improving hand-eye 
coordination.
- Evolving motor skills.
- Enjoy playing.
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- Concentrating on a toy or staring at his
 or her reflection.
- They may enjoy more different
patterns and shapes
- Babbling and other new sounds.
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 - They recognize different sounds.
- They love babbling, playing and 
mimicking the sounds they hear.
- They enjoy doing movements they see.
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- Recognize the sound they make 
- Make different sounds, like clicks and
 lip bubbles
 
- Use lots of different sounds to express
 different emotions, such as tiredness,
hunger and drowsiness
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- They start to have their own desires.
- They enjoying looking at the mirrors to see
their reflections
- They begin to recognise and identify 
their own feelings.
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- Babies may pull themselves 
along with their arms, roll
 around, or crawl.
- Some of Babies may start to 
walk by themselves.
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 -They may begin to say simple sounds
like dad and mom.
- They may know a lots of words and 
may shake their head for no or yes.
- They love music and they will normally
 make some moves according to the
song.
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- They may recognize different people 
- Peek-a-boo’ can be a very funny game
to play with them
- They can easily smile and babble, 
trying to talk.
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- Climbing stairs
- Some of them start to walk 
this age
- Run and jump
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- Their phrases will become longer
 and enhanced.
 - They may tell you what they want with 
words, like apple, milk, toy, book.
- Their speech increases from around 
5 to 20 words at 18 months.
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- They may enjoy outdoors activities.
- Normally they are full of energy and
enjoy playing with other people or kids.
- They will depend on their caregivers 
(their parents) and become very 
connected.
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- They can play with block and
build houses or towels.
- They can catch, throw and
kick ball.
- They can use coloured 
pencils, markers and crayons. 
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- They can express better their feelings.
- They may hesitate over some words 
when excited.
- They will be able to speak more than one
language.
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- Enjoying play with other children or
adults.
- They may properly feed themselves 
and choose their own favorite kind of food.
- They can start dressing themselves
more easily.
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- Most of them can roll easily
from side to side.
- They can sit by themselves
and some babies need some
help.
- They can start to rock back
 and forth and maybe crawl
on the floor.
CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE035 Support the holistic learning and development of children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 July 2022 
2-3 years 
3 to 6 
years 
 
8. Provide a response to the following. 
a. Outline the main developmental domains in early childhood. 
 
b. Provide three (3) strategies that services can implement during the curriculum planning cycle and process 
to provide holistic teaching and learning for children with the integration of all aspects of development. 
 
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- Ride on bikes or scooters
- Swing and dancing 
- Climb up, jump and run
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- They will be naming lots of things like 
animals, toys and foods.
- They can follow instructions like 
‘Let's wash your hands’.
- They may still get you and me mixed up
sometimes.
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- They may find it hard to wait
or make choice
- They may show empathy 
- Companion care others affection
sharing groups
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- Hop on one foot
- Ride tricycle
- Better balancing
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- They are more independently
- Enjoys rhymes and word play
 - Start school
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- They may draw circles and squares
- They are able to draw more accurate
images.
- Reading skills start
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1 - Gross motor skills, for example crawling, jumping or running.
2 - Fine motor skills, such as writing and drawing.
3 - Speech and language.
4 - Cognitive and intellectual, such as counting or identifying shapes.
5 - Social and emotional skills, such as playing with other children.
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Reference:
https://www.healthywa.wa.gov.au/Articles/A_E/Child-development
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1 - Provide a variety of interesting materials and resources and let the children choose their own activities 
and experiences.
2 - Encourage children to solve problems on their own, allowing them to think about the solutions and just 
support them.
3 - Let the child choose the time they want to spend in each activity, it is not necessary to force them to do 
everything until the end, always respecting the will of each one.
CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
Page 18 of 42 
 
 
CHCECE035 Support the holistic learning and development of children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 July 2022 
9. List at least four (4) environmental factors that can influencea child’s development. 
 
 
10. For each of the four (4) biological factors listed that can inf luence a child’s development, identify at least 
two (2) areas that can be considered or questions which can be asked regarding the child and their family for 
each one. 
Biological factors: 
● Gender 
 
● General health 
 
● Mental health 
 
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1 - Medical conditions = Children may experience limitations in some activities, frequent pain or discomfort, 
abnormal growth and development.
2 - Chronic illness from parents = It is necessary to inform the child about the illness of the father or mother
 in a cautious way so that he does not feel guilty and react with fear.
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1 - Estereotyping = Assign qualities or defects to something or someone using preconceived concepts, 
often resorting to simplistic generalizations.
2 - Social structure = Social behaviour that reflects varying degrees of aggression and dependency.
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Examples of Environmental Factors Influencing Development
Social: friends, stimulation, recreation.
Emotional: stress, moral reasoning, empathy.
Economic: class, access to basic needs, social and recreational amenities.
Physical: housing, weather, climate, and hygiene.
Reference:
https://study.com/learn/lesson/environment-child-growth-development-factors-impact-examples.html
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1 - Family issues = Family members who have experienced trauma or abuse.
2 - Sereve experiences = Bullying and physical or sexual abuse.
CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE035 Support the holistic learning and development of children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 July 2022 
● Health practices 
 
11. Describe how positively reinforcing children’s involvement in learning contributes to their development and 
wellbeing. 
 
12. There are many theorists related to early childhood development. In the table below, link the theorist to 
their theoretical perspective and in your own words, briefly explain each theoretical perspective. 
Theorists: 
● Ivan Pavlov 
● Jean Piaget 
● Glenda MacNaughton 
● Lev Vygotsky 
● Margaret Donaldson 
● Albert Bandura 
● Loris Malaguzzi 
● B.F Skinner 
● Paulo Friere 
● Michael Foucault 
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1 - Slepping patterns = Including a daily routine for feeding and going to sleep.
2 - Physical activities = Add activities such as gymnastics, ballet, karate, swimming to the child's routine.
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 Positive reinforcement is an educational behavioral technique with excellent results in child development. 
The methodology is very simple and effective, every time the child performs a successful action, he/she will 
receive an incentive, For example, when a child says “thank you” or “please” on his own initiative, parents or
educators must show pride and satisfaction. That way, the little ones will certainly do it more often.
When used correctly, this type of approach becomes effective and brings positive results to the daily lives of
everyone involved. Some of the benefits associated with the use of positive reinforcement in children are:
Increased practice of positive attitudes;
Improved self-esteem;
Decrease of undesirable behaviors;
Improving the relationship between parents and children/educators and students.
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https://www.simplypsychology.org/positive-reinforcement.html
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Reference:
CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
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CHCECE035 Support the holistic learning and development of children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 July 2022 
Theoretical 
Perspective 
Explanation of theoretical perspective Related Theorists 
Behaviourist 
Critical 
Socio-cultural 
Post-structuralist 
Development 
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Ivan Pavlov
B.F Skinner
Albert Bandura
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Paulo Friere 
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 This psychological theory argues that human or 
animal psychology can be objectively studied through
observation of their actions, that is, observing 
behavior. Behaviorists believe that all behavior is the
result of experience and conditioning.
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 Paulo Freire understood that the subject learns
 to humanize himself. According to the educator, 
learning is a complement to the formation of the 
subject as a human being. “One learns in the 
relationship with the other, in the dialogue with the
 other, in his approximation with the knowledge of
 the other.
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The theory emphasizes learning through observation.
 Bandura points out that the internal mental state of
 the learner plays a key role in the knowledge 
absorption process. Thus, social learning happens
 from the interaction between the learner's mind and
 the environment around him.
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 Foucault helps us to think about education and
school in at least three dimensions: the construction
of pedagogical knowledge in the scientific dimension;
power relations in the school space, permeated by 
disciplining and control; the subject's relations with
himself, in an ethical dimension.
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 According to Piaget, the stages of a child's 
development appear in a necessary order. 
These stages cannot be interrupted, as one prepares
 the other and are built according to the ages and 
development of each individual, which depends on
 the subject's interaction with the environment in
 which he/she is inserted.
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Lev Vygostsky
Loris Malaguzzi
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Michael Foucault
Glenda Macnaughton
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Jean Piaget
Margaret Donaldson
CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
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CHCECE035 Support the holistic learning and development of children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 July 2022 
13. List four (4) physiological responses you might observe in children who have little or no motivation in 
attempting more challenging activities? 
 
 
14. As an early childhood educator, identify at least two (2) observable impacts of the following in early 
childhood development that you may notice in your practice. 
a. Poor diet: 
 
b. Lack of play 
 
c. Limited stimulation of child development 
 
d. Lack of material and resources 
 
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1 - Weariness / Fatigue
2 - Irritation / aggressiveness
3 - Sadness / constant crying
4 - Stress / Tension
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- Weight loss or obesity and weakening of the immune system
- Psychological and motor disorders
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- Shyness and immaturity in emotional development
- Little creativity, imagination, lack of autonomy capacity and independence
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- Intellectual disability and/or cognitive delay
- Psychological, emotional and social consequences, such as difficulty adapting to change and lack of
self control
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- Does not allow the child to experience the world from multiple perspectives
- Does not encourage creativity and emergent thinking
CHCECE035 
Support theholistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
Page 22 of 42 
 
 
CHCECE035 Support the holistic learning and development of children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 July 2022 
e. In-consistent or non-existent emotional support of comfort 
 
f. Trauma 
 
g. Child abuse 
 
h. Family violence 
 
i. Other life experiences - loss of a parent, drug affected parents / older siblings etc: 
 
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- The child could grow up introverted and with low self worth
- The child The child may trigger self-control issues
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- May have limited language for feeling states
- May have difficulty expressing and managing emotions
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- Self-harming or suicidal thoughts
- Increased fear, guilt and self-blame 
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- Greater emotional and behavioural problems
- Anxiety, withdrawal and bedwetting
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- Parental drug use can lead to mental health and behavioral problems in a child
- The loss of a parent can cause emotional imbalances such as insecurity, irritability and depression.
CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
Page 23 of 42 
 
 
CHCECE035 Support the holistic learning and development of children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 July 2022 
15. Provide a response to the following. 
a. In your own words, briefly explain what symbol systems are using fie (5) examples. 
 
 
b. Provide two (2) strategies that educators can use to draw children’s attention to symbols and patterns in 
their environment. 
 
 
16. Provide learning experiences that incorporate each of the following principles to stimulate children’s literacy 
development. You must identify an example for each principle. 
a. learning sounds, words and language 
 
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 Teach kids songs for the children because through them they can learn vocabulary, expression, 
repetition and rhythm.
Some famous kids songs: Twinkle, twinkle, little star, The ants go marching, Happy and you know it and 
baby shark.
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 Symbol systems are used to facilitate communication between people in different ways, and they are a
very important tool for understanding the socio-emotional world we live in.
Examples:
1 – Numbers
2 – Music notation
3 – Time
4 – Money
5 - Letters
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Plan activities where children can color or trace numbers and letters using materials such as container lids, 
blocks, objects of different sizes.
Encourage children to create patterns using their body movements, with games like jumping, clapping and 
so on.
CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
Page 24 of 42 
 
 
CHCECE035 Support the holistic learning and development of children 
CHC30121 Certificate III in Early Childhood Education and Care 
Student Assessment - Version 1.1 July 2022 
b. patterns of repetition 
 
c. rhyming and mimicking 
 
d. pre-reading skills 
 
e. early writing skills 
 
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 Kids are able to repeat new words to you as they learn them and will learn letters and words by seeing
 them written repeatedly. 
To achieve this, cartoons, movies or musics can be played repeatedly and then encourage them to
 repeat part of the scripts.
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 Making your own rhymes in conversation (for example, "let’s pat the cat" or "see the bee in the tree") 
or making a funny poem can spark child’s imagination and can be a fun way to learn. Encouraging the 
children to think of their own rhyming words lets them get creative and explore sounds, and they can also 
mimicking altogether.
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 Try to guess the story from the cover – Show the cover to the kiss and gather as much vocabulary as 
you can. Flashcards, posters, cards are also important to use to help them develop their pre-reading 
skills.
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 Read-Aloud Questions - No matter a child’s age, it’s always good to do read-alouds together. 
One benefit of reading together is it allows the adult to ask questions along the way. 
Story Sequencing is another way you can help a little one gain reading comprehension. Being able to 
order the sequence of eventsin a story is a key component in understanding plot.
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Reference:
https://www.redapplereading.com/blog/2018/07/activities-to-improve-reading-comprehension/