CHCECE035_Student Assessment Task 2 - Case Study

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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 TASK 2 – CASE STUDY 
Student Details 
Student ID Group 
Student Name 
 
Assessment Information 
Conditions of 
Assessment 
● The student will have access to the relevant learning resources, listed under the 
learning resource of this document, for this assessment. 
● Assessment task may be completed at student’s own time. 
● Responses to the questions must be typed. 
Student Instructions 
for Completion 
 
● This task requires you to read the case studies provided. You must answer all 
questions correctly to complete this assessment with a satisfactory result and 
you may utilise the relevant learning resources related to this assessment. 
● 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 be deemed Satisfactory outcome with 
this assessment. 
● Failure to receive the Satisfactory outcome after the three (3) attempts, the result 
for the unit will be deemed Not Yet Satisfactory, and you must re-enrol 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 from 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= give the main facts about something, more than naming, but not a 
detailed description 
● Describe = Give full details of characteristics and/or features, more needed than 
an outline or than a list 
● Explain/Discuss = Give reasonable argument to discuss cause and effect 
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 
Assessment 
Procedure 
● You will be provided with a brief ing on the assessment and the opportunity to 
seek clarification on the conduct of the assessment. 
CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
Page 26 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 
● 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 are to 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 after the unit completion date as outlined in the PP77 Assessment Policy 
and Procedure. 
Scenario 
Ahmed is 3 years old and has just moved to Australia from India with his mum Soha. In India Soha would 
not allow Ahmed to play with the other children or outside as she believed it was too dangerous. Soha 
hopes to be able to provide a safe and stable future for Ahmed. Ahmed is reluctant to interact with other 
children and has poor language skills, is unable to concentrate for any length of time, socially unable to 
engage with other children and his fine motor and gross motor skills are poor. 
 
1. Identify the implications on human development (socially, emotionally or psychologically) that might 
af fect Ahmed due to his upbringing so far. 
 
 
2. List at least five (5) practices or routines you could use to improve Ahmed’s holistic development. 
 
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Ahmed was raised without having much contact with other children and always indoors, as a result he has 
anti-social behavior and difficulties in carrying out the activities offered by the center due to his fragile motor 
coordination.
Ahmed has poor verbal communication due to his lack of English language skills and because of this he 
does not feel confident interacting with other children.
Ahmed has difficulties in concentration as his ability to understand what he is asked to do is very poor due 
to his being of Indian nationality.
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- Create a small group to interact with other children through educational activities.
- Use activities appropriate for Ahmed's age.
- Plan a flexible routine so he doesn't feel pressured but self-confident.
- Encourage Ahmed to participate in sensory activities to improve his awareness of the fivesenses and 
 activities to stimulate his motor coordination, such as playing with obstacles or manual toys.
- Make a checklist adapted to his real needs.
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 
3. Identify five (5) possible ways to incorporate Ahmed’s culture into the service to stimulate his 
learning. 
 
 
4. List who you would raise your concerns with regarding Ahmed’s development. 
 
5. Identify the equipment, materials and ways in which you may assist and encourage Ahmed in his 
f ine motor skill development. You must identify seven (7) examples. 
 
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Arts, craft, painting from his country
Provide toys, books, puzzle
Diversity, culture
Festivals, celebrations 
Food events
Cooking (invite parents and/or friends)
Role play (dress ups, Bakery, Flower shop, Baby care)
Music (different kinds of music from a variety of cultures)
Make puppets available to act out songs
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Playdough
Stickers
Chalks, pencils, pens, markers
Lego
Toys, balls, bikes
Painting and colouring
Glue activities, feeling textures, senses
Squishing toys
Hole punchers
Role model, supervise, encoure
Cutting 
Manual toys
Games with obstacles
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- Ahmed's parents
- The educators who participate in Ahmed's daily routine
- Team leader
- Supervisors 
- Manager 
- Staff
- Coworkers
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. Identify the equipment, materials and ways in which you may assist and encourage Ahmed in his 
gross motor skill development. You must identify seven (7) examples. 
 
7. Identify theequipment, materials and ways in which you may assist and encourage Ahmed in his 
language development. You must identify four (4) examples. 
 
8. Identify what you will do to assist Ahmed in his development of his social skills. You must identify six (6) 
ways. 
 
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1- Riding a bike or a scooter 
2 - Climbing things, balancing
3 - Obstacles course 
4 - Dancing
5 - Yard work
6 - Ball activities - (kick, catch, hit)
7 - Imitate animals (Crawl, roll, jump)
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1 - Role model
2 - Repetition of words (Using cards, posters, symbols)
3 - Read Books (tell stories, making facial expressions, hand gestures)
4 - Songs (Bring out percussion instruments)
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1 - Role model
2 - Cooperate interactions
3 - Engage in group play with other children
4 - Encourage him to participate in discussion
5 - Participate in one on one interactions
6 - Teach him how to express himself freely
CHCECE035 
Support the holistic learning and development of children 
Student Assessment 
 
CRICOS Provider Code 02934D 
RTO Number 121952 
 
 
 
Page 29 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. Research the relevant frameworks and standards and identify the outcome/s and standard/s that supports 
Ahmed developing confidence, pride and sense of agency. 
 
10. Based on the EYLF outcome, list four (4) strategies that educators and education and care services can 
implement to meet these outcomes. 
 
11. Af ter a month in the centre, you notice significant development in Ahmed. Briefly explain the importance 
of sharing this information with the family. 
 
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- Observing, interacting, communicating with Ahmed
- Acknowleging and responding to cues / signals
- Encouraging them to make choices / decisions
- Planning 
- Supporting
- Providing 
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It is important to share the development of all the children at the center, especially the children who arrived 
with a lot of difficulties like Ahmed. Sharing a child's achievements with his/her family is a long-awaited 
moment, as parents always look forward to the evolution of their children. In this case, Ahmed's parents 
can feel more at ease with their son, because now he feels included and accepted in their group, and with 
that he will feel more confident to continue the learning process.
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Quality Area 1- Educational program and practice
Standard 1.1 - Program - The educational program enhances each child’s learning and development.
Element 1.1.1 - Approved learning framework - Curriculum decision-making contributes to each child’s 
learning and development outcomes in relation to their identity, connection with community, wellbeing, 
confidence as learners and effectiveness as communicators.
Standard 1.2 - Practice - Educators facilitate and extend each child’s learning and development.
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Quality Area 2 - Children Health and safety
Standard 2.2 - Safety - Each child is protected 
Element 2.1.3 - Healthy lifestyle - Healthy eating and physical activity are promoted and appropriate for 
each child.
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