Homework help, Practical Work Placement Hours It is expected that you will complete a minimum work placement of 260 hours in a regulated education and care service

Table of Contents

Practical Work Placement Hours 4
Resource requirements 4
Candidate Instructions – Research Task – 1 5
Candidate Instructions –Project Report– 2 13
Candidate Instructions –Project Report– 3 17
Candidate Instructions – Observation – 4 19
Candidate Instructions – Workplace Reflection Diary – 5 21
Workplace Reflection Diary – 5 23
Candidate Instructions – Supervisor Report– 6 27
Supervisor report- 6 28


Practical Work Placement Hours
It is expected that you will complete a minimum work placement of 260 hours in a regulated education and care service. The practical assessment activities completed during this cluster may be recorded as a portion of those 260 hours of work placement time.
You are required to record your practical workplace placement hours in the CHC30113 Certificate III in Early Childhood Education and Care Practical Work Placement Logbook provided to you by the assessor at the beginning of this course.
The practical work placement log book is one document that will record all placement hours across the course. It is advised that the assessor makes periodical checks to ensure you are accumulating enough hours throughout the course.
Resource requirements
The following facilities and resources are to be available specifically for the assessment:
– Assessors that satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
– A regulated education and care service.
– Organisational policies and procedures, standard operating procedures.
– The Early Childhood Educator for Certificate III, 2nd Edition ©2016 | Walker, Miller McGraw-Hill Higher Education — Australia & New Zealand.
Access via the internet:
– Guide to the National Quality Framework. http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF01-Guide-to-the-NQF-130902.pdf
– Guide to the National Quality Standard. http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf
– Guide to the Education and Care Services National Law and the Education and Care Services National Regulations. http://files.acecqa.gov.au/files/national-regulations/NQF02%20Guide%20to%20ECS%20Law%20and%20Regs_web.pdf
– Belonging, Being and Becoming: The Early Years Learning Framework for Australia. https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf
– United Nations Convention on the Rights of the Child. https://www.essaybishop.com/write-my-essay/unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf

Student Instructions –Project Report– 2
The assessment task
Assessment task requirements:
– You are required to observe two children in a regulated education and care service and record observations about their behaviour.
– You will use your knowledge of the differences between disruptive behaviour and behaviours of concern and your familiarisation with the regulated education and care service policies and procedures relating to documenting observations, including confidentiality and ethical interactions with children as a minimum.
– During the observations, you will collect information about the two children utilising your communication and collaboration skills to gather information about the child’s age, activities, interests, culture and needs.
– You will also note if the child has any developmental challenges or mental health issues that may have potential impacts on behaviour. Your data collection and recorded observations are a basis for gaining an understanding of each of the two children’s behaviour.
– You should note the frequency, intensity and duration of behaviours that you think requires support.
– You have been provided with a template to help collect the required data.
– At all times, you must involve your workplace supervisor and not disclose any confidential information to the assessor -This may be done by giving the children a pseudonym in the report.
– During your observations, you are to collect information about the child’s response to their environment.
– You will observe the types of activities and environments, such as indoor or outdoor to note if the child is interacting effectively with activities and other children.
– You will need to note a range of behavioral spectrums and variables including but not limited to if certain activities or environments cause the child stress or frustration, situations where the child makes choices and experiences natural consequences of these, and when children make positive choices in managing their behaviour.
– You should only intervene if there is a risk of physical or emotional harm to the child or another child.

Report and support plan:

– You are required to discuss your observations with your colleagues before submitting a small report in the form of a personalised support plan or also known as a behavioural management plan, with three identified strategies to support the children with their behaviour.
– The template provided to you must be submitted with the personalised support plan which you can design, or use an existing template from the regulated education and care service where you are undertaking this assessment.
– Your report should discuss how the three strategies will guide each of the child’s behaviour in a supportive and positive way and should detail how children will be involved and encouraged in the decision-making process.
– The strategies should guide the children’s behaviour in ways that are focused on supporting them to develop skills to self-regulate and promote self-esteem.
– They should also involve learning opportunities for developing limits and consequences for inappropriate behaviours.
– Your responses should be guided by the requirements of the National Quality Framework, Standards, National Laws and Regulations and the Early Years Learning Framework relating to interacting with, and moderating children’s behaviour.

The skills within this assessment relate directly to the integrated knowledge contained within the units of competency and are fundamental to your ability to perform workplace tasks correctly. The assessment must be conducted in a regulated education and care service. The candidate must demonstrate all skills to satisfactorily complete this assessment

Assessment procedure
You will be provided 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. Following the assessment, your responses are to be assessed and marked as appropriate. If you have provided incorrect responses, you will be engaged in a one on one discussion to moderate your knowledge verbally. The assessor must have confidence that you hold the required knowledge. The assessor should record their observations about your demonstrated knowledge and must retain the completed written assessment as evidence of the completed assessment activity.
Resource Requirements
To complete this assessment task, the following resources are required:
 The Early Childhood Educator for Certificate III, 2nd Edition ©2016, Walker, Miller McGraw-Hill Higher Education — Australia & New Zealand.
 Observation tool
 Personalised support plan
 A regulated education and care service.
 Workplace colleagues, children and the workplace supervisor.
Via the internet:
– Guide to the National Quality Framework. http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF01-Guide-to-the-NQF-130902.pdf
– Guide to the National Quality Standard. http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf
– Guide to the Education and Care Services National Law and the Education and Care Services National Regulations. http://files.acecqa.gov.au/files/national-regulations/NQF02%20Guide%20to%20ECS%20Law%20and%20Regs_web.pdf
– Belonging, Being and Becoming: The Early Years Learning Framework for Australia. https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf
Limitations
The following limitations apply:
 Observations must be undertaken in a regulated education and care service.

Observation tool
Child Evidence gathering technique:
These can include observations, questioning of children, families, other staff, anecdotal information, learning stories, jottings, digital images or samples of children’s work
Observations on children behaviour for the following areas:
– aspects of child’s development
– knowledge, ideas, abilities and interests
– social interactions
– reactions to playing environment Collaboration with colleagues
– observations from other educators
– discussions with families
– past behaviours or issues of concern
1
(age)

2
(age)

Personalised Support Plan (You may use your own/workplace template)
Name of Child Age of Child
Plan Start Date Plan End Date
Child’s Background

Behavioural Indicators Behaviour Triggers
Intervention

Support Strategies
1.

2.
3.

Student Instructions –Project Report– 3
The assessment task
Assessment task requirements:
– You are required to implement the strategies that were identified in assessment task two in consultation with your colleagues and supervisor.
– Your required to submit a report to the assessor that summarises the successes of the strategies and the identified areas of concern that were raised and discussed with the supervisor.
Observations:
– You are required to re-observe the two children in a regulated education and care service, and record observations about their behaviour after the strategies have been implemented. You should discuss in the report how you adapted the level of support to the children based on their responses and needs.
– You should again identify what policies and procedure you needed to take into consideration when implementing parts of this assessment task in your report, at a minimum, the organisational policies and procedures relating to documenting observations, including confidentiality and ethical interactions with children should be noted.
– During the observations, you will collect information about the two children by using your communication and collaboration skills to gather information about the child’s age, activities, interests, culture and needs.
– You will also note if the child has any developmental challenges or mental health issues that may have potential impacts on behaviour.
– Your data collection and recorded observations are a basis for gaining an understanding of each of the two children’s behaviour and if the strategies implemented have improved the child’s behaviour over that period.
– You will maximize your collaboration with colleagues and interact with the children demonstrating your active listening skills, interpreting non-verbal cues of children and communicate positively and respectfully.

– Your responses should be guided by the requirements of the National Quality Framework, Standards, National Laws and Regulations and the Early Years Learning Framework relating to interacting with, and moderating children’s behaviour.

The skills within this assessment relate directly to the integrated knowledge contained within the units of competency and are fundamental to your ability to perform workplace tasks correctly. The assessment must be conducted in a regulated education and care service. You must demonstrate all skills to satisfactorily complete this assessment.

Assessment procedure
You will be provided 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. Following the assessment, your responses are to be assessed and marked as appropriate. If you have provided incorrect responses, you will be engaged in a one on one discussion to moderate your knowledge verbally. The assessor must have confidence that you hold the required knowledge. The assessor should record their observations about your demonstrated knowledge and must retain the completed written assessment as evidence of the completed assessment activity.
Resource Requirements
To complete this assessment task, the following resources are required:
 The Early Childhood Educator for Certificate III, 2nd Edition ©2016, Walker, Miller McGraw-Hill Higher Education — Australia & New Zealand.
 Observation tool
 Personalised support plan.
 A regulated education and care service.
 Workplace colleagues, children and the workplace supervisor.
Via the internet:
– Guide to the National Quality Framework. http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF01-Guide-to-the-NQF-130902.pdf
– Guide to the National Quality Standard. http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf
– Guide to the Education and Care Services National Law and the Education and Care Services National Regulations. http://files.acecqa.gov.au/files/national-regulations/NQF02%20Guide%20to%20ECS%20Law%20and%20Regs_web.pdf
– Belonging, Being and Becoming: The Early Years Learning Framework for Australia. https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf
Limitations
The following limitations apply:
 Observations must be undertaken in a regulated education and care service.

Student Instructions – Observation – 4
The assessment task
This task requires you to be observed in a regulated education and care service demonstrating your positive communication skills with children at meal times.
– Over a period of 45 minutes, you will demonstrate to the assessor your knowledge of building positive relationships and supporting the behaviour of children by interacting with a minimum of three children at meal time.
– You will need to demonstrate some communication skills while engaging in sustained conversations with individual children about their interests while encouraging group sharing of stories and ideas over the meal.
– The assessor will be looking to see if you can consistently respond positively to all children who require attention and balance individual attention among the group.
– You will need to respond positively to the varying abilities and confidence of all children while encouraging children to demonstrate appropriate behaviour.
– You should encourage children to respect similarities and differences between each other, prompt discussion where appropriate by responding positively and respectfully to children’s comments, questions and requests for assistance.
– Space, resources and routines of the children for meal time should be organised in a way to minimize stress or frustration for the children.
The skills within this assessment relate directly to the integrated knowledge contained within the units of competency and are fundamental to the your ability to perform workplace tasks correctly. Your responses should be guided by the requirements of the National Quality Framework, Standards, National Laws and Regulations and the Early Years Learning Framework relating to interacting with, and moderating children’s behaviour.

The assessment is conducted over a 45-minute period in a regulated education and care service directly supervised by the assessor. You must demonstrate all skills to satisfactorily complete this assessment.

Assessment procedure
You will be provided 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. Following the assessment, your responses are to be assessed and marked as appropriate. If you have provided incorrect responses, you will be engaged in a one on one discussion to moderate your knowledge verbally. The assessor must have confidence that you hold the required knowledge. The assessor should record their observations about your demonstrated knowledge and must retain the completed written assessment as evidence of the completed assessment activity.

Resource Requirements
To complete this assessment task, the following resources are required:
 The Early Childhood Educator for Certificate III, 2nd Edition ©2016, Walker, Miller McGraw-Hill Higher Education — Australia & New Zealand.
 A regulated education and care service during meal time.
 A minimum of three children.
Via the internet:
– Guide to the National Quality Framework. http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF01-Guide-to-the-NQF-130902.pdf
– Guide to the National Quality Standard. http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf
– Guide to the Education and Care Services National Law and the Education and Care Services National Regulations.http://files.acecqa.gov.au/files/national-regulations/NQF02%20Guide%20to%20ECS%20Law%20and%20Regs_web.pdf
– Belonging, Being and Becoming: The Early Years Learning Framework for Australia. https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf
Limitations
The following limitations apply:
 Observations must be undertaken in a regulated education and care service

 Student Instructions – Workplace Reflection Diary – 5
The assessment task
This assessment activity requires the student to:
a) Implement and reflect on the tasks outlined in the workplace reflection diary.
b) Reflect on how the task relates back to the National Quality Framework, National Quality Standards, National Laws and Regulations relating to interacting with and moderating children’s behavior.
c) Identify relevant sections of the approved learning framework (Early Years Learning Framework or My Time Our Place) to demonstrate their knowledge of a holistic education and care system.
During the Certificate III in Early Childhood Education and Care, you will complete a minimum work placement of 260 hours. This assessment activity must be completed during a portion of the 260 hours of work placement time. You are recommended to allocate time either at the end or during each shift to properly document the activities relating to the key areas.
There are four key areas you are required to provide evidence of performing within the workplace. This includes:
1. Communicate positively with children.
2. Interact positively with children.
3. Support and respect children.
4. Maintain the dignity and rights of children.
The four key areas and their related tasks are listed within the workplace reflection diary. Each task has space to record the details of three separate instances of when you have performed these tasks. You are encouraged to record three separate instances for each task.
The work must be conducted in a regulated education and care service directly supervised by the workplace supervisor. You must document your work activities and have them signed off by your workplace supervisor to verify these entries. Once you have addressed all key areas, you are instructed to submit the completed workplace reflection diary to the assessor for review.
Assessment procedure
You will be provided 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. Following the assessment, your responses are to be assessed and marked as appropriate. If you have provided incorrect responses, you will be engaged in a one on one discussion to moderate your knowledge verbally. The assessor must have confidence that you hold the required knowledge. The assessor should record their observations about your demonstrated knowledge and must retain the completed written assessment as evidence of the completed assessment activity.
Resource Requirements
To complete this assessment task, the following resources are required:
 A regulated education and care service.
 Workplace Reflection Diary.
 Workplace supervisor.

Limitations
The following limitations apply:
 You must complete the workplace reflection diary based on your work placement within a regulated education and care service.
 You must provide details of at least three examples of performing each task in the workplace.
 You also must reflect on how the task relates back to the National Quality Framework, Standards, National Laws and Regulations and the approve learning framework.

Workplace Reflection Diary – 5
The Workplace Reflection Diary Template must be provided electronically to the candidate.
Candidate Name
Workplace Name
Supervisor name
Contact details
Date Commenced

Activity Description Provide 3 examples. The examples must be completed with different individuals and on separate occasions. Date Supervisor initial
Communicate positively with children.
Provide three examples of when you have engaged in sustained conversations with individual children about things that interest the child.

Identify how your examples relate to the National Quality Framework, Standards, National Laws and Regulations and relevant sections of the approved learning framework
National Quality Framework (NQF):
(Name which parts of the NQF your examples relate to)

National Quality Standards (NQS):
(Name Quality Areas and Standards/Elements)

Early Years Learning Framework (EYLF) or My Time Our Place (MTOP):
(Name any relevant principles, practices or learning outcomes)

National Laws and Regulations:
(Name which section or regulation number your examples relate to)

Activity Description Provide 3 examples. The examples must be completed with different individuals and on separate occasions. Date Supervisor initial
Support and respect children.

Provide three examples of when you have supported the implementation of practices and routines that honour children and their families.

Identify how your examples relate to the National Quality Framework, Standards, National Laws and Regulations and relevant sections of the approved learning framework
National Quality Framework (NQF):
(Name which parts of the NQF your examples relate to)

National Quality Standards (NQS):
(Name Quality Areas and Standards/Elements)

Early Years Learning Framework (EYLF) or My Time Our Place (MTOP):
(Name any relevant principles, practices or learning outcomes)

National Laws and Regulations:
(Name which section or regulation number your examples relate to)

Activity Description Provide 3 examples. The examples must be completed with different individuals and on separate occasions. Date Supervisor initial
Maintain the dignity and rights of children.

Provide three examples of when you have monitored and responded to children’s play where there is a conflict between children and how you supported interactions of the children.

Identify how your examples relate to the National Quality Framework, Standards, National Laws and Regulations and relevant sections of the approved learning framework

National Quality Framework (NQF):
(Name which parts of the NQF your examples relate to)

National Quality Standards (NQS):
(Name Quality Areas and Standards/Elements)

Early Years Learning Framework (EYLF) or My Time Our Place (MTOP):
(Name any relevant principles, practices or learning outcomes)

National Laws and Regulations:
(Name which section or regulation number your examples relate to)

Activity Description Provide 3 examples. The examples must be completed with different individuals and on separate occasions. Date Supervisor initial
Maintain the dignity and rights of children.

Provide three examples of when you have involved children in developing limits and consequences for inappropriate behaviours.

Identify how your examples relate to the National Quality Framework, Standards, National Laws and Regulations and relevant sections of the approved learning framework

National Quality Framework (NQF):
(Name which parts of the NQF your examples relate to)

National Quality Standards (NQS):
(Name Quality Areas and Standards/Elements)

Early Years Learning Framework (EYLF) or My Time Our Place (MTOP):
(Name any relevant principles, practices or learning outcomes)

National Laws and Regulations:
(Name which section or regulation number your examples relate to)

Student Name
Workplace Name
Supervisor name
Supervisor signature
Date completed

Candidate Instructions – Supervisor Report– 6
The assessment task
This task requires the NEI assessor to engage with your workplace supervisor from a regulated education and care service and have a discussion about your demonstrated behaviours and skills performed consistently over the period of the work placement.
You will provide the workplace supervisor a copy of the supervisor report at the beginning of the work placement. This will ensure the workplace supervisor can allocate tasks appropriately, and you have sufficient time to complete the tasks. This also ensures that the workplace supervisor can adequately prepare their thoughts and comments for the discussion with the NEI assessor.
The assessor should record the workplace supervisor responses on the supervisor report and retain the completed supervisor report as evidence of the completed assessment activity. This report acts as supplementary evidence to supports your competency and does not replace the assessment tasks required for completion of this cluster.
Assessment procedure
You will be provided 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. Following the assessment, your responses are to be assessed and marked as appropriate. If you have provided incorrect responses, you will be engaged in a one on one discussion to moderate your knowledge verbally. The NEI assessor must have confidence that you hold the required knowledge. The NEI assessor should record their observations about your demonstrated knowledge and must retain the completed written assessment as evidence of the completed assessment activity.
Resource Requirements
To complete this assessment task, the following resources are required:
 A regulated education and care service.
 The workplace supervisor.
 Supervisor report.
Limitations
The following limitations apply:
– The discussion is to be conducted with the workplace supervisor at a convenient time negotiated by both the workplace supervisor and the NEI assessor
– The NEI Assessor is to complete the supervisor report template (Not the supervisor)

Supervisor report- 6
Instructions to the workplace supervisor
The purpose of this interview is to gather supplementary evidence of the student’s performance over a period of time. It is important to collect evidence of ‘everyday performance’ rather than just the performance carried out as part of the formal assessment process.
To participate in this interview, the NEI assessor will confirm that the person participating in the discussion is a direct supervisor of the student during the work placement and that they can make valid comments about the student’s performance.
The following template will be used during the discussion between the workplace supervisor and the NEI assessor. The student will provide the workplace supervisor a copy of this template at the beginning of the work placement so that the workplace supervisor can allocate tasks appropriately and the student has sufficient time to complete the tasks over the period of the work placement. If the workplace supervisor wishes to make notes on their copy over the period of the work placement to ensure they are collecting observations about consistent performance, they may do so.
The NEI Assessor is required to complete the template during the discussion with the workplace supervisor and provides a copy to the workplace supervisor to sign. This signed record should be kept as evidence of the student’s completion of this assessment task.

Date Workplace
Student Name Workplace Supervisor
NEI Assessor Name Contact details
Units of Competency – CHCECE007 Develop positive and respectful relationships with children
– CHCECE006 Support behaviour of children and young people

The candidate demonstrated the required skills and knowledge during their work placement over a period of time. Yes No NEI Assessor Only:
Points of discussion from the workplace supervisor
Communicate positively with children. This may be demonstrated by:
– Responding sensitively and appropriately to all children’s efforts to communicate and those who require attention.
– Engage in sustained conversations with individual children about things that interest the child and showing genuine interest.
– Use positive language, gestures, facial expressions and tone of voice.  
Interact positively with children. This may be demonstrated by:
– Participating in children’s play and using children’s cues to guide the level and type of involvement.
– Role-modelling positive interactions with others.
– Responding positively to the varying abilities and confidence of all children.  
Consistently guide all children’s behaviour. This may be demonstrated by:
– Allowing children to make choices and to experience natural consequences of these (only where there is no risk of physical or emotional harm to the child or another being).
– Involving the children in developing limits and consequences for inappropriate behaviours.
– Monitoring and responding to children’s play interactions where there is conflict and guiding children to a solution.
– Responding appropriately to distress, frustration or anger by being calm and reassuring.  
Consistently applied skills and behaviour guided by the requirements of;
– The National Quality Framework.
– The National Quality Standards (particularly QA5).
– National Laws and Regulations relating to interacting with and moderating children’s behaviour.
– The services policies and procedures relevant to interacting with children and moderating behaviour.  
General Feedback about the candidate on their performance and results.

Supervisor name Signature Date
NEI Assessor name Signature Date
Student name Signature Date