CHCECE010 - Support the holistic development of children in early childhood

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CHCECE010 - Support the holistic development of children in early childhood

This unit describes the skills and knowledge to support and recognise the interrelationship between the physical, social, emotional, cognitive and communication development of children from birth to 6 years of age.

This unit applies to educators working in a range of early childhood education and care services.


The student has supported the development of children in at least three different situations/activities (including different age groups and abilities), including:

· Interacting with children to holistically support development and learning appropriate to the child’s abilities and age

· Providing a variety of experiences and environments to support the different areas of children’s development (including a combination of physical, creative, social, emotional, language and cognitive)

The student supported the physical development of children by:

· Using daily routines as opportunities to support children to acquire and practise skills

· Assisting in selecting and arranging equipment that will develop fine and gross motor skills, and to challenge and encourage choice and spontaneity in physically active play

· Helping to create opportunities to support the emerging physical skills of individual children

· Supporting children to take increasing responsibility for their own health and wellbeing

The student supported the social development of children by:

· Supporting children to understand and accept responsibility for their own actions appropriate to their level of understanding

· Creating opportunities for one-on-one interactions

· Modelling care, empathy and respect for children, educators and families

· Joining in play and social experiences with other children

· Assisting and support children when they are having difficulty understanding or communicating with each other

· Modelling language that children can use to express ideas, negotiate roles and collaborate to achieve goals

· Assisting children to develop trusting relationships with educators and other adults

· Encouraging children to respect and regard each other’s individual differences

· Offering children play choices and respect children’s choice to watch and observe

Support emotional development

· Provide children with a range of strategies to make informed choices about their behaviours appropriate to their level of understanding

· Ensure children experience pride and confidence in their achievements

· Provide acknowledgement and support if a child experiences frustration, and encourage children to see mistakes as an opportunity to learn

· Encourage children to express and manage feelings appropriately

· Support children’s efforts, assisting and encouraging as appropriate

· Motivate and encourage children to persevere with challenges

· Share children’s successes with families

Support cognitive development

· Intentionally scaffold children’s learning

· Provide children with a range of materials, resources, technologies and experiences to explore and problem-solve to stimulate cognitive development

· Provide experiences that allow children to explore a range of concepts

Support communication development

· Value the child’s linguistic heritage and encourage the use and acquisition of home languages

· Select, read and tell developmentally appropriate stories

· Use puppets and other props to stimulate children’s enjoyment of language and literature

· Model and encourage two-way communication through questions and careful listening

· Encourage children to explore symbols, patterns and their relationships

· Draw children’s attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sounds

· Create opportunities for group discussions and exchange of views between children

· Ask and answer questions during the reading and discussion of books or other text

· Model language and encourage children to express themselves through language in a range of contexts and for a range of purposes

Create an environment for holistic learning and development

· Support and initiate inquiry processes, try new ideas and take on challenges

· Provide resources and materials that offer challenge, intrigue and surprise

· Assist to promote children’s sense of belonging and connectedness

· Engage children in sustained shared conversations to extend their thinking

· Provide the opportunity for scaffolding learning and development

· Assist children to see their mistakes as opportunities to learn and grow

· Facilitate families’ diverse contributions to the learning community

· Share information with colleagues about child development and wellbeing


Knowledge Evidence:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:

  • code of ethics

  • United Nations Convention on the Rights of the Child

  • how to access:

  • the National Quality Framework

  • the National Quality Standards

  • the relevant approved learning framework

  • and how to navigate through framework and standards documents to find areas relevant to this unit of competency

  • introductory-level child development for children, including:

  • early brain development

  • importance of the early years for subsequent educational success

  • foundational knowledge of developmental theory

  • aspects of poor early childhood development, such as:

  • poor diet

  • lack of play

  • limited stimulation of brain development

  • lack of materials and resources

  • inconsistent or non-existent emotional support or comfort

  • trauma

  • other life experiences which interrupt appropriate childhood activities, and their potential long-term harmful impacts

  • biological and environmental influences on development

  • symbol systems including letters, numbers, time, money and musical notation.


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