Page 1 of 22
ASSESSMENT SUMMARY
Child and Family Services
Course Name and
Number
18208
Unit Name and Number
CHCFC503A
DIPLOMA OF CHILDREN’S SERVICES
FOSTER SOCIAL DEVELOPMENT IN EARLY CHILDHOOD
Teacher’s Name
[email protected]
Email Contact Details
Semester & Year
Semester 2 - 2012
Unit purpose
This unit will build on your previous knowledge and skills relating to the social
development of children aged 0-6 years. A detailed range of characteristics and key
concepts of social and moral development for infants, toddlers and preschoolers will be
studied. Experiences and strategies to promote social skills and competence will be
explored.
TAFE NSW
©Assignment Version
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2011 Validated
Assessments
Unit of
Competency
CHCFC503A
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BM3
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Page 2 of 22
ELEMENT
PERFORMANCE CRITERIA
Elements define the essential
outcomes of a unit of
competency.
The Performance Criteria specify the level of
performance required to demonstrate achievement of
the Element. Terms in italics are elaborated in the
Range Statement.
1. Support children to
build and maintain
trusting relationships
2. Plan experiences for
children to support and
cooperate with others
TAFE NSW
©Assignment Version
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2011 Validated
Assessments
Unit of
Competency
CHCFC503A

1.1 Listen attentively and show children their
views are valued and acknowledged

1.2 Acknowledge and support children’s
preferences for particular adults and peers

1.3 Help children to understand and accept
responsibility for their own actions

1.4 Encourage children to express and mange
feelings appropriately
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1.5 Support children’s various levels of interaction
and participation with others during play

2.1 Encourage children to respect each other’s
individual needs, abilities and interests

2.2 Encourage children to regard differences
positively and to discuss these differences

2.3 Support children who have difficulty
interacting with others, to establish and maintain
friendships and group membership

2.4 Acknowledge and encourage appropriate,
supportive and effective communication between
children

2.5 Provide experiences and opportunities that
promote children’s moral development and prosocial skills
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ELEMENT
PERFORMANCE CRITERIA
Elements define the essential
outcomes of a unit of
competency.
The Performance Criteria specify the level of
performance required to demonstrate achievement of
the Element. Terms in italics are elaborated in the
Range Statement.
3. Provide opportunities
for social interaction
TAFE NSW
©Assignment Version
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2011 Validated
Assessments
Unit of
Competency
CHCFC503A

3.1 Plan and provide opportunities for different
forms of social interaction between children with
respect for each child’s needs, interests and
development stage

3.2 Encourage children to interact with a variety of
people and to initiate and develop contact with
others, as appropriate

3.3 Arrange the environment to encourage
interaction and also accommodate a child’s need
for privacy, solitude and/or quiet

3.4 Celebrate special occasions in culturally
sensitive ways

3.5 Respect children’s choice to watch and observe

3.6 Structure experiences and equipment in ways
that promote cooperation and conflict resolution

3.7 Foster and respect children’s own grouping
choice

3.8 Talk about and respond to children as group
members as well as individuals

3.9 Identify and monitor children’s social skills and
development

3.10
Promote and support the use of social
skills relevant to the transition to school for
children of an appropriate age
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Required knowledge
Fostering children’s social development – introductory knowledge
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Recall definitions of social development & introduce theoretical
perspectives e.g. Parten, Bronfenbrenner, Erikson, Social Learning
Theory, Kohlberg, Bowlby, Ainsworth, Vygotsky
Influences on social development - social opportunities, culture, child
rearing practices, disposition/temperament, gender/sex role, family
circumstances, socio-economic, physical health, self concept/self
esteem etc
Individual differences and strengths in the social domain
Interaction between the social domain and other domains of
development
Recent influences on views of social development e.g. anti-bias
curriculum, inclusive practices
Different perspectives on children’s social development in different
cultures, communities, families etc
Applying relevant national child health and well being core
competencies, accreditation principles, NSW Curriculum Framework
and other relevant regulatory requirements
Explore ways to gather information about, document and monitor
social and moral developmental progress
Identifying social skills and characteristics - infancy through to preschool aged
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Infants - attachment relationships in family & with caregivers, forming
secondary attachments & hierarchies of attachments, attachment
behaviours & responses, separation anxiety & stranger anxiety, focus
on one-to-one relationships with caregivers, interactions and social
responses to caregivers, social interests in other infants & children,
play behaviours
Toddlers - continuing importance of attachment relationships,
attachment behaviours & separation behaviours, egocentricity,
negativism, difficulty sharing/turn taking & influence on social abilities,
social interests in other toddlers, children & adults, interactions with
children & adults, play behaviours,
Preschoolers - attachment relationships & changing separation
behaviours, social interest in other children, interest in wider world,
play behaviours, early helping, empathy & prosocial awareness,
interactions with caregivers & peers, friendships & play mates,
functioning in groups
Impact of social experiences & relationships on developing self
awareness & self esteem
Stages in children’s moral development (Kohlberg)
Providing experiences and opportunities to foster social development, cooperation
and competence
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
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©Assignment Version
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Creating environments that allow for a range of play types, group
sizes and solitude
Following children’s suggestions & interests in planning social
experiences
2011 Validated
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Competency
CHCFC503A
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Using anti-bias and inclusive approaches to enhance social
relationships
Appropriate group sizes at different stages & for various purposes
Celebrating special occasions and cultural events with children, their
families & communities
Designing experiences that promote moral development and prosocial
skills
Structuring experiences to promote cooperation and conflict resolution
Arranging environments to accommodate various levels of interaction
and participation e.g. watching, observing, privacy, solitude,
withdrawal from the group etc
Promoting social skills relevant to school transition
Interacting with the child to foster social development and trusting relationships
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Monitoring the social skills and progress of individuals & groups
Supporting children’s social relationships and friendships with other
children
Developing secondary attachments with caregivers & supporting
primary attachments with family members (Attachment Curriculum)
Acknowledging, listening and valuing children’s views and preferences
Modelling and encouraging prosocial skills and the appropriate
expression of feelings
Supporting children in negotiation, assertiveness, accepting
responsibility and conflict resolution
Encouraging children to recognise & accept differences & show respect
for others
Respecting each child’s level of participation and grouping choices
Assisting children to join play groups, developing group skills, raising
children’s status in a group
Encouraging supportive and effective communication between children
and with others
Providing specialist assistance for children with social difficulties
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Strategies for children with social difficulties and additional needs
Children who are new to the group
Unpopular, isolated & marginalised children
Children who have difficulty joining play groups
Bullying, name calling, excluding behaviour
Children who have difficulty accepting difference in others
Additional needs impacting on social functioning (e.g. autism,
communication impairments)
Seeking support when children require specialist assistance with social
difficulties
Practical skills
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
TAFE NSW
©Assignment Version
Number-2
Documents the social development and progress of both individual and
groups of children
Demonstrates an understanding of the typical social skills and abilities
of children across a range of ages
Designs experiences for individuals and groups that foster a range of
social skills and promote moral development and prosocial skills
2011 Validated
Assessments
Unit of
Competency
CHCFC503A
Hard copy
located in
Section file in
BM3
Validated for
delivery for F/T,
P/T
Last validated:
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Validation due:
February 2011
JW/MG
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Page 6 of 22
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Demonstrates appropriate interaction strategies – self talk, parallel
talk, descriptive praise
Provides relevant experiences and environments that foster social
development for children from infancy to preschool aged.
Sets up a range of play & care environments for varying levels of
participation and social play skills
Identifies environmental, situational and cultural aspects that impact
on children’s social experience
Demonstrates time management, organisational skills and reflective
practice when planning and providing developmental opportunities to
enhance social skills
Uses a variety of strategies to encourage children’s social skills and
key developmental tasks
Demonstrates interpersonal skills, empathy and active listening when
interacting to support social skills and development
Practices anti-bias & inclusive principles
Supports children’s social relationships and friendships with other
children
Supports primary and secondary attachments with family members
and caregivers
Acknowledges, listens to and values children’s views and preferences
Models and encourages prosocial skills and the appropriate expression
of feelings
Encourages children to recognise & accept differences & show respect
for others
Arranges environments to promote interaction and accommodate
privacy, solitude and quiet
Celebrates special occasions in culturally appropriate ways
Assists children to join play groups and develop group skills
Encourages supportive and effective communication between children
and with others
Supports children in negotiation, assertiveness, accepting
responsibility and conflict resolution
Respects each child’s level of participation and grouping choices
Promotes social skills relevant to school transitio
Evidence requirements Learners must provide evidence of the ability to foster
children’s social development by:



Demonstrating an understanding of the social development
characteristics and differences of children aged 0-6 years.
Using strategies and interactions effectively to foster and extend the
social development of children aged 0-6 years across.
Planning and implementing a range of meaningful learning
opportunities and experiences to foster and extend the social
development of individuals and groups of children aged 0-6 years.
Grading criteria Results are reported as

TAFE NSW
©Assignment Version
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Competent with Distinction
2011 Validated
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CHCFC503A
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


Suggested
above
Competent with Credit
Competent
Not yet Competent
grading criteria to be read in conjunction with Evidence Requirements
To be graded as competent the learner needs to:


Demonstrate the evidence requirements satisfactorily in a range of
situations.
Use known information in relevant situations.
To be graded competent with credit the learner needs to:


Demonstrate the evidence requirements independently in a wide range
of situations.
Apply detailed information to new situations
To be graded competent with distinction the learner needs to:


TAFE NSW
©Assignment Version
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Demonstrate the evidence requirements consistently, independently
and with creativity in an extensive range of situations
Independently research new information and adapt information to new
situations
2011 Validated
Assessments
Unit of
Competency
CHCFC503A
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Methods for collection of evidence
The following table maps the recommended assessment tools to the Unit and
Dimensions of Competency.
Table of specifications for recommended assessment
Assessment Task
Elements, essential
knowledge and
skills critical
aspects of
assessment
addressed
1. Monitoring and
planning
- Relates to
elements 1-2
Document and
monitor the social
development of 2
children – 0-5years.
Based on these
observations write a
developmental
summary /chart and
provide a range of
planning possibilities
for each child.
-Relates to
performance
criteria-1.1-,1.9,
2.2,2.4,2.6,2.8
Dimensions of
competency
Weighting
(the 4 main aspects
of work
performance that
need to be taken
into account when
assessing
competency)
Must pass all
events
Graded
NC/AC/ACC/AC
D
Off the
job
On the
job
AC/NC
AC/NC
□ Task skills
- Relates to critical
aspects.
ü Task
management skills
□ Contingency
management skills
□Job/role
environment skills
- Relates to
knowledge and
skills
Child Play Session
Task 1,2
2 Work placement
2. Learning
opportunities &
experiences
Develop a range of
experiences to foster
the social
development of
children aged 0-6
years.
- Relates to
elements 1-3
ü Task skills
_Relates to
performance
criteria-1.1-19,2.1-2.8,3.1-3-7
- Relates to critical
aspects.
□ Task
management skills
ü Contingency
management skills
AC/NC
AC/NC
ü Job/role
environment skills
- Relates to
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CHCFC503A
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Some of these
experiences must be
implemented and
evaluated with
children aged 0-6
years
knowledge and
skills
Task 1 Provision
Play Session
1 Provision plan
work placement
3. On-the-Job
Performance &
journals.
Overall assessment
by qualified
workplace assessor
using standardised
checklist.
Assessment should
be based on
observed
performance,
associated
documentation
(including journals),
industry supervisor
feedback,questionin
g
- Relates to
elements 1-3
ü Task skills
-Relates to all
performance
criteria in all three
elements.
- Relates to critical
aspects.
ü Task
management skills
AC/NC
ü Contingency
management skills
ü Job/role
environment skills
- Relates to
knowledge and
skills
Codes: NC-not yet competent, AC-achieved competency, ACC-achieved
competency credit, ACD-achieved competency distinction
Specific Instructions to Learners:





You must complete and pass each individual assessment task for this Unit
to meet the assessment requirements of the Unit.
If assessments are not submitted or are incomplete you will fail to meet
the assessment requirements for the Unit.
Extensions and resubmissions of work may be granted at the discretion of
the teacher. Resubmissions cannot receive a mark higher than a pass.
Assessments must include a cover sheet.
When specified in the Assessment description, the information you present
should be referenced and presented according to Randwick TAFE Child &
Family Services student handbook guidelines.
TAFE NSW
©Assignment Version
Number-2
2011 Validated
Assessments
Unit of
Competency
CHCFC503A
Hard copy
located in
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BM3
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Unit Assessment (OFF the JOB)
Unit Title: Foster Social Development in Early Childhood
Unit Code: CHCFC503A
Task 1 and 2 : Document and Planning (Off the Job) (Relates to Elements 1-3,
Performance Criteria 1.1-3.7, required skills and Knowledge1.1-1.14, Essential
Knowledge 1.1 and 1.2)
Due Date: Task 1 and Task 2 Week10 (17th September)
Task 1: Gather information about one child in play session, aged 0-5years,
focusing on social development and record 4 written observations.
4 written observations

Record one observation in the play session daily journal. (A photograph,
comment with reflective interpretation and follow-up needs to be
included).Print an extra copy in hand in with assignment.

Record three observations covering social development
(1 anecdote, I running record, 1 learning story)

All observation needs to have interpretations and follow-up plans that
include a description of a play idea.
You will firstly need to gain the written permission of the child’s parent/s to be
involved in this project, on the understanding that the child’s observations and
summary will be submitted to your teacher for study purposes. If the child is old
enough, you should also explain the project to them and ask their verbal
permission to observe and write about them. Write some notes about how you
did this and how the child responded.
2. Based on your observations plan one experience to foster social development
of the child observed and implement it in play session. Your experience should
foster a range of skills listed below:
- social skills to develop independence and autonomy
-emerging skills of an individual
-demonstrate your ability to select appropriate equipment and space
-focus on interacting appropriately with the child to foster development
Write out the experience in full using the suggested experience plan document. In
this plan make sure that you identify what items you will need, who you are
aiming the experience at and why, and possible outcomes.
3. Evaluate the experience covering the following:
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Possible outcomes
Teaching strategies
Task 2: Developmental summary (Off the job)
Using observations and information gathered create a developmental summary
on the Childs development.
A Developmental Summary is a written overview of the progress, characteristics,
interests and strengths of a child or children, presented under headings for each
development area. Your summary must be based on observations, and
information gathered about the child development. It should show links to The
Early Years Learning Framework (EYLF)
This Developmental Summary is presented as a tablet organised under all the
developmental (or domain) heading and Interests heading.
You will need to:

Identify key behaviours and skills which show the progress of the focus child
in developmental areas, their abilities, their emerging abilities and interests
in a table.
Gross
motor
Fine Motor
Emotional
Social
Cognitive
Interests

Then write a 200 word summary of the child’s interest and development
with reference to The Early Years Learning Framework (EYLF).Include an
introduction covering background information on child, interests and a
paragraph on developing social development,.
Task 3: Play Session Performance
Your overall performance in play session will be assessed by your class teacher
and play session assessor. Your assessor will use the following performance
checklist for recording judgements made about your performance on the job.
When using the performance checklists the assessor must determine whether a
characteristic is or is not present or whether something was or was not done to a
competent level. The assessor may need to ask you questions during or after a
task or work sequence in order to:

clarify aspects of your work performance

assess your ability to listen, interpret and communicate information and ideas

assess essential knowledge and skills.
TAFE NSW
©Assignment Version
Number-2
2011 Validated
Assessments
Unit of
Competency
CHCFC503A
Hard copy
located in
Section file in
BM3
Validated for
delivery for F/T,
P/T
Last validated:
Validated by
Validation due:
February 2011
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Specific Instructions to Learners:

You must complete and pass each individual assessment task for this Unit
to meet the assessment requirements of the Unit and go to work
placement.

If assessments are not submitted or are incomplete you will fail to meet
the assessment requirements for the Unit.

Extensions and resubmissions of work may be granted at the discretion of
the teacher. Resubmissions cannot receive a mark higher than a pass.

Assessments must include a cover sheet.

When specified in the Assessment description, the information you present
should be referenced and presented according to Randwick TAFE Child &
Family Services student handbook guidelines.
Unit Code and Title:
CHCFC503A Foster Social development in Early Childhood
CHCFC504A Support Emotional and Psychological development in Early
Childhood
CHCFC502AFoster Physical development in Early Childhood
Note: On-job tasks are co assessed in the above three units
Assessment relates to Elements 1-3, Performance Criteria 1.1-3.10, Required
Skills, Essential knowledge and Employability skills. CHCFC503A Foster Social
development in Early Childhood
Assessment relates to Elements 1-3, Performance Criteria 1.1-3.6, Required
Skills, Essential knowledge and Employability skills. CHCFC504A Support
Emotional and Psychological development in Early Childhood
Assessment relates to Elements 1-3, Performance Criteria 1.1-3.7, Required
Skills, Essential knowledge and Employability skills. CHCFC502AFoster Physical
development in Early Childhood
Task 1: Documentation & planning (On the job)
Part-1 Daily Journal
Daily Journal: While on Work placement, you are required to record total 14 daily
journal entries covering all units.
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Ensure 7 of these journal entries are on your focus child.
Each day write a daily journal about the focus child’s play in one/more learning
areas. These journal entries should be the basis of planned provisions, learning
centres, and investigations. Journal entries must include jottings, photos/work
samples with narratives, spontaneous interactions with children, collaboration
with families and staff. Reflect on these entries and identify the interest from the
child’s play. Comment on this child’s development followed by suggestions on
further planning ideas.
Part-2: Observe and plan
Choose one focus child and complete 7 journal entries followed by planning ideas.
Implement one plan for Physical; one for social, emotional and psychological.
Background Information: Make sure you have written permission of the child’s
parent/carer to observe and record the child development and interests. Gather
other relevant information about your focus children such as parent’s background
information. Developmental comments: Drawing on your research of typical
behaviours and development, reflect and interpret on your entries; identify
significant behaviours focusing on physical, social, emotional and psychological
domains and link to The Early Year Learning Framework.
Suggest at least one (1) planning idea and care giving strategy after each
observation.
Provision Plans Based on your observations of your focus child ensure there is one
plan on physical development and one plan on social, emotional and psychological
development. This is a total of two provision plans.
Write out the experiences in full using the suggested provision plan document,
implement it and write up reflection on the plan.
Developmental Chart (summary)
Using the observations and information gathered about your focus child create a
developmental chart for your focus child.
A developmental chart is a written overview of progress of your developmental
abilities, presented under heading of each developmental domain. (PhysicalFine/Gross motor, Communication, Social, Emotional, Thinking child).
Task 2: On the job performance (On the job)
Your overall performance in the workplace will be assessed by a TAFE teacher or
qualified assessor. Your assessor will use the following performance checklist for
recording judgements made about your performance on the job. When using the
performance checklists the assessor must determine whether a characteristic is or
is not present or whether something was or was not done to a competent level.
The assessor may need to ask you questions during or after a task or work
sequence in order to:

clarify aspects of your work performance
TAFE NSW
©Assignment Version
Number-2
2011 Validated
Assessments
Unit of
Competency
CHCFC503A
Hard copy
located in
Section file in
BM3
Validated for
delivery for F/T,
P/T
Last validated:
Validated by
Validation due:
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JW/MG
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Page 14 of 22

assess your ability to listen, interpret and communicate information and ideas

assess essential knowledge and skills.
The assessor will also:

read through any written tasks especially your journals to further assess your
competence.

talk to staff members who are supervising or working with you in order to get
feedback about your performance on a day-to-day basis.
All aspects of your workplace performance including written tasks will be used to
determine your final performance grade.
On The Job
Unit Code and Title:
CHCFC503A Foster Social development in Early Childhood
CHCFC504A Support Emotional and Psychological development in Early
CHCFC502A Foster Physical development in Early Childhood
Note: On-job tasks are co assessed in the above three units
Assessment relates to Elements 1-3, Performance Criteria 1.1-3.7, Required
Skills, Essential knowledge and Employability skills. CHCFC502AFoster Physical
development in Early Childhood
Assessment relates to Elements 1-3, Performance Criteria 1.1-3.10, Required
Skills, Essential knowledge and Employability skills. CHCFC503A Foster Social
development in Early Childhood
Assessment relates to Elements 1-3, Performance Criteria 1.1-3.6, Required
Skills, Essential knowledge and Employability skills. CHCFC504A Support
Emotional and Psychological development in Early
Task 1: Documentation & planning (On the job)
Part-1 Daily Journal
Daily Journal: While on Work placement, you are required to record total 14 daily
journal entries covering all units.
Ensure 7 of these journal entries are on your focus child.
Each day write a daily journal about the focus child’s play in one/more learning
areas. These journal entries should be the basis of planned provisions, learning
centres, and investigations. Journal entries must include jottings, photos/work
samples with narratives, spontaneous interactions with children, collaboration
TAFE NSW
©Assignment Version
Number-2
2011 Validated
Assessments
Unit of
Competency
CHCFC503A
Hard copy
located in
Section file in
BM3
Validated for
delivery for F/T,
P/T
Last validated:
Validated by
Validation due:
February 2011
JW/MG
Feb 2013
Page 15 of 22
with families and staff. Reflect on these entries and identify the interest from the
child’s play. Comment on this child’s development followed by suggestions on
further planning ideas.
Part-2: Observe and plan
Choose one focus child and complete 7 journal entries followed by planning ideas.
Implement one plan for Physical; one for social, emotional and psychological.
Background Information: Make sure you have written permission of the child’s
parent/carer to observe and record the child development and interests. Gather
other relevant information about your focus children such as parent’s background
information. Developmental comments: Drawing on your research of typical
behaviours and development, reflect and interpret on your entries; identify
significant behaviours focusing on physical, social, emotional and psychological
domains and link to The Early Year Learning Framework.
Suggest at least one (1) planning idea and care giving strategy after each
observation.
Provision Plans Based on your observations of your focus child ensure there is one
plan on physical development and one plan on social, emotional and psychological
development. This is a total of two provision plans.
Write out the experiences in full using the suggested provision plan document,
implement it and write up reflection on the plan.
Developmental Chart (summary)
Using the observations and information gathered about your focus child create a
developmental chart for your focus child.
A developmental chart is a written overview of progress of your developmental
abilities, presented under heading of each developmental domain. (PhysicalFine/Gross motor, Language, Social, Emotional, and Cognitive).
Task 2: On the job performance (On the job)
Your overall performance in the workplace will be assessed by a TAFE teacher or
qualified assessor. Your assessor will use the following performance checklist for
recording judgements made about your performance on the job. When using the
performance checklists the assessor must determine whether a characteristic is or
is not present or whether something was or was not done to a competent level.
The assessor may need to ask you questions during or after a task or work
sequence in order to:

clarify aspects of your work performance

assess your ability to listen, interpret and communicate information and ideas

assess essential knowledge and skills.
TAFE NSW
©Assignment Version
Number-2
2011 Validated
Assessments
Unit of
Competency
CHCFC503A
Hard copy
located in
Section file in
BM3
Validated for
delivery for F/T,
P/T
Last validated:
Validated by
Validation due:
February 2011
JW/MG
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The assessor will also:

read through any written tasks especially your journals to further assess your
competence.

talk to staff members who are supervising or working with you in order to get
feedback about your performance on a day-to-day basis.
All aspects of your workplace performance including written tasks will be used to
determine your final performance grade.
Practical Skills checklist
Unit code and name: CHCFC503A Foster social development in early childhood
Learner’s Name:
Assessment
Dates:
Location:
Key:
Demonstration
of Practical
Skills (DP)
Evidence of Associated
Documentation (AD)
Industry
Supervisor
Feedback
(SF)
Practical skills
Evide
nce
All elements

 Demonstrates time management, organisational skills
and reflective practice when planning and providing
developmental opportunities to enhance social skills
 Uses a variety of strategies to encourage children’s
social skills and key developmental tasks
 Demonstrates interpersonal skills , empathy and active
listening when interacting to support social skills and
development

1. Support children to build and maintain trusting
relationships

2011 Validated
Assessments
Unit of
Competency
CHCFC503A
Hard copy
located in
Section file in
BM3


Validated for
delivery for F/T,
P/T
D
P
A
D
S
F
S
Q
Comments
 NC
Pass

 Credit 
Distinction

 Acknowledges, listens to and values children’s views
and preferences
 Supports primary and secondary attachments with
family members and caregivers
TAFE NSW
©Assignment Version
Number-2
Strategic
Questioning Of
the learner (SQ)


D
P
A
D
S
F
S
 NC
Pass

 Credit 
Distinction
Last validated:
Validated by
Validation due:
February 2011
JW/MG
Feb 2013
Page 17 of 22
 Supports children in accepting responsibility for their
own actions
 Models and encourages prosocial skills and the
appropriate expression of feelings
 Sets up a range of play & care environments for varying
levels of participation and social play skills
2. Plan experiences for children to support and cooperate
with others
 Encourages children to recognise & accept differences &
show respect for others
 Practices anti-bias & inclusive principles in interactions
with children
 Assists children to maintain friendships, join play groups
and develop group skills
 Encourages supportive and effective communication
between children and with others
 Designs & implements experiences for individuals and
groups that foster a range of social skills and promote
moral development
Q




 NC
Pass

 Documents the social development and progress of both
individual and groups of children
 Demonstrates an understanding of the typical social
skills and abilities of children across a range of ages
 Demonstrates appropriate interaction strategies – self
talk, parallel talk, descriptive praise
 Provides relevant experiences and environments that
foster social development for children from infancy to
preschool aged.
 Identifies environmental, situational and cultural
aspects that impact on children’s social experience
 Supports children’s social relationships and friendships
with other children
 Arranges environments to promote interaction and
accommodate privacy, solitude and quiet
 Celebrates special occasions in culturally appropriate
ways
 Respects each child’s level of participation and grouping
choices
 Promotes social skills relevant to school transition

 NC
Assessor Name & Signature
2011 Validated
Assessments
Unit of
Competency
CHCFC503A


D
P
A
D
S
F
S
Q
 NC
Pass

 Credit 
Distinction
 Credit

Date
Learners Name & Signature
TAFE NSW
©Assignment Version
Number-2
 Pass

 Credit 
Distinction
3. Provide opportunities for social interaction
Overall Comments & Grade
Distinction
D
P
A
D
S
F
S
Q
Date
Hard copy
located in
Section file in
BM3
Validated for
delivery for F/T,
P/T
Last validated:
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Validation due:
February 2011
JW/MG
Feb 2013
Page 18 of 22
NB: Strategic questioning of the learner and industry supervisor feedback should
supplement direct observation of the learner and cannot be used as stand alone
evidence to determine Grade/Marks for on-the-job performance.
All elements included in practical skills checklist.
Resources
Core resources
 Nixon D, & Aldwinckle, M. 2005, Exploring: Child development from three to six
years, Social Science Press, Katoomba.
 Nixon, D. & Gould, K. 1999, Emerging: Child development in the first three
years, 2nd edn, Social Science Press, Katoomba.
 Nixon, D. & Gould, K. 2000, Extending: Child development from five to twelve
years. Social Science Press, Katoomba.
 Talay-Ongan, A & Ap, E A. 2005, Child development and teaching young
children, Thomson: Social Science Press, Southbank, Victoria.
Other resources
 ABC-TV, 2008, Life at 1, DVD, Screen Australia
 ABC-TV, 2008, Life at 3, DVD, Screen Australia
 Allen E. K & Marotz, L. 2007, Developmental Profiles: Pre-birth through Eight,
5th edn, Delmar Publishers, Albany.
 Berk, L. 2008 Infants, children & adolescents, 6th edn, Pearson/Allyn and
Bacon, Boston Mass.
 Copple, C. 2006, Basics of developmentally appropriate practice: an
introduction for teachers of children 3 to 6, National Association for the
Education of Young Children, Washington, D.C.
 Dau, E & Jones, K. 2004, Revisiting celebrations with young children, Research
in practice series, ECA, Watson, ACT.
 Kaplan, P. 2000, A child's odyssey: child and adolescent development, 3rd edn,
Wadsworth: Australia
 Harrison L. 2003 Attachment: Building secure relationships in early childhood,
Research in practice series, ECA, Watson, ACT.
 Kearns, K. 2007, Birth to Big School, Pearson Education Australia, Frenchs
Forest, NSW.
 Kostelnik, M. J. 2009, Guiding children's social development & learning, 6th edn,
Delmar/Cengage Learning, Albany, N.Y.
 Moore, R. C. 1990, Childhood’s domain play and place in child development,
MIG Communications, London.
 Mundine, K & Giugni, M, 2006 Diversity and difference: Lighting the spirit of
identity, Research in practice series, ECA, Watson, ACT.
 Riley, D. A. 2008, Social & emotional development: Connecting science and
practice in early childhood settings, Redleaf Press, St. Paul, MN
 Santrock, J. 2008, Children, 10th edn, McGraw-Hill, NY
 Sheridan, M. 2008, From birth to five years: children's developmental progress,
3rd edn, rev. and updated by Ajay Sharma and Helen Cockerill, Routledge, New
York
 Shipley, C. 1998, Empowering children : play-based curriculum for lifelong
learning, 2nd edn, ITP Nelson, Toronto
 Stonehouse, A & Greenman, J. 2008 Prime times: A Handbook for Excellence in
Infant and Toddler Programs, Redleaf Press, St. Paul, MN.
TAFE NSW
©Assignment Version
Number-2
2011 Validated
Assessments
Unit of
Competency
CHCFC503A
Hard copy
located in
Section file in
BM3
Validated for
delivery for F/T,
P/T
Last validated:
Validated by
Validation due:
February 2011
JW/MG
Feb 2013
Page 19 of 22
 Stonehouse, A, 2002, NSW Curriculum Framework: the practice of
relationships: essential provisions for children’s services, Office of Child Care,
NSW Department of Community Services. Available from:
http://www.community.nsw.gov.au/documents/childcare_framework.pdf
 Talay-Ongan, A. 2000, Typical and atypical development in early childhood
Belrose, N.S.W. Memo Press
 Vialle, W. Lysaght, P. & Vereikina, I. 2000, Handbook on Child Development,
Social Science Press, Katoomba, NSW.
 Wall to wall productions, 2001, A child’s world, DVD, Roadshow Home
Entertainment
Relevant journals
 Australian Journal of Early Childhood. The Journal of Early Childhood Australia
Inc.
 Broadside – The Community Child Care Monthly Newsletter. Community Child
Care Co-operative Ltd. (NSW)
 Child Care Exchange. The early childhood Leaders Magazine. (United States)
 Every Child. The magazine of the Australian Early Childhood Association.
 Gowrie RAP: Reflections. This is the quarterly magazine of the Gowrie Australia
Consortium.
 Jigsaw. The magazine of the National Family Day Care Council of Australia
 Network News. A quarterly publication of the Network of Community Activities.
 Putting Children First. The quarterly newsletter of the National Childcare
Accreditation Council Inc.
 Rattler. The children’s service magazine (quarterly). Community Child Care Cooperative Ltd. (NSW)
 Totline. Quarterly magazine of Playgroup NSW Inc. & Playgroup Queensland
 Young Children. The National Association for the Education of Young Children.
Washington.
Websites and online resources
 Australian Childhood Foundation
http://www.kidscount.com.au/website/default.asp
 Australian Early Development Index
http://www.rch.org.au/australianedi/edi.cfm?doc_id=12278
 Child Development Institute
http://www.childdevelopmentinfo.com/index.htm
 Child, youth and women’s health service
http://www.cyh.com/HealthTopics/HealthTopicCategories.aspx?p=122
 Early Childhood Australia
http://www.earlychildhoodaustralia.org.au
 Early Years Learning Framework
http://www.dest.gov.au/sectors/early_childhood/policy_initiatives_reviews/coa
g/The_Early_Years_Learning_Framework.htm
 Federal Government Virtual Children's Hub
http://mychild.gov.au/
 Growing Lifestyle
http://www.growinglifestyle.com.au/au/j11177
TAFE NSW
©Assignment Version
Number-2
2011 Validated
Assessments
Unit of
Competency
CHCFC503A
Hard copy
located in
Section file in
BM3
Validated for
delivery for F/T,
P/T
Last validated:
Validated by
Validation due:
February 2011
JW/MG
Feb 2013
Page 20 of 22
 Health Insite: An Australian Government Initiative
http://www.healthinsite.gov.au/topics/Child_Development
 Kids spot
http://www.kidspot.com.au/index.asp
 Lady Gowrie Child Centre, Sydney
http://www.gowrie-sydney.com.au/
 Raising Children Network
http://raisingchildren.net.au/
 TAFE NSW Library Network Catalogue
http://tafecat.tafensw.edu.au/tafecat.html
 TAFE NSW Studylinks: Children’s Services
https://www.tafensw.edu.au/library/studylinks/health/children.htm
 Zero to three
http://www.zerotothree.org/site/PageServer
TAFE NSW
©Assignment Version
Number-2
2011 Validated
Assessments
Unit of
Competency
CHCFC503A
Hard copy
located in
Section file in
BM3
Validated for
delivery for F/T,
P/T
Last validated:
Validated by
Validation due:
February 2011
JW/MG
Feb 2013
Page 21 of 22
Unit Name:SOCIAL; EMOTONAL; PSYCHOLOGICAL DEVELOPMENT
Unit Number:CHCFC503A & CHCFC504A
SI Randwick College - Child Studies
TAFE
WEEK
WEEK
BEGINNING
Element1,2,3
2
Monday
23rd
4
Monday 6th August
5
Monday13th
August
6
Monday 20th
August
7
Monday 27th
August
8
Monday 3rd
September
10th
Monday
September
9
Fostering children’s social, emo,psyc
development – introduction
Friday 27th July
Element1
Fostering children’s social, emo,psyc
development
Friday3rd August
Element1,2,3
Identifying social,emo,psyc skills and
characteristics - infancy through to preschool
aged
Element1,2,3
Identifying social,emo,psyc skills and
characteristics - infancy through to preschool
aged
Friday
17thAugust
Element1,2,3
Providing experiences and opportunities to
foster social,emo,psyc development,
cooperation and competence
Friday 24th
August
Element1,2,3
Providing experiences and opportunities to
foster social,emo,psyc development,
cooperation and competence
Friday 31st
August
Element1,2,3
Interacting with the child to foster
social,emo,psyc development and trusting
relationships
Friday 7th
September
Element1,2,3
Interacting with the child to foster
social,emo,psyc development and trusting
relationships
Friday 14th
September
Element1,2,3
Interacting with the child to foster
social,emo,psyc development and trusting
relationships
July
Monday 30th July
3
Monday 17th
September
10
WEEK ENDING
SEMESTER 2, 2011
Friday10thAugust
Friday 21st
September
Submit- Task 1and 2
VACATION ( September 22nd
September- Sunday 7th Octoberl )
Element1,2,3
Monday8th
11`
October
12
Monday 15th
October
TAFE NSW
©Assignment Version
Number-2
Element
1,2,3
2011 Validated
Assessments
Interacting with the child to foster
social,emo, psyc development and trusting
relationships
Providing specialist assistance for children
with social,emo,psyc difficulties ...
Unit of
Competency
CHCFC503A
Hard copy
located in
Section file in
BM3
Validated for
delivery for F/T,
P/T
Friday 12th
October
Friday19th
October
Last validated:
Validated by
Validation due:
February 2011
JW/MG
Feb 2013
Page 22 of 22
13
14
15
16
17
Monday 22nd
October
Element
1,2,3
Preparation for work placement ( VisitWednesday )
Friday 26th
October
Monday 29th
October
Monday 5th
November
Element1,2,3
Element1,2,3
Work place
Friday 2nd
November
Monday 12th
November
Element
1,2,4
Work placement review
Monday 19th
November
Element
1,2,4
Providing specialist assistance for children
with social,emo,psyc difficulties
TAFE NSW
©Assignment Version
Number-2
2011 Validated
Assessments
Work place
Unit of
Competency
CHCFC503A
Friday9th
November
Hard copy
located in
Section file in
BM3
Friday 16th
November
Validated for
delivery for F/T,
P/T
Friday 23rd
November
Last validated:
Validated by
Validation due:
February 2011
JW/MG
Feb 2013