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CHCECE038 — Observe children to inform practice

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What an assessment for CHCECE038 must cover

73 assessable components: 5 elements (15 performance criteria), 8 performance evidence and 45 knowledge evidence requirements, plus 5 foundation skills. An audit-defensible tool maps every question and task back to these — that mapping is the coverage matrix Auditori generates alongside the assessment.

Elements & performance criteria

1 Observe and interact with children.

  • 1.1Identify children’s interests, ideas, knowledge, skills and strengths based on observation and interactions.
  • 1.2Investigate and understand a range of observation techniques and their application in the workplace.
  • 1.3Seek guidance from colleagues about observation tools and processes.
  • 1.4Select appropriate observation technique according to the context of the observation.

2 Seek information from secondary sources.

  • 2.1Use information from children’s records and family to assist in curriculum planning.
  • 2.2Collaborate with others to collect information about each child’s needs, interests, skills and cultural practices.

3 Record and communicate information.

  • 3.1Observe the child and accurately record meaningful information according to service policies and procedures.
  • 3.2Discuss information gathered with relevant people to inform planning.
  • 3.3Discuss and record information in ways that are free from bias and negative labelling of children.

4 Analyse and interpret information and observations.

  • 4.1Reflect on information gathered from observations and secondary sources.
  • 4.2Identify and use opportunities to discuss reflections with colleagues and gain their perspectives.
  • 4.3Identify learning and development aspects of the child based on gathered information.
  • 4.4Determine and document links to the approved learning framework.

5 Contribute to curriculum planning.

  • 5.1Use information gathered and own reflections about the child to contribute to the planning of programs that promote children’s learning, development and wellbeing.
  • 5.2Use information gathered about the child to support interactions that are responsive and respectful of individual needs.

Performance evidence

  • gather, document, reflect on, and use information about three different children between the ages of birth and six years, one of whom must be under 23 months, to inform curriculum planning for each of the three children
  • when completing the above tasks, for each child:
  • gather information using at least three different observation techniques
  • use at least two secondary sources
  • communicate a perspective about:
  • aspects of child’s development
  • individual interests and learning
  • explain links to approved learning framework.

Knowledge evidence

  • requirements of the following National Quality Standard and related regulations and laws applicable to this unit, including:
  • collaborative partnerships with families and communities
  • educational program and practice
  • relationships with children
  • stages of child development and how they are used in curriculum planning
  • stages of the curriculum planning cycle:
  • gathering information
  • questioning and analysing information
  • planning
  • implementation
  • review and reflection
  • key considerations for collecting information:
  • confidentiality and privacy requirements
  • changes in child or family circumstance
  • what information is important and why
  • different types of information – primary and secondary sources
  • importance of using a strengths-based approach to children’s learning and development
  • communication techniques for:
  • collaboration
  • questioning
  • ways of gathering information and who may be involved
  • range of observation techniques
  • appropriate application of different techniques
  • stakeholders
  • children
  • family
  • educators
  • carers and significant adults
  • community
  • other relevant professionals
  • how to make and document meaningful observations:
  • subjective vs objective language
  • avoidance of labelling
  • past and present tense
  • avoidance of bias
  • ways of questioning and reviewing information to gain better understanding of children’s needs and learning opportunities
  • how individual educators can contribute to the planning stage based on information collected
  • reflective practice:
  • what is reflection
  • why and how educators use reflection
  • what is meaningful reflection
  • service standards, policies and procedures for:
  • collaborative partnerships with families and communities
  • educational program and practice
  • relationships with children.

Foundation skills

  • Reading skills to:: interpret service policies and procedures; interpret children’s records.
  • Writing skills to:: record information and observations according to service procedures.
  • Oral communication skills to:: ask open and closed questions and actively listen to seek information and confirm understanding; interact and engage with children and families to build rapport.
  • Initiative and enterprise skills to:: determine appropriate strategies to support children’s individual needs; identify and evaluate relevance of various sources of information for curriculum planning.
  • Technology skills to:: record information according to service policies and procedures using digital media.

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

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Questions about assessing CHCECE038

What does an assessment tool for CHCECE038 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for CHCECE038 needs to address all 73 unit components: 5 elements with 15 performance criteria, 8 performance evidence requirements, 45 knowledge evidence requirements, and the foundation skills. A coverage matrix mapping each question and task to these components is what an auditor looks for.

How does Auditori generate an assessment tool for CHCECE038?

Auditori pulls the current release of CHCECE038 from training.gov.au and generates a complete package: candidate assessment, assessor guide with model answers and observation criteria, and a coverage matrix mapping every component. A suitably qualified person then reviews and approves the draft in a built-in workflow — consistent with ASQA's guidance on AI use in VET — before export as branded PDF and editable Word.

Is the first assessment tool really free?

Yes. Every new account includes one free credit — enough to generate the complete assessment tool for CHCECE038 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing CHCECE038 assessment instead of generating a new one?

Yes — upload your existing assessment or learner guide and Auditori maps it against every element, performance criterion, PE and KE of CHCECE038, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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