CHCECE035 — Support the holistic learning and development of children

1 Support physical development.

• 1.1Identify and use opportunities to support the emerging physical skills of individual children.
• 1.2Use daily routines as opportunities to support children to acquire and practise skills.
• 1.3Select and arrange equipment that will develop fundamental movement skills, fine and gross motor skills.
• 1.4Encourage challenge, choice and spontaneity in physically active play.
• 1.5Support children to take increasing responsibility for their own health and wellbeing through positive communication and information sharing.

2 Support social development.

• 2.1Encourage children to engage in play and social experiences with other children.
• 2.2Provide developmentally appropriate support and information that helps children understand and accept responsibility for their own actions.
• 2.3Provide opportunities for one-to-one and large and small group interactions.
• 2.4Model care, empathy and respect for children, educators and families.
• 2.5Support children when they are having difficulty understanding or communicating with each other.
• 2.6Model language that children can use to express ideas, negotiate roles and collaborate to achieve goals.
• 2.7Use communication and modelling that encourages children to respect and value each other’s individual differences.

3 Support emotional development.

• 3.1Provide children with strategies to make informed choices about their behaviours appropriate to their level of understanding.
• 3.2Assist and encourage children to experience pride and confidence in their achievements.
• 3.3Provide acknowledgement and support if a child experiences frustration and encourage children to see mistakes as an opportunity to learn.
• 3.4Assist children to identify physiological responses to situations and express and regulate feelings appropriately through modelling and guidance.
• 3.5Assist children to develop empathy through identifying and responding to emotions in other people.
• 3.6Support and encourage children to persevere with challenges to assist in building resilience.
• 3.7Share children’s successes with families in informal and formal ways.

4 Support cognitive development.

• 4.1Select materials, resources, technologies and experiences that support exploration and problem-solving.
• 4.2Provide opportunities that encourage exploration of children’s concepts and ideas.
• 4.3Extend children’s thinking by engaging them in sustained shared conversations.

5 Support communication development.

• 5.1Value the child’s linguistic heritage and encourage the use and acquisition of home languages.
• 5.2Select, read and tell developmentally appropriate stories.
• 5.3Use props to stimulate children’s enjoyment of language and literature.
• 5.4Ask and answer questions during the reading and discussion of books or other text.
• 5.5Provide meaningful opportunities for children to develop pre-writing skills.
• 5.6Model and encourage two-way communication through questions and careful listening.
• 5.7Draw children’s attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sounds.
• 5.8Provide opportunities for group discussions and exchange of views between children.
• 5.9Model language and encourage children to express themselves through language in different contexts and for different purposes.

6 Support holistic learning and development.

• 6.1Recognise and promote opportunities for development in multiple areas.
• 6.2Intentionally scaffold children’s learning to foster development.
• 6.3Select and use resources and materials that offer integrated opportunities for challenge, curiosity and discovery.
• 6.4Arrange the environment to encourage interactions between children, as well as accommodating the child’s need for privacy, solitude or quiet.
• 6.5Respond to spontaneous teachable moments as they occur and use them to enhance children’s learning.
• 6.6Support collaboration with colleagues through sharing and seeking of information.

What does an assessment tool for CHCECE035 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for CHCECE035 needs to address all 54 unit components: 6 elements with 37 performance criteria, 1 performance evidence requirements, 13 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 CHCECE035?

Auditori pulls the current release of CHCECE035 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 CHCECE035 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing CHCECE035 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 CHCECE035, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.