CHCECE018 Nurture Creativity In Children Homework Answer

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Question :

Unit Assessment Pack (UAP) – Cover Sheet Student and Trainer/Assessor Details

Course and Unit Details

Course code
Course name
Diploma of Early Childhood Education and Care
Unit code
Unit name
Nurture creativity in children

Section 1: Information for Students

  • Please make sure you have completed the necessary prior learning before attempting this assessment.
  • Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
  • Please make sure you understand what evidence is required to be collected and how.
  • Please make sure you know your rights and the Complaints and Appeal process.
  • Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
  • Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
  • Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
  • Due date of this assessment task is according to your timetable.
  • In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
  • Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
  • Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

  • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
  • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
  • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
  • Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
  • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
  • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Assessment type:

  • Written Questions
  • Assessment task description:
  • This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
  • The Unit Knowledge Test is comprised of seventeen (17) written questions.
  • You must respond to all questions and submit them to your Trainer/Assessor.
  • You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
  • You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available.

Assessment Task 1 - Unit Knowledge Test (UKT)


Q1: Explain the overall purpose of The National Quality Framework in terms of nurturing creativity in children. (30-60 words)

Q2: Refer to the National Quality Standard and identify and write down the national quality standard (NQS) that relates to children’s creativity? Give two (2) examples of how a program could fulfil this National Quality Standard.

Q3: (A) Refer to National Quality Standard and identify and write down the national quality standard (NQS) that relates to providing safe, positive and creative environments to children?

(B) Write five (5) considerations which could be included to fulfil this National Quality Standard.

Q4: Outline the four stages of intellectual (or cognitive) development according to psychologist and developmental biologist Jean Piaget.

Q5: Answer how activities in each of the following areas help child development and stimulate an interest and love of learning in children. 20-40 words:

  1. Physical Health, Well-Being, and Movement Skills
  2. Social and Emotional Development
  3. Approaches to Learning
  4. Thinking Abilities and General Knowledge
  5. Communication, Language and Literac

Q6: List three (3) experiences from aesthetic, safe, interesting, challenging environments which are developmentally appropriate for children and encourage curiosity, experimentation, active learning, literacy and choice in them.

Q7: According to your service and its organisational standards, policies and procedures, list 6 materials and resources that are appropriate for infants, toddlers and pre-schoolers to encourage their creative thinking and use in an ECEC service.

Q8: How can creative development and aesthetic awareness be nurtured by early childhood professionals in an ECEC environment? (200-300 words)

Q9: Explain the significance of creative experiences in stimulating children’s curiosity and learning.

(50-100 words)

Q10: List ten (10) characteristics of a high-quality learning environment of an ECEC service.

Q11: Refer to your organisational standards, policies and procedures and explain how educators can encourage creativity in the service? (50-100 words)

Q12: List five (5) strategies you may include to support the following key component of EYLF framework:

Aspects of creativity are woven through Outcome 5, while the most direct reference is in the key

component ‘Children express ideas and make meaning using a range of media’ (EYLF, p. 42).

Q13: What opportunities should children have in an ECEC service. List any five (5).

Q14: Explain how each of the following skills (100-150 words) engage children and assist them to implement creative ideas:

  • music,
  • movement,
  • construction,
  • Creative play and artistic activities (visual art and dramatic play) It is in Book as well page 15

Q15: Explain 'creativity' in the context of Early Childhood Education and Care services in 50-100 words.

Refer to newsletter 44

Q16: Explain how the physical environment including open - ended materials and loose parts can foster creativity in children. (200-250 words)

Q17: List ten (10) principles and practices articulated in the Early Years Learning Framework (Australian Government, 2009).

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Answer :

1. The National Quality Framework that is also referred to as NQF helps provide a domestic approach to regulations, assessments, and quality-related improvement areas for early childhood education and early childhood care (Fenech, Giugni and Bown, 2012). The purpose of NQF in terms of nurturing creativity in children includes increasing the educational and development outcomes and having better national policies for the overall development of children.

2. As per the NQS's quality area 1, three standards related to children's creativity. These include Standard 1.1, Standard 1.2, and Standard 1.3. This quality area aims to ensure that the national educational programs and practices can help children engage and enhance the mode of learning and creation (National Quality Standard, 2021). In this regard, while the students can develop in terms of community, wellbeing, and confidence as a learner in Standard 1.1, children are helped with imagining and decision making as per the Standard 1.2 and 1.3.

3. As per the NQS's quality area 2, two potential standards are found that relate to providing safe, positive, and creative environments to children. These include Standard 2.1 (Health) and 2.2 (Safety). While the Standard 2.1 found to be majorly focusing on areas such as wellbeing and comfort, health practices and procedures, and healthy lifestyles of children, Standard 2.2 is found to be focusing on areas such as supervision, incident and emergency management, and child protection respectively (National Quality Standard, 2021).

(B). The aim of Quality Areas 2 - Children's Health and Safety is to safeguard and promote children's health and safety issues. In this regard, the NQS could have also acknowledged the substantial potential of workplace management and children's health care. These include areas such as effective and significant staffing and other co-curricular area's resources (National Quality Standard, 2021). The mental health of early childhood is significantly found to be essential. For this purpose, the five considerations include workplace management, effective staffing, communication standards, emergency gateways, and resource inspection.

4. Jean Piaget was considered as one of the most significant psychologists and developmental biologists. He provided the theory of cognitive development that is also referred to as the theory of intellectual development. This theory included stages such as the sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage (Piaget and Inhelder, 2014). The sensorimotor stage was found to be focusing on children from birth to two years of age, preoperational on ages between two to seven, concrete on ages between seven to 11, and formal operational on the age group of 12 and above.

5.1 Children love to play. Thus, all the respective activities under physical health, wellbeing, and movement skills will help children participate more comprehensively to help develop interest and love for learning in children (Neuman, Newman and Dwyer, 2011).

5.2 In most of the cases, children can be treated more potentially through emotional and social connections. In this regard, all the activities under social and emotional development can stimulate interest in learning in them.

5.3 The activities under learning approaches will help children imagine and apply their creative approaches to generate knowledge about something. This way, the activities will significantly help in stimulating an interest in learning in children (Grazzani, Ornaghu, Agiliati and Brazzelli, 2016).

5.4 The activities under thinking ability and general knowledge will make a huge impact on the development of children. The children are found to be more curious to know about different things as compared to adults. Hence, this can stimulate interest in learning in them more appropriately.

5.5 The activities under communication, language, and literacy can help children learn about new languages. For this purpose, the TOFLE method's activities are hugely recommended and followed by the early childhood education and care institutions (Lam and Warriner, 2012).

6. Experience 1: 

Such environments are found to be generating curiosity and will of learning amongst the children of the age group five to 12. Especially the aesthetic and challenging environments are found to be critically working for this purpose. 

Experience 2: 

Safe and interesting environments are found to be encouraging parents and significantly enhance the potential of early childhood education and care practices (Wilson, 2018). 

Experience 3: 

With that said, it has been found that children love challenging environments and using that as a mode of learning enables children to develop from the creative point of considerations as well.

7. To encourage children's creative thinking and abilities, below are the six resources and materials that might help them. These are cumulated keeping in mind the ever-changing environment for infants, toddlers, and pre-scholars to explore the ideal way to generate factors such as curiosity and imagination amongst them (Votruba-Drzal, Coley, Koury and Miller, 2013). 

  • Natural building resources 
  • Shells, designs, and collages 
  • Bark and Twinges 
  • Seeds and shades of colours 
  • Rocks and collection of sand

8. The creative development and aesthetic awareness precisely start with the ECEC professional's choices about setting-up the classroom. These include resources such as the materials presented to the children and the aesthetic way in which they are displayed. Children love to play and the most effective way of helping them learn and develop is also found to be associated through the mode of playing. In this regard, the materials and resources should be attractive enough so that children and toddlers can feel interested in playing and creating with them. Even paper cutting and art-craft can help the professionals nurture the ECEC environment. These might include having live plans and growing flowers in the classroom so that children can feel happy being in that system and not crawls to go back home. Someone quoted it right that "Children need to see themselves in the rooms" (Fox and Schirrmacher, 2014). For this purpose, the teachers and early childhood professionals are suggested to enhance more on the potential of creative development and aesthetic awareness in an ECEC environment. For this purpose, the cognitive theory of development suits the best while encountering with the respective authorities of the decision making processes for implementing such surroundings within the classrooms.

9. The aspects associated with curiosity are encouraging children to explore, learn, and thus discover new things around themselves. With that said, it has also been noticed that children love to share what they experience. Hence, this learning experience of sharing the knowledge learned helps and stimulates children to build-up many factors such as confidence and self-esteem (Dziedziewicz, Gajda and Karwowski, 2014). Hence, it could be potentially echoed that the significance of creative experiences in stimulating children's curiosity and learning is significantly essential to be considered more casually.

10. The ten characteristics of a high-quality environment of an ECEC service include – 

  • Psychological and physical safety 
  • Significant trust and collaborations 
  • Understanding the impacts of poverty 
  • Positive relationships in school, family, home, and community 
  • Need-based approaches for children 
  • Relevant and engaging curriculum 
  • Children voice and engagement 
  • Effective transitions 
  • Attention to children attendance and mobility 
  • Significant behavioural interventions (Heckman, 2011).

11. There are five broad ways through which educators can encourage creativity in the service. These include the below ways – 

  • Fostering a question-friendly environment 
  • Practising on generating more ideas 
  • Encouraging new skills and development processes 
  • Modelling creativity in the classroom 
  • Using Jigsaw-classroom methods (Chien and Hui, 2010).

12. The outcome five referred to as 'Children is effective communicators' under which the principle was found to be including the relevancy of relationship. In this regard, the five strategies that I might include to support this key component of the EYLF framework will include the following (Lefevre, 2015) – 

  • Making children interact verbally and non-verbally with through other modes of communication. 
  • Making children engage with a range of text-based systems and chatbox. 
  • Making children express through the use of the range of media. 
  • Helping children understanding the concepts of symbols, patterns, and designs. 
  • And, making children investigate and represent their thinking capabilities through communication technologies.

13. The opportunities that found to be associated with children experiencing through ECEC services include (Burger, 2010) – 

  • Brain development - Over 90% of brain growth in infants and toddlers are found to be occurring at this stage. 
  • School readiness - The skills and development practices in an ECEC service helps children start to grow in school and life. 
  • Safety and healthy nurturing - These programs are found to be shaping the development processes of children more significantly. 
  • Advanced learning resources - As per the norms and conducts, the ECEC institutions are found to be having advanced and relevant sources and resources of learning. 
  • Social development - Having the same age group children all around encourages toddlers to spend time happily in the ECEC institutions.


Music – 

Music helps in developing language and reasoning all at once. This mixture helps in improving the knowledge and idea of creation and thus, implementing the creative ideas (Isbell and Raines, 2012).

Movement – 

Body movements are found to be helping in processing all the learning to date and also help in generating new ones (Isbell and Raines, 2012). 

Construction – 

The factors that are found to be related to implementing creative ideas and construction is the fact that constructing something requires a certain amount of visionary and image to be processed in the brain (Boaler, 2015). 

Creative play and artistic activities – 

Such activities and processes help children in processing their mind towards something that is perhaps soulful. This enables children to feel relaxed, engaged, and socially active, thus generating more creative ideas (Wilson, 2018).

15. Creativity is considered as an ability of the individual to develop and express himself/herself by generating new ideas more comprehensively. Creativity is found to be developing in the early years of childhood and thus, it is essential to nurture this factor especially while intervening with ECEC services (Vecchi, 2010). By generating a creative capability, various aspects could be easily resolved by the children while growing with the development stages. These include solving respective problems, communicating socially, and entertaining self while in stress or pressure. Hence, creativity in the context of Early Childhood Education and Care Services is a process of enhancing creativity aspects while implementing the curriculum for children.

16. The open-ended materials are found to be the materials which have no sense of direction in them and can be used by individuals to create and generate any shape or thing out of it. Such materials are found to be providing multiple uses and thus, endless play for the toddlers. In this regard, these materials can help children become creative and express themselves while they play (Neill, 2013). Children are also found to be engaged with the decision making processes of these materials and figuring out the ways through which they can use it well. Similarly, the loose parts are found to be including materials that are alluring, attractive, and beautiful so that children could easily adapt them to learn and create. These types of parts come with no specific set of rules and norms and thus, can be used with any material or set of materials and children, in this case, are also found to be engaged with the decision making processes of these materials and figuring out the ways through which they can use it well (Kiewra and Veselack, 2016). Hence, by exploring such items and materials, the children can become innovators, designers, artists, or collaborators who foster creativity in children.

17. The ten principle and practices that are found to be articulated in the Early Years Learning Framework includes the following (National Quality Standard, 2021) – 

1. Secured, respected, and reciprocated form of relationships 

2. Partnerships 

3. High equity and expectations 

4. Respecting and encouraging diversity 

5. Reflective practices and learning 

6. Adopting holistic approaches 

7. Planning and implementing learning through play 

8. Creating physical and social learning environments 

9. Intentional teaching 

10. And, Assessing and monitoring children's learning processes.