Course Title: Foster cognitive development in early childhood

Part B: Course Detail

Teaching Period: Term2 2015

Course Code: TCHE5810C

Course Title: Foster cognitive development in early childhood

School: 360T Education

Campus: Brunswick Campus

Program: C5290 - Diploma of Education Support

Course Contact : Robyn Blaikie

Course Contact Phone: +61 3 9925 4838

Course Contact

Name and Contact Details of All Other Relevant Staff

Armen Dickranian  9925 9494

Soosan Kian  9925 9183

Nominal Hours: 85

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

No specific pre-requisite and co-requisite.

Course Description

This unit desribes the knowledge and skills required to foster and enhance cognitive development of children

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCFC505A Foster cognitive development in early childhood


2 Promote opportunities for a wide rang of developmentally appropriate experiences in science, mathematics, technolgy and the environmen

Performance Criteria:

2.1Present a range of developmentally appropriate experiences in science, maths and technology
2.2Present a range of experiences to stimulate learning about the environment
2.3Recognise children's abilities and respond to their interests and learning potential
2.4Encourage participation in science, maths, technology and environmental learning experiences in a way that is enjoyable
2.5Present experiences that stimulate children's curiosity and learning
2.6Provide opportunities for children to further explore their concept development


1 Assist children to develop thinking and problem solving skills

Performance Criteria:

1.1Provide varied and appropriately challenging opportunities and resources related to each child's stage of development and interests
1.2Provide opportunities for children to experience the consequences of their choices, actions and ideas
1.3Encourage children to explore, understand and solve problems in their environment
1.4Use a variety of strategies to maintain children's interest in solving problems
1.5Provide challenging and engaging experiences for each child to develop their attention span and give them time to stay with the activity until they are ready to move on
1.6Introduce new ideas/activities that may build on existing knowledge, skills and interests
1.7Use questioning and non-verbal communication to develop children's abilities to observe what is happening around them
1.8Identify and monitor children's cognitive development and thinking skills

Learning Outcomes

The skills and knowledge within this unit applies to workers engaged in a range child care contexts supporting the children’s development.  On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.

Details of Learning Activities

This unit is part of the Diploma Education Support program. You will study this unit with several other units on the same day. Your program consists of face to face teaching, Directed Study and you are expected to participate in professional placement. It is highly recommended that students attend at least 85% of class time as crucial learning activities, assessment task preparation for some assessment tasks are completed in class. You are not required to attend to complete Directed Study, however you are expected to complete all work given and will at times be required to show evidence that the work has been completed in this unit. Directed Study is a very important part of your program. An outline of your Directed Study will be given by your teacher and is published in the Weekly Program Delivery Plan.
The student learning experience will be facilitated through participation in a range of activities: 

Group discussion 

Research assignments

Guest speakers

Oral and/or written questions on "What if?" scenarios

Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations
Individual and group projects - Completing the projects will include negotiated independent study time and practical work relevant to the unit of competency. 

Professional placement

Teaching Schedule

This unit will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week. It will be delivered over 2 Semesters.
Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources. Should the teaching schedule change students will be advised via blackboard.
Library Orientation & an RMIT Online Systems Information Session will be scheduled during the first two weeks of your program. Information about student services, rights and responsibilities is contained in your student diary


CHCFC505AFoster Cognitive development in early childhood






Subject and Student Introductions  1,2
2Analysis/Discussion of numeration systems
Games involving place value

The four basic functions

Promoting enquiry and mathematical thinking

Creative use of inexpensive resources to stimulate children’s interest

 1,2 1,3,4
3Place value games (including reflection)
Open-ended questions

‘Sense of number’ with probability

 2 1,3,4
4Further workings with probability
Scenario: Focus on subtraction
 1 1,2,3

Introduction to Order of Operations (BODMAS)

Mathematical problem-solving strategies

 1 1,2
6Order of operations: Another perspective
Multiplication: Another perspective
 1,2 1,2,4

Focus on times tables
Multiplicative thinking



Factors and Prime numbers

Use the environment to stimulate children’s curiosity

 1,2 1,2

Small maths activities
(Michael Ymer)

Modelling strategies for children

 2 3,4
10Cognitive development in Numeracy (Piaget)
Introduction to Directed numbers
 1,2 1,4
11Theory of directed numbers
Application of directed numbers

Directed numbers: Group Activity
Introduction to fractions

Modelling strategies

Supporting and encouraging children’s unconventional and innovative use of materials

 1,2 1,2,3
13Addition and subtraction of fractions
Multiplication of fractions
14Multiplication and Division of fractions  1,2

The relationship between decimals, percentages and fractions

Problem solving processes and tools or strategies to facilitate children’s problem solving

 1,2 1,2

Focus on Problem Solving

Encourage children to predict, hypothesise, explain, reason and express their ideas and opinions

 1 1,3

Bloom’s Taxonomy in Numeracy and Science

Arrange experiences that stimulate children to explore and discuss diverse objects, people and places

 1 3,4

Focus on Placement experience

Mid-year interviews

 1 4

Introduction to graphical representations

Promote children’s enquiry and mathematical thinking

 1,2 1,2
20Application of data
Introduction to central tendency (Includes exercise)

Relationship between graph & central tendency

 2 1,2,3
21Conceptualising means and medians on graphs
Creating representations of data
 1,2 1,2,3,4
22Measurement estimations
Metric conversions

Perimeters and circumferences

 1 1,2,3
23Application of Perimeter, Area and Volume 1,2 1,2
24Application of area and basic Total Surface Area
Volume of shapes
25Application of measurement to solve problems 1 3,4
26Focus on Early level numeracy 1,2 2,4
27In-class measurement assessment 1,2 3,4

Focus on numeracy games observed on placement

Experiences that stimulate children to explore and discuss diverse objects, people and places

 1,2 2,3,4
29Overview of various numerical activities
Introduction to Algebra
 1 1,2

Further content on Algebra
Expressing scenarios as algebraic equations

Creative use of inexpensive resources to stimulate children’s interest and curiosity

 1,2 1,2,3
31Discussion about Algebra in schools
Introduction to Indices

The role of language in worded problems

 1 1,2,3
32Focus on material to be addressed in final Assessment Task  1,2,3,4
33Hemispheric dominance
Plasticity of the brain
 1 2

Budgeting with spreadsheets on Microsoft Excel

Resource Folios reviewed

 2 3,4
35Cognitive development according to Vygotsky and Gardner 1 2

Reflection and review of Workplacement numeracy experiences

 1,2 4


Learning Resources

Prescribed Texts


Other Resources


RMIT will provide you with resources and tools for learning in this course through handouts, our online systems and access to facilities and relevant software. You will also have access to the library resources. It is recommended that you bring:

• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones (use your own or they can be purchased from the Brunswick Library very cheaply)
• USB (Memory stick)

Overview of Assessment

You must demonstrate an understanding of all elements of the competencies in order to be deemed competent.
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Work-based activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.
An assessment policy summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures see

Assessment Tasks

Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. 

Assessment Task  - (Short essay) Week 15

Assessment Task - Folio submission (Reflective notes) Week 29

Assessment task  - Resource Folio (Week 34)

Assessment task - Observation & demonstration in workplacement (Week 21-36)

Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
Assessment tasks in this course are either formative or summative. Formative tasks provide the basis for ongoing feedback and can be considered essential building blocks for the more substantial summative assessment tasks. Summative assessment tasks in this unit are assessed using the following competency based results:
CC – Competency credit
CA – Competency achieved
NYC – Not Yet Competent

You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.

All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.

All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.

If you are found to be Not Yet Competent in a Course Assessment Task you will be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission. The highest grade you will receive if your resubmission is successful is ‘CA’

Assessment Matrix

The assessment mapping demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit. The assessment mapping grids for units will be available on Blackboard for students to access.

Other Information

Attendance - The major learning experience involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students will be asked to attend mid semester interviews with relevant teachers and Program Coordinator.

Special Consideration - All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Please see the RMIT website for further information.

Academic Integrity and Plagiarism - RMIT University has a strict policy on plagiarism and and academic integrity. Please refer to the website for more information on this policy.   


Course Overview: Access Course Overview