Modification History
Not applicable.
Unit Descriptor
This unit had been developed for the Community Recreation Industry Training Package and covers the knowledge and skills to use activities, toys and games to foster the motor, cognitive and personal development of infants and toddlers in an aquatic environment.
Application of the Unit
Not applicable.
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Not applicable.
Employability Skills Information
Not applicable.
Elements and Performance Criteria Pre-Content
Not applicable.
Elements and Performance Criteria
Elements and Performance Criteria |
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Element |
Performance Criteria |
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1 |
Create opportunities for infants and toddlers to develop a wide range of aquatic skills |
1.1 |
Provide opportunities for infants and toddlers to interact and play within the aquatic environment |
1.2 |
Select and make available aquatic equipment and toys which will develop a wide range of developmentally appropriate skills |
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1.3 |
Create appropriate opportunities to participant's stage of development and capabilities |
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1.4 |
Identify factors affecting the provision of an appropriate learning environment |
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2 |
Provide aquatic experiences for infants' and toddlers' motor development |
2.1 |
Provide aquatic experiences to foster motor development |
2.2 |
Select aquatic experiences which encourage infants and toddlers to practise both fine and gross motor skills |
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2.3 |
Select aquatic experiences that are developmentally relevant |
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2.4 |
Arrange aquatic equipment and toys to provide challenge, choice and encourage independence |
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3 |
Provide aquatic experiences for infants' and toddlers' cognitive development |
3.1 |
Provide opportunities and resources which are varied and relevant to the infants' and toddlers' stage of cognitive development |
3.2 |
Provide challenges to the infants and toddlers to extend their thinking |
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3.3 |
Provide opportunities to make limited choices and see/experience the consequences of choices |
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3.4 |
Provide infants and toddlers with experiences to develop their attention span |
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3.5 |
Introduce new ideas/activities that may build on existing knowledge, skills and interests |
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3.6 |
Develop infants' and toddlers' abilities to observe what is happening around them by questioning and non-verbal communication |
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4 |
Facilitate infants' and toddlers' personal development |
4.1 |
Identify infants' and toddlers' temperament and personality characteristics |
4.2 |
Instructor encourages caregivers to become actively involved in introducing new aquatic experiences to infants and toddlers |
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4.3 |
Provide opportunities for infants and toddlers to separate from caregivers |
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4.4 |
Give infants and toddlers positive guidance towards socially acceptable behaviour |
Required Skills and Knowledge
Not applicable.
Evidence Guide
The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements |
Critical aspects of evidence to be considered |
Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to evaluate whether conditions are suitable to commence the session develop an appropriate aquatic environment to foster motor, cognitive and personal development create aquatic experiences to foster motor, cognitive and personal development observe participants and recognise when and how intervention should take place to improve individual skill performance conduct activities and games to introduce water familiarisation, buoyancy and mobility skills modify instructional methods and activities on an individualised and/or group basis to improve skill performanc |
Interdependent assessment of units |
This unit must be assessed after attainment of competency in the following unit(s) SRCCRO007B Operate in accordance with accepted instructional practices, styles and legal and ethical responsibilities This unit must be assessed in conjunction with the following unit(s) Nil For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s) Nil |
Required knowledge and skills |
Required knowledge Motor, cognitive and personal development of infants and toddlers and the implications for instructing and learning Aquatic activities and games to facilitate motor, cognitive and personal development in infants and toddlers Relevant equipment and safety requirements, including occupational health and safety and legislative requirements Required skills Skills used to instruct aquatic activities and games, eg, movement, voice, etc Ability to provide explanations and demonstrations, ie, self, other participants as models, videos, etc Monitoring/observation skills Feedback and questioning skills Ability to create a suitable aquatic environment to foster motor, cognitive and personal development Activities and/or games are conducted in accordance with the accepted best practice principles of aquatic activities |
Resource implications |
Physical resources - assessment of this competency requires access to a real or simulated work environment appropriate documentation and resources normally used in the workplace a swimming pool and other equipment real infants and toddlers, ie, not the peers of the learner rules, policies and regulations of relevant peak bodies and/or employer organisations Human resources - assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must be competent in this unit be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations |
Consistency in performance |
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment |
Context for assessment |
This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons |
KEY COMPETENCIES |
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Collect, Analyse&Organise Information |
Communicate Ideas&Information |
Plan&Organise Activities |
Work with Others&in Teams |
Use Mathematical Ideas&Techniques |
Solve Problems |
Use Technology |
2 |
2 |
2 |
2 |
- |
2 |
- |
These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices. The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task: Use routine approaches Select from routine approaches Establish new approaches Collecting , analysing and organising information - Communicating ideas and information - Planning and organising activities - Working with teams and others - Using mathematical ideas and techniques - Not applicable Solving problems - Using technology - Not applicable Please refer to the Assessment Guidelines for advice on how to use the Key Competencies. |
Range Statement
Range Statements The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency |
RANGE STATEMENT |
CATEGORIES |
Aquatic equipment and toys |
the choice of toys is limited only by the instructor's imagination and safety and may include flotation aids balls flotation mats noodles, ie, water logs hand puppets buckets toys for pouring or splashing water toys that float or sink |
Cognitive development |
may include skills associated with thinking and learning attention to details classification of information memory imagination and conceptual development problem solving skills language acquisition |
Factors affecting the provision of an appropriate learning environment |
water temperature sun protection wind water quality aesthetics |
Motor development |
may include reflexive movements disorganised and unstable movements control of breathing, coughing and swallowing organised and voluntary movement coordinated movements with buoyancy, head and breath control |
Stage of development |
newborn: birth - 6 months baby: 7 - 24 months toddler: 25 - 42 months pre-schooler: 43 - 60 months |
Temperament and personality characteristics |
three main temperament types include the easy child the slow to warm up child the difficult chil |
Unit Sector(s)
Not applicable.