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Unit of competency details

CHCECE056 - Work effectively in children’s education and care (Release 1)

Summary

Usage recommendation:
Current
Release Status:
Current
Releases:
ReleaseRelease date
1 1 (this release) 20/Jul/2021


Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 090503 Children’s Services  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 090503 Children’s Services  15/Sep/2021 
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Unit Of competency

Modification History

Release 1. CHCECE056 Work effectively in children’s education and care. New unit. No equivalent unit.

Application

This unit describes the performance outcomes, skills and knowledge required to work in a children’s education and care context using effective communication and knowledge of job roles, responsibilities and service procedures to complete daily work activities.

This unit applies to individuals who work according to established policies and procedures and under the supervision and guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Source and use information on work in children’s education and care.

1.1. Identify and access sources that provide current and accurate information on work in children’s education and care aligned with the National Quality Framework.

1.2. Source and interpret information on rights and responsibilities of own role.

1.3. Source and interpret information on skill and knowledge requirements for own and related roles.

2. Work within service requirements.

2.1. Obtain, interpret and comply with service policies and procedures according to own job role. 

2.2. Seek advice and information from supervisors to ensure full understanding of service requirements.

2.3. Use designated lines of internal and external verbal and written communication and reporting.

2.4. Follow service presentation standards.

3. Use effective work practices.

3.1. Plan and organise daily work activities to achieve required outcomes within scope of responsibility.

3.2. Act promptly on instructions and follow procedures relevant to the task.

3.3. Identify and clearly communicate to supervisor when additional support is needed.

3.4. Prioritise and complete competing tasks within designated timeframes.

4. Work collaboratively.

4.1. Identify and use opportunities to share and seek information to maximise cooperation and the quality of daily work outcomes.

4.2. Use verbal and non-verbal communication that demonstrates respect for individual differences and work roles.

4.3. Communicate information in a manner that is clear, and confirm understanding of other party.

4.4. Listen to requests, clarify meaning and respond appropriately.

4.5. Exchange information clearly in a timely manner and within confidentiality procedures.

4.6. Use oral communication skills to prevent, defuse and resolve conflict situations.

5. Develop personal professional practice.

5.1. Explore theories and contemporary research relating to early childhood.

5.2. Reflect on personal values and beliefs in relation to early childhood and how these align with theories and contemporary research.

5.3. Establish a personal professional philosophy in relation to early childhood.

5.4. Recognise the role of the early childhood educator in advocating for children and the sector.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.

SKILLS 

DESCRIPTION 

Reading skills to:

  • interpret information on the National Quality Framework.

Oral communication skills to:

  • ask open and closed questions and actively listen to seek information and confirm understanding.

Initiative and enterprise skills to:

  • identify and evaluate relevance of various sources of information.

Self-management skills to:

  • interpret information from written and/or verbal directions and action appropriately.

Technology skills to:

  • source information about work in children’s education and care using digital media.

Unit Mapping Information

Release 1. CHCECE056 Work effectively in children’s education and care. New unit. No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

 

Assessment requirements

Modification History

Release 1. CHCECE056 Work effectively in children’s education and care. New unit. No equivalent unit.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • access, interpret and use information about employment and service procedures in children’s education and care from three different sources
  • use effective planning, organisational and communication to complete five different children’s education and care daily work activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • role characteristics, boundaries and responsibilities for key job roles in children’s education and care in the following sectors:
  • early childhood
  • out of school hours care
  • education support
  • sources of information on employment in children’s education and care:
  • employer associations
  • professional associations
  • staff handbooks
  • trade unions
  • purpose and requirements of the National Quality Framework:
  • purpose of National Law and National Regulations
  • interrelationships between National Law and National Regulations and the National Quality Framework
  • requirements of each quality area in the National Quality Standard
  • definition of the assessment and quality rating process
  • definition of an approved learning framework
  • types of service policies and procedures that relate to general work practices in children’s education and care:
  • communication and reporting
  • employment conditions
  • personal presentation and uniform standards
  • procedures and expectations for work role activities
  • the role of collaboration in providing quality education and care
  • foundational knowledge of child developmental theory and early childhood learning
  • reflective practice:
  • what is reflection
  • why and how educators use reflection
  • what is meaningful reflection
  • communication techniques and how these are applied in a children’s education and care context:
  • active listening
  • body language
  • conflict resolution
  • methods for conveying information clearly and concisely, both oral and written
  • open and closed questioning
  • verbal and non-verbal cues
  • voice tonality
  • importance of own well-being:
  • physical health
  • mental health
  • social and emotional well-being
  • access to supports.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

  • interactions with children must be supervised by an approved early childhood educator.

Skills related to research may be demonstrated outside of the service but must be based on work in a regulated children’s education and care service in Australia.

Assessment must ensure access to:

  • information technology for research
  • National Quality Framework:
  • Education and Care Services National Regulations
  • National Quality Standard
  • the relevant approved learning framework
  • service standards, policies and procedures for:
  • children’s health and safety
  • collaboration with families and communities
  • educational program and practice
  • physical environment
  • relationships with children
  • colleagues and supervisor for communication and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53