Modification History
Not Applicable
Unit Descriptor
Descriptor |
This unit describes the knowledge and skills required by workers who support the physical, social, emotional, psychological, language and creative development of children from 0-12 years of age |
Application of the Unit
Application |
This unit may be applied in the delivery of child care services in a range of community service work contexts It provides foundation knowledge and skills related to development of children from 0-12 years to support work with children in various contexts |
Licensing/Regulatory Information
Not Applicable
Pre-Requisites
Not Applicable
Employability Skills Information
Employability Skills |
This unit contains Employability Skills |
Elements and Performance Criteria Pre-Content
Elements define the essential outcomes of a unit of competency. |
The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Support the development of children |
1.1 Provide encouragement for each child's own level of performance 1.2 Use language at an appropriate level of complexity and friendliness 1.3 Initiate communication with the child relevant to their interests and capabilities 1.4 Demonstrate developmentally appropriate expectations of the child's behaviour appropriate to their stage of development 1.5 Use behaviour management strategies appropriate to the child's level of understanding 1.6 Provide assistance to children appropriate to their developmental capabilities 1.7 Foster the development of independence through type of assistance provided 1.8 Respect, respond to and follow up communication initiated by children |
2. Support the physical development of children |
2.1 Use daily routines as opportunities to acquire and practise skills 2.2 Provide access to equipment, games and toys that will develop fine and gross skills and fundamental movement skills 2.3 Provide adequate nutrition that allows for normal growth and development, and foods of increasing texture over time to stimulate speech and jaw development |
3. Support the social development of children |
3.1 Provide opportunities for one to one, small group and larger group interaction 3.2 Model appropriate communication with children 3.3 Acknowledge, value and respect diversity through interactions and provisions |
4. Support the emotional and psychological development of children of the same age |
4.1 Involve children in decision-making where circumstances safely allow 4.2 Acknowledge, encourage and appreciate children's efforts 4.3 Identify and celebrate children's social, emotional and psychological successes 4.4 Give individual attention to each child 4.5 Respond to children's feelings openly and with respect 4.6 Recognise issues of concern related to child's participation in experiences, for emotional and psychological development 4.7 Conduct and record, in line with work role, observations of children's behaviour or other expressions that may indicate social, emotional or psychological concerns 4.8 Report to supervisor concerns about emotional, social and/or psychological difficulties of the child |
5. Support the language development of children |
5.1 Encourage children to express themselves verbally 5.2 Provide experiences to expose children to a range of language forms |
6. Support the creative development of children |
6.1 Provide experiences for children to utilise the range of their senses including vision, hearing and taste 6.2 Encourage children to express their imagination and creativity within their play and interactions 6.3 Provide experiences which encourage children to explore a variety of methods of self expression 6.4 Make available appropriate resources, material and equipment for children to initiate their own creative activities |
7. Support the cognitive development of children |
7.1 Provide environments and experiences to stimulate cognitive development 7.2 Encourage children to explore and problem solve with materials and diverse experiences |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This describes the essential skills and knowledge and their level required for this unit. |
Essential knowledge : The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of:
And potential long term impacts, which may include:
continued ... |
Essential knowledge (contd ):
|
Essential skills : It is critical that the candidate demonstrate the ability to:
In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to:
|
Evidence Guide
EVIDENCE GUIDE |
|
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. |
|
Critical aspects for assessment and evidence required to demonstrate this unit of competency : |
|
Access and equity considerations : |
|
Context of and specific resources for assessment : |
|
Method of assessment may include : |
|
Related units : |
It is recommended (but not required) that this unit is assessed in conjunction with either or both related units:
|
Range Statement
RANGE STATEMENT |
|
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. |
|
Support the development of children will involve providing experiences that may vary according to a number of factors in the service , such as : |
|
Physical development skills may include : |
|
Fundamental movement skills and gross motor skills are : |
|
Support the social development may include experiences of social interaction such as : |
|
Special occasions may include : |
|
Differences among children may include : |
|
Experiences provided for social interaction will vary according to the age of the children - for babies and infants : |
|
Issues of concern for psychological and emotional difficulties may include but are not limited to : |
|
Language forms may include : |
|
Unit Sector(s)
Not Applicable