Unit of competency details

Descriptor 

This unit describes the knowledge and skills required to support the emotional and psychological development of children and to promote their ethical understanding

Application 

Work would be based on programs developed for that purpose and would comply with relevant health and safety procedures

Employability Skills 

This unit contains Employability Skills

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.

ELEMENT 

PERFORMANCE CRITERIA 

1. Encourage children's independence and autonomy

1.1 Plan and provide opportunities to develop self help skills and independence

1.2 Provide opportunities for children to make choices, in appropriate ways

1.3 Encourage children to accept responsibility for their own actions

1.4 Empower children to make their own decisions and to participate in broader decision-making

1.5 Involve child in increasingly more significant decision-making

2. Foster children's self-esteem and developing self concept

2.1 Plan opportunities for children to experience individual strengths and success

2.2 Select experiences that present a challenge  within children's emerging skills and capabilities

2.3 Monitor child's confidence while attempting more challenging activities

2.4 Provide acknowledgment and support if the child experiences frustration and encourage children to see 'mistakes' as opportunities to learn

2.5 Acknowledge and appreciate children's individual and group achievements

2.6 Design experiences to explore issues of self image and identity in ways that are appropriate to the children's level of development

2.7 Choose learning and play resources to provide positive, non stereotypical images  of children

2.8 Provide opportunities for children to build on and extend achievements

2.9 Provide children with opportunities to initiate and assume leadership roles

3. Create opportunities and provide experiences that encourage children to express their feelings, needs and ideas

3.1 Identify and monitor children's emotional development and expression of feelings

3.2 Listen to and respond to children's expression of feelings and ideas

3.3 Ensure expectations about how children express their feelings are related to child's stage of development

3.4 Encourage and demonstrate socially appropriate ways for children to express their feelings and needs

3.5 Provide opportunities for children to release feelings and express emotion through suitable experiences

3.6 Encourage children to appreciate one another's achievements

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:

• Theories of children's emotional and psychological development which may include:

• Attachment
• Psychosocial development
• Temperament and personality
• Relationship between brain development and social and emotional development
• Family systems

• A broad range of theoretical perspectives on human and learning development which may include but is not limited to: Bronfenbrenner, Ericson, Piaget, Vygotsky, Gardner
• Interaction between aspects of social development, physical development and psychological development and cognitive development
• Importance of language that is selected and used
• Different beliefs about social development due to culture, community, family beliefs
• Organisation standards, policies and procedures
• Children's emotional development
• Importance of culture in the development of self
• Contextual factors which influence the child's emotional and psychological development
• Events or crises which can challenge the child's emotional and psychological development, including:

• fears
• self-esteem and self concept

• Factors which enhance the development of self-esteem and self identity
• Awareness of the following national child health and well being core competencies as they apply to all who deliver care to children:

• core principles of child development and the key developmental tasks faced by children and their implications for practice
• cumulative effects of multiple risk and protective factors and the developmental implications of the balance between them
• environmental conditions and the experiences known to have positive effects on prenatal and early childhood
• environmental conditions and experiences known to have adverse effects on prenatal and early childhood development
• factors that support or undermine the capacity of families to rear children adequately
• features of a family's immediate social environment that are important for family functioning and children's development and well being

continued  ...

Essential knowledge  (contd ):

• Knowledge underpinning national child health and well being core competencies (contd)

• features and qualities of communities that help or hinder families in their capacity to raise children adequately
• core needs that all children and families have in common, and how to provide inclusive child and family services
• understanding of particular backgrounds, experiences and needs of children and families in exceptional circumstances or with additional needs

Essential skills :

It is critical that the candidate demonstrate the ability to:

• Provide opportunities for children to interact positively with other children and to accept individual differences, giving due regard to age, cultural, and development of child/ren
• Evaluate the emotional and psychological stage of the child and to plan activities which will enhance their development

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:

• Demonstrate application of skills in:

• acceptance of each child's rate of development, needs, interests and strengths
• planning
• interpersonal skills
• team building skills
• time management
• active listening
• empathy
• organisation
• valuing of differences among children - stage of development, needs, interests, strengths

• Apply the following skills identified as underpinning national child health and well being core competencies, where they are applicable to the work role:

• implement effective evidence-based service delivery
• coordinate service delivery to families with an interdisciplinary teamwork approach and where possible collaborative interagency practice
• early identification of emerging trends in child needs and how to address them
• manage children's health needs, eating behaviours and physical activity
• provide environments and relationships that are safe for young people
• engage and work with parents/carers and families

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 :

• The individual being assessed must provide evidence of specified essential knowledge as well as skills
• This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations :

• All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
• All workers should develop their ability to work in a culturally diverse environment
• In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
• Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment :

• This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
• Resource requirements for assessment include access to a range of opportunities defined in the Range Statement, including:

• a childcare workplace
• children's services, resources and equipment
• the local environment

Method of assessment :

• In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
• Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential 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

Related units :

It is recommended (but not required) that this unit be assessed in conjunction with related unit:

• CHCFC513A Foster social development in middle childhood

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.

The acceptance of differences among children will be affected by :

• Children's age/maturity
• Capabilities
• Children's family, school, peer group attitudes and beliefs
• Life experiences
• Prior learning experiences

Opportunities for experiences with an emotionally enriching and expressive component could include :

• Socio dramatic play
• Movement
• Listening to music
• Art experiences including clay and finger painting

Individual differences  (diversity ) among children may include :

• Abilities and disabilities
• Age/maturity
• Appearance
• Beliefs and practices (cultural, religious etc)
• Family background and lifestyle
• Gender
• Interests and preferences
• Peer group acceptance, membership or isolation
• Race, culture and ethnicity
• Social context and lifestyle
• Socioeconomic factors
• Style of social interaction
• Temperament

Encouragement of a child to develop emotionally and psychologically will vary according to the age of the child and must include :

For 6 to 12 year olds :

• Child will be encouraged to express their feelings appropriately e.g. Language appropriate to the context, considering impact on others
• Through both verbal and non-verbal ways

Non stereotypical images could include :

• Children and adults of both genders engaging in a range of activities
• Children of a range of races
• Range of appearances
• Range of abilities
• Different family compositions
• People from a variety of cultural backgrounds together
• Range of additional needs of children

Areas of competence may include :

• Social situations
• Peer groups
• Communicating with adults

Experiences that present a challenge may include :

• Opportunities to develop and practice skills in a range of activities