^

 
 

Unit of competency details

CHCPR303D - Develop understanding of children's interests and developmental needs (Release 1)

Summary

Usage recommendation:
Superseded
Mapping:
MappingNotesDate
Is superseded by CHCECE013 - Use information about children to inform practiceThis version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. 30/Jun/2013
Supersedes and is equivalent to CHCPR3C - Develop an understanding of children's interests and developmental needsEquivalent outcome 24/Mar/2011

Release Status:
Current
Releases:
ReleaseRelease date
1 1 (this release) 25/Mar/2011

Qualifications that include this unit

CodeSort Table listing Qualifications that include this unit by the Code columnTitleSort Table listing Qualifications that include this unit by the Title columnRelease
CHC30708 - Certificate III in Children's ServicesCertificate III in Children's Services
CHC41612 - Certificate IV in Child, Youth and Family Intervention (Family Support)Certificate IV in Child, Youth and Family Intervention (Family Support)
CHC30712 - Certificate III in Children's ServicesCertificate III in Children's Services
CHC41512 - Certificate IV in Child, Youth and Family Intervention (Child Protection)Certificate IV in Child, Youth and Family Intervention (Child Protection)
CHC51908 - Diploma of Relationship EducationDiploma of Relationship Education
CHC41412 - Certificate IV in Child, Youth and Family Intervention (residential and out of home care)Certificate IV in Child, Youth and Family Intervention (residential and out of home care)
CHC41508 - Certificate IV in Child, Youth and Family Intervention (Child protection)Certificate IV in Child, Youth and Family Intervention (Child protection)
CHC51912 - Diploma of Relationship EducationDiploma of Relationship Education
CHC41608 - Certificate IV in Child, Youth and Family Intervention (Family support)Certificate IV in Child, Youth and Family Intervention (Family support)
CHC41408 - Certificate IV in Child, Youth and Family Intervention (Residential and out of home care)Certificate IV in Child, Youth and Family Intervention (Residential and out of home care)
Items per page 10 | 20 | 50 | 100
Displaying items 1 - 10 of 10

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  02/Feb/2009 
The content being displayed has been produced by a third party, while all attempts have been made to make this content as accessible as possible it cannot be guaranteed. If you are encountering issues following the content on this page please consider downloading the content in its original form

Modification History

Not Applicable

Unit Descriptor

Descriptor 

This unit describes the knowledge and skills required to gather information about children through observation and other sources as a basis for addressing their interests and developmental needs

Application of the Unit

Application 

This unit may apply to working with children in a range of community service 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. Gather information  about the child through observation 

1.1 Observe children during their normal pattern of play and daily interactions to identify their interests and needs

1.2 Monitor strengths and needs of children

2. Gather information about the child from secondary sources

2.1 Use child records to collect information about each child

2.2 Use information exchange with family to collect information about each child's needs interests and cultural practices

3. Record observations  appropriately

3.1 Ensure information collected through observation and secondary sources is discussed with relevant people and/or recorded according to requirements

3.2 Ensure discussion or recording of information is free from biased comments and negative labelling of children

3.3 Ensure observations are recorded carefully and accurately

4. Use observations and information collected to understand the child and contribute to program planning 

4.1 Use information gathered about child to provide suggestions for ways to enhance that child's play and physical activity to contribute to development of fundamental movement skills and leisure

4.2 Use information gathered about child to ensure interactions with the child meet their individual requirements

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:

  • Relevant child development stage knowledge to a basic level including the fundamentals of physical development and movement milestones
  • Organisation standards, policies and procedures

Essential skills :

It is critical that the candidate demonstrate the ability to:

  • Observe and interpret children's behaviour and contribute to program planning

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:

  • Observe children at an introductory level
  • Demonstrate application of skills in:
  • report writing
  • interpersonal interaction

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 :

  • 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
  • Assessment requires 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

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.

Observation to identify children's interests and plan future experiences , vary according to children's ages and must include :

For babies , infants and toddlers :

  • All aspects of the child's development
  • Fine and gross motor skills
  • Interests, strengths and needs
  • Child's knowledge, skills and understanding

For 3 to 5 year olds :

  • All aspects of child's development
  • Fundamental movement skills
  • Child's interests
  • Child's strengths and needs
  • Social interactions
  • Child's knowledge, skills and understanding

For 6 to 12 year olds :

  • All aspects of child's development and fundamental movement skills
  • Child's interests
  • Child's strengths and needs
  • Their interests and leisure requirements
  • Peer groupings, and social interactions
  • Socially isolated children
  • Interests, strengths and needs

Information may be gathered by :

  • Observations of the child
  • Questioning
  • Reports
  • Conversations with child's peers
  • Anecdotal information e.g. Remembrances of other workers, parents

Record observations is to meet specifications which may include :

  • Organisation requirements
  • Service accreditation requirements
  • Confidentiality policies and procedures

Contributions to observation recording can be in the form of :

  • Writing
  • Discussions
  • Conversations

Play may be recorded by :

  • Writing
  • Video
  • Photography

Contribute to program planning may involve observations that :

  • Play environment is too challenging, leading to children becoming frustrated
  • Play environment is not stimulating enough, leading to children becoming bored
  • Play environment does not provide opportunity for child's interests/needs
  • Child's reactions to play environment
  • Child's play interests

Unit Sector(s)

Not Applicable