Unit of competency
Modification History
Release 1. CHCSAC009 Support the holistic development of children in school age care supersedes and is not equivalent to CHCSAC004 Support the holistic development of children in school age care.
Application
This unit describes the performance outcomes, skills and knowledge to recognise and support the interrelationship between the physical, social, emotional, cognitive and communication development of school age children.
This unit applies to educators who work in regulated school age education and care services according to established policies and procedures. They may at times work alone without onsite supervision.
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
School Age Education and Care
Unit Sector
Children’s Education and Care
Elements and Performance Criteria
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ELEMENTS |
PERFORMANCE CRITERIA |
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Elements describe the essential outcomes |
Performance criteria describe the performance needed to demonstrate achievement of the element. |
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1. Support physical development. |
1.1. Use daily routines as opportunities to support children to acquire and practise skills. 1.2. Select and arrange equipment that will develop fine and gross motor skills, and challenge and encourage choice and spontaneity in physically active play according to service policies and procedures. 1.3. Identify and use opportunities to support emerging physical skills of individual children. 1.4. Support children to take increasing responsibility for their own health and wellbeing through positive communication and information sharing. |
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2. Support social development. |
2.1. Provide guidance and information that helps children understand and accept responsibility for their own actions appropriate to their level of understanding. 2.2. Create opportunities for one-on-one interactions. 2.3. Model care, empathy and respect for children, educators and families. 2.4. Join in play and social experiences with children. 2.5. Provide guidance that helps children when they are having difficulty understanding or communicating with each other. 2.6. Model language that children can use to express ideas, negotiate roles and collaborate to achieve goals. 2.7. Support children to develop trusting relationships with others, including children, adults and educators. 2.8. Use communication and modelling that encourages children to respect each other’s individual differences. 2.9. Offer children play choices and respect children’s choice regarding participation. |
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3. Support emotional development. |
3.1. Provide children with strategies to make informed choices about their behaviours appropriate to their level of understanding. 3.2. Support children’s efforts through assistance and encouragement, and communicate in ways that allow them to experience pride and confidence in their achievements. 3.3. Provide acknowledgement and support if a child experiences frustration and encourage children to see mistakes as an opportunity to learn. 3.4. Help children to express and manage feelings appropriately through modelling and encouragement. 3.5. Motivate and encourage children to persevere with challenges through use of positive communication. 3.6. Share children’s successes with families in informal and formal ways. |
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4. Support cognitive development. |
4.1. Intentionally scaffold children’s learning according to experience guidelines and with appropriate guidance. 4.2. Select materials, resources, technologies and experiences that support exploration and problem-solving and provide appropriate challenge. 4.3. Select experiences that allow children to explore different and varied concepts. 4.4. Engage children in sustained shared conversations to extend their thinking. |
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5. Support communication development. |
5.1. Value the child’s linguistic heritage and encourage use and acquisition of home languages. 5.2. Select, read and tell developmentally appropriate stories. 5.3. Use props to stimulate children’s enjoyment of language and literature. 5.4. Model and encourage two-way communication through questions and careful listening. 5.5. Draw children’s attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sounds. 5.6. Create opportunities for group discussions and the exchange of views between children. 5.7. Ask and answer questions during reading and discussion of books or other texts. 5.8. Model appropriate language and encourage children to express themselves through language in different contexts and for different purposes. |
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6. Support holistic learning and development. |
6.1. Recognise and promote opportunities for development in multiple areas. 6.2. Select and use resources and materials that offer integrated opportunities for challenge, intrigue and curiosity. 6.3. Support collaboration with colleagues through sharing and seeking of information. |
Foundation Skills
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Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below. |
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SKILLS |
DESCRIPTION |
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Oral communication skills to: |
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Problem-solving skills to: |
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Initiative and enterprise skills to: |
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Teamwork skills to: |
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Unit Mapping Information
Release 1. CHCSAC009 Support the holistic development of children in school age care supersedes and is not equivalent to CHCSAC004 Support the holistic development of children in school age care.
Links
Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53
