Unit of competency details

SRCCRO008B - Interact positively with infants, toddlers and parents in a recreation environment (Release 1)


Usage recommendation:
The Deleted usage recommendation was implemented on 13 June 2017 to describe training components that have no replacement. Enrolments in training components and statements of attainment or qualifications issued before 13 June 2017 are valid. For any components marked as deleted after 13 June 2017, the applicable transition/teach-out periods apply. For specific questions regarding the enrolment, delivery or issuance of a statement of attainment/qualification, please contact your training regulator.
DeletedDeleted from SRC04 Community Recreation Industry Training Package22/Jul/2011

ReleaseRelease date
1 1 (this release) 11/Oct/2004


SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 120301 Social And Interpersonal Skills Programmes 

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 120301 Social And Interpersonal Skills Programmes 11/Oct/2004 
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Modification History

Not applicable.

Unit Descriptor

This unit has been developed for the Community Recreation Industry Training Package and covers the skills and knowledge to interact with infants, toddlers and their carers in a recreation environment.  

Application of the Unit

Not applicable.

Licensing/Regulatory Information

Not applicable.


Not applicable.

Employability Skills Information

Not applicable.

Elements and Performance Criteria Pre-Content

Not applicable.

Elements and Performance Criteria

Elements and Performance Criteria 


Performance Criteria 


Promote infant's and toddler's social development through recreation activities 


Encourage infants and toddlers to initiate and develop contact with others


Structure experiences and recreation equipment and toys  in a way which promotes cooperation


Plan opportunities for social interaction between infants and toddlers with respect to their needs, interests and stage of development 


Acknowledge and encourage appropriate and effective communication between infants and toddlers


Maintain a clean and hygienic environment  according to regulations and organisation policy and procedures and resources 


Create a positive relationship between infants and toddlers and their parents 


Support infant's and toddler's attachment to their parents


Assist parents to make constructive separations from their infants or toddlers


Support parents in understanding the importance of infant's and toddler's feelings of trust, autonomy and initiative


Instructor to respond to different parenting styles  when fostering positive relationships between infants and toddlers and their parents


Provide guidance to parents participating in recreation programs with infants and toddlers 


Encourage parents to initiate and develop contact with others


Explain safety and hygiene requirements to parents


Interactions with infants and toddlers establish meaningful routines and create a stable environment


Respond promptly to infant's and toddler's signals of distress and encourage parents to do the same


Show expressions of affection  to both parents and infants and toddlers


Assist parents to deal with infant's and toddler's fearful behaviour


Praise infant's and toddler's attempts to perform recreation skills


Encourage parents to set and reinforce safe and realistic limits for infants and toddlers


Stress to parents the emphasis on the importance of constant supervision of infants and toddlers in and around a recreation environment  


Allow infants and toddlers to learn recreation skills in an environment  that is free of shame, intimidation and force


Assist parents to deal with infant's and toddler's egocentric behaviour and their frustration and anger


Form a positive relationship with infants and toddlers 


Developmentally appropriate communication initiated with the infants and toddlers and relevant to the infants and toddlers


Use key words and cues of meaning to infants and toddlers


Use language at the infant's or toddler's level

Required Skills and Knowledge

Not applicable.

Evidence Guide

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements

Critical aspects of evidence to be considered 

Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to

evaluate whether conditions are suitable to commence the session

communicate effectively with infants, toddlers and parents

observe participants and recognise when and how intervention should take place to improve relationships

select toys and equipment appropriate to foster social interaction between infants, toddlers and parents in the recreation environment

conduct activities and games to develop relationships

ensure adherence to safety and hygiene policies and procedures

conduct activities and/or games in accordance with the accepted best practice principles of recreation activitie

Interdependent assessment of units 

This unit must be assessed after attainment of competency in the following unit(s)

SRCCRO007B Operate in accordance with accepted instructional practices, styles and legal and ethical responsibilities

This unit must be assessed in conjunction with the following unit(s)


For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)

SRCAQU013B Collect and analyse information on the philosophy and structure of the Australian aquatic industry

Required knowledge and skills 

Required knowledge

Infant's and toddler's stages of development

Temperament and personality characteristics

Parenting styles

Toys, activities and games to encourage interaction

Relevant equipment and safety requirements, including occupational health and safety and legislative requirements

Hazards to infants and toddlers in a recreation environment

Required skills

Skills used to conduct developmentally appropriate activities and games, eg, movement, voice, etc

Ability to provide explanations and instructions

Communication skills to exchange information with infants, toddlers and parents in the recreation environment

Risk minimisation skills to maintain a safe and hygienic environment

Resource implications 

Physical resources - assessment of this competency requires access to

a real or simulated work environment

appropriate documentation and resources normally used in the workplace

a recreation environment

other equipment

suitable participants

rules, policies and regulations of relevant peak bodies and/or employer organizations

Human resources - assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must

be competent in this unit

be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area

have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations 

Consistency in performance 

Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment

Context for assessment 

This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace

This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required 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


Collect, Analyse&Organise Information

Communicate Ideas&Information

Plan&Organise Activities

Work with Others&in Teams

Use Mathematical Ideas&Techniques

Solve Problems

Use Technology








These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:

Use routine approaches

Select from routine approaches

Establish new approaches

Collecting , analysing and organising information  -

Communicating ideas and information  -

Planning and organising activities  -

Working with teams and others  -

Using mathematical ideas and techniques  -

Solving problems  -

Using technology  -

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.

Range Statement

Range Statements 

The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency




organisational health and safety requirements; safe and appropriate dress; and equipment

appropriate clothing and personal equipment

personal hygiene requirements

safety equipment appropriate to the environment

other recommended safety guidelines are

instructional aids should be inspected before use

sun safety guidelines should be followed

hydration guidelines should be followed

designated recreation area should be inspected before use

access to first aid facilities/equipment

conditions and external influences include

environmental/weather conditions

other facility users



other instructors/staff

Expressions of affection 

[all categories]


eye contact

voice tone

Parenting styles 

[all categories]




Recreation equipment and toys 

the choice of toys is dependent on the environment and limited only by the instructor's imagination and safety and may include

sporting equipment

educational toys

flotation aids

toys that replicate sport and recreation equipment


[all categories]

human resources - a ratio of instructors to participants that allows for maximum participation in a safe environment

equipment - a ratio of equipment to participants that allows for maximum participation in a safe environment

access to first aid facilities/equipment

appropriate facilities to conduct instruction in a safe environmen

Stage of development 

[all categories]

newborn: birth to 6 months

baby: 7 - 24 months

toddler: 25 - 42 months

pre-schooler: 43 - 60 months

Unit Sector(s)

Not applicable.