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

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:

Children's social and moral development

Importance of leisure time and how it can be provided for

Interaction between aspects of social development, physical development and psychological development and cognitive development

Importance of language that is selected and used

Organisation standards, policies and procedures

Children's emotional development

Cultural awareness and understanding differences in social and family systems

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

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 social development 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

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.

Differences and their acceptance 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

Individual differences may include:

Age

Gender

Family background and lifestyle

Abilities

Style of social interaction

Appearance

Cultural beliefs and practices

Temperament

Interests

Peer group acceptance, membership or isolation

Diversity among children may include differences due to:

Gender

Race, culture and ethnicity

Age/maturity

Interests and preferences

Social context and lifestyle

Abilities

Socioeconomic factors

Interaction may be with a variety of people including:

Children of same age

Children of different ages

Adults

Siblings

Opportunities for social interaction may include:

Formally organised activities

A time and space for unplanned interaction

Meetings

Travelling

Talking

Listening and responding

During care routines

Excursions

Setting up venue

Socio dramatic play

Play with construction materials

Art activities

Special occasions may include:

Birthdays/name days

Festivals

Celebration of achievements

Religious occasions

Community events

Culturally significant days

Beginning and end of term and holidays

Opportunities provided for social interaction will vary according to the age of the children and must include:

For 6 to 12 year old children:

Peer group interaction (very significant)

Establish initiatives to link children with a wider range of children to encourage broader interaction

Development of trusting relationships with adults/ workers

Allow children to establish and maintain friendships and groups

Opportunities for children to play without adult intervention are provided

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 to present a challenge may include:

Opportunities to develop and practice skills in a range of activities