Google links for CHCCN302A - Provide care for children



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 is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions for a range of age groups a range of conditions and 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 andor 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 Resources required for assessment include access to range of opportunities defined in the Range Statement including access to a childcare workplace childrens 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 of this unit 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 andor written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed andor is required to be demonstrated over a period of time andor in a number of locations any evidence should be authenticated by colleagues supervisors clients or other appropriate persons

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.

Rest may include:	Sleep Time sitting quietly

Rest provisions may vary according to:	The venue at the time child needs rest The child's need for rest Other children's needs Space available

Bedding preferences may vary due to:	Cultural practices e.g. hammock Child's preferences e.g. soft toy

Adjusting the environmentfor children's rest may include adjustments to:	Level of noise Light, temperature and ventilation

Personal hygiene may include:	Hand washing Toileting Blowing nose Bushing teeth/rinsing mouth after meal

Hygiene practices taught may vary with child's age, and may include:	Flushing toilet paper after use Discarding tissues in bin after use Washing hands before eating, after toileting Cleaning teeth or rinsing mouth after eating

Different family and cultural practices which may be relevant to hygiene include:	Age to commence toilet training Eating food with utensils or fingers Hair care practices

For children with a physical or developmental disability:	A hygiene plan is developed according to the needs of the child

For clothing, weather conditions that may need to be considered are:	Heat Cold Rain

Preparation of food in hygienic manner will be according to:	Appropriate regulatory requirements relating to food handling and hygiene Alternative methods of cooling food and drink may need to be developed in remote or isolated areas (e.g. Hessian cooling bag)

Appropriate washing and drying of utensils and crockery and cutlery may include via:	Hand washing in hot, soapy water Dishwashing

Organisation procedures for food preparation may include:	Use of gloves when handling some foods Procedures for supervision Use of planners such as 'Lunchbox Checklist for Food Brought from Home' and 'Nutrition Checklist for Long Day Care Menu Planning'.

Relevant life skills related to their physical needs will vary with the child's age/stage of development:	For toddlers: Toileting Eating independently Care of own possessions Preparing drinks Sun safety practices For 3 to 5 year olds: Nutrition Meal time Dressing and undressing Selecting clothes to wear Fastening shoes Washing hands Who to turn to for assistance Bathing Doing up/undoing shoes Putting away bedding Making choices continued ...
Relevant life skills related to child's physical needs (contd):	For 6 to 12 year olds: Responsible for care of own possessions Knowing when to act and when to wait Decisions regarding use of pocket money on excursions, within parental guidelines and limits Who to turn to for assistance and advice Preparing snacks and drinks Care of own health and physical needs Basic cooking Relaxation Stress management Time management Prioritising Nutritional needs

Ways of fostering the development of self help skills will vary according to the age of the child:	For infants: Encourage responding to matching while dressing/undressing e.g. arm to sleeve Through care routines and daily experiences For toddlers: Provide sufficient time e.g. Undressing before rest Encourage efforts Children may choose from a range of clothes Give support when necessary Encourage all attempts at self help For 3 to 5 year old children: Provide opportunities for children to learn to fasten their shoes Store clothes so that they are accessible to children Personal belongings are stored accessibly For 5 to 12 year old children: Explanation Demonstration Debate and discussion Jointly participating in task Use of written instructions

Explanations of nutritional needs will vary according to the age of the child - for the older child explanations may include:	Healthy eating patterns Body image Anorexia 'Diets' Menstruation Sexual development

Understanding of physical needs may be promoted through:	Discussions Demonstrations Pamphlets Guest speakers

A child may display their distress by:	Withdrawal Aggressive behaviour Tears

Behaviour which is out of character for an individual child may be:	Quiet behaviour in a boisterous child Noisy behaviour in quiet child

Routines to minimise distress at separation of parent and child may include:	Opportunities for a relaxed and unhurried separation of parent and child Repeated prior visits to the service prior to parent's departure Routine of short separation times prior to lengthy separations Comfortable chairs where parents can relax with child prior to departure

Respond to child's distress may be by:	Physical comfort Sitting and listening Talking through a problem Giving child their comforter e.g. Dummy, toy Distraction

Emotional needs of children may be due to:	School problems Changes in family circumstances Accidents that may occur during care New to child care, separation from familiar people and places Family relationships Interactions with other children Major changes in child's life e.g. Migration, losses Death of a pet Loss of special toy Ill health Embarrassing events that occur during time in care or just prior

Children may be involved in decisions about:	The layout of equipment Routines Choice of activities

Changes may include:	Change of countries New children/workers starting in the service Children/workers leaving the service Visitors Students

NTIS this!

CHCCN302A - Provide care for children

Google Links

Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement