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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. |
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Support the development of children will involve providing experiences that may vary according to a number of factors in the service, such as: | Child/worker ratiosPhysical environment - constraints and potentialPurpose of the serviceThe amount and type of support from parents and participation by parentsThe level of support available to the service from external bodies e.g. Advice specialist services, resource workers The frequency and regularity of use of the service by the child |
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Physical development skills may include: | Eye - hand coordinationDexterityFine and gross motor skills and fundamental movement skillsBalanceLocomotion |
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Fundamental movement skills and gross motor skills are: | Fundamental movement skills including balance, static, locomotion, and manipulative motor skillsFoundation skills that provide the building blocks for specific movements such as those founding sports, games and danceExamples of fundamental movement skills include:jumpinghoppingthrowingkickingrunningGross motor skills are those actions that use the muscles of the body to achieve skilfulness |
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Support the social development may include experiences of social interaction such as: | Formally organised activitiesA time and place for unplanned interactionMeetingsTravellingWalksSetting up environment/venue |
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Special occasions may include: | Birthdays of childrenFestivals Celebration of achievementsCommunity eventsBirthdays of animalsBeginning and end of school term or holidaysCultural eventsGraduation from child care service |
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Differences among children may include: | Gender Race and cultureAgeInterests and preferencesSocial context and lifestyleCommunication stylePersonalityLength of time attending service/child careAbilitiesExperiences that may have impeded early brain development |
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Experiences provided for social interaction will vary according to the age of the children - for babies and infants: | Trusting relationships are developed with familiar adultsAdults work at eye level with infantsCare routines are used for social interactionAdults talk, sing and recite poems with infantsAdults listen to infants and respond |
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Issues of concern for psychological and emotional difficulties may include but are not limited to: | Inappropriate interactions with othersWithdrawal from social interactionsAggressive behaviourVerbal expressions of particular needPhysical and emotional presentationConcerns conveyed to the worker by parents/carersSudden and/or extreme changes to behaviour or emotional statesDisinterest in activities or experiencesExpressions of emotions through use of external materials and resources |
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Language forms may include: | Verbal and writtenFormal and colloquial, informalFun and serious styles |
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