|
|
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. |
| |
Opportunities for children to develop will vary according to a number of factors, such as: | Physical environment Purpose 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, inclusion support workersThe frequency and regularity of use of the service by the childAge of the child |
| |
Physical skills may include: | Skills in motor areas - fine and gross motorDexterityEye - hand coordinationBalanceLocomotionCoordinationFundamental movement skills sets:static balancesprint runvertical jumpcatchhopside gallopskipoverarm throwleapkickdodgetwo hand strikedance and physical response to music |
| |
Promote physical fitness may relate to experiences in: | Active gamesSportsExercisesFine motor skill areasSetting up venue/environment Range of environments and equipmentSocio dramatic playPlay with construction materialsMusic and movement experiences |
| |
Opportunities to develop relevant physical skills will vary according to the age/ability of the child and must include: | For infants:Objects to explore by mouth, swinging toys, rattles, toys to encourage sensory exploration, poke, squeeze, push along floor Outdoor playFor toddlers:Opportunities provided indoors and outdoors to practise new skills of walking, climbing, balancing and pushing and pulling wheeled toys, dancing and toddler cyclingFor 3 to 5 years old:Opportunities to develop fine motor skills such as puzzles, pe.g. boards, beads to string, construction sets, crayons, brushes, scissorsOpportunities through indoor and outdoor play to practise large muscle and fundamental movement skills such as running, jumping, throwing and catching a ball, dancing and cycling |
| |
Opportunities provided to develop skills may need to be adapted to accommodate factors such as: | Availability of indoor and outdoor facilitiesEnvironmentVenue/locationType of serviceWorkers own physical capabilitiesThe desire and ability for children to set up equipment themselvesSafety considerations Peer group pressure |
| |
Interaction may be with a variety of people including: | Children of same ageChildren of different agesAdults |
| |
Diversity among children may include differences due to: | Gender Race, culture and ethnicityAge/maturityInterests and preferencesSocial context and lifestyleAbilitiesSocioeconomic factors |
| |
The acceptance of differences among children will be affected by: | Children's age/maturityCapabilitiesChildren's family, school, peer group attitudes and beliefsLife experiencesPrior learning experiences |
| |
Experiences that promote social interaction will vary according to the age of the children: | For toddlers:Create opportunities for children to play together and in small groupsAdults encourage independence and give support when children need itEnough equipment is provided for several children to play with similar toysAdults demonstrate understanding that children develop the ability to share toys at varying agesFor 3 to 5 year old children:Create opportunities for children to work together in small and large groupsProvide culturally appropriate materials for children to use creatively and for role playAdults support children who find it difficult to play in a group |
| |
Individual differences may include: | AgeGenderFamily background and lifestyleAbilities and disabilitiesStyle of social interactionAppearanceCultural beliefs and practicesTemperamentInterestsPeer group acceptance, membership or isolation |
| |
Non stereotypical images could include: | Children and adults of both genders engaging in a range of experiencesChildren of a range of racesRange of appearancesRange of abilitiesDifferent family compositionsPeople from a variety of cultural backgrounds togetherRange of additional needs of children |
| |