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Elements and Performance Criteria

Required Skills

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

Importance of modelling

Importance of listening

The range of childrens feelings and reactions to key events in their lives

The importance of consistent communication of guidelines for childrens behaviour

Organisation standards policies and procedures

Essential skills

It is critical that the candidate demonstrate the ability to

Communicate verbally and nonverbally and set and apply appropriate limits taking into account childs age development culture and needs

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 including

interpersonal relationship

active listening

use and respond to nonverbal communication and cues of children

Evidence Required



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 must be assessed on the job under the normal workplace conditions for a range of age groups 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 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 of this unit include access to a range of opportunities defined in the Range Statement including 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 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.

Be accessible for the childmay include:	Proximity to child Making eye contact Working at child's level

Communication with children will vary according to the age of the child Some examples are:	For babies and infants Worker responds to non-verbal cues and decides whether a response is required Initiation or reflection of babbling and cooing Responds to crying in ways that meets the babies/infants need For toddlers Responds to verbal and non-verbal communication of the toddler Spend sufficient time to respond to child's comments For 3 to 5 year olds Conversations during routines and experiences For 6 to 12 year olds Interactions are more reciprocal Communication focuses on events that are important Interactions are often informal in nature

The application of guidelines and limits will vary according to the age of the child Some examples are:	For babies and infants Saying no Remove child from problem/trouble Distract to another activity For toddlers: Patiently respond, provide a consistent message For 3 to 5 year olds: Communicate the guidelines of the service clearly For 6 to 12 year olds Will involve discussions with children e.g. About the reason the guideline is required

Service policies on response to behaviour may include:	Accurate documentation of incident Report incidents to colleagues, more senior workers or appropriate authority

Limits and guidelines may cover:	Out of bounds areas Expectations about behaviour with other children/adults Procedures for health and safety