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

Stage of developmentage appropriate expectations of childrens behaviour

Theory of circle of security in behaviour support

Acceptable and unacceptable behaviours review of own stance and reflection on own values

Culturally based expectations about childrens behaviour

Culturally based expectations about responses to childrens behaviour

Developmental and emotional reasons for inappropriate behaviour

Different family styles of discipline and norms about behaviour in different cultures and social groups

Rights of children

Relationship based strategies to help children learn about cooperative behaviour

Antecedents of behaviour learned habits context influences social influences

Contributory factors to inappropriate behaviour recent events childs history or special needs actions of others

Organisation standards policies and procedures

Stages of child development

How children learn

The importance childrens input and ideas

Health and safety policies and requirements

Culturally based expectations about communication

Essential skills

It is critical that the candidate demonstrate the ability to

Form positive relationships with children respect of parental expectations and their cultural values and to act within the organisations behaviour response policy

Interact with children giving due regard to childs age development culture and needs

Involve children in decisionmaking and planning giving due regard to the childrens age development and abilities

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 respect for childrens individual differences and choices eg not to participate

Use stress management strategies to calm down before responding to incidents of difficult behaviour

Demonstrate application of skills including

using nonverbal communication that reinforces verbal communication

communication skills of questioning informing listening discussing

identifying the capabilities of individual children

collaboration

active listening

interpersonal relationship

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 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 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

Positive behaviour may be promoted by:

Limits and guidelines may cover:

Some examples are:

For some developmentally delayed children these may be used in addition:

Some examples are:

Guidelines are communicated to:

The application of guidelines and limits will vary according to the age of the child:

Needs of the child which may influence the worker's response to a serious incident of behaviour may be due to:

Other circumstances which may influence the workers response include:

Incidents causing concernmay be reported according to the service's guidelines to:

Service policy and procedures on response to serious incidents or behaviour may include:

Communication that may be used to consult and collaborate with children include:

Ways in which children are encouraged to consider new ideas and interests may be through:

Resources that are limited may include:

Safety and legal requirements may include:

Children can be consulted about all their interests including: