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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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Leisure is understood to be: | A special way of doing and feelingIt balances those things in life that may be boring, onerous, time consuming busy work, expectations, tiring, repetitive, hurried or dutiful It mixes stimulating, creative, relaxing, playful, refreshing challenging and pleasantLeisure describes pursuits that are freely chosen and deeply satisfying |
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Physical activity includes: | Any bodily movement produced by skeletal muscle that results in a substantial increase over the resting energy expenditure |
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Environment may include: | The building and grounds where the service is located e.g. Home, centreThe local area around the service and its resources and characteristics |
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An environment set up to 'invite' children to play and foster play and leisure may: | Be safe, physically and psychologicallyLook interesting to the childProvide challenge appropriate to the children's stage of developmentProvide choices indoors and outdoors |
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Creating an environment to foster play and leisure may depend on: | Age of childrenCommunity background and expectationsEnvironment - indoors and outdoorsLocationMaterials available (natural and processed)Number of childrenResources availableStaffType of serviceWhether the service has to set up and pack up for each play sessionWhether the space is shared with other services |
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Different kinds of play and physical activity may include: | Cooperative playFunctional, constructive, dramatic playFundamental movement skills games and activitiesGames and free flowing playImaginative playOutdoors and activePainting, crafts, board gamesPlay with words/musicQuiet and energetic, boisterousSolitary, parallel and interactive or a mix of theseStory reading and tellingUse of music, movement and visual arts |
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For older children, play, leisure and physical activity may include: | Fundamental movement skills games and activitiesGamesGoing for a walkHobbies and interestsInteractions with people from communityListening to musicObservingOrganised games e.g. Races, soccerSolitary activitiesSportsTalking with friends |
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Areas for different kinds of play, leisure and physical activity may include areas for: | Constructive playConversationsCreative playDramatic playMusicNature based outdoor playNoisy playPhysical play and activityQuiet playSand play, water playSolitary activitiesSports including fundamental movement skills games and activities |
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Ways of facilitating play will be affected by a child's age/stage of development and must include: | For babies and infants:Flexible routines to allow for the needs of individuals to be metGentle handling, eye contact and appropriate sensory experiences to develop security and trustSafe environment to exploreFor toddlers:The day is structured and routines are establishedBlocks of time are available for exploring and experimenting with the materialsCaregivers introduce new and different experiences to children Play is extended by introducing new materials or resources or suggesting alternative ways to use the materialsCaregivers give children time to develop their ideasTransition from one activity to another is smoothWorker modelling play and use of equipmentFor 3 to 5 year old children:Care giver's interactions provide a positive role model for childrenAn environment is maintained that respects individual and group needsChildren are aware of the limits which are applied consistentlyChildren's feelings are acknowledged and respected by caregivers and childrenFor 6 to 12 year old children:Participation with childrenMaterials are suggested or alternatives uses of equipment/materials are suggestedCyclingA variety of indoor and outdoor activities for all ages |
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Experiences will vary according to the age of the child and creative and challenging experiences may include: | For babies and infants:Selection of toys, different textures, colours and size are selectedToys are large (cannot be swallowed) and have no sharp edges, and easily washed/cleanedDifferent types of experiences are used e.g. Water play, sand play, outdoors timeFor toddlers:Experiences can include indoor and outdoor experiencesExperiences reflect a toddler's interest in the world around them, and the desire to explore it, feel it, see it and touch it e.g. Nature walk to look at leaves, collect themExperiences reflect a toddler's growing mastery of their own body e.g. Small slippery dips are used, outdoor area can be a little more involvedFor 3 to 5 year olds:Experiences can include cooking, sewing, carpentry, washingExperiences can be more varied and complicated, which reflects a child's developing cognitive and physical abilitiesChoice not to participate is respected and alternative activity is negotiatedFor 6 to 12 year olds:Experience planned may include specific suggestions of children themselvesDevelopment of hobbiesSelf selected peer groupsIndividual, small group and larger group experiencesChoice not to participate is respected and alternative activity is negotiated |
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Aspects of child development include: | Physical fitness and fundamental movement skills abilityCognitive developmentSocial developmentEmotional developmentCreative and aesthetic developmentLanguage developmentMoral developmentSpiritual development |
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Resources required to be organised for excursions may include: | Records that need to be takenFirst aid suppliesRelevant equipmentLocation of toiletsKeysMobile phoneTicketsEquipment required for activitiesPetty cash |
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Records that may need to be taken on excursions may include: | List of children attendingEmergency contact detailsMedical needs for children |
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Responsibilities of children on excursions may include: | For belongingsFor paymentsFor time keepingFor travelling together |
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Opportunities that can be provided to support children's development will 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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Skills related to physical development may include: | Eye - hand coordinationDexterityFine and gross motor skillsBalance/staticLocomotionMotor skills |
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Opportunities for social interaction may include: | 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 events'Graduation' 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 careAbilities |
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Opportunities 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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Language forms may include: | Verbal and writtenFormal and colloquial, informalFun and serious styles |
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