Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCFC504A Mapping and Delivery Guide
Support emotional and psychological development in early childhood

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCFC504A - Support emotional and psychological development in early childhood
Description This unit describes the knowledge and skills required to support the emotional and psychological development of children and to promote their ethical understanding
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application Work would be based on programs developed for that purpose and would comply with relevant health and safety procedures
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Encourage children's independence and autonomy
  • Plan and provide opportunities to develop self help skills and independence
  • Provide opportunities for children to make choices, in appropriate ways
  • Encourage children to accept responsibility for their own actions
  • Empower children to make their own decisions and to participate in broader decision-making
  • Involve children in increasingly more significant decision-making
       
Element: Foster children's self-esteem and developing self concept
  • Plan opportunities for children to experience individual strengths and success
  • Select experiences that present a challenge within children's emerging skills and capabilities
  • Monitor children's confidence while attempting more challenging activities
  • Provide acknowledgment and support if a child experiences frustration and encourage children to see 'mistakes' as opportunities to learn
  • Acknowledge and appreciate children's individual and group achievements
  • Design experiences to explore issues of self image and identity in ways that are appropriate to the children's level of development
  • Choose learning and play resources to provide positive, non stereotypical images of children
  • Provide opportunities for children to build on and extend achievements
  • Provide children with opportunities to initiate and assume leadership roles
  • Promote and support the transition to school for children of an appropriate age
       
Element: Create opportunities and provide experiences that encourage children to express their feelings, needs and ideas
  • Identify and monitor children's emotional development and expression of feelings
  • Listen to and respond to children's expression of feelings and ideas
  • Ensure expectations about how children express their feelings are related to child's stage of development
  • Encourage and demonstrate socially appropriate ways for children to express their feelings and needs
  • Provide opportunities for children to release feelings and express emotion through suitable experiences
  • Encourage children to appreciate one another's achievements
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 either 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 and/or 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

Resource requirements for assessment include access to a range of opportunities defined in the Range Statement, including:

a childcare workplace

children's 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 and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Related units:

It is recommended (but not required) that this unit be assessed in conjunction with one of the following related units:

CHCFC503A Foster social development in early childhood

or

CHCFC513A Foster social development in middle childhood

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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:

Theories of children's emotional and psychological development which may include:

attachment

psychosocial development

temperament and personality

relationship between brain development and social and emotional development

family systems

A broad range of theoretical perspectives on human and learning development which may include but is not limited to: Bronfenbrenner, Erikson, Piaget, Vygotsky, Gardner, Maslow, Bowlby

Interaction between aspects of social development, physical development and psychological development and cognitive development

Importance of language that is selected and used

Different beliefs about social development due to culture, community, family beliefs

Organisation standards, policies and procedures

Children's emotional development

Importance of culture in the development of self

Contextual factors which influence the children's emotional and psychological development

Events or crises which can challenge children's emotional and psychological development, such as:

separation and stranger anxiety

fears

self-esteem and self concept

Factors which enhance the development of self-esteem and self identity

Awareness of the following national child health and well being core competencies as they apply to all who deliver care to children:

core principles of child development and the key developmental tasks faced by young children and their implications for practice

cumulative effects of multiple risk and protective factors and the developmental implications of the balance between them

environmental conditions and the experiences known to have positive effects on prenatal and early childhood

environmental conditions and experiences known to have adverse effects on prenatal and early childhood development

factors that support or undermine the capacity of families to rear young children adequately

continued ...

Essential knowledge (contd):

The following knowledge underpinning national child health and well being core competencies (contd):

features of a family's immediate social environment that are important for family functioning and young children's development and well being

features and qualities of communities that help or hinder families in their capacity to raise young children adequately

core needs that all children and families have in common, and how to provide inclusive child and family services

understanding of particular backgrounds, experiences and needs of children and families in exceptional circumstances or with additional needs

Essential skills:

It is critical that the candidate demonstrate the ability to:

Provide opportunities for children to interact positively with other children and to accept individual differences, giving due regard to age, cultural, and development of children

Evaluate the emotional and psychological stage of the child and to plan activities which will enhance their development

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 in:

acceptance of each child's rate of development, needs, interests and strengths

planning

interpersonal skills

team building skills

time management

active listening

empathy

organisation

valuing of differences among children - stage of development, needs, interests, strengths

Apply the following skills identified as underpinning national child health and well being core competencies, where they are applicable to the work role:

implement effective evidence-based service delivery

coordinate service delivery to families with an interdisciplinary teamwork approach and where possible collaborative interagency practice

support infants and toddlers to master key developmental tasks

early identification of emerging trends in children's needs and how to address them

manage children's health needs, eating behaviours and physical activity

provide environments and relationships that are safe for young people

engage and work with parents/carers and families

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.

The acceptance of differences among children will be affected by:

Children's age/maturity

Capabilities

Children's family, school, peer group attitudes and beliefs

Life experiences

Prior learning experiences

Opportunities for experiences with an emotionally enriching and expressive component could include:

Socio dramatic play

Movement

Listening to music

Art experiences including clay and finger painting

Individual differences (diversity) among children may include:

Abilities and disabilities

Age/maturity

Appearance

Beliefs and practices (cultural, religious etc)

Family background and lifestyle

Gender

Interests and preferences

Peer group acceptance, membership or isolation

Race, culture and ethnicity

Social context and lifestyle

Socioeconomic factors

Style of social interaction

Temperament

Encouragement of a child to develop emotionally and psychologically will vary according to the age of the child and must include:

For babies/infants:

Responding to non-verbal communication and crying

For toddlers:

Expression through activity as well as verbally

Encouraging children to name their feelings

For 3 to 5 year olds:

Expression through activities such as clapping, stamping

Expressing their feelings verbally

Expressing feelings through paintings, drawings and other creative activities

Non stereotypical images could include:

Children and adults of both genders engaging in a range of activities

Children of a range of races

Range of appearances

Range of abilities

Different family compositions

People from a variety of cultural backgrounds together

Range of additional needs of children

Areas of competence may include:

Social situations

Peer groups

Communicating with adults

Experiences that present a challenge may include:

Opportunities to develop and practice skills in a range of activities

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Plan and provide opportunities to develop self help skills and independence 
Provide opportunities for children to make choices, in appropriate ways 
Encourage children to accept responsibility for their own actions 
Empower children to make their own decisions and to participate in broader decision-making 
Involve children in increasingly more significant decision-making 
Plan opportunities for children to experience individual strengths and success 
Select experiences that present a challenge within children's emerging skills and capabilities 
Monitor children's confidence while attempting more challenging activities 
Provide acknowledgment and support if a child experiences frustration and encourage children to see 'mistakes' as opportunities to learn 
Acknowledge and appreciate children's individual and group achievements 
Design experiences to explore issues of self image and identity in ways that are appropriate to the children's level of development 
Choose learning and play resources to provide positive, non stereotypical images of children 
Provide opportunities for children to build on and extend achievements 
Provide children with opportunities to initiate and assume leadership roles 
Promote and support the transition to school for children of an appropriate age 
Identify and monitor children's emotional development and expression of feelings 
Listen to and respond to children's expression of feelings and ideas 
Ensure expectations about how children express their feelings are related to child's stage of development 
Encourage and demonstrate socially appropriate ways for children to express their feelings and needs 
Provide opportunities for children to release feelings and express emotion through suitable experiences 
Encourage children to appreciate one another's achievements 

Forms

Assessment Cover Sheet

CHCFC504A - Support emotional and psychological development in early childhood
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCFC504A - Support emotional and psychological development in early childhood

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: