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 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

Resources required for assessment of this unit 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

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 children's feelings and reactions to key events in their lives

The importance of consistent communication of guidelines for children's behaviour

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Communicate verbally and non-verbally and set and apply appropriate limits, taking into account child's 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 non-verbal communication and cues of children

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