- CHCIC301E - Interact effectively with children
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCIC301E Mapping and Delivery Guide
Interact effectively with children
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | CHCIC301E - Interact effectively with children |
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Description | This unit describes the knowledge and skills required by anyone working with children to ensure they can develop and maintain effective relationships and promote positive behaviour in the childcare environment | ||
Employability Skills | This unit contains Employability Skills | ||
Learning Outcomes and Application | This unit may apply to working with children in a range of community service contextsWorkers may be under direct supervision or working autonomously | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Communicate positively with children on an ongoing basis |
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Element: Promote positive behaviour |
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Element: Collaborate with children about their interests |
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Element: Respect similarities and differences and encourage children to respect these differences |
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Element: Support children in learning about the decision-making process |
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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 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 |
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: A range of behaviour management strategies to respond to difficult behaviours e.g. Natural consequences, logical consequences, modifying/changing programs, reinforcing positive behaviour, extinguishing unacceptable behaviours Acceptable and unacceptable behaviours - review of own stance and reflection on own values Antecedents of behaviour - learned habits, context influences, social influences Contributory factors to inappropriate behaviour - recent events, child's history or special needs, actions of others Cross cultural issues in delivery of services Culturally appropriate communication methods, styles, words Culturally based expectations about communication Developmental and emotional reasons for inappropriate behaviour Different cultural practices and expectations about children's behaviour and about responses to children's behaviour Different family practices, expectations and styles of discipline and norms about behaviour in different cultures and social groups How children learn Identification of environmental factors that can affect a child's behaviour Importance of: consistent communication of guidelines for children's behaviour developing child's self-esteem, respect for child listening modelling Needs of children with a developmental disability and relevant strategies to use Organisation standards, policies and procedures Positive behaviour guidance strategies Relevant health and safety policies and requirements Rights of children Stage of child development and age appropriate expectations of children's behaviour The importance children's input and ideas The range of children's feelings and reactions to key events in their lives |
Essential skills: It is critical that the candidate demonstrate the ability to: Assess and respond appropriately to challenging behaviours Communicate verbally and non-verbally and to set and apply appropriate limits, taking into account child's age, development, culture and needs Communicate with children whilst valuing individuality and differences Involve children in decision-making and planning giving due regard to their age, development and abilities Take into account child's age, activities, development, culture and needs when communicating with children 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 non-verbal communication and cues of children communication skills of questioning, informing, listening, discussing identifying the capabilities of individual children collaboration Recognise and act upon opportunities to enhance sustainability in the workplace |
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. | |
Accessibility to children may include: | Proximity to child Making eye contact Working at child's level |
Communicate positively with childrenwill vary according to the age of the child - for babies and infants Some examples are: | 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 |
Apply limits to behaviourwill vary according to the age of the child: Some examples are: | 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 and more senior workers |
Limits and guidelines may cover: | Out of bounds areas Expectations about behaviour with other children/adults Procedures for health and safety |
Key words of meaning may include: | Phrases and jargon the child uses Namings used by the family Language specific to an area of the child's interests e.g. Basketball |
Non-verbal communication may include: | Working at child's level Proximity to child Eye contact/no eye contact Hugs and touch, as appropriate |
Appropriateness of non-verbal communication may include: | Culturally appropriate Age appropriate Style of communication e.g. Formal - informal |
Worker's communication of care and respect in their interactions may be through: | Tone of voice Style of interaction |
Styles of interaction may include: | Noisy or quiet Rougher or gentler Verbal or physical |
Style of interaction will vary according to: | Child's age Developmental stage Child's needs Child's abilities Child's personality |
Positive behaviour may be promoted by: | Verbal comments and attention Physical contact e.g. hug Providing physical and psychological space Opportunities that suit the child's preferences Opportunities to redirect energy are created Acknowledgment and encouragement |
Limits and guidelines may cover: | Out of bounds areas Expectations about behaviour with other children/adults Procedures for health and safety |
Methods to promote positive behaviour will vary according to the age of the child Some examples are: | For babies, infants and toddlers: Smiles Attention Distraction For 3 to 5 year olds: Choice of favourite activity Praise, encouragement Anticipating trouble and redirecting or distracting child For 6 to 12 year olds: Non-verbal communication appropriate to age and peer group Talking about feelings Modelling |
For some developmentally delayed children these may be used in addition: | Tangible rewards Charts |
Positive and realistic expectations of children's behaviour will be demonstrated differently according to the age of the child Some examples are: | For babies and infants: Smiling Clapping verbal and non-verbal approval For toddlers: Modelling Repetition of guidance's for appropriate behaviour e.g. 'we walk inside' Talking about appropriate behaviour For 3 to 5 year olds: Reasons for guidelines are explained Or 6 to 12 years old: Children will be involved in the establishing of guidelines |
Guidelines are communicated to: | Children, especially those new to the service Parents Potential users of the service Relief or other staff |
The application of guidelines and limits will vary according to the age of the child: | For babies and infants: Saying 'no' is reserved for situations where safety is a concern Remove child from problem/trouble Distract to another activity For toddlers: Patiently respond, provide a consistent message Acknowledge feelings Provide appropriate activities to release feelings Reason for limit is explained in simple terms to child For 3 to 5 year olds: Provide a consistent message Acknowledge feelings Provide appropriate activities to release feelings For 6 to 12 year olds: Children are involved in the establishment of guidelines Written guidelines can be given to children Periodically reviewing guidelines |
Needs of the child which may influence the worker's response to a serious incident of behaviour may be due to: | Family crisis Family stress and problems Major changes in the child's profile |
Other circumstances which may influence the workers response include: | Location of incident Risk to child or others Other potential or actual consequences |
Serious incidents may be reported according to the service's guidelines to: | Parent/s of the child Parent/s of other children affected Co workers Management/supervisor |
Service policy and procedures on response to serious incidents or behaviour may include: | Accurate documentation Report incidents to colleagues and more senior workers |
Consult childrenmay relate to all their interests including: | Food Discipline policies Activities Programming Behaviour Parents Staff |
Communication that may be used to consult and collaborate with children include: | Verbal and written and non-verbal In a group or individual discussions On regular basis and spontaneous Surveys/ evaluations Requests, chatting Discussions, meetings Suggestion boxes Anecdotal Listening to informal conversations |
Encourage children to consider new ideas and interestsmay include: | Encouraging children to consult with each other New and stimulating material is presented to children Children's ideas are shared with others in a group situation |
Resources that are limited may include: | Physical environment Equipment Time available Staff numbers Budget Space |
Safety factors and legal requirements may include: | Staff ratios Behavioural or medical problems Duty of care responsibilities 'Sunsafe' policy Staff ratio for excursions High risk activities Weather Location of activity |
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 |
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Use language style that is appropriate for child's age, developmental stage and culture | |||
Use key words of meaning to a child | |||
Ensure non-verbal communication is appropriate and relevant | |||
Ensure interactions are frequent, caring and respectful | |||
Use non-gender-specific and non-stereotypical language | |||
Communicate to child, positive and realistic expectations of their behaviour | |||
Regularly identify and explain to children examples of positive behaviour | |||
Use clear communication that suggests positive options to encourage a child's cooperation | |||
Draw child's attention to positive aspects of the child's behaviour | |||
Apply limits to behaviour within service policies | |||
Consult children using a range of communication forms | |||
Interact and collaborate with all children in the service on a regular basis | |||
Encourage children to consider new ideas and interests that haven't previously been catered for in the service | |||
Allow sufficient time for children to express their ideas in a variety of contexts | |||
Positively acknowledge and act upon suggestions whenever possible | |||
Identify and talk about children's likes and dislikes | |||
Talk about differences as resources, not as inferior or a problem | |||
Respond positively and with respect to different communication styles used by children | |||
Assist children to share their ideas, discuss limitations and solve problems | |||
Clearly describe to children limitation of resources | |||
Discuss safety factors and legal requirements that may constrain options | |||
Assist children to plan implementation of ideas/ suggestions | |||
Acknowledge suggestions that cannot be used and explore alternatives with the children |
Forms
Assessment Cover Sheet
CHCIC301E - Interact effectively with children
Assessment task 1: [title]
Student name:
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I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
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Assessment Record Sheet
CHCIC301E - Interact effectively with children
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:
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