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

CHCPR509A Mapping and Delivery Guide
Gather, interpret and use information about children

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCPR509A - Gather, interpret and use information about children
Description This unit describes the knowledge and skills required to collect high quality information on children to assist in program planning
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 contexts
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: Gather and document detailed information about the child
  • Gather information and observations according to a child's emerging skills
  • Gather detailed information about children and document using a variety of appropriate methods
  • Ensure information and observations collected are valid, representative, significant and relevant
  • Make series of observations to address all aspects of development over a period of time and in a variety of situations
  • Consult colleagues, families and others in a sensitive manner
       
Element: Monitor children's developmental progress and develop understanding of individual children
  • Use observations and information to assess and monitor child's play preferences, social interactions, communication and language, thinking styles, physical abilities and emotional status
  • Interpret information and observations to identify individual emerging skills, capabilities, potential, interests, preferences of child to guide program strategies to foster development
  • Monitor and interpret behaviour that is out of character for an individual child and respond appropriately
  • Demonstrate understanding and application of inclusive principles in interpreting observations
       
Element: Use information from observations with others
  • Demonstrate quality observation practices to other workers
  • Provide information to others to inform program planning, support children's play and evaluate programs
  • Use records of observations to provide feedback to children about their skills and competence and promote remembering
  • Make time available to share information with parents
  • Follow up any concerns regarding child's development with appropriate persons/services
       
Element: Use information to plan the program
  • Use information to consider all aspects of child's development and cater appropriately within the program
  • Use the information to plan opportunities and experiences to foster development of the child
       
Element: Design observation systems with others
  • Develop systematic ways of observing children to ensure all children are included
  • Develop systematic ways of observing children to ensure that all interpretations of behaviour can be clearly linked to evidence
  • Clearly link observation systems developed to program planning and evaluation processes
  • Implement processes to ensure appropriate access by others to observation information
       


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

Assessment requires 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:

How the observer influences interaction and behaviour

Styles of thinking

Developmental knowledge

Understanding different cultures

Developmental norms at different ages/stages

Organisation standards, policies and procedures

Regulatory and legislative requirements

Essential skills:

It is critical that the candidate demonstrate the ability to:

Gather information from a variety of sources and observe and interpret children's behaviour

Monitor and assess children's development and learning and use information to inform program planning

Use relevant technology safely and effectively

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:

communication skills

reporting

interpersonal interaction

planning

safe and effective use of relevant technology

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.

Specific purposes or needs for observation include:

Planning experiences for the child

To identify the child's capabilities

To identify the child's interests and needs

To monitor uncharacteristic or atypical aspects of development

Capabilities of a child will include:

Physical capabilities

Emotional capabilities

Cognitive capabilities

Social capabilities

Creative capabilities

Language capabilities

Spiritual and moral aspects

Methods of documenting information may include:

Written

Photography

Audio and video recordings

Methods of gathering may information, include:

Observing while participating with children in an experience

Narrative methods

Sampling methods

Chart methods

Gathering information about the child from other workers

Asking family members

Discussions with other children

Collecting samples of children's work

Observing children at play, during care routines and social interactions

Directly involving the child in the process

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
Gather information and observations according to a child's emerging skills 
Gather detailed information about children and document using a variety of appropriate methods 
Ensure information and observations collected are valid, representative, significant and relevant 
Make series of observations to address all aspects of development over a period of time and in a variety of situations 
Consult colleagues, families and others in a sensitive manner 
Use observations and information to assess and monitor child's play preferences, social interactions, communication and language, thinking styles, physical abilities and emotional status 
Interpret information and observations to identify individual emerging skills, capabilities, potential, interests, preferences of child to guide program strategies to foster development 
Monitor and interpret behaviour that is out of character for an individual child and respond appropriately 
Demonstrate understanding and application of inclusive principles in interpreting observations 
Demonstrate quality observation practices to other workers 
Provide information to others to inform program planning, support children's play and evaluate programs 
Use records of observations to provide feedback to children about their skills and competence and promote remembering 
Make time available to share information with parents 
Follow up any concerns regarding child's development with appropriate persons/services 
Use information to consider all aspects of child's development and cater appropriately within the program 
Use the information to plan opportunities and experiences to foster development of the child 
Develop systematic ways of observing children to ensure all children are included 
Develop systematic ways of observing children to ensure that all interpretations of behaviour can be clearly linked to evidence 
Clearly link observation systems developed to program planning and evaluation processes 
Implement processes to ensure appropriate access by others to observation information 

Forms

Assessment Cover Sheet

CHCPR509A - Gather, interpret and use information about children
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

CHCPR509A - Gather, interpret and use information about 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:

Signature:

Date:

Student signature:

Date: