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

CHCPR614D Mapping and Delivery Guide
Observe children and interpret observations

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCPR614D - Observe children and interpret observations
Description This unit describes the knowledge and skills required to observe and interpret children's developmental progress
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 Pre-requisiteThis unit must be assessed after achievement of the following related unit:CHCPR509A Gather, interpret and use information about children
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: Monitor children's developmental progress
  • Gather and record information about children's developmental progress
  • Follow up with appropriate persons/services, any concerns regarding a child's development
  • Communicate information to parents clearly and sensitively
  • Use identified strengths to guide program strategies to foster development
  • Identify degree of inclusiveness in children's interactions and language and develop strategies as required
  • Observe level of problem solving and conflict resolution skills and develop strategies as needed
       
Element: Gather information about the child's views and perspectives
  • Investigate child's views of the social world and relationships by observing their interactions and reflecting on their communication
  • Identify child's thinking style
  • Identify child's current and emerging interests
  • Identify child's strengths, talents and potential
       
Element: Demonstrate quality observation practices to other workers
  • Ensure own observations of children are significant, valid and concise
  • Demonstrate clear links between evidence from observations and interpretation of behaviour, needs and interests
  • Ensure intensity/detail of observations is appropriate to purpose and context
  • Ensure interpretations of observations demonstrate inclusive principles and understanding
       
Element: Use information from observations to guide others
  • Provide information to broaden the other's understanding of the child
  • Communicate information to others to improve their interaction with a child
  • Provide information to others to improve program planning and evaluation
  • Discuss programs and children's needs based on the information gained
  • Work with others to design and develop systematic ways of observing children that ensure inclusion of all children
       


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

Essential skills:

It is critical that the candidate demonstrate the ability to:

Observe and interpret children's behaviour to contribute to program planning
Specific purposes or needs for observation include:

planning experiences for the child

to identify the child's abilities, needs and interests

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:

reporting

interpersonal interaction

planning

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.

A child's capabilities will include their:

Physical capabilities

Emotional capabilities

Cognitive capabilities

Social capabilities

Creative capabilities

Language capabilities

Record informationmay include methods such as:

Written

Photography

Video recording

Gather information may include a variety of methods such as:

Observing while participating with children in an experience

Time sampling

Gathering anecdotes about the child's interactions from other workers

Asking family members

Discussions with other children

Collecting samples of children's work

Observing children at play, activities and social interactions

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 and record information about children's developmental progress 
Follow up with appropriate persons/services, any concerns regarding a child's development 
Communicate information to parents clearly and sensitively 
Use identified strengths to guide program strategies to foster development 
Identify degree of inclusiveness in children's interactions and language and develop strategies as required 
Observe level of problem solving and conflict resolution skills and develop strategies as needed 
Investigate child's views of the social world and relationships by observing their interactions and reflecting on their communication 
Identify child's thinking style 
Identify child's current and emerging interests 
Identify child's strengths, talents and potential 
Ensure own observations of children are significant, valid and concise 
Demonstrate clear links between evidence from observations and interpretation of behaviour, needs and interests 
Ensure intensity/detail of observations is appropriate to purpose and context 
Ensure interpretations of observations demonstrate inclusive principles and understanding 
Provide information to broaden the other's understanding of the child 
Communicate information to others to improve their interaction with a child 
Provide information to others to improve program planning and evaluation 
Discuss programs and children's needs based on the information gained 
Work with others to design and develop systematic ways of observing children that ensure inclusion of all children 

Forms

Assessment Cover Sheet

CHCPR614D - Observe children and interpret observations
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

CHCPR614D - Observe children and interpret observations

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: