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

SRCCRO008B Mapping and Delivery Guide
Interact positively with infants, toddlers and parents in a recreation environment

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency SRCCRO008B - Interact positively with infants, toddlers and parents in a recreation environment
Description This unit has been developed for the Community Recreation Industry Training Package and covers the skills and knowledge to interact with infants, toddlers and their carers in a recreation environment.
Employability Skills Not applicable.
Learning Outcomes and Application Not applicable.
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: Promote infant's and toddler's social development through recreation activities
  • Encourage infants and toddlers to initiate and develop contact with others
  • Structure experiences and recreation equipment and toys in a way which promotes cooperation
  • Plan opportunities for social interaction between infants and toddlers with respect to their needs, interests and stage of development
  • Acknowledge and encourage appropriate and effective communication between infants and toddlers
  • Maintain a clean and hygienic environment according to regulations and organisation policy and procedures and resources
       
Element: Create a positive relationship between infants and toddlers and their parents
  • Support infant's and toddler's attachment to their parents
  • Assist parents to make constructive separations from their infants or toddlers
  • Support parents in understanding the importance of infant's and toddler's feelings of trust, autonomy and initiative
  • Instructor to respond to different parenting styles when fostering positive relationships between infants and toddlers and their parents
       
Element: Provide guidance to parents participating in recreation programs with infants and toddlers
  • Encourage parents to initiate and develop contact with others
  • Explain safety and hygiene requirements to parents
  • Interactions with infants and toddlers establish meaningful routines and create a stable environment
  • Respond promptly to infant's and toddler's signals of distress and encourage parents to do the same
  • Show expressions of affection to both parents and infants and toddlers
  • Assist parents to deal with infant's and toddler's fearful behaviour
  • Praise infant's and toddler's attempts to perform recreation skills
  • Encourage parents to set and reinforce safe and realistic limits for infants and toddlers
  • Stress to parents the emphasis on the importance of constant supervision of infants and toddlers in and around a recreation environment
  • Allow infants and toddlers to learn recreation skills in an environment that is free of shame, intimidation and force
  • Assist parents to deal with infant's and toddler's egocentric behaviour and their frustration and anger
       
Element: Form a positive relationship with infants and toddlers
  • Developmentally appropriate communication initiated with the infants and toddlers and relevant to the infants and toddlers
  • Use key words and cues of meaning to infants and toddlers
  • Use language at the infant's or toddler's level
       


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 identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements

Critical aspects of evidence to be considered

Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to

evaluate whether conditions are suitable to commence the session

communicate effectively with infants, toddlers and parents

observe participants and recognise when and how intervention should take place to improve relationships

select toys and equipment appropriate to foster social interaction between infants, toddlers and parents in the recreation environment

conduct activities and games to develop relationships

ensure adherence to safety and hygiene policies and procedures

conduct activities and/or games in accordance with the accepted best practice principles of recreation activitie

Interdependent assessment of units

This unit must be assessed after attainment of competency in the following unit(s)

SRCCRO007B Operate in accordance with accepted instructional practices, styles and legal and ethical responsibilities

This unit must be assessed in conjunction with the following unit(s)

Nil

For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)

SRCAQU013B Collect and analyse information on the philosophy and structure of the Australian aquatic industry

Required knowledge and skills

Required knowledge

Infant's and toddler's stages of development

Temperament and personality characteristics

Parenting styles

Toys, activities and games to encourage interaction

Relevant equipment and safety requirements, including occupational health and safety and legislative requirements

Hazards to infants and toddlers in a recreation environment

Required skills

Skills used to conduct developmentally appropriate activities and games, eg, movement, voice, etc

Ability to provide explanations and instructions

Communication skills to exchange information with infants, toddlers and parents in the recreation environment

Risk minimisation skills to maintain a safe and hygienic environment

Resource implications

Physical resources - assessment of this competency requires access to

a real or simulated work environment

appropriate documentation and resources normally used in the workplace

a recreation environment

other equipment

suitable participants

rules, policies and regulations of relevant peak bodies and/or employer organizations

Human resources - assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must

be competent in this unit

be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area

have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations

Consistency in performance

Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment

Context for assessment

This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace

This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required 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

KEY COMPETENCIES

Collect, Analyse&Organise Information

Communicate Ideas&Information

Plan&Organise Activities

Work with Others&in Teams

Use Mathematical Ideas&Techniques

Solve Problems

Use Technology

2

2

2

2

-

2

-

These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:

Use routine approaches

Select from routine approaches

Establish new approaches

Collecting, analysing and organising information -

Communicating ideas and information -

Planning and organising activities -

Working with teams and others -

Using mathematical ideas and techniques -

Solving problems -

Using technology -

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.

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.

Not applicable.

Range Statements

The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency

CATEGORIES

Environment

organisational health and safety requirements; safe and appropriate dress; and equipment

appropriate clothing and personal equipment

personal hygiene requirements

safety equipment appropriate to the environment

other recommended safety guidelines are

instructional aids should be inspected before use

sun safety guidelines should be followed

hydration guidelines should be followed

designated recreation area should be inspected before use

access to first aid facilities/equipment

conditions and external influences include

environmental/weather conditions

other facility users

spectators

parents

other instructors/staff

Expressions of affection

[all categories]

smiling

eye contact

voice tone

Parenting styles

[all categories]

permissive

authoritarian

authoritative

Recreation equipment and toys

the choice of toys is dependent on the environment and limited only by the instructor's imagination and safety and may include

sporting equipment

educational toys

flotation aids

toys that replicate sport and recreation equipment

Resources

[all categories]

human resources - a ratio of instructors to participants that allows for maximum participation in a safe environment

equipment - a ratio of equipment to participants that allows for maximum participation in a safe environment

access to first aid facilities/equipment

appropriate facilities to conduct instruction in a safe environmen

Stage of development

[all categories]

newborn: birth to 6 months

baby: 7 - 24 months

toddler: 25 - 42 months

pre-schooler: 43 - 60 months

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
Encourage infants and toddlers to initiate and develop contact with others 
Structure experiences and recreation equipment and toys in a way which promotes cooperation 
Plan opportunities for social interaction between infants and toddlers with respect to their needs, interests and stage of development 
Acknowledge and encourage appropriate and effective communication between infants and toddlers 
Maintain a clean and hygienic environment according to regulations and organisation policy and procedures and resources 
Support infant's and toddler's attachment to their parents 
Assist parents to make constructive separations from their infants or toddlers 
Support parents in understanding the importance of infant's and toddler's feelings of trust, autonomy and initiative 
Instructor to respond to different parenting styles when fostering positive relationships between infants and toddlers and their parents 
Encourage parents to initiate and develop contact with others 
Explain safety and hygiene requirements to parents 
Interactions with infants and toddlers establish meaningful routines and create a stable environment 
Respond promptly to infant's and toddler's signals of distress and encourage parents to do the same 
Show expressions of affection to both parents and infants and toddlers 
Assist parents to deal with infant's and toddler's fearful behaviour 
Praise infant's and toddler's attempts to perform recreation skills 
Encourage parents to set and reinforce safe and realistic limits for infants and toddlers 
Stress to parents the emphasis on the importance of constant supervision of infants and toddlers in and around a recreation environment 
Allow infants and toddlers to learn recreation skills in an environment that is free of shame, intimidation and force 
Assist parents to deal with infant's and toddler's egocentric behaviour and their frustration and anger 
Developmentally appropriate communication initiated with the infants and toddlers and relevant to the infants and toddlers 
Use key words and cues of meaning to infants and toddlers 
Use language at the infant's or toddler's level 

Forms

Assessment Cover Sheet

SRCCRO008B - Interact positively with infants, toddlers and parents in a recreation environment
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

SRCCRO008B - Interact positively with infants, toddlers and parents in a recreation environment

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: