Application
This application of knowledge and skills described in this unit of competency relates to work undertaken to engage with parents and child to develop individual care plans and programs of the service |
Prerequisites
Not Applicable
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Design and implement programs with all those involved | 1.1 Use or establish opportunities to gather all necessary information from and communicate to those involved 1.2 Identify ideas and concerns about the current program, care routines and setting and consider them in designing the program and care plans 1.3 Design and implement programs that reflect the philosophy and goals of the service |
2. Design and implement programs to enhance development of children | 2.1 Gather information about each child's development to inform the program and routines 2.2 Develop and implement child centred programs that aim to extend children's experiences and develop children's self help skills 2.3 Develop and implement programs and routines to foster all aspects of children's development in a holistic way and support smooth transitions 2.4 Ensure programs provide for capabilities, interests, emerging skills and backgrounds of children who attend the service 2.5 Ensure all resources required for program are identified and available at the required time 2.6 Develop a flexible daily timetable, incorporating developmental opportunities, routines and transition experiences |
3. Design and implement programs that are relevant to cultural and social contexts of children and their community | 3.1 Gather information about contexts of the children's lives and use it to guide planning 3.2 Identify varying expectations of parents of diverse backgrounds and accommodate where possible 3.3 Develop and implement programs that reflect diversity and inclusive perspectives in an ongoing manner 3.4 Select experiences and resources that reflect diversity and promote cross cultural awareness in a positive and respectful manner 3.5 Select experiences and resources that support and develop children's identities |
4. Develop appropriate settings and environments | 4.1 Evaluate settings, environments and resources and modify in relation to children's cultures, family backgrounds and interests 4.2 Evaluate settings, environments and resources and modify to foster all aspects of children's development and learning and provide children with choices 4.3 Implement modifications within constraints of resources available and service location and to promote the organisation and aesthetics |
5. Monitor and evaluate programs | 5.1 Adapt plans according to children's responses, conditions of the day and spontaneously arising opportunities 5.2 Gather and document information using a range of methods in order to assess the progress and achievements of each child. 5.3 Use or establish opportunities to gather feedback and comments from all those involved 5.4 Identify and apply appropriate criteria for evaluating the overall program 5.5 Include children's responses and comments as part of the evaluation process 5.6 Ensure programs are evaluated regularly and in accordance with service guidelines 5.7 Use evaluation information towards further design of programs |
Required Skills
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: Assessment tools to guide decision-making about programming Criteria for selecting a specific programming approach Criteria to review setting and environment Detailed knowledge of facilitating a variety of learning and play experiences e.g. art, music, sport Different approaches to program planning and development Evaluation methods and reflective practice Identification of range of resources required Location of resources and materials Organisation standards, policies and procedures Regulatory and legislative requirements Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability Relevant quality improvement and accreditation system principles Respect for different family expectations Stakeholders who need to be involved in evaluation Theories of child development Up to date information and a range of sources of information is accessed as resources for program development |
Essential skills: It is critical that the candidate demonstrate the ability to: Apply a defined philosophical approach to delivery of services to children and to continuously improve services through reflecting on effectiveness of practices Apply criteria to evaluate programs in relation to: short term and long term goals of the program progress of individual children progress of the group of children philosophy and goals of the service cost effectiveness appropriate practice daily programs, weekly programs Gather information and use as a basis for designing and planning programs to address identified needs Organise and coordinate a range of experiences at one time and undertake appropriate evaluation of effectiveness of programs Plan, implement, monitor and evaluate developmentally appropriate routines and programs to foster and enhance children's development State and outline a personal philosophy about children's development through programming which considers theories of child development and learning and social justice and equity 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: planning contingency management effective communication with target groups analysis and reflective thinking selecting and administering appropriate assessment and evaluation tools Take into account, use and promote opportunities to address waste minimisation, environmental responsibility and sustainable practice issues |
Evidence Required
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 is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions |
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 |
Range Statement
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. | |
Programs may be designed and implemented for: | A group of children A playgroup A service Individuals |
Programs include: | Experiences Interactions Organisation of time and space Routines Transitions |
All those involved with program design may include: | Children Management Parents Staff/care providers |
Ideas and suggestions for programming and may be gathered from: | Colleagues Networks Newsletters, magazines, articles Publications Resource workers Teachers in schools when service is co located |
Information may be communicated by: | In fun and creative ways Other staff Parents Verbal means and written formats Volunteers |
Experiences addressed by programs may include: | Busy/quiet experiences Challenging/confirming Excursions/at usual location Familiar experiences/special events Indoor/outdoor Surprising/predictable and planned Unstructured/structured |
Philosophy of the service may include: | Culturally specific services philosophies Philosophies about children, their development and learning Philosophies and values about society and communities |
Goals of the service may be oriented to an emphasis on: | Confidence with technology Creativity Cultural identity and knowledge Emotional well being Environmental understanding Holistic care and development Language development Learning and education Multicultural understanding Personal attention and flexibility Psychomotor development Recreation Social interaction and development Spiritual and moral development |
Resources required may include: | Curriculum/learning materials Equipment Equipment and materials Food and drink Skills of staff Staffing Support staff and resource staff Transport Venue |
Organising resources may include: | Booking Borrowing Employing staff Other staff Parents Purchasing Volunteers |
Timetable considerations may include: | Booking details Costs Expectations Time |
The context of the children's lives may include: | Community groupings, alliances and conflicts Cultural context Geographic context, e.g. Remoteness, high rise buildings, lack of open space Historical context of community, e.g. Significant events, future plans Social context, e.g. Social isolation, crowding and noise |
Information about each child's development and social/cultural context may be gained by: | Consulting family/community representatives Consulting parents Conversation with child Recorded observations Work samples and other documentation Written reports/records |
Children's identities may include: | Cultural Gender Peer group Racial Social |
Information about a child's progress may be gathered by: | Comments from other children Directly involving the child in the process Observation Observations and comments from other staff, parents and family/community members Questioning Work samples and other documentation |
Mobile services may need to design programs particularly targeted to children who are isolated: | Geographically Socially |
Sectors
Not Applicable
Employability Skills
This unit contains Employability Skills |
Licensing Information
Not Applicable