The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!
From the Wiki University
What evidence can you provide to prove your understanding of each of the following citeria?
Elements define the essential outcomes. |
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Completed |
Evidence:
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Provide physical care
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Manage toileting accidents in a manner that protects the child’s self-esteem and privacy Completed |
Evidence:
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Supervise and engage with children eating and drinking Completed |
Evidence:
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Meet individual clothing needs and preferences of children and families within scope of service requirements for children’s health and safety Completed |
Evidence:
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Promote physical activity
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Consistently implement movement and physical experiences as part of the program for all children Completed |
Evidence:
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Participate with children in their physical activity Completed |
Evidence:
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Promote physical activity through planned and spontaneous experiences appropriate for each child Completed |
Evidence:
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Encourage each child’s level of participation in physical activities according to the child’s abilities and their level of comfort with activities Completed |
Evidence:
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Engage children in outdoor play Completed |
Evidence:
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Foster children’s participation in physical activities Completed |
Evidence:
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Discuss with children how their bodies work and the importance of physical activity to people’s health and wellbeing Completed |
Evidence:
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Adapt facilities to ensure access and participation
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Assist in providing challenging elements of outdoor and indoor environments that allow for experiences which scaffold children’s learning and development and offer chances for appropriate risk-taking Completed |
Evidence:
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Promote the sun protection of children to meet the recommendations of relevant recognised authorities Completed |
Evidence:
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Provide a balance of natural and artificial lighting, good ventilation and fresh air Completed |
Evidence:
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Organise indoor and outdoor spaces that ensure children are not always dependent on adults to do things for them and are supported to create their own games and experiences Completed |
Evidence:
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Engage with children in constructing their own play settings/environments and create indoor and outdoor environments that stimulate and reflect children’s interests Completed |
Evidence:
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Help children with change
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Prepare children for changes in a supportive and timely manner Completed |
Evidence:
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Assist in developing meaningful routines, including those to minimise distress at separation of the family and child Completed |
Evidence:
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Identify and respond to children’s feelings openly, appropriately and with respect Completed |
Evidence:
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Encourage children to communicate, listen and treat others with respect Completed |
Evidence:
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Encourage opportunities to express feelings and emotions appropriately Completed |
Evidence:
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Settle new arrivals
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Observe families and children for signs of stress/distress on arrival Completed |
Evidence:
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Begin interaction with the child while family is still present to minimise abruptness of separation Completed |
Evidence:
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Encourage the family to take as much time as needed to have a relaxed, unhurried separation from their child Completed |
Evidence:
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Respond to child’s distress at separation from the family in a calm reassuring manner Completed |
Evidence:
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