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, for a range of age groups and 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

Resource requirements for assessment include 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

Related units:

It is recommended (but not required) that this unit be assessed in conjunction with related unit:

CHCFC506A Foster children's language and communication development

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:

Stages of cognitive development

Peer group interactions

Child's family and community context and influences

Organisation standards, policies and procedures

Planning processes and understanding of adults role in experiences

Sensory perceptual development and brain development

Theories, including but not limited to: Piaget, Vygotsky and Gardner

Social constructivist learning theory

Interrelationship between cognitive, creative and language development

Importance of dispositions impacting on lifelong learning

Awareness of the following national child health and well being core competencies as they apply to all who deliver care to children:

core principles of child development and the key developmental tasks faced by children and their implications for practice

cumulative effects of multiple risk and protective factors and the developmental implications of the balance between them

environmental conditions and the experiences known to have positive effects on prenatal and early childhood

environmental conditions and experiences known to have adverse effects on prenatal and early childhood development

factors that support or undermine the capacity of families to rear children adequately

features of a family's immediate social environment that are important for family functioning and children's development and well being

features and qualities of communities that help or hinder families in their capacity to raise children adequately

core needs that all children and families have in common, and how to provide inclusive child and family services

understanding of particular backgrounds, experiences and needs of children and families in exceptional circumstances or with additional needs

Essential skills:

It is critical that the candidate demonstrate the ability to:

Encourage children in thinking and problem solving experiences with consideration for each child's culture, stage of development 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:

planning open ended experiences to promote children's enquiry and mathematical thinking

problem solving processes and tools or strategies to facilitate children's problem solving

use open ended questions to encourage children to predict, hypothesise, explain, reason and express their ideas and opinions

creative use of inexpensive resources to stimulate children's interest and curiosity

modelling strategies, suggesting next steps and highlighting aspects the children may have overlooked

supporting and encouraging children's unconventional and innovative use of materials

use the environment to stimulate children's curiosity

arrange experiences that stimulate children to explore and discuss diverse objects, people and places

Apply the following skills identified as underpinning national child health and well being core competencies, where they are applicable to the work role:

implement effective evidence-based service delivery

coordinate service delivery to families with an interdisciplinary teamwork approach and where possible collaborative interagency practice

early identification of emerging trends in child needs and how to address them

manage children's health needs, eating behaviours and physical activity

provide environments and relationships that are safe for young people

engage and work with parents/carers and families

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.

Thinking skills may include:

Reasoning

Developing understanding and explanations

Critical thinking

Use of mathematical concepts

Problem solving

Inventing, discovering and planning

Opportunities for children to develop cognitively will vary according to the child's age/abilities and must include:

For 6 to 12 year old children:

Children are assisted to identify the reasons for their opinion/action/feelings

Child is asked to predict likely/possible consequences of actions and events

Child is prompted to consider a variety of perceptions of an event

Hypothesising and experimentation

Opportunities to explore particular interests that emerge

Opportunities to develop and maintain interest areas

Challenging, open ended experiences

Opportunities to develop problem solving skills will vary according to the age of the child

Understandings may include:

Mathematical understanding

Scientific principles

Social understandings

Geographical awareness

Historical understanding

Mechanical understanding

Potential of computers

Opportunities to develop problem solving skills vary according to age of the child:

For 6 to 12 year olds:

Opportunities to develop problem solving skills in social relationships with their peers

Learning through 'failure'/'mistakes'

Conflict resolution strategies are developed

Opportunities to explore their environment will vary according to age of the child:

For 6 to12 year olds:

Local neighbourhood excursions

Opportunities to explore their local environment directly will differ according to a range of factors such as:

Distance, proximity of new experience

Risks and hazards

Time available

Opportunities to extend children's knowledge of the world may include:

Excursions/incursions

Visits

Maps, posters, music, books etc.

Walks in the local area

Visitors

Community resources

Environment may include:

The natural environment

The social world

The cultural environment

The world of ideas

Human made environment