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Evidence Guide: CHCRF511A - Work in partnership with families to provide appropriate care for children

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

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

 

CHCRF511A - Work in partnership with families to provide appropriate care for children

What evidence can you provide to prove your understanding of each of the following citeria?

Consult family members about the child, and the child's needs

  1. Gather information about the child's needs, routines and preferences on an ongoing basis
  2. Briefly gather information about key family events that may influence the child's behaviour
  3. Maintain confidentiality of information
  4. Exchange information about child's interests
  5. Gather information about family's specific child care practices
  6. Actively seek parent requests in relation to their child's care
  7. Use appropriate communication strategies
Gather information about the child's needs, routines and preferences on an ongoing basis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Briefly gather information about key family events that may influence the child's behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain confidentiality of information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Exchange information about child's interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather information about family's specific child care practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actively seek parent requests in relation to their child's care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate communication strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reach agreement with family members about care practices

  1. Reach agreement on specific requests by negotiation and modification of care practices
  2. Explain importance of program aspects to parents in relation to their child's needs/development
  3. Clearly explain and discuss limitations
  4. Negotiate alternatives/compromises as necessary
  5. Clearly communicate final decision to all involved
Reach agreement on specific requests by negotiation and modification of care practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain importance of program aspects to parents in relation to their child's needs/development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly explain and discuss limitations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate alternatives/compromises as necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly communicate final decision to all involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for family members to participate in the service/ program

  1. Create a welcoming atmosphere for all family members
  2. Provide opportunities for family members to participate in the children's experiences
  3. Create opportunities for parents/family members to provide feedback and ideas about the program
  4. Encourage parents to be involved in decision-making processes of the service
  5. Accept varying levels of involvement in communications with parents
  6. Facilitate parent and carer support networks
  7. Promote the importance of parenting and caring
Create a welcoming atmosphere for all family members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for family members to participate in the children's experiences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create opportunities for parents/family members to provide feedback and ideas about the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage parents to be involved in decision-making processes of the service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Accept varying levels of involvement in communications with parents

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate parent and carer support networks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote the importance of parenting and caring

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to parents/carers about incidents and develop care strategies together

  1. Clearly and calmly communicate information about specific incidents
  2. Allow time to listen to reaction of parent/s and/or carer/s to news of incident
  3. Facilitate discussion about possible impact of incidents
  4. Make suggestions about suitable responses as appropriate
  5. Develop and implement strategies for response by family and service
Clearly and calmly communicate information about specific incidents

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Allow time to listen to reaction of parent/s and/or carer/s to news of incident

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate discussion about possible impact of incidents

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make suggestions about suitable responses as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement strategies for response by family and service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to a family member's concerns about a child

  1. Listen respectfully to questions and concerns
  2. Discuss situation causing concern with family member to reach clear understanding of situation
  3. Develop and implement strategies for response by family and service
  4. Determine and fulfil appropriate follow up
Listen respectfully to questions and concerns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss situation causing concern with family member to reach clear understanding of situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement strategies for response by family and service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine and fulfil appropriate follow up

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Resources required for assessment of this unit 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

Required Skills and Knowledge

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:

Parent/carer reactions to separation from child and use of child care

Strategies for involving family members in the service

The value of participation by parent/carer in children's services - for the child, parent/ carer and service

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Consult and plan activities collaboratively with families

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 collaborative style of relating to parents and carers

Demonstrate respect for parent's strengths, competence and knowledge of their child

Demonstrate non-judgemental attitude to different perspectives

Apply communication skills such as:

empathy

active listening

checking understanding

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.

Family members may include:

Mothers

Fathers

Grandparents

Siblings

Kin

Extended family members

Foster children

Partners of parents

Guardian and foster parents

Information about the child's needs, routines and preferences may include:

Food and drink preferences

Sleeping and rest patterns

Health status

Toys and activities preferred

Level of social interaction/solitude preferred

Level of abilities

Additional support needs

Developmental stage information

Cultural requirements

Expectations of the parent/s regarding the child

Forbidden foods

Particular food and drink needs of the child

Information may be gathered through:

Enrolment forms

Enrolment interviews

Conversations

Referral agents

Family events that may have an impact on a child's behaviour include:

Major changes to health/housing/work

Addition of a family member e.g. sibling, step parent, carer

Crises and family problems

Conflict and violence

Losses and grief

Parental absence

Family celebrations

Moving home

Other celebrations

Appropriate communication strategies may include:

Use of interpreters

Degree of privacy

Degree of formality

Relaying messages as required

Requests for specific actions may include:

Requests to take child to doctor/ dentist/ kindergarten

Relaying messages as required

Limitations in relation to care practices that may be discussed with parents may be due to:

Resources at the venue

Time available

Peak/slower time of day involved

Physical layout

Own health, stamina

Number of children in care

Parent's feelings about child care may include:

Anxiety

Guilt

Opportunities for family members to participate include:

Suggestion boxes

Evaluations and surveys

Membership of management/parent/carer committee

Activities and meals involving children, staff and family members

Excursions

Parent representative in policy decisions

A welcoming atmosphere for all family members may be created by:

Photos, paintings and posters of families and familiar places and images

Décor

Familiar procedures

Newsletters

Location of service

Comfortable space to sit and talk

Facilities to make a drink

Notice board/space for displaying family news/celebrations

An office or area available for confidential discussions

Parent support networks may be facilitated by:

Allowing time, space for parents/carers to communicate with each other

Hosting meetings of parents/carers

Providing information or referral to facilitate contact with a network