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