Elements and Performance Criteria

The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation.

Positive behaviour may be promoted by:
Verbal comments and attention
Physical contact, e.g. hug
Providing physical and psychological space
Opportunities that suit the child's preferences
Opportunities to "let off steam" are created
Acknowledgment and encouragement

Limits and guidelines may cover:
Out of bounds areas
Expectations about behaviour with other children/adults
Procedures for health and safety

Methods to promote positive behaviour will vary according to the age of the child. Some examples are:
For babies, infants and toddlers:
Smiles
Attention
Distraction

For 3 to 5 year olds:
Choice of favourite activity
Praise, encouragement
Anticipating trouble and redirecting or distracting child

For 6 to 12 year olds:
Non verbal communication appropriate to age and peer group
Talking about feelings
Modelling

For some developmentally delayed children these may be used in addition:
Tangible rewards
Charts

Positive expectations of children's behaviour will be demonstrated differently according to the age of the child. Some examples are:
For babies and infants
Smiling
Clapping verbal and non verbal approval

For toddlers:
Modelling
Repetition of guidance's for appropriate behaviour, e.g. "we walk inside"
Talking about appropriate behaviour

For 3 to 5 year olds:
Reasons for guidelines are explained

For 6 to 12 years old:
Children will be involved in the establishing of guidelines

Guidelines are communicated to:
Children, especially those new to the service
Parents
Potential users of the service
Relief or other staff

The application of guidelines and limits will vary according to the age of the child:
For babies and infants:
Saying "no"
Remove child from problem/trouble
Distract to another activity

For toddlers:
Patiently respond, provide a consistent message
Acknowledge feelings
Provide appropriate activities to release feelings
Reason for limit is explained in simple terms to child

For 3 to 5 year olds:
Provide a consistent message
Acknowledge feelings
Provide appropriate activities to release feelings

For 6 to 12 year olds:
Children are involved in the establishment of guidelines
Written guidelines can be given to children
Periodically reviewing guidelines

Needs of the child which may influence the worker's response to a serious incident of behaviour may be due to:
Family crisis
Family stress and problems
Major changes in the child's profile

Other circumstances which may influence the workers response include:
Location of incident
Risk to child or others
Other potential or actual consequences

Serious incidents may be reported according to the service's guidelines to:
Parent/s of the child
Parent/s of other children affected
Co workers
Management/supervisor

Service policy and procedures on response to serious incidents or behaviour may include:
Accurate documentation
Report incidents to colleagues and more senior workers

Communication that may be used to consult and collaborate with children include:
Verbal and written and non verbal
In a group or individual discussions
On regular basis and spontaneous
Surveys/evaluations
Requests, chatting
Discussions, meetings
Suggestion boxes
Anecdotal
Listening to informal conversations

Ways in which children are encouraged to consider new ideas and interests may be through:
Encouraging children to consult with each other
New and stimulating material is presented to children
Children's ideas are shared with others in a group situation

Resources that are limited may include:
Physical environment
Equipment
Time available
Staff numbers
Budget
Space

Safety and legal requirements may include:
Staff ratios
Behavioural or medical problems
Duty of care responsibilities
"Sunsafe" policy
Staff ratio for excursions
High risk activities
Weather
Location of activity

Children can be consulted about all their interests including:
Food
Discipline policies
Activities
Programming
Behaviour
Parents
Staff

The Evidence Guide identifies the critical aspects of assessment, and the essential knowledge and skills to be demonstrated to confirm competency in this unit. The Evidence Guide is an integral part of the assessment of competency and it should be read carefully in conjunction with the Range Statement, elements and performance criteria.

Critical aspects of assessment:
Demonstrated ability to form positive relationships with children, respect of parental expectations and their cultural values and to act within the organisation's behaviour response policy
Interactions with children give due regard to child's age, development, culture, and needs
Demonstrated ability to involve children in decision making and planning giving due regard to age, development and abilities of child/ren

Essential knowledge:
Stage of development/age appropriate expectations of children's behaviour
Acceptable and unacceptable behaviours - review of own stance and reflection on own values
Culturally based expectations about children's behaviour
Culturally based expectations about responses to children's behaviour
Developmental and emotional reasons for inappropriate behaviour
Different family styles of discipline and norms about behaviour in different cultures and social groups
Rights of children
Positive behaviour guidance strategies
Antecedents of behaviour - learned habits, context influences, social influences
Contributory factors to inappropriate behaviour - recent events, child's history or special needs, actions of others
Organisational standards, policies and procedures
Stages of child development
How children learn
The importance children's input and ideas
Health and safety policies and requirements
Culturally based expectations about communication

Essential skills:
Respect for children's individual differences and choices (eg. Not to participate)
Worker uses stress management strategies to calm down before responding to incidents of difficult behaviour
Non verbal communication reinforces verbal communication
Communication skills of questioning, informing, listening, discussing
Identifying the capabilities of individual children
Collaboration
Active listening
Interpersonal

Resource implications:
Assessment requires access to a range of opportunities defined in the Range Statement. This includes:
a childcare workplace
access to children's services, resources and equipment
access to the local environment

Context of assessment:
This unit could be assessed 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.