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.

Accessibility to children may include:
Proximity to child
Making eye contact
Working at child's level

Communication with children will vary according to the age of the child. Some examples are:
For babies and infants
Worker responds to non verbal cues and decides whether a response is required
Initiation or reflection of babbling and cooing
Responds to crying in ways that meets the babies/infants need

For toddlers
Responds to verbal and non verbal communication of the toddler
Spend sufficient time to respond to child's comments

For 3 to 5 year olds
Conversations during routines and experiences

For 6 to 12 year olds
Interactions are more reciprocal
Communication focuses on events that are important
Interactions are often informal in nature

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

For toddlers:
Patiently respond, provide a consistent message

For 3 to 5 year olds:
Communicate the guidelines of the service clearly

For 6 to 12 year olds
Will involve discussions with children, e.g. about the reason the guideline is required

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

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

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 communicate verbally and non verbally and to set and apply appropriate limits, taking into account child's age, development, culture and needs.

Essential knowledge:
Importance of modelling
Importance of listening
The range of children's feelings and reactions to key events in their lives
The importance of consistent communication of guidelines for children's behaviour
Organisational standards, policies and procedures

Essential skills:
Interpersonal
Active listening
Non verbal communication and cues of children

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 must be assessed on the job under the normal workplace conditions for a range of age groups, a range of conditions, over a number of assessment situations.