Elements and Performance Criteria

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.


Differences and their acceptance among children will be affected by:
Children's age/maturity
Capabilities
Children's family, school, peer group attitudes and beliefs
Life experiences
Prior learning experiences


Individual differences may include:
Age
Gender
Family background and lifestyle
Abilities
Style of social interaction
Appearance
Cultural beliefs and practices
Temperament
Interests
Peer group acceptance, membership or isolation


Diversity among children may include differences due to:
Gender
Race, culture and ethnicity
Age/maturity
Interests and preferences
Social context and lifestyle
Abilities
Socioeconomic factors


Interaction may be with a variety of people including:
Children of same age
Children of different ages
Adults
Siblings


Opportunities for social interaction may include:
Formally organised activities
A time and space for unplanned interaction
Meetings
Travelling
Talking
Listening and responding
During care routines
Excursions
Setting up venue
Socio dramatic play
Play with construction materials
Art activities


Special occasions may include:
Birthdays/name days
Festivals
Celebration of achievements
Religious occasions
Community events
Culturally significant days
Beginning and end of term and holidays


Opportunities provided for social interaction will vary according to the age of the children and must include:
For 6 to 12 year old children:
Peer group interaction (very significant)
Establish initiatives to link children with a wider range of children to encourage broader interaction
Development of trusting relationships with adults/ workers
Allow children to establish and maintain friendships and groups
Opportunities for children to play without adult intervention are provided


Non stereotypical images could include:
Children and adults of both genders engaging in a range of activities
Children of a range of races
Range of appearances
Range of abilities
Different family compositions
People from a variety of cultural backgrounds together
Range of additional needs of children


Areas of competence may include:
Social situations
Peer groups
Communicating with adults


Experiences to present a challenge may include:
Opportunities to develop and practice skills in a range of activities

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
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