Elements and Performance Criteria

Opportunities that can be provided to support children's development will vary according to a number of factors in the service, such as:
Child/worker ratios
Physical environment - constraints and potential
Purpose of the service
The amount and type of support from parents and participation by parents
The level of support available to the service from external bodies, e.g. advice specialist services, resource workers
The frequency and regularity of use of the service by the child

Skills related to physical development may include:
Eye - hand co-ordination
Dexterity
Fine and gross motor skills
Balance
Locomotion

Opportunities for social interaction may include:
Formally organised activities
A time and place for unplanned interaction
Meetings
Travelling
Walks
Setting up environment/venue

Special occasions may include:
Birthdays of children
Festivals
Celebration of achievements
Community events
Birthdays of animals
Beginning and end of school term or holidays
Cultural events
Graduation from child care service

Differences among children may include:
Gender
Race and culture
Age
Interests and preferences
Social context and lifestyle
Communication style
Personality
Length of time attending service/child care
Abilities

Opportunities provided for social interaction will vary according to the age of the children. For babies and infants:
Trusting relationships are developed with familiar adults
Adults work at eye level with infants
Care routines are used for social interaction
Adults talk, sing and recite poems with infants
Adults listen to infants and respond

Language forms may include:
Verbal and written
Formal and colloquial, informal
Fun and serious styles

Critical aspects of assessment:
Critical aspects of assessment demonstrated ability to work effectively with young children within a historical and philosophical framework of childcare delivery.

Interdependent assessment of units:
This unit should be assessed with the related units:
· CHCCN2c - Care for Children
· CHCIC1C - Interact effectively with children

Essential knowledge:
· Introductory knowledge of child development for children aged 0 to 5 years or 6 to 12 years
· Inclusion and acceptance of all children regardless of their race, gender or ability is understood
· Importance of childhood
· Interest in and enjoyment of children
· Relevant Quality Improvement and Accreditation Principles

Essential skills:
· Communicate with children
· Reflect on own practices

Resource implications:
Assessment requires access to a range of opportunities defined in the Range Statement. This includes children of different:
· gender
· race and culture
· age
· interests and preferences
· social context and lifestyle
· communication style
· personality
· length of time attending service/child care
· abilities

Consistency of performance:
· Assessment of competency may be conducted on one or more occasions
· Assessment should consider the range of differences among children identified in the range statement

Context of assessment:
This unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions.