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.


The acceptance of differences 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


Opportunities for experiences with an emotionally enriching and expressive component could include:
Socio dramatic play
Movement
Listening to music
Art experiences including clay and finger painting


Individual differences (diversity) among children may include:
Abilities and disabilities
Age/maturity
Appearance
Beliefs and practices (cultural, religious etc)
Family background and lifestyle
Gender
Interests and preferences
Peer group acceptance, membership or isolation
Race, culture and ethnicity
Social context and lifestyle
Socioeconomic factors
Style of social interaction
Temperament


Encouragement of a child to develop emotionally and psychologically will vary according to the age of the child and must include:
For 6 to 12 year olds:
Child will be encouraged to express their feelings appropriately e.g. Language appropriate to the context, considering impact on others
Through both verbal and non-verbal ways


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 that 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


Related units:
It is recommended (but not required) that this unit be assessed in conjunction with related unit:
CHCFC513A Foster social development in middle childhood