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 - for babies and infants. Some examples are:
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: for babies and infants. Some examples are:
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

Key words of meaning may include:
Phrases and jargon the child uses
Naming's used by the family
Language specific to an area of the child's interests, e.g. basketball

Non verbal communication may include:
Working at child's level
Proximity to child
Eye contact/no eye contact
Hugs and touch, as appropriate

Appropriateness of non verbal communication may include:
Culturally appropriate
Age appropriate
Style of communication, e.g. formal - informal

Workers communication of care and respect in their interactions may be through:
Tone of voice
Style of interaction

Styles of interaction may include:
Noisy or quiet
Rougher or gentler
Verbal or physical

Style of interaction will vary according to:
Child's age
Developmental stage
Child's needs
Child's abilities
Child's personality

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

Or 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

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

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

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
Demonstrated ability to communicate with children whilst valuing individuality and differences
Communication with children take into account child's age, activities, development, culture and needs
Demonstrated ability to assess and respond appropriately to challenging behaviours
Plan must realistically consider resources such as:
skills of all who will be involved in its implementation
resources for training to increase skills
time
Demonstrated ability to involve children in decision making and planning giving due regard to age, development and abilities of child/ren

Essential knowledge:
Cross cultural issues in delivery of services
Culturally appropriate communication methods, styles, words
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
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
Knowledge of a range of behaviour management strategies to respond to difficult behaviours, e.g. natural consequences, logical consequences, modifying/changing programs, reinforcing positive behaviour, extinguishing unacceptable behaviours
Different cultural practices and expectations about children's behaviour
Different family practices and expectations
Communication skills
Identification of environmental factors that can affect a child's behaviour
The importance of developing child's self esteem, respect for child
Needs of children with a developmental disability and relevant strategies to use
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:
Interpersonal
Active listening
Non verbal communication and cues of children
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 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.