Unit of competency Outline
Date retreived
23/07/2026 4:52 AM AWST
23/07/2026 4:52 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Observe children and interpret observations
Observe children and interpret observations
Unit of competency
National Code
CHCPR614D
CHCPR614D
State Code
WC973
WC973
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
17/07/2012
Field of Education
090503 - Children’s Services
Original Release Date
17/07/2012
Nominal Hours
35
Description
DescriptorThis unit describes the knowledge and skills required to observe and interpret children's developmental progress
Notes
Elements and Performance Criteria
1. Monitor children's developmental progress
- 1.1 Gather and record information about children's developmental progress
- 1.2 Follow up with appropriate persons/services, any concerns regarding a child's development
- 1.3 Communicate information to parents clearly and sensitively
- 1.4 Use identified strengths to guide program strategies to foster development
- 1.5 Identify degree of inclusiveness in children's interactions and language and develop strategies as required
- 1.6 Observe level of problem solving and conflict resolution skills and develop strategies as needed
2. Gather information about the child's views and perspectives
- 2.1 Investigate child's views of the social world and relationships by observing their interactions and reflecting on their communication
- 2.2 Identify child's thinking style
- 2.3 Identify child's current and emerging interests
- 2.4 Identify child's strengths, talents and potential
3. Demonstrate quality observation practices to other workers
- 3.1 Ensure own observations of children are significant, valid and concise
- 3.2 Demonstrate clear links between evidence from observations and interpretation of behaviour, needs and interests
- 3.3 Ensure intensity/detail of observations is appropriate to purpose and context
- 3.4 Ensure interpretations of observations demonstrate inclusive principles and understanding
4. Use information from observations to guide others
- 4.1 Provide information to broaden the other's understanding of the child
- 4.2 Communicate information to others to improve their interaction with a child
- 4.3 Provide information to others to improve program planning and evaluation
- 4.4 Discuss programs and children's needs based on the information gained
- 4.5 Work with others to design and develop systematic ways of observing children that ensure inclusion of all children
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.
A child's capabilities will include their:
Physical capabilities
Emotional capabilities
Cognitive capabilities
Social capabilities
Creative capabilities
Language capabilities
Record informationmay include methods such as:
Written
Photography
Video recording
Gather information may include a variety of methods such as:
Observing while participating with children in an experience
Time sampling
Gathering anecdotes about the child's interactions from other workers
Asking family members
Discussions with other children
Collecting samples of children's work
Observing children at play, activities and social interactions
A child's capabilities will include their:
Physical capabilities
Emotional capabilities
Cognitive capabilities
Social capabilities
Creative capabilities
Language capabilities
Record informationmay include methods such as:
Written
Photography
Video recording
Gather information may include a variety of methods such as:
Observing while participating with children in an experience
Time sampling
Gathering anecdotes about the child's interactions from other workers
Asking family members
Discussions with other children
Collecting samples of children's work
Observing children at play, activities and social interactions
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
Assessment requires 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
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
Assessment requires 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
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D2677 | CHCPR614C | Observe children and interpret observations | Unit of competency |
