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.

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

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

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

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

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 provided for social interaction will vary according to the age of the children:
For toddlers:
Create opportunities for children to play together and in small groups
Adults encourage independence and give support when children need it
Enough equipment is provided for several children to play with similar toys
Adults demonstrate understanding that children develop the ability to share toys at varying ages

For 3 to 5 year old children:
Create opportunities for children to work together in small and large groups
Provide culturally appropriate materials for children to use creatively and for role play
Adults support children who find it difficult to play in a group

For 6 to 12 year old children:
Peer group interaction is 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

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

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

Encouragement of a child to develop emotionally and psychologically will vary according to the age of the child-
For babies/infants:
Responding to non verbal communication and crying

For toddlers:
Expression through activity as well as verbally
Encouraging children to name their feelings

For 3 to 5 year olds:
Expression through activities such as clapping, stamping
Expressing their feelings verbally
Expressing feelings through paintings, drawings and other creative activities

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

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 provide opportunities for children to interact positively with other children and to accept individual differences
Giving due regard to age, cultural, and development of child/ren
Demonstrated ability to evaluate the emotional and psychological stage of the child and to plan activities which will enhance their development

Essential knowledge:
Children's social and moral development
Interaction between aspects of social development, physical development and psychological development and cognitive development
Importance of language that is selected and used
Different beliefs about social development due to culture, community, family beliefs
Organisational standards, policies and procedures
Children's emotional development
Cultural awareness
Importance of culture in the development of self
Contextual factors which influence the child's emotional and psychological development
Events or crises which can challenge the child's emotional and psychological development
Factors which enhance the development of self esteem and self identity
Identity development processes within the child's cultural system

Essential skills:
Acceptance of each child's rate of development, needs, interests and strengths
Planning
Interpersonal skills
Team building skills
Time management
Active listening
Empathy
Organisational
Valuing of differences among children - stage of development, needs, interests, strengths

Concurrent assessment and relationship with other units:
Consideration should be given to co-delivery and assessment of this unit with CHCFC2B - Foster and enhance children's development.

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 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.