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.

Developmentally appropriate visual arts experiences should include:
Drawing
Painting
Modeling
Printing
Construction
Collage

Appropriate materials will include:
Thick and thin crayons
Pencils
Waterbased paints
Fingerpaint
Thick and thin brushes
Natural materials
Clay
Playdough
Papier-mâché
Recycled materials
Modeling wire
Oil pastels
Chalks
Found objects and self-made objects for printing
Joining materials

Work and play areas that promote aesthetic qualities may be:
Indoors
Outdoors

Strategies that foster creative development and aesthetic awareness in children may be:
Provide an aesthetically pleasing environment
Display of quality adult visual art
Create aesthetically pleasing displays of children's work
Model aesthetic awareness and creativity
Encourage visual representation and expression with the children to record aspects of the program

Developmentally appropriate language and literature experiences for children may include
Story telling
Story reading
Rhymes and poetry
Pictures
A range of electronic media
Puppetry and feltboard
Listening experiences
Planned discussion groups
Language extension experiences

Strategies for facilitating and extending children's language and literature experiences should include
Positive handling of materials
Enjoyment in presentation
Use of correct clear speech
Frequent interactions
Open-ended questions
Support of children's skills in their own language
Formal and informal presentations

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:
Candidates must demonstrate the ability to plan and provide programs that are clearly linked to children's developmental stages and needs and that encourage and promote a love of learning in children by providing variety and innovation if approaches, materials activities.

Essential knowledge:
Value of providing art media experiences for young children
Children's readiness to participate in planned art media experiences
Age-stage appropriate drawing, painting, and clay experiences
Adult's role in supporting children's creativity
Organising, implementing, and evaluating art media experiences
Health and safety considerations in selecting appropriate materials
Values of language, listening, and literature experience for young children
Criteria for selecting development appropriate language and literature experiences for children
Adult role in encouraging language and creative expression
Language and literature extension experiences for older children
Criteria for selecting displays and pictures to stimulate language
Criteria for selecting and presenting age appropriate puppetry experiences
Childhood developmental stages
The main theories of learning and the implications for programming delivery
How to access relevant and local resources

Essential skills:
Ability to select prepared props, accessories, and extensions to support children's interests
Ability to follow and respond to children's interests and ideas
Research
Planning and programming skills
Communication with children
Use of appropriate language and content to meet children's developmental stages

Context of assessment:
Candidates must be assessed interacting with children
Assessment must include the candidate working with children over a period of time and involve more than one assessment session
Assessment must include assessment of the ability to provide developmentally appropriate experiences over a range of age