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.


Accessibility to children may include:
Proximity to child
Making eye contact
Working at child's level


Communicate positively with childrenwill 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


Apply limits to behaviourwill vary according to the age of the child:
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 policies 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
Namings 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


Worker's 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 redirect energy 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 and realistic 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' is reserved for situations where safety is a concern
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


Consult childrenmay relate to 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


Encourage children to consider new ideas and interestsmay include:
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 factors 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 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 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


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
Resources required for assessment of this unit 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