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.

Experiences and activities which relate to the principles of development:
Experiences are appropriate to the age/development level of participants

Experiences and activities which relate to individual needs of the children:
Experiences are based on observations of individual children
Experiences are based on awareness of each child's capacity and stage of development

Appropriate strategies which are implemented for children who have difficulty initiating play themselves will include:
Provision of attractive individual and small groups play spaces
Supportive adult presence

A range of developmentally appropriate science, maths, technology and environmental experiences will include:
Nature and life science
Health science
Physical science
Environmental science
Maths
Technology
Simple experiments

Experiences are presented which stimulate children's curiosity and learning through:
Encouraging active exploration, experimentation and learning
Introducing new ideas and experiences via formal and informal, planned and spontaneous experiences
Encouraging program input from children, staff, parents, community
Encouraging problem solving and curiosity

A range of developmentally appropriate experiences which stimulate children's imitative, dramatic and imaginative play are presented through:
Creation of inviting uncluttered spaces - large and small
Provision of a range of open-ended materials to stimulate imagination
Provision of a range of accessories
Provision of a range of cross-cultural materials

Critical aspects of assessment:
Candidates must demonstrate application of an understanding of the stages of children's development in planning and delivering a range of appropriate activities to stimulate an interest and love of learning in children.

Essential knowledge required is:
The value of science, maths, technology and environmental experiences for children
How children develop concepts related to maths, science, technology and the environment
Knowledge of a wide range of experiences for children
Characteristics of high quality learning environments
Knowledge of aesthetic, safe, interesting, challenging environments to encourage curiosity, experimentation, active learning and choice
Scaffolding knowledge and skills
Role of adult in promoting and planning for learning in science, maths, technology and environmental experiences
The value of dramatic play
Dramatic play and its role in socialisation
Imitative, dramatic and imaginative play
Adult's role in creating inviting spaces
Presentation of imitation play, dramatic play and imaginative play spaces for children
Overview of an inclusive approach
Use of evaluations for modifications and changes to extend play and stimulate involvement

Essential skills required are:
Planning
Communication with children
Identifying developmental delays in children

Context of assessment:
Candidates must be assessed over a number of occasions working with children. Assessment will include observations, examination of portfolios of evidence and questioning
Assessment must include assessment of the ability to provide developmentally appropriate experiences over a range of ages