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 to support children's development will vary according to a number of factors, such as:
Child/worker ratios
Physical environment - constraints and potential
Purpose of the service
The amount and type of support from parents and participation by parents
The level of support available to the service from external bodies, e.g. advice specialist services, resource workers
The frequency and regularity of use of the service by the child
Age of the child

Physical skills may include:
Skills in motor areas - fine and gross motor
Dexterity
Eye - hand co-ordination
Balance
Locomotion
Coordination

Opportunities to develop physical fitness skills may include:
Active games
Sports
Exercises
Setting up venue/environment
Range of environments and equipment
Socio dramatic play
Play with construction materials
Art activities

Opportunities to develop relevant physical skills will vary according to the age/disability of the child -
For infants:
Equipment and toys such as cradle toys, objects to explore by mouth, swinging toys, rattles, toys to poke, squeeze and push along

For toddlers:
Opportunities provided to practice new skills of walking, climbing, balancing and pushing and pulling wheeled toys

For 3 to 5 years old:
Opportunities to develop fine motor skills such as puzzles, peg boards, beads to string, construction sets, crayons, brushes, scissors
Opportunities to practice large muscle skills such as running, jumping, catching a ball, etc.

For 6 to 12 years old:
Opportunities for development of balance, skilled climbing, riding, skating opportunities to develop skills in running, kicking, catching, skipping, throwing, writing, drawing, gluing, etc.

Opportunities provided to develop skills may need to be adapted to accommodate factors such as:
Availability of indoor and outdoor facilities
Environment
Venue/location
Type of service
Workers own physical capabilities
The desire and ability for children to set up equipment themselves
Safety considerations
Peer group pressure

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

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

Activities that promote 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

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

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

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 plan and arrange a range of developmental opportunities which are matched to the developmental stage and specific needs of the children and which will enhance their development
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 children
Demonstrated ability to engage with children to promote their participation in activities

Essential knowledge:
Knowledge and understanding of the stages of children's physical development and skill development
Appropriate Experiences to target areas of physical development
Common needs of children with a sensory/physical disability
Equipment, toys and resources that can be used to stimulate physical development
Knowledge of interaction between physical development and other areas of development - especially social and psychological development
Relevant organisational standards policies and procedures
Different beliefs about development due to culture, community, family beliefs
Organisational standards, policies and procedures

Essential Skills include:
Reflective practice
Acceptance of each child's rate of development, needs, interests and strengths
Planning
Interpersonal skills
Team building skills
Time management
Active listening
Empathy
Work organisational skills
Valuing of differences among children - stage of development, needs, interests, strength

Concurrent assessment and relationship with other units:
Consideration should be given to co-delivery and assessment of this unit with CHCFC3B - Foster and enhance children's social, emotional and psychological development.

Resource implications:
Assessment requires access to a range of opportunities defined in the Range Statement.

Context of assessment:
This unit could be assessed either on the job or off the job for a range of age groups, a range of activities and a range of needs over a number of assessment conditions and situations.