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.


Be accessible for the childmay include:
Proximity to child
Making eye contact
Working at child's level


Communication with children will vary according to the age of the childSome examples are:
For babies and infants
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


The application of guidelines and limits will vary according to the age of the child
Some examples are:
For babies and infants
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, more senior workers or appropriate authority


Limits and guidelines may cover:
Out of bounds areas
Expectations about behaviour with other children/adults
Procedures for health and safety

EVIDENCE GUIDE

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