Unit of competency Outline

Date retreived
23/07/2026 12:09 AM AWST

Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.

Foster holistic early childhood learning, development and wellbeing

Foster holistic early childhood learning, development and wellbeing

Unit of competency
National Code
CHCECE042
State Code
ODK59
TGA Status
Current
DTWD Status
Approved
Current Release Number
1.00
Current Release Date
20/07/2021
View on TGA
State Implementation and Classification
Approved Date
30/11/2021
Field of Education
090503 - Children’s Services
Original Release Date
30/11/2021
Nominal Hours
220
Description
This unit describes the performance outcomes, skills and knowledge required to foster and enhance the holistic learning, development and wellbeing of children from birth to six years of age. It includes the ability to use detailed knowledge of different developmental domains and developmental theory and how these domains link to support holistic development.This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, according to the philosophy of the service.The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
Notes
Elements and Performance Criteria
1. Extend knowledge of early childhood learning and development.
  • 1.1. Explore and compare theories and research from credible sources about early childhood development and learning.
  • 1.2. Assess the relevance of information in relation to own pedagogical practices and philosophy.
  • 1.3. Assess the relevance of information in relation to service and child context.
  • 1.4. Identify and use opportunities to update and enhance own knowledge.
  • 1.5. Share knowledge with colleagues and others involved in the care and education of children.
2. Support children’s sense of belonging.
  • 2.1. Explore and compare theories and research from credible sources about sense of belonging.
  • 2.2. Develop relationships with, and knowledge of, children and their families.
  • 2.3. Develop and implement strategies to build children’s sense of belonging.
  • 2.4. Monitor and evaluate strategies used to build children’s sense of belonging.
3. Plan and provide opportunities for children’s learning and development.
  • 3.1. Support children’s understanding of the link between physical fitness and their health and well-being.
  • 3.2. Create opportunities for children to develop positive self-image and identity through play.
  • 3.3. Provide opportunities for children to recognise their own and others’ emotions and to release feelings using a range of strategies.
  • 3.4. Provide opportunities for children to investigate ethical issues relevant to their lives and communities.
  • 3.5. Structure experiences in a way that promotes cooperation and conflict resolution.
  • 3.6. Create a literacy-rich environment including opportunities to engage with familiar and unfamiliar culturally constructed text.
  • 3.7. Provide resources that encourage children to experiment with images and print to support language and literacy learning.
  • 3.8. Provide opportunities for children to participate in science, mathematics, engineering and technology experiences.
  • 3.9. Assess and monitor children’s skills and development across all developmental domains.
4. Foster holistic and collaborative practice.
  • 4.1. Implement teaching and learning strategies that are suitable to support specific developmental areas.
  • 4.2. Encourage children to explore, experiment and take risks through planning and providing learning environments and opportunities with appropriate levels of challenge across developmental areas.
  • 4.3. Plan and provide opportunities through play for children’s agency through being active decision makers in the learning environment.
  • 4.4. Create opportunities for children to participate in meaningful ways in group discussion and shared decision-making.
  • 4.5. Build opportunities for involvement in experiences that support the investigation of ideas, complex concepts and thinking, reasoning and hypothesising.
  • 4.6. Ensure a balance between child-initiated learning and intentional teaching.
  • 4.7. Assess children’s learning obtained from both planned and spontaneous experiences.
5. Evaluate work practice.
  • 5.1. Monitor children’s learning and development through observation and critical reflection.
  • 5.2. Identify and use opportunities to gather feedback from colleagues, families and children.
  • 5.3. Use children’s responses and feedback to critically reflect on own pedagogical practice.
  • 5.4. Collaborate with stakeholders to regularly evaluate work practices and document outcomes according to service guidelines.
  • 5.5. Use evaluation outcomes to inform future practice.
No information
No information
Replaces
State Code National Code Title Type
WG760 CHCECE017 Foster the holistic development and wellbeing of the child in early childhood Unit of competency