Evidence of Competence

Transcription

1 CHCFC506A Foster children s language and communication development 2 nd Edition Evidence of Competence Australian Child Care Career Options 2012 CHCFC506A Foster children s language and communication development 2 nd Edition 1

2 Unit Outline Descriptor - This unit describes the knowledge and skills required to foster and enhance language and communication development of children Employability Skills This unit contains Employability Skills. For information about this, go to: employabilityskills.training.com.au/ Application - The skills and knowledge within this unit applies to workers engaged in a range child care contexts supporting the children s development Elements 1. Stimulate the child s use and understanding of language 2. Support the child s skills in their own (non English) language as relevant 3. Contribute to assessment of language and communication skills and planning of appropriate support strategies 4. Plan and implement developmentally appropriate language and literature experiences for children Performance Criteria 1.1 Provide developmentally relevant opportunities for children to listen and respond to language 1.2 Link language to all interests, activities, routines, and directions 1.3 Create opportunities for group discussions and exchange of views between children 1.4 Create a language rich environment that incorporates materials that capture the child s attention and stimulate a response 1.5 Speak clearly and frequently to children in language that is appropriate to the age of the child 1.6 Take time to listen and respond to children 1.7 Use open ended questions to encourage children to express their thoughts, feelings and words 1.8 Model and encourage two way communication by questions and careful listening 1.9 Repeat and expand children s words and phrases in a natural style of conversation to model communication skills 2.1 Identify the family s language and use bilingual practices as relevant whilst supporting the child to maintain their first language both in the childcare and home environments 2.2 Respond with respect to children s language 2.3 Integrate materials in the child s language into experiences 2.4 Encourage families and family members to maintain their own language and participate in activities with the children 2.5 Encourage families to inform worker of key words and phrases 2.6 Integrate child s cultural experiences into language development opportunities 2.7 Seek specialised assistance and use wherever required and available 3.1 Identify children with children with special language needs and monitor language development, including the provision of special language programs to meet individual needs 3.2 Contribute to assessment of children s individual language and communication abilities and needs 3.3 Consider English and other languages when assessing language development and use 3.4 Develop a range of strategies for language and communication development for the individual child, including children with additional language development needs 3.5 Discuss assessment with the families and develop a plan in consultation with them 3.6 Seek specialised assistance where necessary 3.7 Regularly review child s progress and the plan 4.1 Select, read and tell developmentally appropriate stories 4.2 Use stories, rhymes and poetry to enhance children s enjoyment of language 4.3 Include language and literature experiences that support acceptance and appreciation of diversity 4.4 Use puppets and other props to stimulate children s enjoyment of language and literature Australian Child Care Career Options 2012 CHCFC506A Foster children s language and communication development 2 nd Edition 2

3 Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: 1. Stages of language development 2. Principles of the development of English as a Second Language and the principles of early childhood bilingualism including the link between first language maintenance and learning ESL 3. Peer group interactions 4. Importance of dispositions on lifelong learning 5. Child s family and community context and influences 6. Organisation standards, policies and procedures 7. Theories of brain and language development, which may include but are not limited to: Piaget, Vygotsky and Gardner 8. Social constructivist learning theory 9. Values of language, listening and literature experiences for young children 10. Criteria for selecting development appropriate language and literature experiences for children 11. Adult role in encouraging language and creative expression 12. Language and literature extension experiences for older children 13. Criteria for selecting displays and pictures to stimulate language 14. Criteria for selecting and presenting age appropriate puppetry experiences 15. The main theories of learning and the implications for programming 16. How to access relevant and local resources 17. Awareness of the following national child health and well being core competencies as they apply to all who deliver care to children: a) core principles of child development and the key developmental tasks faced by young children and their implications for practice b) cumulative effects of multiple risk and protective factors and the developmental implications of the balance between them c) environmental conditions and the experiences known to have positive effects on prenatal and early childhood d) environmental conditions and experiences known to have adverse effects on prenatal and early childhood development e) factors that support or undermine the capacity of families to rear young children adequately f) features of a family s immediate social environment that are important for family functioning and young children s development and well being g) features and qualities of communities that help or hinder families in their capacity to raise young children adequately h) core needs that all children and families have in common, and how to provide inclusive child and family services i) understanding of particular backgrounds, experiences and needs of children and families in exceptional circumstances or with additional needs Essential skills: It is critical that the candidate demonstrate the ability to: Provide opportunities to stimulate children s language development that give due regard to age, development, culture and needs of child/ren Stimulate language development taking into account special language needs Develop strategies to access specialist language services In addition, the candidate must be effectively do the task outlined in elements and performance criteria of this unit, manage contingencies in the context of the identified work role. These include the ability to: Demonstrate application of skills in: planning interactions with children to enhance language development extending conversations with children by supportive, active listening and open ended questions use words in a way that helps children understand their meaning use resources which support the first language of the child communicate effectively with children Australian Child Care Career Options 2012 CHCFC506A Foster children s language and communication development 2 nd Edition 3

4 5. Apply the following skills identified as underpinning national child health and well being core competencies, where they are applicable to the work role: implement effective evidence-based service delivery coordinate service delivery to families with an interdisciplinary teamwork approach and where possible collaborative interagency practice support infants and toddlers to master key developmental tasks early identification of emerging trends in child needs and how to address them manage children s health needs, eating behaviours and physical activity provide environments and relationships that are safe for young people engage and work with families/carers and families 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. Developmentally appropriate language and literature experiences for children may include: Story telling; Story reading; Rhymes and poetry; Pictures; A range of electronic media; Puppetry and felt board; Listening experiences; Planned discussion groups; Language extension experiences Strategies for language and communication development should include: Positive handling of materials; Enjoyment in presentation; Use of correct clear speech; Frequent interactions; Open-ended questions; Support of children s skills in their own language; Formal and informal presentations Australian Child Care Career Options 2012 CHCFC506A Foster children s language and communication development 2 nd Edition 4

5 Evidence of Competence - Instructions This unit is assessed both in theory and practice. This means that you will need to complete both the theoretical assessment (assessment of your knowledge) as well as a practical assessment in a children s service (assessment of the application of your knowledge and your skills). Assessment of theory Details of your assessment items are included in the pages to follow. Please ensure you read these carefully, complete all sections and contact your trainer if you have any questions. Assessments should not be attempted until all the readings and activities within this learning guide have been completed. Ensure your assessment is neatly presented, and is typewritten or neatly handwritten in black or blue permanent ink. Once all parts of your theoretical assessment are complete, it is your responsibility to: 1. Ensure your name is on all parts of the assessment. 2. Make a copy of your assessment in any format suitable for you to keep long term (eg a photocopy, digital copy/scan). For items such as posters and displays, please keep a good quality photo or scan. 3. Keep the copy of your assessment in a safe place until you graduate from the course. ACCCO has strict measures to protect all assessment items however acknowledges circumstances which cannot be controlled, such as postal loss, fire or accidental damage, contribute to the loss of student work. Students who submit their assessment without keeping a copy, or have lost the copy, do so at their own risk. Additional assessment will be required in these circumstances. 4. Sign the Evidence of Competence Marking Guide and Feedback Form found in the following pages and attach it to your original assessment. Your Assessor will not accept your assessment unless this has been provided. Signing this form indicates: a. The assessment is your own work (please read the policy on Plagiarism in our Student Handbook for details of what happens if it isn t your own work) b. That a copy has been kept by you. 5. Submit the original assessment to your trainer using the agreed method of delivery eg at a training meeting, by post, . Please also Maintain confidentiality at all times. Use first names of children only; refer to Educators by the role they hold rather by name; and say at the service rather than specifically naming the title of the service. Appropriately acknowledge other people s work by using a Harvard referencing style. For example when quoting work, say Smith (2000:11) states. and then place the full reference at the end of your assessment: Smith L., (2000) Children at Play, 4 th edition, Lang Publishing Australia. Plagiarism is not acceptable. Abide by copyright legislation in reproducing work. Assessment of practice Details of your practical assessment are included after the theoretical assessment. This includes completion of various tasks outlined in the following pages: 1. The Observation Checklist completed by the ACCCO Assessor during his/her visits with you at the service. Please ensure this is available to your Assessor on their visit. 2. A Third Party Report completed by your workplace supervisor. If you are unable to have a suitable workplace supervisor observe you on your practicum placement please discuss this with your Assessor. Please note: All theoretical and practical assessments must be marked as satisfactory in order for overall competency to be achieved. No formal recognition can be awarded for partial completion of the unit. Australian Child Care Career Options 2012 CHCFC506A Foster children s language and communication development 2 nd Edition 5

6 Assessment Matrix This matrix outlines how the assessment items cover the requirements of this unit. Refer to the unit outline for information about the performance criteria, essential knowledge and skills. Q. Performance Criteria Essential Knowledge Practical assessment A1 1.1, 1.2, 3.8 1, 10 A2 1.3, 3.7, 3.9 1, 6, 7, 10 A3 1.7, 3.10, 4.9 1, 10, 15 B1 3.2, 3.3, 3.4, 3.5, 4.2 1, 3, 8, 10, 13 B , 3, 10, 13 B , 3, 5, 10, 13 B , 3, 5, 10, 13 B5 4.4, 4.5 1, 3, 5, 10, 13 B , 3, 5, 10, 13 B , 3, 5, 10, 13 B8 4.1, 4.3 1, 3, 5, 9, 10, 13 C1 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7 1, 4, 10, 11 D1 6.1, 6.2, 6.3 1, 2, 10, 12 D2 2.2, 2.5, 2.6 1, 10, 14 D3 2.1, 2.3, 2.4, 2.5, 4.8 1, 10 Application of essential knowledge: All Application of essential skills: 1, 2, 3, 4, 5, 6 Australian Child Care Career Options 2012 CHCFC506A Foster children s language and communication development 2 nd Edition 6

7 Theory Assessment 1 Study of a Child Portfolio Overview You will be conducting a detailed study of one child s language and communication skills. Based on this information you will be developing, implementing and providing plans to provide for the child s development. Step 1 Preparation Choose one child to study for this assessment. You will need permission from the child s parents before you begin. If you do not already have this permission from another assessment or as a part of your employment, permission forms can be found in future pages. If you have already been observing this child, revise the information you have already gathered about their skills in all developmental areas. Also take some time to familiarise yourself with equipment and resources available at your service which you may be able to use to support the social development of children. Step 2 Goals and observational questions You will need at least 5 goals relating to language and communication. These must include a wide range of language and communication skills. If you do not already have these goals from your previous assignments, then please write these. Based on the 5 goals, write 5 observational questions relating to language and communication development. Step 3 Observation and Interpretation Spend some time developing an understanding of your focus child s language and communication skills. You will need no less than 7 records of this child s development (some of these you may already have completed for previous assessment). You will need to Have records showing of a range of language and communication skills of your focus child Include at least 1 anecdotal record of your focus child Include at least 1 running record of your focus child A completed checklist for language and communication development for the focus child In addition to the above, complete one anecdote of the whole group. Assess each record for the child s learning and development for language and communication skills. Ensure you have included strengths, needs and interests relating to their language and communication skills. Step 4 Planning Plan the program for 1 day for language and communication development. When you are planning the environment, ensure you Plan all experiences based on observations, showing clear links between the two; Include plans for spontaneous opportunities to develop language Ensure you include all the aspects listed on Checklist for developmentally appropriate experiences and opportunities Include how you and others will be involved in the implementation of plans Discuss your plans with your supervisor prior to implementation and ensure all the resources are available for you to implement them. Australian Child Care Career Options 2012 CHCFC506A Foster children s language and communication development 2 nd Edition 7

8 Step 5 Implementation Implement the program for the day. You will be encouraging all children to take part in the experiences you plan and will be responsible for managing the implementation of these. Before you commence, read the questions in Evaluations to ensure you will cover everything needed. Take photos of experiences you have planned prior to implementation. Step 6 Evaluation Complete an evaluation of your program. Ensure you answer the following questions Describe the strategies you used to provide a language rich environment? What type of language did you use when speaking with children? How do you know whether or not you were speaking clearly and frequently with all children. What methods did you use to monitor this? How did you ensure that you took the time to listen and respond to children? Was there any point throughout the day that this was not possible? How would you change this so that children were always listened and responded to? What opportunities did you use to practice open ended questioning? What were the questions you used? How did you model and encourage two way communications? Give two examples where you repeated and expanded children s words and phrases to model communication skills Describe any weaknesses of the program that was planned How could you improve this? What are the strengths of the program you developed and explain how you will remember to reuse those specific aspects and strategies in the future. 13. What activities will you plan for follow up? Explain why. Theory Assessment 2 Resource contacts Develop a resource of contacts in your community that you can use to seek specialist assistance where necessary. For each contact describe what they do and what language needs they may be able to assist you with. Your list needs to be inclusive of resources, specialists and practitioners for: Bilingual families and children Children and families who have English as a Second Language Aboriginal and Torres Strait Islander children and families Children who have a diagnosed language disability or delay Australian Child Care Career Options 2012 CHCFC506A Foster children s language and communication development 2 nd Edition 8

9 Checklist for developmentally appropriate experiences and opportunities To be used to complete Step 4 of this assessment Requirement Developmentally relevant opportunities for children to listen and respond to language Experience planned and implemented How this met experience the requirement Links language to all interests, activities, routines and directions Provides opportunities for group discussion and exchange of views Use materials that capture the child s attention and stimulate a response Integrates materials from children s language into the environment Selects, reads and tells developmentally appropriate stories Uses stories, rhymes and poetry to enhance children s enjoyment of language Uses language and literature experiences that support acceptance and appreciation of diversity Uses puppets to stimulate children s enjoyment of language and literature Uses other props to stimulate children s enjoyment of language and literature Australian Child Care Career Options 2012 CHCFC506A Foster children s language and communication development 2 nd Edition 9

10 Parental permission form for ACCCO students to undertake assessment of a child Dear, My name is and currently studying the Diploma in Children s Services qualification through Australian Child Care Career Options (ACCCO). As a part of this qualification, I need to complete several assessments which require me to study the development of children, understand that child s skills and knowledge, and plan activities and experiences to support their development in line with the Early Years Learning Framework*. I would like to ask your permission to observe your child, for the purpose of these assessments. Before giving me permission, please know that: I will ensure your child s privacy by identifying them in no other way other than their first name and comply with confidentiality legislation. Any information I collect will be seen and/or a copy kept by the Educators at your child s service, as well as ACCCO for the purpose of assessing my competency. Records kept will be those specified under the Early Years Learning Framework and may include written records, voice recordings and photographs. The Educators in the service will oversee what I do, be consulted about the experiences I plan to ensure I am complying with the practices and policies of the service as well as the requirements of the Early Years Learning Framework. If you agree to me observing your child as a part of my assessments, please sign and return the form below to your child s service. If you don t give permission, please return this form blank. Thank you for your time. Sincerely,. * More information about he Early Years Learning Framework can be found here: Please return this section ASAP I, give permission for to observe my child for the purpose of fulfilling the requirements of the Diploma of Children s Services course. Signature: Date:

11 CHCFC506A Support children s language and communication development Evidence of Competence Marking Guide and Feedback Sheet - Theory Please attach this form to your assessment. Assessments will not be accepted without this signed form. Name of student: Phone number (business hours): Must be completed by student. I, the undersigned, declare that the work submitted by me for assessment is my own work. I have kept a copy of this assessment and will keep this copy until I graduate from this course. Signature: To be completed by the ACCCO trainer/ assessor. Q Assessment 1 Submissions Child records Planning Response includes: (box to be ticked when appropriate response is included in the assessment) 5 goals related to language and communication development No less than 7 observational records of language and communication skills One group record included Observations are assessed for strengths, needs and interests Planned program for one day Completed Checklist for developmentally appropriate experiences and opportunities Evaluation with completed answers Appropriate range of observations included to identify skills Identified and monitored children s language and communication skills and development Identify when additional assistance is needed Emerging skills identified Interests and preferences identified Planned and provided developmentally appropriate language and communication experiences Developmentally relevant opportunities for children to listen and respond to language Linked language to all interests, activities, routines and directions Provided opportunities for group discussion and exchange of view Used materials that capture the child s attention and stimulate a response Integrated materials from children s language into the environment Select, read and tell developmentally appropriate stories Used stories, rhymes and poetry to enhance children s enjoyment of language Used language and literature experiences that support acceptance and appreciation of diversity Used puppets to stimulate children s enjoyment of language and literature Used other props to stimulate children s enjoyment of language and literature Valid Date: Not Valid For ACCCO use only Action /Comment /Gap Training Australian Child Care Career Options 2013 CHCCN301C Ensure the health and safety of children 2 nd Ed 11

12 Implementation and evaluation Theory Assessment 2 Q Response includes Valid Not Valid Has appropriately answered Describe the strategies you used to provide a language rich environment? What type of language did you use when speaking with children? How do you know whether or not you were speaking clearly and frequently with all children. What methods did you use to monitor this? How did you ensure that you took the time to listen and respond to children? Was there any point throughout the day that this was not possible? How would you change this so that children were always listened and responded to? What opportunities did you use to practice open ended questioning? What were the questions you used? How did you model and encourage two way communications? Give two examples where you repeated and expanded children s words and phrases to model communication skills Describe any weaknesses of the program that was planned How could you improve this? What are the strengths of the program you developed and explain how you will remember to reuse those specific aspects and strategies in the future. What activities will you plan for follow up? Explain why. Resource of contacts in your community included for Bilingual families and children Children and families who have English as a Second Language Children from Non English speaking backgrounds Aboriginal and Torres Strait Islander children and families Children who have a diagnosed language disability or delay Comments/additional questioning/feedback: For ACCCO use only Action /Comment /Gap Training Overall assessment of theory: Satisfactory Not Yet Satisfactory (feedback must be provided if the assessment is deemed not yet satisfactory) Assessors name Assessors signature Date: Australian Child Care Career Options 2013 CHCCN301C Ensure the health and safety of children 2 nd Ed 12

13 CHCFC506A Foster children s language and communication development Observation Checklist To be completed by the ACCCO Assessor during your practical assessment Student: ACCCO Assessor: Directions: This checklist must be completed after Theory has been marked as competent, and the Third Party report has been received. Observation will occur on one to two occasions; Items must be observed to a competent level on at least one occasion (may not be observed on first occasion). Additional verbal questioning may be used to confirm knowledge where skills cannot be observed. Observation may occur under simulation Observable skills Demonstrates an understanding of the stages of language development Develops an understanding of individual child s skill level, needs and interests through planning processes Demonstrates an understanding of the principles of learning English as a second language and promoting bilingualism Incorporates the child s home language in the service, including key words and language materials Encourages the maintenance of home language Observation 1 / / ACCCO Initial Observation 2 / / ACCCO Initial Comments (eg Skills not observed Follow-up required, Additional questioning completed) Identify children s language needs and monitor children s language development. Seek and incorporate specialist assistance as required Plan developmentally appropriate opportunities for language learning through stories, rhymes, puppetry, props poetry Values language, listening and literature experiences in young children Provides developmentally relevant opportunities for children to listen and respond to language Creates a language rich environment to stimulate child interest Promote an acceptance of diversity through the selection of language resources Interacts effectively to model an enjoyment of language Extends conversations with children by supportive, active listening and open ended questions Speaks clearly and frequently using developmentally and culturally appropriate language Model appropriate language to children at all times Respond to children, engage in communication and listen appropriately at all times Uses words in a way to help children understand their meaning Communicates effectively and positively with children at all times. Australian Child Care Career Options 2013 CHCCN301C Ensure the health and safety of children 2 nd Ed 13

14 Overall assessment of skills observed: Satisfactory Not yet satisfactory (please indicate follow-up required in Feedback below) Additional questioning was required and/or conducted in the following areas: Additional File Notes attached: Yes No Pages: Feedback to student: Additional File Notes attached: Yes No Pages: Student Name Assessor Name Student Signature Assessor Signature Date Date Australian Child Care Career Options 2013 CHCCN301C Ensure the health and safety of children 2 nd Ed 14

15 CHCFC506A Foster children s language and communication development Third Party Report To be completed by the student s supervisor after the completion of the theoretical components of this unit Name of Student Name of supervisor: Position held by supervisor: Supervisor s qualification: Average number of hours per week of direct supervision: Information: Supervisors must hold a Diploma or higher and must not have a conflict of interest with the student. Specifically, the student must not know the supervisor in any capacity other than a professional working relationship prior to and while the supervision is taking place. The student mentioned above is required to demonstrate skills and knowledge in relation to the competencies listed below Please observe the student within a range of experiences with children under 12 years, and then record your rating and comment below You should be aware that the student may see a copy of this form. The ACCCO assessor may contact you should further discussion of this report be required. Workplace Supervisor to complete Based on your observations of this student, please tick the appropriate box with regard to each of the following skills and knowledge 1. The student develops an understanding of individual child s language and communication development This includes, but is not limited to: Monitoring all children s needs, interests and abilities Identifying and developing an understanding of children with additional language needs Supporting bilingual children or with English as a second language 2. The student supports the child s skills in their own (non-english) language as relevant. This includes, but is not limited to... Supporting the maintenance of the home language Integrating materials from the child s home language including key words and language resources Integrates the child s cultural experiences into language development opportunities Seeks specialist assistance if required Needs assistance Sometimes Usually Always Examples of the student s performance in this area (include areas which required additional training) 3. The student provides a good role model for language learning and interacts appropriately. This includes, but is not limited to: Speaking clearly and frequently to children Modelling two way communication Modelling communication skills Modelling careful listening Responding appropriately and respectfully Using spontaneous interaction to enhance children s skills Encourages skill development Australian Child Care Career Options 2013 CHCCN301C Ensure the health and safety of children 2 nd Ed 15

16 Based on your observations of this student, please tick the appropriate box with regard to each of the following skills and knowledge Needs assistance Sometimes Usually Always Examples of the student s performance in this area (include areas which required additional training) 4. The student creates a language rich environment. This includes, but is not limited to: Linking language to routines, activities and opportunities Selecting developmentally appropriate resources including props, puppets, stories, poetry, rhymes Creating opportunities for group discussions and exchange of views Using language resources for children with additional language learning needs 5. The student contributes to the assessment of language and communicating skills and the planning of appropriate support strategies. This includes but is not limited to... Identifying children with additional language needs Provision of special language programs to meet individual needs Involving families in the plan and specialists if required Review child progress and the plan 6. The student provides developmentally appropriate language and literature experiences for children. This includes, but is not limited to: Selecting, reading and telling developmentally appropriate stories Using stories, rhyme, poetry, puppets and props to enhance an enjoyment of language and literature Include experiences which support acceptance of diversity Additional comments/feedback provided I have personally witnessed the student completing the above competencies in an Approved Service (ACECQA), with children aged under 5 years, and have made the above comments to identify their competency. I hold a Diploma of Children s Services or higher I do not have a conflict of interest with this student (see Evidence of Competence - Instructions for more detail) Signature: Date: Student acknowledgment Do you agree with information outlined in the report: Yes No - If no, provide details: Signature: Date: Australian Child Care Career Options 2013 CHCCN301C Ensure the health and safety of children 2 nd Ed 16

17 CHCFC506A Foster children s language and communication development Overall Assessment Report To be completed when all assessment tasks have been finalised Student Name: Theory Assessment Assessment is: Valid Authentic Current Sufficient Overall Assessment: Satisfactory Not Yet Satisfactory Date: / / Comments: Practical Assessment Observation Checklist: Satisfactory Not Yet Satisfactory Date: / / Third Party Report received: / / Considered as a part of the assessment: Yes No Assessment is: Valid Authentic Current Sufficient Overall Assessment: Satisfactory Not Yet Satisfactory Date: / / Comments: Required skills have been demonstrated (see unit outline): Yes No Required knowledge has been demonstrated (see unit outline): Yes No Range statement has been considered and included (see unit outline): Yes No Aspects of assessment Assessment occurred on the job at an Approved Service (ACECQA), working directly with children aged under 5 years, under the normal workplace conditions, over a number of assessments Access and equity has been considered and implemented Any additional comments: Overall assessment The student has achieved overall competency in this unit on: / / Assessor Assessor Name Signature Assessor submission to head office: Date sent: / / Submission includes: File notes Theory: Evidence of Competence and Feedback Sheet Copy of marked assessment items Evidence: All evidence submitted Practical: Observation Checklist Third Party Report Date Head office receipt Date received: / / Date entered: / / Australian Child Care Career Options 2013 CHCCN301C Ensure the health and safety of children 2 nd Ed 17

18 Australian Child Care Career Options 2013 CHCCN301C Ensure the health and safety of children 2 nd Ed 18