Community Services Training Package (CHC99) Children s Services

Community Services Training Package (CHC99) Children s Services National Competency Standards

Australian National Training Authority (ANTA), 1999 All rights reserved. This work has been produced initially with the assistance of funding provided by the Commonwealth Government through ANTA. This work is copyright, but permission is given to trainers and teachers to make copies by photocopying or other duplicating processes for use within their own training organisation or in a workplace where the training is being conducted. This permission does not extend to the making of copies for use outside the immediate training environment for which they are made, nor the making of copies for hire or resale to third parties. For permission outside of these guidelines, apply in writing to Australian Training Products Ltd. The views expressed in this version of the work do not necessarily represent the views of ANTA. ANTA does not give warranty nor accept liability in relation to the content of this work. First printed 1999 Published by Australian Training Products Ltd. GPO Box 5347BB, MELBOURNE, Victoria 3001, Australia Telephone +61 3 9630 9836 or 9630 9837; Facsimile +61 3 9639 4684 2500007STD Printed by Mercury PrintTeam, Melbourne, Victoria, Australia

Preface This document contains specific national competency standards and qualifications relating to Children s Services. The standards and qualifications form part of the Community Services Training Package. The Community Services Training Package has been developed by Community Services and Health Training Australia and funded by the Australian National Training Authority. This document must be used in conjunction with the following documents: Assessment Guidelines Qualifications Framework Community Services Common Competency Standards The Community Services Training Package integrates national competency standards, qualifications and assessment guidelines in the following areas: Aged Care Work Alcohol and Other Drugs Work Child Protection/Juvenile Justice/Statutory Supervision Children s Services Community Work Community Housing Work Disability Work Mental Health Work (non clinical) Youth Work For further information relating to the Community Services Training Package please contact: Community Services and Health Training Australia Ltd GPO Box 9848, Sydney NSW, 2001 Phone 02 9263 3589 Fax 02 9263 3599 natcsh@s054.aone.net.au http://www.home.aone.net.au/cshta CHC99 - Children's Services Australian National Training Authority i

Contents Preface... i Introduction...4 Background...4 Workers covered by these National Competency Standards...5 How were these Competency Standards developed?...6 How are National Competency Standards structured?...7 Packaging to a Qualification...8 Customisation and Flexibility...10 New National Standards and Qualifications...12 Assessment against the Standards...13 Australian Qualifications Framework (AQF) descriptors...15 Qualifications CHC20399 Certificate II in Community Services (Children s Services)...17 CHC30399 Certificate III in Community Services (Children s Services)...18 CHC40399 Certificate IV in Community Services (Children s Services)...19 CHC50399 Diploma of Community Services (Children s Services)...21 CHC60399 Advanced Diploma of Community Services (Children s Services)...23 Units of competency Table of Children s Services unit titles and elements...25 Mayer Key competencies...31 CHCAL7A Fulfil Family Day Care administration requirements...35 CHCAL23A Manage Family Day Care administration...37 CHCCHILD1A Work within legislativeand ethical requirements...39 CHCCHILD2A Support the rights and safety of children within duty of care requirements...42 CHCCNAA Support babies needs...44 CHCCN1A Maintain a healthy and safe environment...47 CHCCN2A Provide physical care...50 CHCCN3A Prepare food...53 CHCCN4A Respond to illness, accidents and emergencies...55 CHCCN5A Support the emotional wellbeing of babies/infants...57 CHC99 - Children s Services Australian National Training Authority 1

CHCCN6A Travel with children safely...61 CHCCN7A Foster children s self help skills...63 CHCCN8A Plan care routines...66 CHCCN10A Support the emotional needs of children...69 CHCCN11A Guide the establishment and maintenance of a safe environment...72 CHCCN20A Advocate for the rights and needs of children...77 CHCFC1A Support the development of children in the service...80 CHCFC2A Foster the physical development of children...83 CHCFC3A Foster the social development of children...86 CHCFC4A Foster the emotional and psychological development of children...89 CHCFC5A Foster children s cognitive development...92 CHCFC6A Foster children s language development...96 CHCFC7A Foster children s aesthetic and creative development...101 CHCFC10A Enhance the emotional and psychological development of children...104 CHCFC11A Enhance the development of children s language...106 CHCFC20A Promote the ethical understandings of children...109 CHCICAA Communicate with children...111 CHCIC1A Interact positively with children...113 CHCIC2A Guide children s behaviour...115 CHCIC4A Work collaboratively with children...119 CHCIC10A Establish plans for developing responsible behaviour...121 CHCIC11A Implement and promote inclusive policies and practices...125 CHCIC12A Plan the inclusion of children with additional needs...127 CHCIC14A Facilitate children s communication skills...131 CHCIC20A Manage complex behavioural situations...133 CHCPR1A Facilitate play and leisure...135 CHCPR2A Organise experiences for children...138 CHCPR3A Observe children...141 CHCPR4A Provide opportunities and experiences to enhance children s development...143 CHCPR5A Enhance children s play and leisure...145 CHCPR9A Use observations and records...148 CHCPR10A Facilitate the design of programs of the service...150 CHCPR11A Coordinate the implementation of programs...154 CHCPR12A Monitor and evaluate programs...156 2 Australian National Training Authority CHC99 - Children s Services

CHCPR13A Facilitate the development of programs for children with additional needs...158 CHCPR14A Observe children and interpret observations...160 CHCRF1A Communicate with family members about their child...162 CHCRF11A Work in partnership with families to care for the child...164 CHCRF21A Promote equity in access to the service...168 CHCRF22A Plan child care provision with families...171 CHCRF23A Respond to problems and complaints about the service...174 CHCRF24A Support parents in their parenting role...177 CHCSD10A Develop new approaches for providing service...180 CHCSD11A Facilitate the inclusion of children with additional needs...182 CHCSD12A Act as a resource to workers...185 CHCSD24A Develop a model for the service...188 CHC99 - Children s Services Australian National Training Authority 3

Introduction Background The need to meet the vocational education and training needs of employees in the Children s Service s has been identified and welcomed as a national priority by Community Services and Health Training Australia and the Australian National Training Authority. Enhanced education and training is seen as critical to sustaining ongoing improvements in services to clients. Industry training needs are articulated via national competency standards which are the basis for assessment to gain national qualifications, and for training development and delivery. National competency standards skills, knowledge and attributes applied to complete a job role are called competencies the level at which the competency is performed is called the standard together these make up competency standards competency standards are relevant to actual workplaces around Australia; and are understandable and useable by the range of intended audiences National competency standards are not curriculum documents Competency Standards define the outcomes which may be achieved through training, but do not define the nature of the training, which may be formal or informal, on the job or by simulation and provided by publicly or privately. assessment strategies The performance criteria of standards are a guide to assessors, but they do not infer assessment strategies or techniques. The range of variables and evidence guide of each unit provide additional information to enable contextualising of the assessment of units whilst maintaining consistency in outcomes. lists of tasks Competency standards encompass a much broader notion of work required than merely the ability to perform tasks. Competency includes the capacity to manage a number and variety of tasks, to manage contingencies and to perform effectively in a whole work role/ work environment. a definition of the ideal worker Rather than expressing a wish list of desirable skills, competencies reflect actual work requirements, albeit in a changing work environment. expression of competencies held by some workers or particular workplaces National standards are based on work required at a particular level now and in the future, across the industry in different states/territories, regional areas and sizes of organisations. service or program/organisation standards Service, program or organisation standards can be linked to competency standards because in defining requirements of workers they indicate ways of measuring individual effectiveness. 4 Australian National Training Authority CHC99 - Children s Services

Workers covered by these National Competency Standards The scope of the Children s Service s National Competency Standards covers workers whose primary role is to care for children. Care encompasses providing for the intellectual, social, emotional and physical needs of children aged 0-12 years within children s services. Children s services include: Long Day Care Occasional Care Out of School Hours Care Family Day Care Sessional Services Adjunct Care Pre-Schools/Kindergartens Neighbourhood Houses Multifunctional Aboriginal Children s Services Australian Migrant Education Program Services Mobile Services Other specialised services CHC99 - Children s Services Australian National Training Authority 5

How were these Competency Standards developed? These standards have been developed through extensive industry consultation. Sources of information included: existing competency standards consultations with children s service s workers workshops and advice provided by members of a project management committee and common units of competency for the Community Services Training Package. Who managed the development of the standards? The project to develop the standards was initially managed by a committee comprising representatives from the Children s Services sector. The standards are now managed by the Board of Community Services and Health Training Australia. 6 Australian National Training Authority CHC99 - Children s Services

How are National Competency Standards structured? To enable easy reading of the enclosed competency standards it is necessary to explain how they are set out, and how to understand them. Competency standards have 5 parts: 1. The unit of competency or skill 2. The elements or tasks that make up the competency 3. The performance criteria or outcome of what a worker actually does 4. The range of variables to help better understand the competency 5. The evidence guide to assess the competency or skill UNIT TITLE A key work outcome or competency is called a Unit. Every unit describes the outcomes from the application of a complete set of skills and tasks that are needed to do part of a job. A fully competent person will be able to demonstrate all of the skills contained in a unit. UNIT DESCRIPTOR This adds additional descriptive information to assist in achieving a common understanding from users of the standards, of what the unit of competency is about. ELEMENTS Elements are lists of contributory outcomes which make up the unit. All the elements together fully describe the unit. PERFORMANCE CRITERIA Performance Criteria specify the work activities and level of performance required of the worker. They are attached to elements of a unit but relate to the unit as a whole, and to the combinations of units in a package, at a particular level. They detail how we can see the job is being performed correctly and what the worker will actually do to achieve the outcome which the elements describe. RANGE OF VARIABLES Range Of Variables specify a range of situations in which work may be performed. EVIDENCE GUIDE Evidence Guide is a guide for assessors and developers of training. It provides additional information, such as underpinning knowledge and skills which a worker must have to achieve/ demonstrate competency. It also provides assessors with a guide as to where and how the competency may be best assessed (eg on the job or by simulation) and prerequisite units or combinations of units for assessment/training purposes. CHC99 - Children s Services Australian National Training Authority 7

Packaging to a Qualification Packaging units of competency to a qualification Packaging links individual units of competency into groups. These groupings relate to levels of work, which are meaningful across the Children s Services sector. Packaging provides a means of indicating to trainees, employers, trainers and assessors the combination of competencies required for the workplace. A qualification is gained when a student/worker can demonstrate competence in all units that have been packaged together. In the Community Services Training Package, packaging incorporates: specialisation units of competency which apply to a specific sector within the industry at a range of AQF levels; common units of competency which apply across all sectors of the industry at a range of AQF levels; and optional units of competency. Children s Services specialisation units of competency These incorporate those skills that are special, different or specific to working with Children s Services issues. Community services common units of competency The common competencies are those units of competency which may occur in all community services. They are common competencies rather than core or fundamental competencies. Thus being common does not mean that they necessarily underpin or are prerequisites to other units of competency. Some common competencies apply to all sectors in community services and these are identified as compulsory. Other common competencies apply across some but not all sectors of the industry and these may be identified as compulsory or elective by the industry sector. Common competencies enhance the portability of skills across the community services and health industries. The community services common units have been grouped and each of the units has been linked to AQF levels as a guide to packaging. Groups of units of competency make up a package which is aligned to a qualification. The level of qualification is determined by the industry sector in relation to a total package of units of competency; the package comprising common units, specialisation units and optional units. Each of the 13 common areas has a code: Advocacy Administration Assessor and workplace training Community development Case management Casework intervention Communication Client service Information management Networking Organisational management Policy and research Working with groups AD ADMIN BSZ CD CM CWI COM CS INF NET ORG P&R GROUP The community services common competencies are not included in this document. They are included in the document titled Community Services Common National Competency Standards. 8 Australian National Training Authority CHC99 - Children s Services

Optional units of competency To ensure that the flexibility required by individual organisations can be accommodated in the packaging of standards, additional units can be included as optional. Optional units will generally include the following, however specific requirements are indicated in each qualification: elective units compulsory units units from endorsed standards from other industries enterprise specific units Both the common and the specialisation units of competency are divided into compulsory (required by all workers) and elective (required according to work functions) units. Thus units of competency may be; specialisation or common and compulsory or elective. CHC99 - Children s Services Australian National Training Authority 9

Customisation and Flexibility The community services competency standards identify the knowledge and skills that are needed to deliver high quality services to meet community and individual/client needs. The standards have been drafted so they are relevant to different organisations and are flexible enough to address the needs of workplaces of varying size and function. It is intended that the qualifications will be packaged to reflect specific structures, standards and modes of service delivery within individual organisations/enterprises. Further application for specific purposes can be achieved through customisation of units of competency. The following advice sets the boundaries of change accepted within the qualifications framework and where extensions or additions may be made through customising units of competency. Existing flexibility in the Training Package is delivered via: contextualisation of units application of the packaging rules incorporation of enterprise unit/s Customisation may be via: additions to the units Any customisation or contextualisation of units of competency must ensure the integrity of: industry skill requirements industry portability requirements the national competency standards system and the Australian Qualification Framework qualifications Contextualisation of units The units of competency can be contextualised for specific uses as long as the original intent and integrity of the unit of competency is not compromised. An organisation can contextualise individual units for its own purposes by using workplace relevant information. This may be achieved by changing terminology in the performance criteria, range of variables and the evidence guides (eg. to refer to particular legislation or work practices under which it conducts its business). These changes do not require endorsement as long as assessment against the unit meets the outcomes identified in it. Applying the packaging rules The Community Services competency standards are drafted to have application across a full range of organisations, regardless of location, type or size. Existing flexibility allows particular organisations, enterprises and individuals to select competencies to suit their specific needs through application of the packaging rules. This includes: choosing electives from both the specialisation and common units of competency choosing optional units from the Community Services Training Package or other endorsed National Training Packages. When selecting optional units from other Training Packages any additional assessment requirements should be incorporated adding an enterprise unit according to the packaging rules for optional units If training requirements are not met by existing qualification packaging then standards users may: record statements of attainment for individual competencies or groups of competencies consult State Training Authorities regarding qualifications outside the coverage of National Training Packages develop new national competency standards and qualifications (see below for further information regarding customisation for enterprises and the development of new standards and qualifications) 10 Australian National Training Authority CHC99 - Children s Services

Customisation of units Expansion of units may include the addition of elements, performance criteria, range of variables items or evidence guide statements. Standards users should consider, when making substantial additions or expansion to units, whether utilisation of other units or the development of new units may be more appropriate. Standards users should note that the addition of units and elements may increase resource requirements for assessment and training. One example where this may be an issue is the Federal Government s New Apprenticeships system where qualifications will be funded according to minimum requirements. Customisation and flexibility for enterprises Where enterprises have developed their own set of standards, there are a number of options for incorporating these into national qualifications: mapping the enterprise standards to the relevant qualification package. Where the enterprise standards match it may be that the organisation chooses to continue to use them for training (and other enterprise requirements such as human resources functions) but to gain a national qualification, assessment must be against the national standards adding enterprise specific content to the package according to the unit contextualisation options listed above application of the qualification packaging rules or adding units to the minimum number of units required for a qualification as shown above seeking endorsement as national enterprise specific standards (see below for information on the development of new standards) CHC99 - Children s Services Australian National Training Authority 11

New National Competency Standards and Qualifications The Community Services Training Package has coverage of major sectors in the community services industry and will be used as the basis for all national training in those sectors. As the Community Services Training Package is implemented, changes in the industry and related industries will necessitate corresponding changes in training needs. Continuing improvement of the Community Services Training Package will allow for review of existing components and for the development of new competency standards and/or qualifications. Development of new standards or qualifications may be initiated according to various industry priorities or influences including: enterprise specific requirements emerging or changing work practices work roles or functions not yet covered by the Training Package competencies covering a sector or area of work To gain national endorsement, any proposed competency standards, package of standards or qualifications must be submitted to Community Services and Health Training Australia for endorsement by the National Training Framework Committee. Submissions should include rationale for inclusion of proposed standards in the Community Services Training Package and demonstrate that: equivalent standards do not exist in any endorsed Training Package; and existing standards can not be customised to meet industry requirements (see previous for guidelines on customisation) Standards developers must adhere to guidelines for the development of national competency standards. National competency standards development must meet the following requirements: adherence to National Training Framework Committee quality criteria as well as up to date ANTA guidelines for Training Package developers compliance with the Community Services Training Package qualifications framework and assessment guidelines evidence of national support for standards development and/or evidence of national validation for standards that are already developed standards must be referred to Community Services and Health Training Australia for submission to the National Training Framework Committee 12 Australian National Training Authority CHC99 - Children s Services

Assessment against the Standards Assessment is a process which shows that an individual is competent (i.e. has the skills, knowledge and attitudes) to work at a particular level in the industry. The Assessment Guidelines are available from Community Services and Health Training Australia on 02 9263 3589 or on our home page (www.home.aone.net.au/cshta). Relationship between assessment and a national qualification Under the Community Services Training Package, individuals will be assessed directly against the national competency standards, in a manner consistent with the assessment guidelines, to gain a national qualification. Issuing qualifications under the Community Services Training Package Registered Training Organisations (RTOs) are the only organisations that can issue qualifications. They are registered by a State or Territory government to provide a range of services (including assessment and training) under the national training system. Registered training organisations must: satisfy the requirements of the assessment guidelines for the Community Services Training Package use assessors with the qualifications outlined in the Community Services Assessment Guidelines follow the standards and qualifications framework for the Community Services Training Package be registered by a State or Territory government Assessment in the Community Services Industry Work in the Community Services industry centres around skills in interacting with people, many of whom may be experiencing hardship, stress or long term disadvantage. A high level of competence in communication, collaboration and negotiation is usually required compared with other industries. The community services industry is also multicultural and has a high proportion of participants experiencing cultural disadvantage. It is a significant employer (paid and unpaid) of people from non-english speaking and Aboriginal and Torres Strait Islander backgrounds. Assessment of competency cannot rely on a measurement approach alone. Assessment evidence often needs to consider how the person brings together knowledge, an understanding of the work context, a decision about what to do, attitudes, values and ethics, as well as what the person actually does to perform the role. Principles for assessment in Community Services Assessment under Community Services Training Package should be: valid authentic reliable consistent current sufficient flexible fair Assessor qualifications Registered training organisations must use assessors who possess the qualifications outlined in the assessment guidelines to conduct assessments under the Community Services Training Package. Choosing an appropriate training program for assessors in community services The assessment guidelines give some information to consider when selecting assessor training programs. CHC99 - Children s Services Australian National Training Authority 13

Conducting assessments An assessment strategy for an individual or groups of individuals must be designed and implemented to address a range of issues. The requirements for conducting assessments are outlined in the assessment guidelines. The qualities to look for in a registered training organisation The assessment guidelines give some points to consider when selecting a registered training organisation. 14 Australian National Training Authority CHC99 - Children s Services

Australian Qualifications Framework (AQF) descriptors To determine the relevant AQF qualification, groupings or packages of units representing work functions in the community services industry are related to the descriptors of the levels of the AQF which indicate breadth and complexity of work. The development of the national Competency Standards Framework for Community Services has paid due attention to all the variables which impact on AQF alignment: the package of units is aligned (not individual units ). This enables flexibility in packaging and customising packaging will reflect realistic outcomes required of individual work roles and focus on what makes work roles substantially different in outcomes (assuming it could be an interplay of all, or any of the variables identified in the AQF descriptors) differentiation of qualification levels in community services, in certain circumstances, is reliant on agreement of the industry parties. Where this is possible, it is specified in the relevant qualification a greater number of units with similar content (as far as complexity, breadth of knowledge and skills, and degree of judgment and autonomy) will not necessarily lead to higher qualification. Rather the package will need to reflect higher level competencies in the content and outcomes of the units in accordance with the AQF descriptors there can be a number of work levels covered within a single AQF descriptor, reflecting enterprise differences and negotiations Certificate II competency involves application of knowledge and skills to a range of tasks and roles defined range of contexts where the choice of actions required is usually clear, with limited scope in the choice competencies normally used within established routines, methods and procedures, in some cases involving discretion and judgement about possible actions competencies likely to be applied under routine guidance with intermittent checking, but may take the form of general guidance and considerable autonomy if working in teams responsibility for some roles may be involved if working in a team Certificate III competency involves the application of knowledge with depth in some areas and a broad range of skills a range of tasks and roles in a variety of contexts, with some complexity in the extent and choice of actions required competencies normally used within routines, methods and procedures where some discretion and judgement is required in selection of equipment, work organisation, services, actions and achieving outcomes within time constraints competencies likely to be applied under limited guidance with checking related to overall progress, but may take the form of broad guidance and autonomy if working in teams responsibility for the work of others and/or team coordination may be involved Certificate IV competency involves the application of knowledge with depth in some areas and a broad range of skills a wide range of tasks and roles in a variety of contexts, with complexity in the range and choices of actions required competencies are normally used within routines, methods and procedures where discretion and judgement is required, both for self and others, in planning and selection of equipment, work organisation, services, actions, and achieving outcomes within time constraints competencies are likely to be applied with only general guidance on progress and outcomes sought the work of others may be supervised, or teams guided or facilitated responsibility for and limited organisation of the work of others may be involved CHC99 - Children s Services Australian National Training Authority 15

Diploma competency involves the self-directed application of knowledge with substantial depth in some areas, and a range of technical and other skills to tasks, roles and functions in both varied and highly specific contexts competencies are normally used independently and both routinely and non-routinely judgement is required in planning and selecting appropriate equipment, services, techniques and work organisation for self and others competencies are likely to be applied under broad guidance the work of others may be supervised or teams guided responsibility for the planning and management of the work of others may be involved Advanced Diploma (and above) competency involves the self-directed development of knowledge with substantial depth across a number of areas and/or mastery of a specialised area with a range of skills application is to major functions in either varied or highly specific contexts competencies are normally used independently and are substantially non-routine significant judgement is required in planning, design, technical or supervisory functions related to products, services, operations or processes competencies are likely to be applied under limited guidance in line with a broad plan, budget or strategy responsibility and defined accountability for the management and output of the work of others and for a defined function of functions may be involved Australian National Training Authority Qualification Codes All national qualifications have been assigned a code for inclusion on ANTA s National Training Information Service. The following codes apply to qualifications for Children s Services: CHC20399 CHC30399 CHC40399 CHC50399 CHC60399 Certificate II in Community Services (Children s Services) Certificate III in Community Services (Children s Services) Certificate IV in Community Services (Children s Services) Diploma of Community Services (Children s Services) Advanced Diploma of Community Services (Children s Services) 16 Australian National Training Authority CHC99 - Children s Services

CHC20399 Certificate II in Community Services (Children s Services) Packaging to gain a national qualification Compulsory to be completed 7 Electives 2 Options 1 Total number of units of competency 10 Optional Units elective units at this or higher levels compulsory units at higher levels units from endorsed standards in any industry at this or higher levels Childr en s Services Specialisation Compulsory CHCCN1A Maintain a healthy and safe environment CHCCN2A Provide physical care CHCICAA Communicate with children CHCCHILD1A Work within legislative and ethical requirements CHCFC1A CHCCNAA CHCCN4A CHCCN7A CHCIC1A CHCIC2A Elective Support the development of children in the service Support babies needs** Respond to illness, accidents and emergencies Foster children s self help skills Interact positively with children Guide children s behaviour Common competencies Compulsory CHCORG4A Follow the organisation s occupational health and safety policies CHCORG2A Work with others CHCCOM1A Communicate with people accessing the services of the organisation Elective CHCADMIN1A Undertake basic administrative duties ** compulsory units for Centre Based care workers CHC99 - Children s Services Australian National Training Authority 17

CHC30399 Certificate III in Community Services (Children s Services) Packaging to gain a national qualification Compulsory 12 Electives 4 Options 1 Total number of units of competency 17 Optional competencies elective units at this or higher levels compulsory units at higher levels units from endorsed standards in any industry at this or higher levels Note 1: If prerequisites are required for units of competency in this qualification they are identified in the content of the units themselves Children s Services Specialisation Compulsory CHCFC1A Support the development of children CHCCN4A Respond to illness, accidents and emergencies CHCCN6A Travel with children safely CHCCN7A Foster children s self help skills CHCIC1A Interact positively with children CHCIC2A Guide children s behaviour CHCIC4A Work collaboratively with children CHCRF1A Communicate with family members about their child CHCPR1A Facilitate play and leisure CHCPR2A Organise experiences for children CHCPR3A Observe children Elective CHCAL7A Fulfil Family Day Care requirements ## CHCFC2A Foster the physical development of children CHCFC3A Foster the social development of children ++ CHCFC4A Foster the emotional and psychological development of children CHCCNAA Support babies needs **## CHCCN3A Prepare food ## CHCCN5A Support the emotional wellbeing of babies/infants ** CHCCN10A Support the emotional needs of children ## Common competencies Compulsory Elective CHCORG3A Participate in the work environment CHCADMIN2A Provide administrative support CHCGROUP2A Support group activities ++ ** compulsory units for Centre Based care workers ++ compulsory units for Out of School Hours Care workers ## compulsory units for Family Day Care workers 18 Australian National Training Authority CHC99 - Children s Services

CHC40399 Certificate IV In Community Services (Children s Services) Packaging to gain a national qualification Compulsory units 3 Electives 9 Options 1 Total number of units of competency 13 Optional competencies elective units at this or higher levels compulsory units at higher levels units from endorsed standards in any industry at this or higher levels Note 1: If prerequisites are required for units of competency in this qualification they are identified in the content of the units themselves Children s Services Specialisations Compulsory CHCFC2A Foster the physical development of children CHCFC3A Foster the social development of children CHCFC4A Foster the emotional and psychological development of children Elective CHCFC5A Foster children s cognitive development CHCFC6A Foster children s language development CHCFC7A Foster children s aesthetic and creative development CHCFC20A Promote the ethical understandings of children CHCCNAA Support babies needs **## CHCCN3A Prepare food ## CHCCN5A Support the emotional wellbeing of babies/infants **## CHCCN8A Plan care routines ## CHCCN10A Support the emotional needs of children** ## CHCIC14A Facilitate children s communication skills++ CHCRF11A Work in partnership with families to care for the child ## CHCPR4A Provide opportunities and experiences to enhance children s development** ## CHCPR5A Enhance children s play and leisure CHCPR9A Use observations and records CHCPR10A Facilitate the design of programs of the service CHCPR11A Coordinate the implementation of programs CHCPR12A Monitor and evaluate programs CHCAL7A Fulfil Family Day Care administration requirements ## CHCCHILD2A Support the rights and safety of children within duty of care requirements CHC99 - Children s Services Australian National Training Authority 19

Common competencies Compulsory Elective CHCADMIN2A Provide administrative support##++ CHCADMIN3A Undertake administrative work++ ## CHCCD3A Meet information needs of the community CHCGROUP2A Support group activities ++ CHCGROUP3A Plan and conduct group activities ** compulsory units for Centre Based care workers ++ compulsory units for Out of School Hours care workers ## compulsory units for Family Day Care workers 20 Australian National Training Authority CHC99 - Children s Services

CHC50399 Diploma in Community Services (Children s Services) Packaging to gain a national qualification Compulsory 15 Electives 13 Options 1 Total number of units of competency 29 Optional competencies elective units at this or higher levels compulsory units at higher levels units from endorsed standards in any industry at this or higher levels Note 1: If prerequisites are required for units of competency in this qualification they are identified in the content of the units themselves Children s Services Specialisation Compulsory CHCFC5A Foster children s cognitive development CHCFC6A Foster children s language development CHCFC7A Foster children s aesthetic and creative development CHCCN8A Plan care routines CHCCN10A Support the emotional needs of children CHCCN11A Guide the establishment and maintenance of a safe environment CHCIC10A Establish plans for developing responsible behaviour CHCIC11A Implement and promote inclusive practices and policies CHCIC12A Plan the inclusion of children with additional needs CHCIC14A Facilitate children s communication skills CHCPR4A Provide opportunities and experiences to enhance children s development CHCPR5A Enhance children s play and leisure CHCPR9A Use observations and records CHCCHILD2A Support the rights and safety of children within duty of care requirements CHCSD10A Develop new approaches for providing service Elective CHCFC10A Enhance the emotional and psychological development of children CHCFC11A Enhance the development of children s language CHCFC20A Promote the ethical understandings of children CHCCN3A Prepare food **## CHCCN5A Support the emotional well being of babies/infants **##^^ CHCCN20A Advocate for the rights and needs of children ##^^ CHCRF11A Work in partnership with families to care for the child **## ++ CHCPR10A Facilitate the design of programs for the service ** ++ ^^ CHCPR11A Coordinate the implementation of programs ** ++ CHCPR12A Monitor and evaluate programs ** ++ ^^ CHCPR13A Facilitate the development of programs for children with additional needs ** ++ ^^ CHCPR14A Observe children and interpret observations ** ## ^^ CHCAL7A Fulfil Family Day Care administration requirements ## ^^ CHCRF21A Promote equity in access to the service CHCRF23A Respond to problems and complaints about the service CHCSD12A Act as a resource to workers ^^ CHC99 - Children s Services Australian National Training Authority 21

Common competencies Compulsory Elective CHCADMIN2A Provide administrative support CHCADMIN3A Undertake administrative work ** ## ++ CHCINF2A Maintain organisation s information system ++## CHCORG5A Maintain an effective work environment ** CHCORG7A Manage workplace issues ** ^^ CHCORG17A Implement and monitor occupational health and safety policies, procedures and programs**++^^ CHCGROUP2A Support group activities ## CHCGROUP3A Plan and conduct group activities ++ CHCCD3A Meet information needs of the community** ++ CHCCD7A Support community resources * These 3 competencies are corequisite and count for one elective/option BSZ404A *BSZ401A *BSZ402A *BSZ403A Train small groups ^^ Plan assessment Conduct assessment Review assessment ** compulsory units for Centre Based care workers ++ compulsory units for Out of School Hours Care workers ## compulsory units for Family Day Care -care providers ^^ compulsory units Family Day Care field workers 22 Australian National Training Authority CHC99 - Children s Services

CHC60399 Advanced Diploma in Community Services (Children s Services) Packaging to gain a national qualification Compulsory 15 Electives 12 Options 1 Total number of units of competency 28 Optional competencies elective units at this level compulsory units at the Diploma level units from endorsed standards in any industry at this or higher levels Note 1: If prerequisites are required for units of competency in this qualification they are identified in the content of the units themselves Children s Services Specialisation Compulsory CHCRF11A Work in partnership with families to care for the child CHCRF23A Respond to problems and complaints about the service CHCPR10A Facilitate the design of programs of the service CHCPR12A Monitor and evaluate programs CHCPR13A Facilitate the development of programs for children with additional needs CHCSD12A Act as a resource to workers CHCAL7A CHCAL23A CHCCN3A CHCCN5A CHCCN20A CHCFC10A CHCFC11A CHCFC20A CHCIC20A CHCPR11A CHCPR14A CHCRF22A CHCRF21A CHCRF23A CHCRF24A CHCSD11A CHCSD24A Elective Fulfil Family Day Care administration requirements ## Manage Family Day Care administration Prepare food Support the emotional wellbeing of babies/infants** Advocate for the rights and needs of children** ## Enhance the emotional and psychological development of children Enhance the development of children s language Promote the ethical understandings of children Manage complex behavioural situations Coordinate the implementation of programs ** ## Observe children and interpret observations ** ## Plan child care provision with families++ ## Promote equity in access to the service Respond to problems and complaints about the service Support parents in their parenting role Facilitate the inclusion of children with additional needs Develop a model for the service CHC99 - Children s Services Australian National Training Authority 23

Common competencies Compulsory CHCCD3A Meet information needs of the community CHCCD7A Support community resources CHCORG5A Maintain an effective work environment CHCORG7A Manage workplace issues CHCORG11A Lead and develop others CHCINF2A Maintain organisation s information systems CHCORG19A Develop and maintain the quality of service outcomes CHCCOM4A Develop, implement and promote effective communication techniques CHCORG17A Implement and monitor occupational health and safety policies, procedures and programs * These 3 competencies are corequisite and count for one elective/option *** These 4 competencies are corequisite and count for one elective/option Elective CHCADMIN3A Undertake administrative work ** CHCADMIN4A Manage the organisation s finances, accounts and resources CHCINF3A Coordinate information systems CHCGROUP2A Support group activities ++ CHCGROUP3A Plan and conduct group activities++ CHCNET2A Maintain effective networks ++ CHCCD1A Support community participation CHCORG18A Establish, maintain and evaluate the organisation s occupational health and safety system CHCORG20A Promote and represent the service CHCORG21A Act as a resource to other services CHCP&R4A Develop and implement policy BSZ404A Train small groups ## *BSZ401A Plan assessment *BSZ402A Conduct assessment *BSZ403A Review assessment ***BSZ405A Plan and promote a training program ***BSZ406A Plan a series of training programs ***BSZ407A Deliver training sessions ***BSZ408A Review training ** compulsory units for Centre Based care workers ++ compulsory units for Out of School Hours Care workers ## compulsory units for Family Day Care personnel 24 Australian National Training Authority CHC99 - Children s Services

Units of Competency Children's Services Units and Elements Unit title CHCAL7A Fulfil Family Day Care administration requirements CHCAL23A Manage Family Day Care administration CHCCHILD1A Work within legislative and ethical requirements CHCCHILD2A Support the rights and safety of children within duty of care requirements Elements 1. Design and distribute information to parents 2. Provide care within guidelines and requirements 3. Complete financial records required 4. Organise insurance coverage 5. Organise leave arrangements 1. Manage care provider approval and contract processes 2. Coordinate service provision in the scheme 3. Monitor requirements are being met 1. Work within ethical and legal guidelines 2. Support and safeguard the interests and rights of the child 3. Support and safeguard the safety of the child 4. Report indications of possible abuse 1. Work ethically 2. Identify indicators of abuse and act appropriately 3. Safeguard the rights and interests of children CHCCNAA Support babies needs 1. Respond to babies/infants cues 2. Assist in the response to babies/infants needs CHCCN1A Maintain a healthy and safe environment 1. Maintain a clean and hygienic environment 2. Provide a safe environment 3. Supervise the safety of children CHCCN2A Provide physical care 1. Provide opportunities for rest 2. Promote children s personal hygiene practices 3. Provide assistance with hygiene 4. Support children being adequately clothed 5. Provide food and drink 6. Prepare food in a hygienic manner CHCCN3A Prepare food 1. Plan food and drink provision 2. Prepare food suitable for children CHCCN4A Respond to illness, accidents and emergencies CHCCN5A Support the emotional wellbeing of babies/infants CHCCN6A Travel with children safely CHCCN7A Foster children s self help skills 1. Implement procedures for infection control and prevention 2. Recognise and respond to signs of potential illness 3. Respond to emergencies and accidents 4. Administer medication within guidelines 5. Respond to threats and situations of danger 1. Provide a nurturing relationship with babies/infants 2. Respond to a babies/infants needs 3. Settle new arrivals 4. Provide an environment that promotes security for children 1. Collect and deliver children 2. Monitor safety of children 1. Develop the child s capacity to care for their own physical needs 2. Establish an environment that encourages the child to complete tasks themselves 3. Create opportunities for children to develop their understanding of physical needs CHC99 - Children s Services Australian National Training Authority 25

Unit title Elements CHCCN8A Plan care routines 1. Plan daily routine 2. Adapt and change routines CHCCN10A Support the emotional needs of children CHCCN11A Guide the establishment and maintenance of a safe environment CHCCN20A Advocate for the rights and needs of children CHCFC1A Support the development of children in the service CHCFC2A Foster the physical development of children CHCFC3A Foster the social development of children CHCFC4A Foster the emotional and psychological development of children CHCFC5A Foster children s cognitive development 1. Provide a supportive relationship 2. Respond to children s emotional needs 3. Respond to emotional distress and children s problems 4. Develop children s sense of belonging in the service 5. Prepare children for change 1. Assess and improve the safety of environments 2. Coordinate the response to accidents and emergencies 3. Plan and monitor supervision 4. Promoted hygiene and safety practices 5. Promote appropriate practices to respond to illnesses 6. Monitor travel and excursions 7. Provide guidance to workers when abuse is identified or investigated 8. Monitor care provided by others 1. Advocate for the child about a specific right or need 2. Promote the rights, interests and needs of children 3. Challenge stereotypes 1. Support the development of children within the relevant age group 2. Support the physical development of children within the relevant age group 3. Support the social development of children within the relevant age group 4. Support the emotional and psychological development of children of the same age 5. Support the language development of children of the relevant age 6. Support the creative development of children of the relevant age 1. Create opportunities for children to develop a wider range of physical skills 2. Provide experiences to support physical development of children 3. Interact with the child to foster skill development 1. Provide opportunities for social interaction 2. Develop and promote positive interaction between children 3. Encourage children to accept diversity 1. Foster the child s independence/autonomy 2. Foster each child s self esteem and developing self concept 3. Encourage the child to express their feelings, ideas and needs 4. Encourage children to support each other 1. Help children develop thinking skills 2. Help children develop problem solving skills 3. Assist children to explore the world 4. Assist children to develop their understandings 26 Australian National Training Authority CHC99 - Children s Services

Unit title CHCFC6A Foster children s language development CHCFC7A Foster children s aesthetic and creative development CHCFC10A Enhance the emotional and psychological development of children Elements 1. Provide opportunities to stimulate the child developing language 2. Interact with the child to foster language development 3. Encourage the child to express themselves in language 4. Stimulate the child s understanding of language 5. Support the child s skills in their own (non-english) language, as relevant 6. Assist children with specific communication needs, as required 1. Stimulate children s awareness 2. Encourage children to express their imagination and creativity 3. Provide an environment suitable for creative activities 4. Promote curiosity and enjoyment 1. Promote the child s exploration and development of identity 2. Promote the child s developing sense of competence CHCFC11A Enhance the development of children s language CHCFC20A Promote the ethical understandings of children CHCICAA Communicate with children 1. Assess language development of the child and plan strategies for language development 2. Develop the capacity of the service to respond to language and literacy development needs 3. Promote the maintenance and development of children s skills in their own (non English) language, as relevant 4. Promote strategies to meet the needs of children with specific communication disabilities, as relevant 1. Assist children to consider the consequences of their actions 2. Assist children to make decisions about the fairness of their actions 3. Respond to children s questions about issues and principles 4. Assist children to develop their role as members of a community 1. Communicate positively with children 2. Apply limits and guidelines for behaviour within service policies CHCIC1A CHCIC2A CHCIC4A Interact positively with children Guide children s behaviour Work collaboratively with children 1. Form a positive relationship with children 2. Communicate with children on an ongoing basis 3. Respect similarities and differences among children and encourage children to respect these similarities and differences 4. Interact flexibly with children 1. Promote positive behaviour 2. Respond to feelings behind behaviours 3. Apply limits and guidelines for behaviour 4. Respond to serious incidents of behaviour which breach guidelines 1. Collaborate with children about their interests 2. Support children in learning about the decision making process CHC99 - Children s Services Australian National Training Authority 27

Unit title CHCIC10A Establish plans for developing responsible behaviour CHCIC11A Implement and promote inclusive policies and practices CHCIC12A Plan the inclusion of children with additional needs CHCIC14A Facilitate children s communication skills CHCIC20A Manage complex behavioural situations CHCPR1A Facilitate play and leisure CHCPR2A Organise experiences for children CHCPR3A Observe children CHCPR4A Provide opportunities and experiences to enhance children s development CHCPR5A Enhance children s play and leisure Elements 1. Identify and review behaviour causing concern 2. Establish and apply limits and guidelines for behaviour 3. Develop plan to effectively guide a particular child s behaviour 4. Implement plan 5. Monitor the effectiveness of the plan 6. Use procedures for responding to very challenging behaviours 1. Support the development of inclusive policies 2. Demonstrate inclusive practices 3. Support the development of inclusive practices in the service 4. Support the development of inclusive resources 5. Promote respect for diversity among children 1. Identify children with additional needs 2. Develop a plan for inclusion 3. Implement strategies to meet the child s additional needs 4. Consult with others about ongoing issues that arise 5. Monitor and review strategies 1. Assist children to communicate with others 2. Assist children to communicate about experiences and emotional issues 3. Assist children to resolve difficulties and conflicts 1. Identify situations requiring intervention 2. Assess the situation within its context 3. Develop strategies 4. Support the implementation of strategies by workers 1. Create an environment to foster play and leisure 2. Actively guide and facilitate children s play and leisure 3. Actively encourage children to enjoy play and leisure 1. Establish a stimulating and positive environment 2. Encourage children s involvement in experiences 3. Respond to unexpected occurrences 4. Organise for excursions 1. Gather information about the child 2. Observe children s play 3. Contribute to observation recording 4. Contribute to program planning 1. Establish an environment that can foster children s development 2. Provide creative and challenging opportunities which stimulate learning and development of the child 3. Plan and implement a program for the day 4. Review and improve the plan 1. Ensure the environment fosters play and leisure 2. Assist children to develop their play and leisure 3. Assist children to participate in a wider range of play and leisure experiences 4. Adopt a variety of roles to enhance play and leisure, as appropriate 28 Australian National Training Authority CHC99 - Children s Services

Unit title CHCPR9A Use observations and records CHCPR10A Facilitate the design of programs of the service CHCPR11A Coordinate the implementation of programs CHCPR12A Monitor and evaluate programs CHCPR13A Facilitate the development of programs for children with additional needs CHCPR14A Observe children and interpret observations CHCRF1A Communicate with family members about their child CHCRF11A Work in partnership with families to care for the child CHCRF21A Promote equity in access to the service Elements 1. Gather detailed information about the child 2 Record information in appropriate ways 3. Use information from observations to develop understanding of the child 4. Use information from observations with children and family members 5. Use information to plan the program 1. Design programs with all those involved 2 Design program to enhance development of children 3 Design programs which reflect the philosophy and goals of the service 4. Design programs which are relevant to the cultural and social contexts of the children and their community 5. Design programs which reflect a multicultural perspective 1. Plan the resources required 2. Plan the timetable 3. Develop an appropriate setting and environment 4. Implement the program and monitor its implementation by others 1. Assess the progress of each child 2. Evaluate the current programs 1. Plan required resources 2. Develop the program to meet the needs of the child 3. Maintain communication with those involved 1. Monitor children s developmental progress 2. Monitor social interaction of the children 3. Gather information about the child s views and perspectives 4. Demonstrate quality observations practices to other workers 5. Use information from observations to guide others 6. Design observation processes, with others 1. Establish a relationship with family members 2. Exchange information with family members about the child 3. Respond to a family member s concern about a child 1. Consult family members about the child, and the child s needs 2. Reach agreement with family members about care practices 3. Facilitate the transition to child care 4. Provide opportunities for family members to participate in the service/program 5. Provide information to parents about incidents and develop care strategies together 6. Respond to a family member s concerns about a child 1. Monitor the use of the service 2. Promote the service to all potential users 3. Develop strategies to enhance participation of under represented groups 4. Convey the eligibility criteria clearly 5. Decide on eligibility and priority for the service and communicate the decision effectively CHC99 - Children s Services Australian National Training Authority 29

Unit title CHCRF22A Plan child care provision with families CHCRF23A Respond to problems and complaints about the service CHCRF24A Support parents in their parenting role CHCSD10A Develop new approaches for providing service CHCSD11A Facilitate the inclusion of children with additional needs CHCSD12A Act as a resource to workers CHCSD24ADevelop a model for the service Elements 1. Explore the needs of the child and family with parent/s 2. Provide information about the service and discuss issues with parent/s 3. Develop parents confidence in the service 4. Review service provision with family members 1. Respond to a family member s concerns about their child 2. Acknowledge and address grievances and complaints 3. Effect resolution of complaints 4. Develop service 1. Develop a collaborative relationship with the parent/s 2. Provide information to parent/s 3. Listen to parent/s concerns or problems 4. Develop parent s capabilities in caring for their children 1. Develop better child care practice 2. Contribute to service development initiatives 3. Participate in planning and evaluation processes 1. Facilitate the development of a plan of inclusion 2. Coordinate the implementation of the plan 3. Provide support to workers 4. Develop the confidence of child care workers in caring for children with additional needs 1. Communicate about the child 2. Communicate about the child s family circumstances 3. Promote appropriate care practices 4. Promote understanding of the child and family circumstances 5. Follow up issues 6. Provide support to workers 1. Design model of service 2. Communicate about the model of service 30 Australian National Training Authority CHC99 - Children s Services

CHILDREN S SERVICES NATIONAL COMPETENCY STANDARDS Alignment with Mayer Key Competencies Carries out established processes Makes judgements of quality using given criteria Levels of Competency Level 1 Level 2 Level 3 Manages processes Selects the criteria for the evaluation process Establishes principles and processes Evaluates and reshapes process Establishes criteria for evaluation Unit Code Unit Title Collecting Information Communication Planning Work with Others Maths Solve Problems Use Technology CHCAL7A Fulfil Family Day Care 3 2 3 3 3 3 3 administration requirements CHCAL23A Manage Family Day Care 3 3 3 3 3 3 3 administration CHCCHILD1A Work within legislative and 2 2 2 2 0 2 0 ethical requirements CHCCHILD2A Support the rights and 3 3 3 3 1 3 1 safety of children within duty of care requirements CHCCNAA Support babies needs 1 1 1 1 0 1 0 CHCCN1A Maintain a healthy and 1 1 1 1 1 2 1 safe environment CHCCN2A Provide physical care 2 1 1 1 1 2 0 CHCCN3A Prepare food 2 0 2 1 1 2 1 CHCCN4A Respond to illness, 2 2 2 2 1 2 1 accidents and emergencies CHCCN5A Support the emotional 2 2 2 2 0 2 0 wellbeing of babies/infants CHCCN6A Travel with children safely 2 2 2 2 1 2 1 CHCCN7A Foster children s self help 2 2 2 2 1 2 2 skills CHCCN8A Plan care routines 3 3 3 3 2 3 2 CHCCN10A Support the emotional needs of children 3 3 3 3 1 3 1 CHC99 - Children s Services Australian National Training Authority 31

Unit Code Unit Title Collecting Information Communication Planning Work with Others Maths Solve Problems Use Technology CHCCN11A Guide the establishment 3 3 3 3 2 3 2 and maintenance of a safe environment CHCCN20A Advocate for the rights and 3 3 3 3 1 3 0 needs of children CHCFC1A Support the development 1 1 1 1 0 1 0 of children in the service CHCFC2A Foster the physical 3 3 2 3 2 3 1 development of children CHCFC3A Foster the social 3 3 3 3 1 3 1 development of children CHCFC4A Foster the emotional and 3 3 2 3 2 3 1 psychological development of children CHCFC5A Foster children s cognitive 3 3 3 3 1 3 1 development CHCFC6A Foster children s language 3 3 3 3 1 3 2 development CHCFC7A Foster children s aesthetic 3 3 3 3 1 3 2 and creative development CHCFC10A Enhance the emotional 3 3 3 3 1 3 1 and psychological development of children CHCFC11A Enhance the development 3 3 3 3 1 3 3 of children s language CHCFC20A Promote the ethical 3 3 3 3 0 3 0 understandings of children CHCICAA Communicate with children 1 1 1 1 0 1 0 CHCIC1A Interact positively with 2 2 2 2 0 2 0 children CHCIC2A Guide children s behaviour 2 2 2 2 1 2 1 CHCIC4A Work collaboratively with 2 2 2 2 1 2 1 children CHCIC10A Establish plans for 3 3 3 3 1 3 1 developing responsible behaviour CHCIC11A Implement and promote inclusive policies and practices 3 3 3 3 1 3 1 32 Australian National Training Authority CHC99 - Children s Services

Unit Code Unit Title Collecting Information Communication Planning Work with Others Maths Solve Problems Use Technology CHCIC12A Plan the inclusion of 3 3 3 3 2 3 3 children with additional needs CHCIC14A Facilitate children s 3 3 3 3 1 3 3 communication skills CHCIC20A Manage complex 3 3 3 3 2 3 2 behavioural situations CHCPR1A Facilitate play and leisure 1 2 2 2 1 2 0 CHCPR2A Organise experiences for 2 1 2 2 1 2 0 children CHCPR3A Observe children 2 2 2 2 1 2 0 CHCPR4A Provide opportunities and 3 3 3 3 0 3 1 experiences to enhance children s development CHCPR5A Enhance children s play 3 3 3 3 0 3 1 and leisure CHCPR9A Use observations and 3 3 3 3 0 3 0 records CHCPR10A Facilitate the design of 3 3 3 3 1 3 1 programs of the service CHCPR11A Coordinate the 3 3 3 3 2 3 2 implementation of programs CHCPR12A Monitor and evaluate 3 3 2 3 3 3 3 programs CHCPR13A Facilitate the development 3 3 3 3 1 3 2 of programs for children with additional needs CHCPR14A Observe children and 3 3 3 3 1 3 0 interpret observations CHCRF1A Communicate with family 2 2 2 2 0 2 0 members about their child CHCRF11A Work in partnership with 3 3 3 3 1 3 2 families to care for the child CHCRF21A Promote equity in access 3 3 3 3 2 3 2 to the service CHCRF22A Plan child care provision with families 3 3 3 3 1 3 1 CHC99 - Children s Services Australian National Training Authority 33

Unit Code Unit Title Collecting Information Communication Planning Work with Others Maths Solve Problems Use Technology CHCRF23A Respond to problems and 3 3 3 3 1 3 1 complaints about the service CHCRF24A Support parents in their 3 3 3 3 0 3 1 parenting role CHCSD10A Develop new approaches 3 3 3 3 2 3 2 for providing service CHCSD11A Facilitate the inclusion of 3 3 3 3 3 3 3 children with additional needs CHCSD12A Act as a resource to 3 3 3 3 1 3 1 workers CHCSD24A Develop a model for the service 3 3 3 3 0 3 1 34 Australian National Training Authority CHC99 - Children s Services

CHCAL7A Fulfil Family Day Care Administration Requirements Complying with the additional administrative tasks specifically required by care providers within Family Day Care. Element 1. Design and distribute information to parents 2. Provide care within guidelines and requirements 3. Complete financial records required 4. Organise insurance coverage 5. Organise leave arrangements Performance Criteria a clear statement about the philosophy of care is provided, as required information is developed in languages other than English in conjunction with others as required any advertising undertaken is within guidelines relevant bodies are accurately informed of times when vacancies occur the number of children in care at any time is monitored to ensure the number is within legislative requirements guidelines and rules of scheme are followed receipts and other details are kept for taxation purposes for the length of time required all details required for taxation purposes are recorded all details for audit are recorded according to guidelines taxation payments are paid all coverage required is arranged according to guidelines leave arrangements are communicated to parents, including alternative care options the service is advised when leave is required arrangements for leave required at short notice are negotiated with the service Range of variables: Information to parents may include: philosophy of care provided outline of program requirements timetabling Insurance coverage may include: workers compensation public liability Evidence Guide Critical aspects of assessment: complying with specific requirements of working in the Family Day Care System Underpinning knowledge: relevant regulations and requirements eg. number of children in care taxation requirements audit requirements insurance requirements policies and guidelines of service administrative formats of service CHC99 - Children s Services Australian National Training Authority 35

Underpinning skills: book keeping computer literacy Resource implications: access to a workplace or to an accurately simulated work environment where assessment can take place Consistency in performance: assessment of competency may occur on one occasion Resource implications: access to a work place or to an accurately simulated environment where assessment may take place Context of assessment this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions 36 Australian National Training Authority CHC99 - Children s Services

CHCAL23A Manage Family Day Care Administration Element 1. Manage care provider approval and contract processes 2. Coordinate service provision in the scheme 3. Monitor requirements are being met Performance Criteria prospective care providers are investigated according to criteria of the scheme approval is granted according to procedures of the scheme and to maintain quality of care provided contract process is facilitated within legislative requirements breaches of approval conditions are dealt with according to guidelines of the scheme positions for care and times and hours available are recorded and kept up to date parents are informed of places available and carers which suit the parents criteria and child s needs the number of children in care at any one time is monitored and strategies developed as needed workers are monitored to ensure they comply with legislative and service requirements Range of Variables: Criteria for approval may include: safety of home health/medical condition of care providers police checks Contract process may be between: care provider and parent/s scheme and parent/s Requirements may include: regulations guidelines and procedures of scheme insurance requirements legislation participation agreements Codes of Conduct in State Regulations Evidence Guide: Critical aspects of assessment: workers are monitored to ensure compliance with legislative and service requirements Underpinning knowledge: quality care outcomes state/territory legislative requirements guidelines of scheme procedures for supplementary payments approval and re approval processes relevant accreditation principles (eg. QIAS) and service standards Underpinning skills: computer literacy CHC99 - Children s Services Australian National Training Authority 37

Resource implications: access to a workplace or to an accurately simulated workplace environment where assessment can take place Consistency in performance: assessment of competence may occur on one occasion Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions 38 Australian National Training Authority CHC99 - Children s Services

CHCCHILD1A Work within legislative and ethical requirements Element 1. Work within ethical and legal guidelines 2. Support and safeguard the interests and rights of the child 3. Support and safeguard the safety of the child 4. Report indications of possible abuse Performance Criteria lawful instructions and regulations are complied with organisational resources and those of the child are used for the purpose intended fair, prompt and consistent performance of duties is applied toward all children and other workers decisions and actions taken are within the job description knowledge and skills required for daily activities of work are properly maintained work practices are applied to minimise potential for harm care is taken to behave in a reasonable and careful manner at all times appropriate confidentiality is maintained children are supervised with diligence and care to minimise the potential for harm children are not placed in potentially dangerous situations children are not permitted to leave the boundaries of the service during the hours of care unless otherwise arranged with parents particularly rigorous care is taken in supervising children on excursions and when travelling, as relevant appliances and equipment to be used by children are checked for safety evidence of injury or neglect is recorded accurately and reported promptly to the appropriate person unusual behaviour and marked changes in behaviour are reported and recorded in accordance with organisational procedures explanations of injuries or changes in behaviour offered by children, parents and others are recorded suspected abuse is reported to the appropriate person/organisation legislative requirements are carefully followed Range of Variables: Lawful instructions may include: restraining orders custody orders Rights of the child include principles expressed in: charters of rights legislation policies of organisation Work practices which may be applied to minimise the potential for harm include: following guidelines on administration of medication guidelines on care of an ill child CHC99 - Children s Services Australian National Training Authority 39

Supervision is diligent, but may vary according to: age of children abilities of children how well the worker knows the child, eg. a new enrolment to the service Supervision away from the centre could be on: excursions outings Lawful instructions may include instructions received from: licensing authorities organisational supervisor Courts of Law The appropriate person to report suspected child abuse will vary according to the legislation in the State/Territory and organisational policies. The person may be: State Child Protection Agency supervisor in the service individual carer Evidence Guide: Critical aspects of assessment: identification and appropriate response to a wide range of situations where a judgement is required about statutory and legal implications Interdependent assessment of units: this unit should be assessed in conjunction with CHCCN4A Respond to illness, accidents and emergencies Underpinning knowledge: legislative requirements statement of rights eg. UN Charter common risks to child s safety organisational guidelines and policies rights and responsibilities of child basic understanding of stereotypes of children awareness of discriminatory actions awareness of own attitudes to childhood duty of care responsibilities codes of ethics eg. AECA Code of Ethics, organisational codes understanding of potential risks to child of negligent action child protection policy of service state/territory requirements about notifying suspected abuse and reporting process incident recording procedures indicators of child abuse different types of child abuse relevant Quality Improvement and Accreditation Principles Underpinning skills: following procedures and instructions analysing situations for risk gaining cooperation of children to obey instructions 40 Australian National Training Authority CHC99 - Children s Services

Resource implications: access to a workplace or to an accurately simulated workplace environment where assessment can take place Consistency in performance: consistency in performance should consider the organisational and individual context within which work takes place Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions CHC99 - Children s Services Australian National Training Authority 41

CHCCHILD2A Support the rights and safety of children within duty of care requirements Element Performance Criteria 1. Work ethically works within responsibilities outlined in guidelines and regulations fair, prompt and consistent performance of duties is demonstrated with all children care is taken to behave in a reasonable and careful manner at all times knowledge and skill required for work responsibilities are demonstrated decisions and actions taken are explained to those to whom the worker is accountable 2. Identify indicators of abuse and act appropriately 3. Safeguard the rights and interests of children information about the child s behaviour is gathered in order to identify uncharacteristic behaviours or other indicators which may indicate abuse the circumstances of children who are identified as highly vulnerable to abuse are monitored indicators of abuse are identified and reported to appropriate authorities information is provided to support investigations by the appropriate authority the authority of the person collecting children is established incidents are responded to so as to safeguard the child s safety a healthy and safe environment is maintained to minimise potential for harm supervision is planned to minimise the potential for harm workers are supervised to promote children s rights ensures all legislative requirements are met by self and those supervised Range of Variables: Rights of children include: freedom from criminal acts protection from abuse protection of their property freedom from discrimination Responsibilities of workers may be outlined in the following regulations and guidelines: statements of regulatory bodies professional registration requirements legal precedents service standards mission statements, policies and philosophies of an organisation The authority of the person collecting children may be established by: custody orders emergency contact forms parent s permission notes 42 Australian National Training Authority CHC99 - Children s Services

Incidents that may require response to safeguard the child s safety may include: late pick up of child accident/emergency involving parent/s intoxicated person picking up child person who has restraining order against them arrives to pick up child Response may include: phone emergency contacts contact police/child Protection Agency contacting school Planning of supervision may need to consider: the number of children the activities children are involved in the location of the service likelihood of unauthorised persons entering service boundaries Code of ethics may include those of: the profession of the worker the specific organisation an individual person Evidence Guide: Critical aspects of assessment: demonstrated ability to actively investigate evidence of a suspected breach of rights and to monitor and address at risk situations according to defined procedures Underpinning knowledge: knowledge of indicators of abuse, types of abuse, children who are particularly vulnerable legislation and protocols regarding notification of suspected abuse legislation relevant to position and service relevant service guidelines relevant codes of ethics statements of children s rights relevant Quality Improvement and Accreditation Principles Underpinning skills: observation advocacy reporting negotiation active listening Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions CHC99 - Children s Services Australian National Training Authority 43

CHCCNAA Support babies needs This unit covers specific aspects of care for babies and infants aged from birth to approximately two years. Element 1. Respond to babies/infants cues 2. Assist in the response to babies/infants needs Performance Criteria babies/infant are responded to in an unhurried and sensitive way by workers children are responded to when they initiate contact with worker distressed babies/infants are responded to by workers in a relaxed and calm manner babies and infants are picked up and cuddled as appropriate a babies/infants non verbal cues are responded to appropriately a child s distress at separation from parent is responded to in a calm reassuring manner babies/infants needs for secure and consistent care are met, as directed comforters are made available to baby/infant when needed physical comfort is used as a method of reassurance when needed by the child interactions with the child are gentle and unhurried to promote a relationship of trust Range of Variables: Responses to babies may include: imitating babies vocalisations talking singing laughter rhymes finger games holding dancing and gentle bouncing Babies may show distress/pain by: crying appearing withdrawn squirming lack of eye contact sleep difficulties Toddlers may show distress and pain by: crying appearing withdrawn whingeing not playing or not playing creatively repetitive replaying of trauma aggression regression sleep difficulties speech difficulties(eg stuttering) toilet training difficulties 44 Australian National Training Authority CHC99 - Children s Services

nervous tics (eg cough) excessive masturbation Non verbal cues of a baby/toddler may include: cues to indicate distress response to an interesting activity smiling cues that express a desire to engage in an activity or interaction A babies/toddlers signs of distress may indicate: hunger tiredness pain loneliness discomfort fear anxiety frustration boredom Comforters may include: special toys blankets dummies Signs of distress/stress of parents and children on arrival may be indicated by: a rushed entry or exit by parent parent running late clinging behaviour child teary or crying child is unusually quiet or passive Responses to a distressed child may include: distraction to an activity cuddles, comfort listening, talking with the child quietly use of transition object Evidence Guide: Critical aspects of assessment: demonstrated ability to assess and report appropriately to babies needs Interdependent assessment of units this unit should be assessed with CHCICAA Communicate with children, CHCCN1A Maintain a healthy and safe environment and CHCCN2A Provide physical care Underpinning knowledge: the dependent nature of babies/infants organisational standards, policies and procedures Underpinning skills: listening empathy interpersonal skills CHC99 - Children s Services Australian National Training Authority 45

Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions, for a range of age groups, a range of conditions and over a number of assessment situations 46 Australian National Training Authority CHC99 - Children s Services

CHCCN1A Maintain a healthy and safe environment Element 1. Maintain a clean and hygienic environment 2. Provide a safe environment 3. Supervise the safety of children Performance Criteria cleaning occurs as an ongoing process as per regulations appropriate cleaning agents are used infection control procedures are followed ventilation, lighting and heating/cooling is adequately maintained personal hygiene/health procedures are adhered to at all times beds and bedding conform to health, hygiene and safety requirements as relevant organisational policies and procedures for safety on excursions are implemented sun protection policy is implemented tools, equipment, toys and games are appropriate to the age of the child equipment is selected, checked and maintained to ensure safety the environment is set up to ensure safety area is checked for hazards and risk reduction strategies are implemented fire exits are kept unobstructed disposal of waste materials occurs in a safe and hygienic way cleaning materials are stored safely children are supervised in accordance with legal requirements and regulations rules for safe play are explained and implemented direct contact with individuals/group is maintained worker is alert to potential risks arising and acts to minimise/reduce risk hazards and potential hazards in the environment are identified to children emergencies and evacuation procedures are discussed and practiced with children supervision is used as an opportunity to interact with children Range of Variables: Legal requirements and regulations regarding supervision may include: staff/children ratios babies are never left unattended in the bath or on change table Cleaning may include: disinfecting nappy change areas washing floor vacuuming disinfecting toilet areas Disposal of waste materials may include: nappies soiled tissues/wipes In remote and isolated areas: CHC99 - Children s Services Australian National Training Authority 47

alternative methods for rest eg. hammocks Organisational procedures implemented for safety on excursions can include: legal/legislative requirements organisational policies regarding excursions. Checking area for hazards may include checking for: needles/sharp implements in outdoor areas animal droppings in outdoor areas Maintaining direct contact with child will vary according to: child s age child s level of independence/dependence child s safety/risk taking behaviours activity child is involved in ability of child Contact can include: sight sound glass viewing windows line of sight within physical reach Potential risks may be: babies learning to eat solid foods children learning new skills such as walking, balancing particular combinations of children playing together babies going to sleep with a bottle risk of dehydration on very hot days SIDS when children are attempting an activity that may be beyond their previous ability Rules for safe play may include: use of equipment how children play together Providing a safe environment and risk reduction strategies will vary according to whether the location is: a purpose designed and built centre non purpose built centre a home. appropriate for the age range of children Hazards may be identified to children in a range of ways: verbally by signs by symbols Risk reduction strategies may include: gates on stairs covers on electrical sockets removal/locking away of dangerous substances. close supervision of any children in kitchens fences and gates, locking mechanisms out of bounds areas vacuuming/sweeping floors to remove small or dangerous objects particularly close supervision in some areas 48 Australian National Training Authority CHC99 - Children s Services

placing babies/infants to sleep in positions recommended for prevention of SIDS Evidence Guide: Critical aspects of assessment: demonstrated ability to provide a clean and safe environment for children assessors are recommended to particularly look for: observe personal hygiene to prevent cross infection eg. handwashing models safe behaviours and hygiene practices Underpinning knowledge: up to date knowledge of regulations are understood regulations on safety, health and hygiene potential hazards to children hazards of traffic for children risk minimisation strategies and risk reduction strategies the spread of infectious diseases and cross infection strategies to minimise the spread of infectious diseases developmental stage appropriate toys and equipment - safety and risks legal requirements for supervision including worker - child ratios organisational standards, policies and procedures For home based care: hazards in home environment Underpinning skills: risk minimisation strategies and risk reduction strategies strategies to minimise the spread of infectious diseases interpersonal safe use of equipment and materials Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment access to cleaning equipment and materials occupational health and safety policies and procedures Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups, and a range of conditions over a number of assessment situations CHC99 - Children s Services Australian National Training Authority 49

CHCCN2A Provide physical care ELEMENT 1. Provide opportunities for rest 2. Promote children s personal hygiene practices 3. Provide assistance with hygiene 4. Support children being adequately clothed Performance Criteria rest is organised according to individual child s needs and the context children are allowed to wake from sleep in their own time whenever possible if circumstances require, children are roused from sleep at their own pace waking children are responded to in an unhurried manner bedding preferences are accommodated as far as possible a quiet area is provided for children to access when needed rest times are provided in a relaxed atmosphere the environment is adjusted to assist children to sleep or rest hygiene practices are explained to children clearly and children are encouraged to follow them different cultural practices are respected and followed where possible personal hygiene is demonstrated to children toilettng accidents are dealt with in a manner that protects the child s self esteem and privacy assistance is provided according to the child s need equipment is maintained in clean and safe condition in accordance with guidelines effective handwashing practices and routines are established children are dressed according to need and prevailing weather conditions children s clothing preferences are acknowledged, respected and followed, if possible ensures children use footwear when required by the circumstances and family preferences 5. Provide food and drink food is stored within appropriate temperature limits hands are washed before serving food children are supervised while eating and drinking drinking water is made available at all times food is served at an appropriate temperature food and drink are sufficient and appropriately accessible to children food and drink provided are appropriate to the child s age/developmental stage utensils used for serving are cleared promptly 50 Australian National Training Authority CHC99 - Children s Services

6. Prepare food in a hygienic manner food preparation and serving surfaces are cleaned effectively and after each use separate equipment is used for raw and cooked food all utensils are washed and dried appropriately hands are washed and dried appropriately prior to food preparation crockery and cutlery is washed and dried appropriately regulatory requirements on preparing food hygienically are followed organisational procedures are followed carefully Range of Variables: Rest may include: sleep time sitting quietly Rest provisions may vary according to: the venue at the time child needs rest the child s need for rest other children s needs space available Bedding preferences may vary due to: cultural practices eg. hammock child s preferences eg. soft toy Adjusting the environment for children s rest may include adjustments to: level of noise light, temperature and ventilation Personal hygiene may include: hand washing toileting blowing nose bushing teeth/rinsing mouth after meal Hygiene practices taught may vary with child s age, and may include: flushing toilet paper after use discarding tissues in bin after use washing hands before eating, after toileting cleaning teeth or rinsing mouth after eating Different family and cultural practices which may be relevant to hygiene include: age to commence toilet training eating food with utensils or fingers hair care practices For children with a physical or developmental disability: a hygiene plan is developed according to the needs of the child For clothing, weather conditions that may need to be considered are: heat cold rain CHC99 - Children s Services Australian National Training Authority 51

Preparation of food in hygienic manner will be according to: appropriate regulatory requirements relating to food handling and hygiene alternative methods of cooling food and drink may need to be developed in remote or isolated areas (eg. hessian cooling bag) Appropriate washing and drying of utensils and crockery and cutlery may include via: hand washing in hot, soapy water dishwashing Organisational procedures for food preparation may include: use of gloves when handling some foods procedures for supervision Evidence Guide Critical aspects of assessment: demonstrated ability to provide quality physical care for children including ensuring adequate rest, food and drink and using and promoting hygienic practices opportunities for rest are provided and are varied according to the age of the child, their cultural background, development and needs implements and promotes hygiene taking into account child s age, development, cultural background and needs uses hygienic practices demonstrates ability to provide all aspects of physical care to child/ren, including: the provision of food and drink provides adequate food and drink which is varied according to age, culture, development and needs of the child Underpinning knowledge: individual differences of children in need for rest and sleep/rest patterns different practices and routines used by different families and their underlying cultural or personal rationale policies, regulations and guidelines about hygiene standards for food handling organisational standards, policies and procedures storage of food - temperatures Underpinning skills: food preparation including cooking time management interpersonal Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions, for a range of age groups, a range of conditions and over a number of assessment situations 52 Australian National Training Authority CHC99 - Children s Services

CHCCN3A Prepare food Element 1. Plan food and drink provision 2. Prepare food suitable for children Performance Criteria menu is planned to ensure the children s nutritional needs are catered for menu is planned to ensure calorie intake is sufficient for their needs food and drink planned is varied and sufficient menu is planned to accommodate health needs of children menu is planned to accommodate cultural requirements and preferences food and drink preferences are accommodated meals and snacks are designed to be appetising Range of Variables: Planning for nutritional needs will include: nutritious food balanced diet relevant to nutritional needs at that age Health needs of children to be considered may include: medical advice and diet allergies to certain foods Cultural requirements and preferences about food may include: meal patterns over a day drinks provided foods used hot or cold meals spices and flavourings used inclusion of sweets Menu may include: breakfast lunch dinner snacks Food and drink preferences will vary according to: culture dietary requirements religion age family patterns individual tastes stage of the day Appetising food may consider: colour shape texture variety CHC99 - Children s Services Australian National Training Authority 53

Evidence Guide: Critical aspects of assessment: demonstrated ability to prepare food which is nutritious and suitable for children assessors are recommended to particularly look for: food is nutritious and the 5 food groups are provided over a day, as relevant food is fresh wherever possible food provided for babies: food and milk is warmed and tested for temperature solid food is introduced appropriately Underpinning knowledge: nutritional needs of children 5 food groups fat contents of foods fibre content of different foods dietary requirements for infants cultural practices and beliefs about food provision impact of foods and drinks on dental health storage of food - temperatures food preparation and cooking organisational standards, policies and procedures Underpinning skills: cooking and preparation of food menu planning Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups, and a range of conditions over a number of assessment situations 54 Australian National Training Authority CHC99 - Children s Services

CHCCN4A Respond to illness, accidents and emergencies Element 1. Implement procedures for infection control and prevention 2. Recognise and respond to signs of potential illness 3. Respond to emergencies and accidents 4. Administer medication within guidelines 5. Respond to threats and situations of danger Performance Criteria exclusion guidelines for children and others suffering from an infectious condition are followed hygiene principles are implemented in care practices infection control guidelines are followed signs of potential illness are reported medical assistance is sought as necessary according to policies and procedures child s parents are informed as soon as possible child is separated from other children as required and as practicable child is comforted and settled the safety of self and others is ensured immediate First Aid is provided as required strategies to calm, reassure and comfort child/children are used details of emergency are recorded and reported accurately information is provided to others according to service policies emergencies and accidents are responded to according to the service guidelines and legislative requirements medication is administered according to organisational policies and legislative requirements medication is stored according to requirements medication is checked for name, instructions and use by date all administered medications are documented in accordance with requirements remove children from threat/danger or remove danger/threat from children the level of immediate danger is assessed and the situation is reported to an appropriate person appropriate emergency procedures are implemented to ensure the safety of children and workers Range of Variables Procedures for the prevention of the spread of infection may include: hand washing use of disposable gloves when cleaning up body wastes removal and disposal of infected articles cleaning equipment disposal of unused foods/milk cleaning of utensils after use regular disinfecting of soft toys removal of body waste products (eg. faeces, urine, saliva, vomit) and disinfection of area affected For babies/infants: use protective aprons when changing babies disinfection of nappy change areas after each use CHC99 - Children s Services Australian National Training Authority 55

Requirements for the administration of medication may include: legislative guidelines organisation procedures Requirements for storage of medication may include: temperature required level of security required organisational procedure and procedures legislative requirements Evidence Guide Critical aspects of assessment: demonstrated ability to respond quickly to emergencies and implement correct procedures including administering first aid Interdependent assessment of units: competence in CHCCN1A Maintain a healthy and safe environment and CHCCN2A Provide physical care is a prerequisite for this unit Underpinning knowledge: disease spread and transmission guidelines for infection control indicators of child abuse different types of child abuse child protection policy of service state/territory requirements about responding to indications of abuse and reporting process organisational standards, policies and procedures Underpinning skills: common childhood illnesses - recognition, management strategies writing incident records making decisions under pressure Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Consistency in performance: consistency in performance should consider the organisational and individual context within which work takes place assessors may use information provided by work colleagues, parents and supervisors eg. testimonials, references etc. Context of assessment : this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions 56 Australian National Training Authority CHC99 - Children s Services

CHCCN5A Support the emotional wellbeing of babies/infants This unit covers aspects specific to the care of babies and infants in relation to their emotional well being. CHCCN10A addresses competency in supporting the emotional needs of children of all ages. Element 1. Provide a nurturing relationship with babies/infants 2. Respond to a babies/infants needs Performance Criteria workers interactions are both planned and spontaneous interactions with babies/infants are initiated by worker routines of physical care are used as opportunities to positively interact with babies/toddlers worker takes time to get to know the baby/infant, their individual routines, rhythms, and cues babies individual routines of daily care, rest, play and exercise are responded to by workers and accommodated whenever possible babies/infants needs for secure and consistent care are met babies and infants rituals are respected and fulfilled babies and infants are closely monitored for signs of hunger, distress, pain, tiredness 3. Settle new arrivals worker begins to develop a relationship with the child while parents are still present parents and babies are observed for signs of stress/distress on arrival family/parents are encouraged to take as much time as needed to have a relaxed, unhurried separation from their child routines established to minimise distress at separation of parent and child are implemented 4. Provide an environment that promotes security for children expectations are communicated clearly to children and are consistently applied the physical environment is set up to provide a relaxed and flexible atmosphere the environment is set up to accommodate individuality of the children a safe and secure environment is created both in and out of doors and equipment is of a suitable scale for babies/toddlers Range of Variables: Interactions with babies may include: imitating babies vocalisations talking singing laughter rhymes finger games holding dancing and gentle bouncing CHC99 - Children s Services Australian National Training Authority 57

Routines of physical care may include: feeding nappy changes clothing changes Babies individual routines may include: sleeping routines and rituals nappy change routines eating/drinking patterns interactions and play with adults Babies rituals which are to be respected and fulfilled where practical may include: the need for a special toy/dummy particular method of being put to bed eg. wrapped tightly and laid on side Toddlers rituals may include: the need for a special toy or dummy particular ways of doing things eg. special story, way of drinking from a cup food preferences and ability to have a choice within centre policies having a special place to go or to store their belongings Babies may show distress/pain by: crying appearing withdrawn squirming lack of eye contact sleep difficulties Toddlers may show distress and pain by: crying appearing withdrawn whingeing not playing or not playing creatively repetitive replaying of trauma aggression regression sleep difficulties speech difficulties(eg stuttering) toilet training difficulties nervous tics (eg cough) excessive masturbation A babies/toddlers signs of distress may indicate: hunger tiredness pain loneliness discomfort fear anxiety frustration boredom 58 Australian National Training Authority CHC99 - Children s Services

Signs of distress/stress of parents and children on arrival may be indicated by: a rushed entry or exit by parent parent running late clinging behaviour child teary or crying child is unusually quiet or passive Evidence Guide Critical aspects of assessment: demonstrated ability to provide a secure and safe environment for babies and infants needs for secure and consistent care will be met in a range of ways, depending on factors within the setting. a range of provisions may include: consistent care giving consistent practices consistent responses use of routines responses to hurt child may include: application of ice packs, antiseptic cream, band aid comfort, cuddle responses to distressed child may include: acknowledging and labelling feelings distraction to an activity cuddles, comfort listening, talking to quietly use of transition object the physical environment may need: spaces for quiet and seclusion to allow movement between different areas to be able to changed to adapt to different needs Interdependent assessment of units: this unit may be assessed with CHCRF1A Communicate with family members about their child, CHCCN1A Maintain a healthy and safe environment, CHCCN2A Provide physical care and CHCCN4A Respond to illness, accidents and emergencies competence in CHCCNAA Support babies needs is a prerequisite for this unit Underpinning knowledge: social development of babies/infants care giving practices within different cultural groups individual children s needs and wants attachment and separation anxiety and appropriate responses babies/infants games organisational standards, policies and procedures Underpinning skills: a calm, reassuring manner with babies/infants care giving practices within different cultural groups nurturing interpersonal appropriate response to attachment and separation anxiety CHC99 - Children s Services Australian National Training Authority 59

Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions, for a range of age groups, a range of conditions and over a number of assessment situations 60 Australian National Training Authority CHC99 - Children s Services

CHCCN6A Travel with children safely Element 1. Collect and deliver children Performance Criteria ensures expected children are in attendance by implementing service procedures procedures for lateness in arrival are implemented children are collected and delivered according to guidelines and policies of the service 2. Monitor safety of children children are supervised as closely as required for their ages, abilities, the contexts children s behaviour is monitored during travel and safe, appropriate behaviour is reinforced children are instructed/reminded to follow relevant legal requirements worker follows legal requirements as necessary risk situations are identified and strategies developed and implemented to minimise risk potential hazards are observed and strategies developed to increase safety Range of Variables: Children may be required to be transported: from school to service for excursions, outings to activities to and from care provider during fire/emergency evacuations Children may be transported by: mini bus car public transport foot push bike Legal requirements that children are to follow may include: wearing seat belts in cars appropriate behaviour in public transport wearing of bike safety helmet regulatory requirements for each sector and state child/adult ratios Legal requirement that workers are to follow include: regulatory requirements for each sector and state child/adult ratios holding current drivers licence car restraints are fitted properly ensure seat belts are done up ensure safety seats and baby capsules are secure Risk situations include: crowding high traffic spots poor visibility CHC99 - Children s Services Australian National Training Authority 61

distractions poor/dangerous driving Risks vary according to: children s ages/stages of development size of group composition of group Evidence Guide Critical aspects of assessment: demonstrated ability to ensure children are transported safely knowledge of legal requirements are implemented in work practices Interdependent assessment of units: competence in CHCCN1A Maintain a health and safe environment and CHCCN2A Provide physical care is a prerequisite for this unit Underpinning knowledge: regulations organisation procedures road safety awareness road safety procedures organisational standards, policies and procedures Underpinning skills: driving skills - car or bus strategies for developing responsible behaviour by children in cars and buses developing children s road safety awareness interpersonal road safety planning time management Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Consistency in performance: assessment of competency may occur on one occasion Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions 62 Australian National Training Authority CHC99 - Children s Services

CHCCN7A Foster children s self help skills Element 1. Develop the child s capacity to care for their own physical needs 2. Establish an environment that encourages the child to complete tasks themselves 3. Create opportunities for children to develop their understanding of physical needs Performance Criteria steps in the task are demonstrated and explained patiently to children verbal encouragement is given to child tasks are completed with children opportunities to practice are provided care activities are discussed with children so as to develop their understanding of process/importance children are encouraged to ask for help when needed children s capacity to manage their own physical care is monitored required materials are made accessible for children sufficient time is made available for the child to do the task in an unhurried way all attempts are supported and spoken about respectfully sufficient time is made available for children to practice and develop their skills, if wanted by the child nutritional needs are explained to children in a suitable language hygiene practices are explained and demonstrated through positive staff practices and daily routines safety issues are explained and procedures demonstrated the need for exercise is explained Range of Variables: Relevant life skills related to their physical needs will vary with the child s age/stage of development. or babies and infants: exploring, eating and feeding skills for toddlers: toileting eating independently care of own possessions preparing drinks sun safety practices for 3 to 5 year olds: nutrition meal time dressing and undressing selecting clothes to wear fastening shoes washing hands who to turn to for assistance bathing doing up/undoing shoes putting away bedding making choices for 6 to 12 year olds: responsible for care of own possessions knowing when to act and when to wait decisions regarding use of pocket money on excursions, within parental guidelines and limits who to turn to for assistance and advice CHC99 - Children s Services Australian National Training Authority 63

preparing snacks and drinks care of own health and physical needs basic cooking relaxation stress management time management prioritising nutritional needs Ways of fostering the development of self help skills will vary according to the age of the child - for infants: encourage to respond to matching while dressing/undressing eg. arm to sleeve through care routines and daily experiences for toddlers: provide sufficient time eg. undressing before rest encourage efforts children may choose from a range of clothes give support when necessary encourage all attempts at self help for 3 to 5 year old children: provide opportunities for children to learn to fasten their shoes store clothes so that they are accessible to children personal belongings are stored accessibly for 5 to 12 year old children: explanation demonstration debate and discussion jointly participating in task use of written instructions Explanations of nutritional needs will vary according to the age of the child - for the older child explanations may include: healthy eating patterns body image anorexia diets menstruation sexual development Understanding of physical needs may be promoted through: discussions demonstrations pamphlets guest speakers Evidence Guide Critical aspects of assessment: demonstrated ability to provide a range of experiences and an environment which encourages independence Interdependent assessment of units this unit should be assessed with units CHCGROUP2A "Support group activities" or CHCGROUP3A "Plan and conduct group activities", if relevant and CHCIC4A Work collaboratively with children competence in CHCCN1A Maintain a health and safe environment and CHCCN2A Provide physical care is a prerequisite for this unit 64 Australian National Training Authority CHC99 - Children s Services

Underpinning knowledge: child development importance of self esteem/competence and how to foster it effect of organising the environment link between care environment and home importance of individuality expectations about a range of self help skills within cultural backgrounds of children organisational standards, policies and procedures Underpinning skills: organising environment/time management effective communication (staff, children, parents) evaluate and promote problem solving observation enthusiasm in learning and promoting learning acknowledging children s achievements - being positive willingness to be reflective interpersonal time management Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions, for a range of age groups, a range of conditions and over a number of assessment situations CHC99 - Children s Services Australian National Training Authority 65

CHCCN8A Plan care routines Element Performance Criteria 1. Plan daily routine routines are planned according to the needs of the children the purpose for routines are explained to children as appropriate children s preferences and choices are discussed and accommodated routines encourage the development of a child s self help skills routines are oriented to the rhythms and timings of the children routines enable children s physical needs to be met in conjunction with their emotional needs routines are planned with others who provide care for the child worker meets regularly with parents to exchange information required resources are made available strategies are used which encourage children s cooperation in completing routines 2. Adapt and change routines routines are reviewed and adapted according to the children s needs routines are altered according to circumstances and events as required routines are changed to improve the outcomes for the children routines are changed to improve time organisation daily routine includes time for physical needs, play and other developmental experiences daily routine is planned around events which have set timing routines incorporate time for each child s different needs routines are designed to create opportunities for interaction with children routines are designed as an opportunity for extending children s learning Range of Variables: Daily routines for care may include routines for: cleaning washing cooking meals bathing sleeping transport and travel dressing nappy changes toilet training Required resources to be made available may be related to routines for: sufficient food and drink for the day/outing suitable clothing 66 Australian National Training Authority CHC99 - Children s Services

Events which have timing implications may include: drop off or pick up times organised events transport times sleep routines meal times Routines may be planned with others such as : parents the service as a whole others caring for the child Information may be exchanged with parents about: changes in the child s routines changes in timing of experiences planned Daily routines for care will vary according to the age of the child - for babies and toddlers: nappy changing feeding patterns sleep patterns bathing toilet training experiences for 3 to 5 year olds: rest times meals parents arrival hygiene routines travel experiences toileting for 6 to 12 year olds: meals and snacks travel times hygiene practices setting up resources and equipment parents arrival Evidence Guide Critical aspects of assessment: demonstrated ability to work with children to plan, adapt and review routines Interdependent assessment of units this unit should be assessed only after CHCIC4A Work collaboratively with children has been assessed Underpinning knowledge: planning processes organisational standards, policies and procedures CHC99 - Children s Services Australian National Training Authority 67

Underpinning skills: culturally based care giving practices and routines eg. degree of structure of the day s routine time management interpersonal planning contingency management Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations 68 Australian National Training Authority CHC99 - Children s Services

CHCCN10A Support the emotional needs of children This unit relates to a worker s role in supporting the emotional needs of children of all ages. CHCCN5A focuses specifically on the emotional well being of babies/infants. Element 1. Provide a supportive relationship 2. Respond to children s emotional needs 3. Respond to emotional distress and children s problems 4. Develop children s sense of belonging in the service 5. Prepare children for change Performance Criteria routines are developed and reviewed to provide stability and respond to changing circumstances routines are developed which are appropriate to the child s developmental level routines are established to minimise distress at separation of parent and child in accordance with service or organisational guidelines interactions with children are initiated by worker children are responded to when they initiate contact with worker children are listened to with full attention children s communications are treated with respect and taken seriously trust is developed and maintained children s feelings are identified and responded to openly and with respect children s behaviour is observed to determine their emotional status a child is responded to by the worker in a manner appropriate to the child s emotional state behaviour which is out of character for an individual child is monitored and interpreted and responded to appropriately opportunities for release of feelings through play are created emotional outbursts are dealt with in a calm manner whilst minimising disruption to other children opportunities for children to express their emotions in appropriate ways are provided a child is comforted if they are hurt children are monitored for signs of distress a worker s response to a child is in line with the child s style of communication children s problems of a serious nature are reported to the appropriate person assistance is provided to assist the child to solve a problem of concern the service is talked about as a service belonging to the children children are involved in decisions regarding the service aspects of children s individual identity are displayed children are informed appropriately to prepare for changes children are familiarised with new settings strategies are developed which encourage smooth transitions between activities unfamiliar people are introduced to children children are involved in decision making about changes whenever possible CHC99 - Children s Services Australian National Training Authority 69

Range of Variables: A child may display their distress by: withdrawal aggressive behaviour tears Behaviour which is out of character for an individual child may be: quiet behaviour in a boisterous child noisy behaviour in quiet child Routines to minimise distress at separation of parent and child may include: opportunities for a relaxed and unhurried separation of parent and child repeated prior visits to the service prior to parent s departure routine of short separation times prior to lengthy separations comfortable chairs where parents can relax with child prior to departure Response to a distressed child may be by: physical comfort sitting and listening talking through a problem giving child their comforter eg. dummy, toy distraction Children s emotional needs may be due to: school problems changes in family circumstances accidents that may occur during care new to child care, separation from familiar people and places family relationships interactions with other children major changes in child s life eg. migration, losses death of a pet loss of special toy ill health embarrassing events that occur during time in care or just prior Children may be involved in decisions about: the layout of equipment routines choice of activities Changes may include: change of countries new children/workers starting in the service children/workers leaving the service visitors students Evidence Guide Critical aspects of assessment: demonstrated ability to provide a safe and secure environment which enables children to be themselves and to manage change ability to respond to children's emotional needs that gives due regard to child's age, culture, development and need Interdependent assessment of units: 70 Australian National Training Authority CHC99 - Children s Services

this unit should be assessed with the related unit on emotional development CHCFC4A, "Foster the emotional and psychological development of children", and after unit CHCIC1A Interact positively with children. competence in CHCCN5A "Support the emotional wellbeing of babies/infants is a prerequisite for this unit Underpinning knowledge: impact of changes for children how emotional needs are expressed - directly and indirectly children s developmental stages children s responses to grief, loss and separation organisational standards, policies and procedures Underpinning skills: communicating with children - listening and responding empathy to child s feelings appropriate use of touch and relationship style when children are distressed interpersonal active listening Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions, for a range of age groups, a range of conditions and over a number of assessment situations CHC99 - Children s Services Australian National Training Authority 71

CHCCN11A Guide the establishment and maintenance of a safe environment Element 1. Assess and improve the safety of environments 2. Coordinate the response to accidents and emergencies 3. Plan and monitor supervision 4. Promote hygiene and safety practices Performance Criteria environments are assessed for suitability and safety and decisions taken environments are assessed against relevant safety criteria hazards and potential risks in the environment are identified with other involved the level of response required to address a hazard is identified and communicated clearly strategy development is facilitated among others involved a plan is developed, implemented and reviewed with others evacuation procedures are developed, kept up to date and practiced regularly by all workers and children steps already taken by workers are reviewed and additional actions required are implemented medical assistance is sought as required a plan to meet the emotional needs of children and others in the situation is implemented tasks are allocated to different people and directions are given about how to proceed information is provided to parents sensitively, calmly and accurately policies and procedures of the organisation are used to inform people of actions required of them service s policies and procedures are reviewed with others in light of the incident and changed as required safety limits and guidelines are developed with others involved children s experiences which require additional supervision are identified and a plan developed areas where close/additional supervision will be required are identified and a plan developed, implemented and reviewed strategies which can be used to address specific incidents are developed for the service implementation of supervision plan and procedures is monitored regularly and carefully policies for medication administration, storage and documentation are explained and monitored the safe storage of hazardous materials is monitored and reinforced with workers practices for handling and storing food within guidelines are demonstrated and regularly communicated practices for managing children s hygiene needs are promoted and demonstrated 72 Australian National Training Authority CHC99 - Children s Services

5. Promote appropriate practices to respond to illnesses 6. Monitor travel and excursions 7. Provide guidance to workers when abuse is identified or investigated 8. Monitor care provided by others infection control and medication guidelines are regularly and clearly communicated to others specific practices are suggested to address situations as they arise parents are informed of infections procedures for responding to sick children are developed notification diseases /infections are reported to the appropriate government organisation according to guidelines procedures for safety are established in relation to excursions and transport and are communicated travel practices are monitored to a relation to service procedures and regulations responsibilities during excursions are organised explains policies and procedures clearly and calmly workers are supported to provide information to appropriate bodies care practices are observed and specific instruction given as required care routines are regularly reviewed with workers practices are reviewed to ensure policies regarding care are met Range of Variables: Environments may be assessed for safety in relation to hazards noise pollution fences buildings grounds Relevant criteria for assessing environments may include: regulations policies of organisation industry standards eg. QA and IS principles occupational health and safety guidelines Criteria for assessing safety of environments may include: legislation and regulatory requirements safety criteria developed by service own judgement and experience A plan to meet the emotional needs of people involved in an accident or emergency may include: reassurance/comfort counselling debriefing CHC99 - Children s Services Australian National Training Authority 73

Areas where close/additional supervision may be required include: hazards eg. water specified equipment areas without fences toilets Plan for supervision may include: limit setting for children deployment of workers programming separating different aged children placement of equipment staff/child ratio Limits and guidelines related to supervision may include: out of bounds areas rules for safe play Additional supervision may be required for: excursions boisterous activities eg. touch football swimming younger children children with additional needs eg. ADD Supervision strategies on excursions include: head counts developing and maintaining group norms that foster safety Procedures for responding to sick children may include: one to one care separation from other children contacting parents requesting parent to take child home Government agencies which may need to be consulted/notified include: Work Cover, if worker situation Public Health Unit Guidelines for reporting may include: Public Health guidelines eg. a number of cases, time frame for reporting organisational guidelines eg. who is to write and set report Procedures for safety in travel may include: regulations are followed eg. children are appropriately restrained restraints are effectively installed behaviour guidelines and limits for children during travel Supervision of travel and care practices may be monitored by: observation discussion with worker Evidence Guide Critical aspects of assessment: applying a thorough understanding of dangers and hazards for specific age groups and demonstrated ability to make informed and appropriate decisions under pressure to ensure the safety of children, including in the home environment 74 Australian National Training Authority CHC99 - Children s Services

assessors are recommended to particularly look for: observes personal hygiene to prevent cross infection eg. handwashing models safe behaviours and hygiene practices risk identification in environments risk reduction strategies in that environment risk minimisation strategies in response to specific incidents ways of supervising appropriate to the age of the child supervision systems eg. an area/ a group of children/ floater violence protocols addressing issues in planning supervision according to the ages of children - for 5 to 12 year olds: absences of children booked in need to be investigated older children may be able to assist in responding to an incident if directed clearly and supported to do so developing children s capacity to monitor their own safety developing children s capacity to develop strategies with staff assessment of additional supervision requirements for a child due to - child s disability: level of risk taking behaviour age/stage of development of child child s level of competence in the activity selected child s level of responsibility child s familiarity with environment/equipment/materials Interdependent assessment of units: competence in CHCCN4A Respond to illness accidents and emergencies is a prerequisite for this unit Underpinning knowledge: up to date knowledge of regulations on safety, health and hygiene potential hazards to children, including traffic and the spread of infectious diseases and cross infection strategies to minimise the spread of infectious diseases developmental stage appropriate toys and equipment legal requirements for supervision including worker - child ratios food preparation, cooking and storage of food - temperatures child protection policy of service state/territory requirements about abuse and reporting process common childhood illnesses recognition, management strategies incident records indicators of different types of child abuse organisation procedures driving skills - car or bus strategies for developing responsible behaviour by children in cars and buses organisational standards, policies and procedures Underpinning skills: driving skills - car or bus strategies for developing responsible behaviour by children in cars and buses decision making under pressure Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment CHC99 - Children s Services Australian National Training Authority 75

Consistency in performance: consistency in performance is best assessed for a range of age groups, a range of conditions and over a number of assessment situations Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions 76 Australian National Training Authority CHC99 - Children s Services

CHCCN20A Advocate for the rights and needs of children This unit focuses on advocating for the child with family/community members, other services/workers and the general public. This unit is not focused on advocating to children. Such issues are taken up in other units such as CHCIC11A " Implement and promote inclusive practices and policies", and CHCIC14A "Facilitate children s communication skills". Element 1. Advocate for the child about a specific right or need 2. Promote the rights, interests and needs of children Performance Criteria the child s rights and needs are represented strongly to those involved the child s point of view is sought and represented clearly to those involved the issue is clarified, focused on and addressed with relevant others options are negotiated with the child and others involved comprehensive background information and evidence is collected and presented clearly competing rights are identified and discussed assertive communication is used and communication is persistent when required the rights of children are promoted widely people are challenged to act in ways that further children s rights/interests/needs as appropriate reports of breaches or suspected breaches of children s right s within the service are investigated promptly 3. Challenge stereotypes stereotypes about children are challenged when communicated to the worker unrealistically high or low expectations about children s behaviour are challenged information is provided to challenge stereotypes children s abilities are promoted Range of Variables Advocacy on behalf of the child may be directed to: other workers parents schools management of services family members community members government departments Rights include: right to be heard and believed continuity of care a safe environment to be accepted freedom from criminal acts protection from abuse protection of their property freedom from discrimination CHC99 - Children s Services Australian National Training Authority 77

Needs include: health emotional and psychological well being social participation and development development of skills and abilities development of personal and cultural identity safety Concerns include: troubles and issues expressed by the child such as unmet needs, worries, family problems, practical difficulties and social issues Stereotypes include those in relation to: disabilities gender culture and race familial expectations cultural expectations about children s place/abilities family structure/composition appearance Challenging stereotyping may be via: allaying concerns based on misunderstanding providing information to parents and others about the range of expectations about children interpreting children s behaviour in a different way Evidence Guide Critical aspects of assessment: demonstrated ability to advocate or promote the rights and needs of children Underpinning knowledge: statements of rights advocacy approach and advocacy services including self advocacy approach awareness of discriminatory actions an understanding of the vulnerability of children to exploitation referral procedures empowerment principles and strategies organisational standards, policies and procedures Underpinning skills: high level of communication skills in listening, focusing, empathy, negotiating, probing, clarifying information, providing clear information, influencing, assertiveness responsiveness and sensitivity to child s concerns, rights and responsibilities problem solving skills seeking of appropriate advice sensitivity to parent s concerns, rights and responsibilities Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment 78 Australian National Training Authority CHC99 - Children s Services

Consistency in performance: consistency in performance is best assessed for a range of age groups, a small range of advocacy issues and over a number of assessment situations Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions CHC99 - Children s Services Australian National Training Authority 79

CHCFC1A Support the development of children in the service Element 1. Support the development of children within the relevant age group 2. Support the physical development of children within the relevant age group 3. Support the social development of children within the relevant age group 4. Support the emotional and psychological development of children of the same age 5. Support the language development of children of the relevant age 6. Support the creative development of children of the relevant age Performance Criteria encouragement is provided for each child s own level of performance language used is at an appropriate level of complexity and friendliness communications initiated with the child are relevant to the child s interests and capabilities expectations of the child s behaviour are appropriate to their stage of development any behaviour management strategies used are appropriate to the child s level of understanding the amount of assistance provided reflects the developmental capabilities of the child the type of assistance provided fosters the development of autonomy communication initiated by children is respected, responded to and followed up daily routines are used as opportunities to acquire and practice skills equipment, games and toys are made accessible which will develop skills celebrations of special occasions which are culturally appropriate are supported opportunities for one to one, small group and larger group interaction are provided appropriate communication is modelled to children diversity is acknowledged, valued and respected in the way workers talk about children and to children opportunities are provided for individual children and groups of children to make their own decisions where circumstances safely allow children s efforts are acknowledged, encouraged and appreciated individual attention is given to each child children s feelings are responded to openly and with respect the child is encouraged to express themselves verbally experiences are provided to expose children to a range of language forms opportunities are provided for children to utilise the range of their senses children are encouraged to express their imagination and creativity within their play and interactions experiences are provided which encourage children to explore a variety of methods of self expression appropriate resources, material and equipment are made available for children to initiate their own creative activities 80 Australian National Training Authority CHC99 - Children s Services

Range of Variables: Opportunities that can be provided to support children s development will vary according to a number of factors in the service, 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 eg. advice specialist services, resource workers the frequency and regularity of use of the service by the child Skills related to physical development may include: eye - hand coordination dexterity fine and gross motor skills balance locomotion Opportunities for social interaction may include: formally organised activities a time and place for unplanned interaction meetings travelling walks setting up environment/venue Special occasions may include: birthdays of children festivals celebration of achievements community events birthdays of animals beginning and end of school term or holidays cultural events graduation from child care service Differences among children may include: gender race and culture age interests and preferences social context and lifestyle communication style personality length of time attending service/child care abilities Opportunities provided for social interaction will vary according to the age of the children. For babies and infants: trusting relationships are developed with familiar adults adults work at eye level with infants care routines are used for social interaction adults talk, sing and recite poems with infants adults listen to infants and respond CHC99 - Children s Services Australian National Training Authority 81

Language forms may include: verbal and written formal and colloquial, informal fun and serious styles Evidence Guide: Critical aspects of assessment: critical aspects of assessment demonstrated ability to work effectively with young children within a historical and philosophical framework of child care delivery Interdependent assessment of units this unit should be assessed with the related units: CHCCN2A Provide physical care, CHCIC1A Interact positively with children and CHCIC2A Guide children s behaviour Underpinning knowledge: introductory knowledge of child development for children aged 0 to 5 years or 6 to 12 years inclusion and acceptance of all children regardless of their race, gender or ability is understood importance of childhood interest in and enjoyment of children relevant Quality Improvement and Accreditation Principles Underpinning skills: communicate with children reflect on own practices Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables, This includes children of different: gender race and culture age interests and preferences social context and lifestyle communication style personality length of time attending service/child care abilities Consistency of performance: assessment of competency may be conducted on one or more occasions assessment should consider the range of differences among children identified in the range of variables Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions 82 Australian National Training Authority CHC99 - Children s Services

CHCFC2A Foster the physical development of children Element 1. Create opportunities for children to develop a wider range of physical skills 2. Provide experiences to support physical development of children 3. Interact with the child to foster skill development Performance Criteria opportunities are developed within the context and with resources available equipment and toys are made available which will develop a wider range of skills opportunities provided for physical development are appropriate to child s stage of development, and capabilities developmentally appropriate equipment materials, resources and toys are made available and accessible advice is sought and used about opportunities for a particular child as necessary opportunities are provided for children to learn and develop skills opportunities are provided for children to develop their physical skills towards independence experiences are provided which develop and practice physical fitness experiences are selected which encourage children to practice both their fine and gross motor skills experiences selected are developmentally relevant equipment is arranged to provide challenge, choice and encourage independence encouragement is given to children to learn or develop skills worker participates in relevant activities with children suggestions about ways for the child to participate are communicated clearly statements to encourage both the children s confidence and safety awareness are communicated Range of Variables: 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 eg. 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 coordination balance locomotion coordination CHC99 - Children s Services Australian National Training Authority 83

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 year s 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 be need to adapt to factors such as: indoor and outdoor facilities environment venue/location type of service workers own physical capabilities the desire for children to set up equipment themselves safety considerations peer group pressure Advice may be sought from: physiotherapist occupational therapist other staff parents Evidence Guide: Critical aspects of assessment: demonstrated ability to engage children in a range of developmental opportunities which are matched to their developmental stage and specific needs: Interdependent assessment of units: competence in CHCFC1A Support the development of children in the service is a prerequisite for this unit Underpinning knowledge: knowledge and understanding of children s physical development and skill development acceptance of each child s rate of development, needs, interests and strengths experiences that will target specific areas of physical development needs of children with a sensory/physical disability equipment, toys and resources that can be used to stimulate physical development 84 Australian National Training Authority CHC99 - Children s Services

knowledge of interaction between physical development and other areas of development - especially social and psychological development relevant organisational standards policies and procedures Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables 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 CHC99 - Children s Services Australian National Training Authority 85

CHCFC3A Foster the social development of children This unit is not relevant to babies and infants. Unit CHCIC1A "Interact positively with children", and CHCCN5A "Support the emotional wellbeing of babies/infants" address those related aspects relevant to babies. Element 1. Provide opportunities for social interaction 2. Develop and promote positive interaction between children 3. Encourage children to accept diversity Performance Criteria opportunities for children to play and interact together are provided interaction with a variety of people is encouraged the environment is set up to encourage interaction the environment is set up to accommodate a child s need for privacy, solitude and/or quiet. special occasions are celebrated recognising cultural diversity children s choice to watch and observe is respected opportunities for social interaction are planned according to the child s stage of development children s own grouping choice is fostered and respected workers talk about children and to children as group members as well as individuals attention is given to children as a group member as well as an individual children are encouraged to initiate and develop contact with others, as appropriate a child s need for privacy or solitude is recognised and supported advice on social interactions is provided when requested by children experiences and equipment are structured in a way which promotes cooperation and resolution of conflicts opportunities for different forms of social interaction between children are planned with respect for each child s needs, interests and development stage support is given to children who have difficulty in interacting with others to establish and maintain friendships and group membership appropriate and effective communication between children is acknowledged and encouraged children are encouraged to regard differences positively and to discuss these differences children are encouraged to notice similarities also and to comment on them children are encouraged to interact in a positive way with children whom they consider different children are assisted to find ways to do things with a range of children basic problem solving is negotiated between children and groups of children in conflict 86 Australian National Training Authority CHC99 - Children s Services

Range of Variables: Opportunities for social interaction may include: formally organised activities a time and space for unplanned interaction meetings travelling talking listening and responding during care routines excursions setting up venue socio dramatic play play with construction materials art activities Interaction may be with a variety of people including: children of same age children of different ages adults Special occasions may include: birthdays/name days festivals celebration of achievements religious occasions community events culturally significant days beginning and end of term and holidays 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 Opportunities provided for 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: CHC99 - Children s Services Australian National Training Authority 87

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 Evidence Guide: Critical aspects of assessment: 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 child/ren Interdependent assessment of units this unit should be assessed with CHCIC2A Guide children s behaviour", CHCPR1A Facilitate play and leisure and either CHCGROUP2A "Support group activities" or CHCGROUPS3A "Plan and conduct group activities" competence in CHCFC1A Support the development of children in the service is a prerequisite for this unit Underpinning knowledge: children s social and moral development interaction between aspects of social development, physical development and psychological development and cognitive development importance of language that is selected and used different beliefs about social development due to culture, community, family beliefs Organisational standards, policies and procedures Underpinning skills: acceptance of each child s rate of development, needs, interests and strengths planning interpersonal skills team building skills time management active listening Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations 88 Australian National Training Authority CHC99 - Children s Services

CHCFC4A Foster the emotional and psychological development of children Element 1. Foster the child s independence/autonomy 2. Foster each child s self esteem and developing self concept 3. Encourage the child to express their feelings, ideas and needs 4. Encourage children to support each other Performance Criteria opportunities to develop self help skills and independence are provided opportunities are provided for children to make choices, in appropriate ways children are encouraged to accept responsibility for their own actions opportunities are created for children to participate in decision making the child is involved in increasingly more significant decision making opportunities are planned for children to experience their individual strengths experiences are selected which present a challenge within the child s needs and capabilities the child s confidence is monitored while attempting more challenging activities acknowledgment and support are given if the child experiences frustration individual differences are acknowledged and respected children s cultural background is acknowledged and reflected in activities and routines children s achievements are acknowledged and appreciated children s expression is encouraged by verbal and non verbal responses from the worker children are listened to attentively to encourage them to express their needs the child is asked to express a range of feelings and needs expectations about how children express their feelings are related to the child s stage of development children are shown socially appropriate ways to express their feelings opportunities for children to release feelings through activity are provided experiences are planned which allow for the expression of a range of emotions children are encouraged to respect each others individual needs, abilities and interests by worker s comments supportive, encouraging language and body language is modelled acknowledgment is given to children when they support each other Range of Variables: Opportunities for experiences with an emotionally enriching and expressive component could include: socio dramatic play movement listening to music art experiences including day and finger painting Individual differences may include: CHC99 - Children s Services Australian National Training Authority 89

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 Encouragement of a child to develop emotionally and psychologically will vary according to the age of the child - for babies/infants: responding to non verbal communication and crying for toddlers: expression through activity as well as verbally encouraging children to name their feelings for 3 to 5 year olds: expression through activities such as clapping, stamping expressing their feelings verbally expressing feelings through paintings, drawings and other creative activities for 6 to 12 year olds: child will be encouraged to express their feelings appropriately eg. language appropriate to the context, considering impact on others through both verbal and non verbal ways Evidence Guide: Critical aspects of assessment: demonstrated ability to evaluate the emotional and psychological stage of the child and to plan activities which will enhance their development Interdependent assessment of units: this unit should be assessed in conjunction with CHCCN10A Support the emotional needs of children, or CHCCN5A Support the emotional wellbeing of babies and infants and CHCIC4A Work collaboratively with children competence in CHCFC1A Support the development of children in the service is a prerequisite for this unit Underpinning knowledge: children s emotional development cultural awareness importance of culture in the development of self esteem organisational standards, policies and procedures Underpinning skills: planning interpersonal empathy organisational valuing of differences among children - stage of development, needs, interests, strengths 90 Australian National Training Authority CHC99 - Children s Services

Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions, for a range of age groups, a range of conditions and over a number of assessment situations CHC99 - Children s Services Australian National Training Authority 91

CHCFC5A Foster children s cognitive development Element 1. Help children develop thinking skills 2. Help children develop problem solving skills 3. Assist children to explore the world 4. Assist children to develop their understandings Performance Criteria opportunities and resources are provided which are varied and relevant to the child s stage of development and interests challenges are provided to the child to extend their thinking opportunities to make choices and see/experience the consequences of choices are provided children are provided with experiences to develop their attention span new ideas/activities that may build on existing knowledge, skills and interests are introduced children s abilities to observe what is happening around them are developed by questioning and non verbal communication children are encouraged to explore, understand and attempt to solve problems in their environment children are given time to stay with the activity until they are ready to move on appropriately challenging experiences are created for children children s questions are addressed so as to maintain their interest in solving the problem opportunities are provided for the child to extend their knowledge of the world opportunities for children to explore their local environment and extend their understanding are provided directly and indirectly children are encouraged to observe other possibilities discoveries are discussed with the child distractions are kept to a minimum during occasions designed to develop thinking skills opportunities are provided for children to explore fully the properties of things/an experience experiences which are developing the child s understanding are explored with them to continue the process explanations and suggestions are provided to assist the child to continue their investigation children are provided with opportunities for concept development Range of Variables: Thinking skills may include: reasoning developing understanding and explanations critical thinking Opportunities for children to develop cognitively will vary according to the child s age/abilities - for babies and infants: responses of caregivers are prompt and consistent routines to provide sensory experiences are used 92 Australian National Training Authority CHC99 - Children s Services

toys that stimulate all the senses are available for touching, looking, listening, smelling and tasting opportunities to perceive similarities and differences are provided for toddlers: equipment is provided to explore the concepts of size, shape, number, volume, weight, temperature, time and all senses songs, rhymes and stories are provided to aid in the development of memory there are opportunities to help with household duties and explore built and natural environment for 3 to 5 year old children: time is allowed for children to explore opportunities are provided to interact with real people and objects to gain an understanding of themselves, others and the world around them a variety of materials and resources is provided children are alerted to aspects of the environment they may have overlooked children s reasoning is responded to respectfully for 6 to 12 year old children: children are assisted to identify the reasons for their opinion/action/feelings child is asked to predict likely/possible consequences of actions and events child is prompted to consider a variety of perceptions of an event hypothesising and experimentation opportunities to explore particular interests that emerge opportunities to develop and maintain interest areas challenging, open ended experiences opportunities to develop problem solving skills will vary according to the age of the child: Understandings may include: mathematical understanding scientific principles social understandings geographical awareness historical understanding mechanical understanding potential of computers Opportunities to develop problem solving skills will vary according to the age of the child - for babies and infants: opportunities to explore cause and effect are provided for toddlers: equipment such as spades, spoons, buckets and baskets are provided to explore the environment for 3 to 5 year olds: time is made available for children to investigate a topic that interests them, for example, how a syphon works for 6 to 12 year olds: opportunities to develop problem solving skills in social relationships with their peers learning through failure / mistakes conflict resolution strategies are developed Opportunities to explore their environment will vary according to the age of the child - for babies and infants: observation and exploration for toddlers: introduce them to natural materials from local environment introduce them to a range of people in community for 3 to 5 year olds: exploration of local environment through visitors, excursion, bringing experiences to children for 6 to12 year olds: local neighbourhood excursions CHC99 - Children s Services Australian National Training Authority 93

Opportunities to explore their local environment directly will differ according to a range of factors such as: distance, proximity of new experience risks and hazards time available Opportunities to extend children s knowledge of the world may include: excursions/incursions visits maps, posters, music, books etc. walks in the local area visitors community resources The world/environment may include: the natural environment the social world the cultural environment the world of ideas human made environment Evidence Guide: Critical aspects of assessment: demonstrated ability to provide opportunities for children to think and problem solve, that give due regard to age, development, culture and needs of child/ren Interdependent assessment of units: this unit should be assessed with units CHCPR1A Facilitate play and leisure, and CHCPR4A Provide opportunities and experiences to enhance children s development competence in CHCFC1A Support the development of children in the service, CHCFC2A Foster the physical development of children, CHCFC3A Foster the social development of children and CHCFC4A Foster the emotional and psychological development of children is a prerequisite for this unit Underpinning knowledge: stages of cognitive development peer group interactions child s family and community context and influences organisational standards, policies and procedures Underpinning skills: planning interpersonal motivational problem solving processes and tools or strategies to facilitate children s problem solving Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions, for a range of age groups and over a number of assessment situations 94 Australian National Training Authority CHC99 - Children s Services

CHCFC6A Foster children s language development Element 1. Provide opportunities to stimulate the child developing language 2. Interact with the child to foster language development 3. Encourage the child to express themselves in language 4. Stimulate the child s understanding of language Performance Criteria developmentally relevant opportunities for children to listen to language are provided language is linked to all activities, routines, and directions a range of play experiences to develop language are provided language materials that capture the child s attention and stimulate a response are designed as an integral part of the physical environment conversations are initiated relevant to the child s interest children are spoken to clearly and frequently worker models language that is appropriate to the age of the child non verbal and verbal ways of communication are modelled to the child two way communication is modelled and encouraged by questions and careful listening the child s vocabulary and structure is extended through the language used by the worker shared experiences of worker and child are talked about time is taken to listen to children and to respond children are encouraged to express their thoughts, feelings and words by the use of open ended questions opportunities to explore non verbal forms of communication are provided the child s communication capability is accepted and extended the child is prompted to use verbal and non verbal language child to child conversations are encouraged opportunities for group discussions and exchange of views between children are created children s expressions are repeated and expanded in a natural style of conversation child initiated conversations are respected, responded to and extended the child s understanding of language is explored by listening and observing conversations and questioning the child s expressions are repeated/restated to clarify the child s view and meaning worker demonstrates different functions of language in interactions CHC99 - Children s Services Australian National Training Authority 95

5. Support the child s skills in their own (non English) language, as relevant 6. Assist children with specific communication needs, as required the child is spoken to in their own language the child is encouraged to speak in their own language the child s expressions are responded to with respect materials in the child s language are integrated into experiences parents and family members are encouraged to participate in activities with the children parents are encouraged to inform worker of key words and phrases all language is displayed in written forms the child s cultural experiences are integrated into language development opportunities specialised assistance is sought and used wherever required and available communication techniques that are used in the child s home environment are incorporated as appropriate alternative forms of communication are used, in accordance with directions worker explains to other children in the group about the child s language needs opportunities and routines are adapted so that children who use alternative communication systems are able to participate Range of Variables: Opportunities to listen to language may include: rhymes poems stories language games music dramatic play Language materials provided may include: those that stimulate verbalising response those that extend understanding of vocabulary pictures, posters, displays literature picture books, story books bilingual charts, books puppets interesting objects spoken word tapes songs Interactions that will foster children s development of language will vary according to the age of the child. Some examples are: for babies and toddlers: read stories/books a variety of sounds a secure, nurturing environment is provided developmentally appropriate language is used 96 Australian National Training Authority CHC99 - Children s Services

for toddlers: respond to non fluent communication rhymes read books - especially with familiar objects language is extended by labelling objects and then speaking in simple sentences caregivers use appropriate words to respond to children s feelings for 3 to 5 year old children: poems, more complex stories questions why, how, what are answered patiently language is extended with stories, songs, rhymes, poems, puppet shows and finger plays and jokes for 6 to 12 year old children: discussions story telling narrating experiences play with word meanings eg. riddles, word games, jokes puppet shows self directed reading own language and peer group language is respected Ways to encourage the child to express themselves in language vary according to the age/stage of development of the child. Some examples are: for babies and infants: sounds as well as words are responded to for toddlers: children are encouraged to use words rather than physical moves for 3 to 5 year olds children are given the opportunities to speak children are encouraged to talk about what they are doing/feeling open ended questions are used children are given time to answer their own questions for 6 to 12 year old children children are given opportunities to speak publicly and privately, with other children and adults groupings and activities support language development Ways of stimulating the child s understanding of language will vary according to the stage of development of the child. Some examples are: for babies and infants: repetition of key words that name objects in the babies/infants environment sing songs repeat poems talking to children for toddlers: link words and objects new activities are given names new play/learning experiences are named for 3 to 5 year olds: questions and activities to foster recall understanding of stories is explored confirmation of understanding is looked for by using repetition opportunities to demonstrate levels of understanding are established show and tell for 6 to 12 year olds: reflection is encouraged by questioning, listening and activities use of computers to write and publish humour is used and encouraged CHC99 - Children s Services Australian National Training Authority 97

The amount that the worker can speak to the child in their own language may vary according to the workers level of that language. The worker s level may range between: key words phrases and simple sentences comprehensive and fluent mastery of the language Specialised assistance may be available through: bilingual workers SUPS workers multi cultural resource units speech therapists Evidence Guide: Critical aspects of assessment: demonstrated ability to stimulate children to speak, taking into account special language needs, age, development and culture of child/ren Interdependent assessment of units this unit should be assessed with CHCPR4A Provide opportunities and experiences to enhance children s development competence in CHCFC1A Support the development of children in the service, CHCFC2A Foster the physical development of children, CHCFC3A Foster the social development of children and CHCFC4A Foster the emotional and psychological development of children is a prerequisite for this unit Underpinning knowledge: how language develops at different ages and stages ways to respond to children with speech difficulties identification of all areas of language development of a child eg. listening, speaking, non verbal expression, viewing, writing, the importance of development of own language other than English for language development overall, including competence in English languages other than English ways to extend children s language competence interaction of the child s language development with their social, psychological and cognitive development alternative communication systems organisational standards, policies and procedures Underpinning skills: interpersonal dealing with cross cultural issues dealing with speech difficulties dealing with language other than English strategies for developing comprehension and expression communication strategies for children with additional needs Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment 98 Australian National Training Authority CHC99 - Children s Services

Consistency of performance: assessment of competency may be conducted on one or more assessment situations Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions CHC99 - Children s Services Australian National Training Authority 99

CHCFC7A Foster children s aesthetic and creative development Element 1. Stimulate children s awareness 2. Encourage children to express their imagination and creativity 3. Provide an environment suitable for creative activities 4. Promote curiosity and enjoyment Performance Criteria child s awareness of the range of movements of their own body is supported by activities and resources enthusiasm about creative areas is communicated to the child materials and experiences that stimulate different senses are provided worker participates in creative activities with children on occasions materials are provided which show creative achievements of the different cultures of the children children s enthusiasm is acknowledged and followed up sufficient time is allowed for each child to participate in or complete activities at their own pace the importance of the process rather than the product is emphasised at all times caregivers respect children s effort and make meaningful comments sensitive support is given by the caregiver the child s product is treated with respect children s work is displayed the child s self evaluation of the product or process is responded to so as to foster continued exploration children s success is acknowledged through meaningful comments the environment is arranged to provide a variety of experiences to develop children s creativity, imagination and self expression the potential for having fun in experiences is demonstrated Range of Variables: Opportunities for children to develop their awareness vary according to the age of the child. Some examples are: for babies and infants: bright colours and contrasts in colour and design are used for displays a variety of music and songs with melody and rhythm are provided for toddlers: a range of sights - shadow, colour a range of sounds a range of smells a range of textures for 3 to 5 year olds: opportunities to listen to music songs, musical games and movement are encouraged each day for 6 to 12 year olds: opportunities to see, listen and hear other s creations excursions to galleries etc. Encouragement of children to express and develop their creativity occurs differently according to the age of the child. Some examples are: 100 Australian National Training Authority CHC99 - Children s Services

for babies and infants: water play opportunity to listen to music, language, singing movement and music for toddlers: large stubbi crayons/short fat paint brushes and large sheets of paper are provided equipment to experiment with different sounds is available opportunity to listen, sing or move to music sand, water and blocks stimulate children s creative expression for 3 to 5 year olds: a variety of musical instruments are available dressing up clothes are provided that reflect the multicultural nature of Australian society sing songs and take part in musical games for 6 to 12 year olds: portrait drawing creating songs together writing stories together Awareness may include: aesthetic awareness kinaesthetic awareness A range of senses may be stimulated: vision smell hearing touch Imaginative and creative expression may include: dramatic expression, including mime musical expression artistic expression imaginative thought curiosity movement and dance cooking gardens language expression Evidence Guide: Critical aspects of assessment: demonstrated ability to assist children to be creative through providing a stimulating and challenging environment, taking into account child's age, development, culture and abilities Interdependent assessment of units: to be assessed with CHCFC4A Foster the emotional and psychological development of children, CHCPR1A Facilitate play and leisure and CHCPR5A Enhance children s play and leisure competence in CHCFC1A Support the development of children in the service, CHCFC2A Foster the physical development of children, CHCFC3A Foster the social development of children and CHCFC4A Foster the emotional and psychological development of children are prerequisites for this unit CHC99 - Children s Services Australian National Training Authority 101

Underpinning knowledge: a range of processes for creative and artistic expression how children develop aesthetic awareness how children develop creatively the importance of imagination for all aspects of the child s development organisational standards, policies and procedures Underpinning skills: creativity time management planning activities motivational interpersonal Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions, over a number of assessment situations 102 Australian National Training Authority CHC99 - Children s Services

CHCFC10A Enhance the emotional and psychological development of children Element 1. Promote the child s exploration and development of identity 2. Promote the child s developing sense of competence Performance Criteria learning materials and resources are chosen which provide positive and non stereotypical images of children and adults children are encouraged to explore a variety of roles in their play children are encouraged to take pride in their own racial identity, gender identity and abilities experiences are designed to provide opportunities to explore issues of self image and identity in ways that are appropriate to the children s level of development children are provided with a wide range of opportunities to develop their strengths and abilities experiences are selected which at times present a challenge challenging experiences are designed within the child s needs, interests and capabilities the child is encouraged to respond to mistakes as opportunities to learn the child s confidence and self esteem is monitored while attempting more challenging activities acknowledgment and support are given to children who are experiencing frustration experiences are developed in conjunction with the child the child is involved in increasingly more significant decision making Range of Variables: 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 Areas of competence may include: social situations peer groups communicating with adults Experiences to present a challenge may include: opportunities to develop and practice skills in a range of activities Evidence Guide: Critical aspects of assessment: demonstrated ability to evaluate emotional and psychological stage of the child and to plan activities which will enhance their development CHC99 - Children s Services Australian National Training Authority 103

Interdependent assessment of units this unit should be assessed with CHCPR14A Observe children and interpret observations, CHCPR13A Facilitate the development of programs for children with additional needs and CHCIC11A Implement and promote inclusive practices and policies competence in CHCFC4A Foster the emotional and psychological development of children is a prerequisite for this unit Underpinning knowledge: contextual factors which influence the child s emotional and psychological development events or crises which can challenge the child s emotional and psychological development factors which enhance the development of self esteem and self identity identity development processes within the child s culture organisational standards, policies and procedures Underpinning skills and attitudes: planning empathy interpersonal organisational Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups, a range of conditions, and over a number of assessment situations 104 Australian National Training Authority CHC99 - Children s Services

CHCFC11A Enhance the development of children s language This unit is relevant to workers who provide a resource and/or leadership role. Element 1. Assess language development of the child and plan strategies for language development 2. Develop the capacity of the service to respond to language and literacy development needs 3. Promote the maintenance and development of children s skills in their own (non English) language, as relevant 4. Promote strategies to meet the needs of children with specific communication disabilities, as relevant Performance Criteria children at risk are identified and language development monitored children s individual language and communication abilities and needs are assessed assessment of language development and use considers English and other languages language and communication development strategies are developed for the individual child assessment is discussed with the parents and a plan developed in consultation with them specialised assistance is sought where necessary child s progress and the plan is regularly reviewed strategies and resources to develop language and literacy for a range of relevant purposes are promoted many examples of print are available in the environment resources are selected that can be used to enhance communication skills routines and experiences that will develop language are designed and implemented other workers are informed of resources available a child s specific language needs and responses are explained to other children in the group the family s language use is identified and bilingual practices are used as relevant the importance of languages other than English is explained as relevant strategies are implemented to develop competence and confidence of child in using own language as relevant child is encouraged to use own language in contexts that provide meaningful communication resources and materials in the child s language are gathered/developed and integrated into the program parents are encouraged to use the home language at home language programs designed by a specialist are implemented and evaluated for the child, when necessary technologies are introduced to assist communication as relevant Range of Variables: Language and communication development includes: listening skills expressive skills comprehension confidence in using language use of languages other than English non verbal and verbal communication fluency of speech CHC99 - Children s Services Australian National Training Authority 105

clarity of speech Children may be at risk due to: health problems affecting hearing, comprehension or expressing social circumstances that limit the opportunities for development of language hearing disability Language development may be assessed and monitored by: observations of child in the service asking parents about the child s use of language at home Specialised assistance may be sought from: SUPS services health professionals eg. speech therapist other staff in the organisation multicultural resource units Disability Resource Units Language and literacy development may be focused on the use of language for: social interaction communication fun learning thinking Examples of print which may be used to support children s literacy development are: labels on food packages logos on t-shirts catalogues recipes instruction leaflets children s stories that have been written up picture books reference books books made with children take away food menu TV guides magazines road signs posters Language and communication development strategies may include: bilingual program Makaton Compic Braille intensive language development improvement of acoustics in the room activities to develop listening and expression use of amplification devices use of symbols, non verbal communication Auslan gaining the child s attention reducing background noise enrichment programming for gifted and talented children stutter correction programs 106 Australian National Training Authority CHC99 - Children s Services

The importance of maintaining the home based language may be promoted to: staff and care providers parents management committees children The importance of language other than English being developed and maintained includes importance for the child s: language development in English self image self esteem social confidence Evidence Guide: Critical aspects of assessment: demonstrated ability to stimulate language development taking into account special language needs. Ability to develop strategies to access specialist language services Interdependent assessment of units: this unit should be assessed with other relevant units: CHCPR14A Observe children and interpret observations, CHCPR13A Facilitate the development of programs for children with additional needs competence in CHCFC6A Foster children s language development is a prerequisite for this unit Underpinning knowledge: criteria to identify children whose language development may be at risk resources for language and literacy development cross cultural communication organisational standards, policies and procedures specialist language assistance services and resources Underpinning skills: interpersonal dealing with cross cultural issues dealing with speech difficulty dealing with language other than English language development strategies literacy development strategies cross cultural communication Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment access to specialist language resources and services Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups, and a range of conditions, over a number of assessment situations CHC99 - Children s Services Australian National Training Authority 107

CHCFC20A Promote the ethical understandings of children Element 1. Assist children to consider the consequences of their actions 2. Assist children to make decisions about the fairness of their actions 3. Respond to children s questions about issues and principles 4. Assist children to develop their role as members of a community Performance Criteria children are prompted to consider the potential impact as well as consequences that are observable short term and longer term impacts are considered with children children are encouraged to explore a range of responses to a situation children are encouraged to consider a range of reasons underlying their actions worker s communication about values and moral issues is appropriate to the child s family and cultural background worker s communication about values is in line with the philosophy and guidelines of the service issues which require a moral/ethical response are discussed with children examples of children responding to ethical issues in different ways are discussed with children children are encouraged to voice their views in a range of forums relevant to an issue children are encouraged to participate in decision making forums practical strategies are developed, selected, implemented and reviewed with the children opportunities for children to contribute to community events are developed opportunities where children can provide genuine assistance to others are developed Range of Variables: Citizenship may be at levels of: local national international global Some areas of ethical understanding may include: relations with people relations with animals and pets relationship to the natural environment and the land links to the immediate environment of the service social responsibilities and rights This unit becomes increasingly relevant as children develop - for 3 to 5 year olds: focus is practical and concrete examples are used in discussion a more local view of community membership is developed 108 Australian National Training Authority CHC99 - Children s Services

for 5 to 12 year olds: a wider view of community membership is developed including the global community increasing self responsibility and initiative expected in relation to social interactions Evidence Guide: Critical aspects of assessment: demonstrated ability to provide opportunities for children to consider their actions and consequences whilst recognising different cultural values and beliefs Interdependent assessment of units: this unit should be assessed in conjunction with CHCIC11A Implement and promote inclusive practices and policies competence in CHCFC1A Support the development of children in the service, CHCFC2A Foster the physical development of children, CHCFC3A Foster the social development of children and CHCFC4A Foster the emotional and psychological development of children are prerequisites for this unit Underpinning knowledge: social development of children cognitive development of children emotional and psychological development of children philosophies underpinning children s services philosophy and mission of the organisation range of cultural values of families using the service range of religious values and teachings of families and children using service codes of ethics eg. AECA UN Convention on the Rights of the Child organisational standards, policies and procedures Underpinning skills: interpersonal planning organisational dealing with cross cultural issues and beliefs Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups, and a range of conditions, over a number of assessment situations CHC99 - Children s Services Australian National Training Authority 109

CHCICAA Communicate with children Element 1. Communicate positively with children 2. Apply limits and guidelines for behaviour within service policies Performance Criteria routines for welcoming and farewelling children are used worker listens attentively and responsively conversations with the child explore their interests and concerns worker models positive and respectful communication style the worker is accessible for the child to initiate contact worker responds to non verbal cues children s feelings are acknowledged and accepted worker modifies their interactions in response to the child s mood enjoyment and fun are promoted appropriate behaviour is modelled to the child children are redirected to more positive behaviours as necessary guidelines and limits for children s behaviour are clearly communicated to children response to children s behaviour is according to services policy and procedures Range of Variables: Accessibility to children may include: proximity to child making eye contact working at child s level Communication with children will vary according to the age of the child - for babies and infants. Some examples are: 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: for babies and infants. Some examples are 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 110 Australian National Training Authority CHC99 - Children s Services

for 6 to 12 year olds will involve discussions with children eg. about the reason the guideline is required Service policy and procedures on response to behaviour may include: accurate documentation of incident report incidents to colleagues and more senior workers Limits and guidelines may cover: out of bounds areas expectations about behaviour with other children/adults procedures for health and safety Evidence Guide: Critical aspects of assessment: demonstrated ability to communicate verbally and non verbally and to set and apply appropriate limits, taking into account child's age, development, culture and needs Underpinning knowledge: importance of modelling importance of listening the range of children s feelings and reactions to key events in their lives the importance of consistent communication of guidelines for children s behaviour organisational standards, policies and procedures Underpinning skills: interpersonal active listening non verbal communication and cues of children Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: 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 CHC99 - Children s Services Australian National Training Authority 111

CHCIC1A Interact positively with children Element 1. Form a positive relationship with children 1. Communicate with children on an ongoing basis 2. Respect similarities and differences among children and encourage children to respect these similarities and differences 3. Interact flexibly with children Performance Criteria conversation initiated with the child is developmentally appropriate and relevant to the child s interests and concerns key words of meaning to a child are used language used is at the child s level language style used is appropriate for the child s age and developmental stage language style used is relevant to the child s culture and background non verbal communication is appropriate and relevant interactions are frequent, caring and respectful children s likes and dislikes are identified and talked about differences are talked about as resources, not as inferior or a problem worker responds positively and with respect to different communication styles used by children non gender specific and non stereotypical language is used the child s rhythms and energies are considered and adapted to when providing care or experiences spontaneous experiences are fostered Range of Variables: Key words of meaning may include: phrases and jargon the child uses naming s used by the family language specific to an area of the child s interests eg. basketball Non verbal communication may include: working at child s level proximity to child eye contact/no eye contact hugs and touch, as appropriate Appropriateness of non verbal communication may include: culturally appropriate age appropriate style of communication eg. formal - informal Communication with children will vary according to the age of the child. Some examples are: for babies and infants: workers 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 uses language at an appropriate level 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: 112 Australian National Training Authority CHC99 - Children s Services

conversations are developed communication with two or more children together may occur more frequently For 6 to 12 year olds: interactions are more reciprocal communication focuses on events that are important humour is used, appropriately interactions are often informal in nature Workers communication of care and respect in their interactions may be through: tone of voice style of interaction Styles of interaction may include: noisy or quiet rougher or gentler verbal or physical Style of interaction will vary according to: child s age developmental stage child s needs child s abilities child s personality Evidence Guide: Critical aspects of assessment: demonstrated ability to communicate with children whilst valuing individuality and differences communication with children take into account child's age, activities, development, culture and needs Interdependent assessment of units: competence in CHCICAA Communicate with children is a prerequisite for this unit Underpinning knowledge: culturally appropriate communication methods, styles, words organisational standards, policies and procedures Underpinning skills: a genuine enjoyment and respect for children warmth, openness and sincerity of communication style inclusion and acceptance of all children regardless of race, gender or abilities is understood culturally appropriate communication methods, styles, words Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: 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 CHC99 - Children s Services Australian National Training Authority 113

CHCIC2A Guide children s behaviour Element 1. Promote positive behaviour 2. Respond to feelings behind behaviours 3. Apply limits and guidelines for behaviour 4. Respond to serious incidents of behaviour which breach guidelines Performance Criteria positive and realistic expectations of children s behaviour are communicated to child examples of positive behaviour are regularly identified and explained to children clear communication which suggests positive options to encourage a child s cooperation is used attention of the child is drawn to positive aspects of the child s behaviour identifies and talks about feelings of children, as appropriate appropriate ways of expressing the feelings are encouraged models respect for children s feelings guidelines for children s behaviour are clearly communicated and repeated as required reasonable consequences for breaching guidelines and limits are communicated to the child and consistently applied response is in a calm manner of speech response is in line with the child s needs at the time response to the child is flexible and is modified according to the child s responses incidents are responded to appropriately, considering the behaviour and the child s individual needs and circumstances persistent problems with inappropriate behaviour are promptly dealt with according to procedures of the service behaviour plans which have been designed for the child are implemented consistently Range of Variables: Positive behaviour may be promoted by: verbal comments and attention physical contact eg. hug providing physical and psychological space opportunities that suit the child s preferences opportunities to let off steam are created acknowledgment and encouragement Limits and guidelines may cover: out of bounds areas expectations about behaviour with other children/adults procedures for health and safety Methods to promote positive behaviour will vary according to the age of the child. Some examples are: for babies, infants and toddlers: smiles attention 114 Australian National Training Authority CHC99 - Children s Services

distraction for 3 to 5 year olds: choice of favourite activity praise, encouragement anticipating trouble and redirecting or distracting child for 6 to 12 year olds: non verbal communication appropriate to age and peer group talking about feelings modelling For some developmentally delayed children these may be used in addition: tangible rewards charts Positive expectations of children s behaviour will be demonstrated differently according to the age of the child. Some examples are: for babies and infants: smiling clapping verbal and non verbal approval for toddlers: modelling repetition of guidance s for appropriate behaviour eg. we walk inside talking about appropriate behaviour for 3 to 5 year olds: reasons for guidelines are explained or 6 to 12 years old: children will be involved in the establishing of guidelines Guidelines are communicated to: children, especially those new to the service parents potential users of the service relief or other staff The application of guidelines and limits will vary according to the age of the child: for babies and infants: saying no remove child from problem/trouble distract to another activity for toddlers: patiently respond, provide a consistent message acknowledge feelings provide appropriate activities to release feelings reason for limit is explained in simple terms to child for 3 to 5 year olds: provide a consistent message acknowledge feelings provide appropriate activities to release feelings for 6 to 12 year olds: children are involved in the establishment of guidelines written guidelines can be given to children periodically reviewing guidelines Needs of the child which may influence the worker's response to a serious incident of behaviour may be due to: family crisis family stress and problems major changes in the child's profile CHC99 - Children s Services Australian National Training Authority 115

Other circumstances which may influence the workers response include: location of incident risk to child or others other potential or actual consequences Serious incidents may be reported according to the service s guidelines to: parent/s of the child parent/s of other children affected co workers management/supervisor Service policy and procedures on response to serious incidents or behaviour may include: accurate documentation report incidents to colleagues and more senior workers Evidence Guide Critical aspects of assessment: demonstrated ability to form positive relationships with children, respect of parental expectations and their cultural values and to act within the organisation s behaviour response policy interactions with children give due regard to child's age, development, culture, and needs Interdependent assessment of units: competence in CHCICAA Communicate with children is a prerequisite for this unit Underpinning knowledge: stage of development/age appropriate expectations of children s behaviour acceptable and unacceptable behaviours - review of own stance and reflection on own values culturally based expectations about children s behaviour culturally based expectations about responses to children s behaviour developmental and emotional reasons for inappropriate behaviour different family styles of discipline and norms about behaviour in different cultures and social groups rights of children positive behaviour guidance strategies antecedents of behaviour - learned habits, context influences, social influences contributory factors to inappropriate behaviour - recent events, child s history or special needs, actions of others organisational standards, policies and procedures Underpinning skills: respect for children s individual differences and choices (eg. not to participate) worker uses stress management strategies to calm down before responding to incidents of difficult behaviour non verbal communication reinforces verbal communication Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed on the job or off the job through an appropriate workplace simulation for a range of age groups, and a range of conditions, over a number of assessment situations 116 Australian National Training Authority CHC99 - Children s Services

CHCIC4A Work collaboratively with children This unit should be applied with all children all children can be consulted, but the type, style and amount of consultation will vary with the age, culture, special needs and ability of the child. With babies, workers responsiveness to babies cues prepares them for choice and decision making. Element 1. Collaborate with children about their interests 2. Support children in learning about the decision making process Performance Criteria children are consulted using a range of communication forms workers interact and collaborate with all children in the service on a regular basis children are encouraged to consider new ideas and interests that haven t previously been catered for in the service sufficient time is allowed for children to express their ideas in a variety of contexts suggestions are positively acknowledged and acted upon whenever possible children are involved in the ongoing evaluation of the program, as appropriate children are assisted to share their ideas, discuss limitations, and problem solve limitation of resources are clearly described to children safety factors and legal requirements that may constrain options are discussed children are assisted to plan the implementation of ideas/suggestions suggestions that cannot be used are acknowledged and alternatives explored with the children Range of Variables: Children can be consulted about all their interests including: food discipline policies activities programming behaviour parents staff Communication that may be used to consult and collaborate with children include: verbal and written and non verbal in a group or individual discussions on regular basis and spontaneous surveys/ evaluations requests, chatting discussions, meetings suggestion boxes anecdotal listening to informal conversations CHC99 - Children s Services Australian National Training Authority 117

Ways in which children are encouraged to consider new ideas and interests may be through: encouraging children to consult with each other new and stimulating material is presented to children children s ideas are shared with others in a group situation Resources that are limited may include: physical environment equipment time available staff numbers budget space Safety and legal requirements may include: staff ratios behavioural or medical problems duty of care responsibilities sunsafe policy staff ratio for excursions high risk activities weather location of activity Evidence Guide: Critical aspects of assessment: demonstrated ability to involve children in decision making and planning giving due regard to age, development and abilities of child/ren Interdependent assessment of units: competence in CHCICAA Communicate with children is a prerequisite for this unit Underpinning knowledge: stages of child development how children learn the importance children s input and ideas health and safety policies and requirements culturally based expectations about communication organisational standards, policies and procedures Underpinning skills: communication skills of questioning, informing, listening, discussing identifying the capabilities of individual children collaboration active listening interpersonal Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: 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 118 Australian National Training Authority CHC99 - Children s Services

CHCIC10A Establish plans for developing responsible behaviour Element 1. Identify and review behaviour causing concern 2. Establish and apply limits and guidelines for behaviour 3. Develop plan to effectively guide a particular child s behaviour Performance Criteria information is gathered from all those involved with the child behaviour is reviewed in a range of situations and contexts behaviour is observed and analysed to identify triggers, or consequences which are maintaining the behaviour program routines and timetabling are reviewed for possible influence on behaviour interpretation of the child s behaviour is facilitated among others involved with the child advice is sought as required incidents causing concern are reported to parent/s, colleagues or others as appropriate options for response are discussed with the parent/s the needs and concerns of other children affected by the incident are discussed the guidelines are discussed with all other workers so as to involve them guidelines are established which are consistent with the abilities and disabilities of the children guidelines are established which are relevant to the culture and background of the children guidelines are developed in conjunction with the children according to their ability to do so a decision of how to respond is made and implemented clearly and assertively longer term and short term objectives are identified in the plan plan clearly identifies more acceptable alternative behaviours the plan is developed in accordance with the philosophy and policies of the service goals of the plan are developed consistent with child s abilities, age and developmental stage plan is realistic according to resources available a plan is set in consultation with staff/ parents and others who are caring for the child plan considers relevant cultural norms, and processes for responding to behaviour resource and referral bodies are identified and advice is sought as necessary 4. Implement plan the child is informed of specific expectations for behaviour in ways which are appropriate to their level of understanding all workers involved in implementing the plan are informed of its rationale, limits and strategies all involved are informed of strategies so that all are reinforcing the plan factors which may lead to or maintain inappropriate behaviour are minimised as far as possible workers are supported to implement the plan effectively and consistently CHC99 - Children s Services Australian National Training Authority 119

5. Monitor the effectiveness of the plan 6. Use procedures for responding to very challenging behaviours plan is monitored daily and evaluated regularly information is gathered about the child s behaviour in a range of situations modifications to goals and strategies are negotiated with relevant people referral to specialists or services is negotiated with parents as necessary procedures for documenting very challenging behaviours are implemented in accordance with legislative and the organisation s requirements and philosophy policies about behaviour that may lead to exclusion from the service are followed and communicated clearly to all concerned Range of Variables: The child s behaviour may be reviewed: with different people by listening and observing carefully at home and in the service in different program experiences school Possible triggers and maintaining factors for a child s behaviour may include: health immediately preceding events eg. television, experience in program, visitors the child s current circumstances eg. impact of changes, family stresses group dynamics environment factors such as noise, crowding changes in service eg. staff changes, children leave or enter responses by other children, workers inappropriate responses to child s behaviour boredom Advice may be sought from: senior staff and other staff resource services eg. multicultural worker/multicultural resource unit own network within the community resource materials - books, videos in service training/course family other services in the community People who may be involved in planning, implementing and negotiating a behaviour guidance plan include: staff and care providers parents and family members other professionals eg. medical, social workers, legal professionals the child other children 120 Australian National Training Authority CHC99 - Children s Services

Workers may be supported in implementing the plan via: training/ education coaching and demonstration verbal encouragement ongoing review of plan The range of situations in which information is gathered about a child s behaviour may include: discussions observations of play observations of interactions with other children Developing and implementing a plan may vary according to a range of factors such as: the length of time the child s behaviour has existed for the child s ability to learn new behaviours Therefore the plan may require: more intensive reinforcement more time of workers longer time frame to achieve results Evidence Guide: Critical aspects of assessment: demonstrated ability to assess and respond appropriately to challenging behaviours plan must realistically consider resources such as: skills of all who will be involved in its implementation resources for training to increase skills time Interdependent assessment of units: unit should be assessed in conjunction with CHCIC1A Interact positively with children, CHCIC4A Work collaboratively with children and CHCFC3A Foster the social development of children competence in CHCIC2A Guide children s behaviour is a prerequisite for this unit Underpinning knowledge: developmental, cultural, psychological and social reasons for children s behaviour knowledge of a range of behaviour management strategies to respond to difficult behaviours eg. natural consequences, logical consequences, modifying/changing programs, reinforcing positive behaviour, extinguishing unacceptable behaviours different cultural practices and expectations about children s behaviour different family practices and expectations communication skills identification of environmental factors that can affect a child s behaviour the importance of developing child s self esteem, respect for child needs of children with a developmental disability and relevant strategies to use organisational standards, policies and procedures Underpinning skills: networking with agencies and professionals in the local community skills in referring children and families to other services observe and interpret children s behaviour active listening interpersonal negotiation CHC99 - Children s Services Australian National Training Authority 121

Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed on the job or off the job through an appropriate workplace simulation for a range of age groups, and a range of conditions, over a number of assessment situations 122 Australian National Training Authority CHC99 - Children s Services

CHCIC11A Implement and promote inclusive policies and practices Element 1. Support the development of inclusive policies 2. Demonstrate inclusive practices 3. Support the development of inclusive practices in the service 4. Support the development of inclusive resources 5. Promote respect for diversity among children Performance Criteria discussion on contemporary literature in regard to inclusive policies and practices is conducted service philosophy, policies and procedures are reviewed to incorporate inclusive policies and practices language used does not convey bias unfair comments are discussed as being negative worker ensures own interactions respond to all children in the service programs which reflect inclusive principles and which value diversity are planned and implemented an anti bias philosophy, policies and procedures are developed and implemented the environment is constructed so that images of diversity among children and families are conveyed information about the range of different abilities, cultural values, beliefs and child rearing practices is used to guide child care practices information is provided to others about inclusive principles inclusive practices are regularly identified, evaluated and developed any current practices which allow bias are identified and strategies are developed to address bias current resources are reviewed and modified or discarded if they are not consistent with inclusive principles characters portrayed in selected material are realistic and non stereotypical resource materials selected do not distort or omit key areas of information about people differences are talked about as a positive resource communications that promote superiority or prejudice are challenged or restated to encourage the child s learning about diversity opportunities for children to develop understanding of different experiences and perspectives are provided Range of Variables: Language used avoids any language that is: racist sexist discriminatory stereotyping Others to whom information may be provided include: workers parents families children communities CHC99 - Children s Services Australian National Training Authority 123

Diversity among children may include: cultural and ethnic linguistic gender socioeconomic family lifestyle abilities, disabilities and health status personality appearance interests An environment displaying diversity may include: resources from different cultures physical adaptations to the environment eg. ramps Opportunities for children to develop understanding of differences may include: puppets stories role playing, simulations discussion Evidence Guide: Critical aspects of assessment: demonstrated acceptance and respect for children and families irrespective of their socio economic status, culture, colour of skin, race, ability, family type, belief system or lifestyle demonstrated challenge of own biases/stereotyped expectations of children and families and reflection on practice and specific ways of interacting with a child who has a different experience, etc. Interdependent assessment of units: to be assessed with Unit CHCPR10A Facilitate the design of programs for the service competence in CHCIC2A Guide children s behaviour and CHCIC4A Work collaboratively with children is a prerequisite for this unit Underpinning knowledge: cultural practices, beliefs and expectations and impact on child care delivery organisational standards, policies and procedures Underpinning skills and attitudes: interpersonal skills with a range of groups ability to develop appropriate educational activities Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups, a range of conditions, over a number of assessment situations 124 Australian National Training Authority CHC99 - Children s Services

CHCIC12A Plan the inclusion of children with additional needs This unit has been written for workers who provide care for a range of children. A unit to cover the role of resource workers is CHCSD11 Facilitate the inclusion of children with additional needs. Element 1. Identify children with additional needs 2. Develop a plan for inclusion 3. Implement strategies to meet the child s additional needs 4. Consult with others about ongoing issues that arise Performance Criteria the child s behaviour and expressed emotions are investigated to identify an additional need the particular child is observed and needs for additional care identified, documented and used to develop a plan of inclusion concerns are discussed with others to develop a clear understanding of a particular child s needs and this information is used to plan the child s abilities, goals, interests, expectations and health status are considered when developing a plan of inclusion the plan is developed in consultation with all those working with the child the parent s goals/expectations for their child are identified and used when developing a plan of inclusion the parent s experience and practices are sought as a resource the service is adapted to meet the child s needs within resource limitations if a child cannot be included immediately the reasons are communicated clearly a time to review the plan is decided additional resources are sought, as necessary the child s entry in the service is supported the level of support is adjusted over time according to the child s needs worker encourages others to adopt inclusive attitudes and practices support is provided to others in order to implement strategies specific program initiatives are developed to meet a child s needs strategies that may address difficulties are investigated and trialed strategies designed by a specialist are implemented according to directions information about progress is shared amongst all concerned issues of concern are identified and discussed information exchange with parents about the child s needs and care strategies is established and maintained parental permission is sought and gained, prior to consultation with others regarding the child CHC99 - Children s Services Australian National Training Authority 125

5. Monitor and review strategies new strategies are monitored closely in accordance with workplace practices and any unexpected side effects changes in the child s participation are adapted to at the time interruptions to the strategy being implemented are confronted and resolved Range of Variables: Children having additional needs may include needs due to: language difficulties physical, sensory or developmental disability health problems behavioural or psychological disorders family circumstances and needs a child recently arrived in Australia from a very different culture a child whose culture is different from the culture of the centre child at risk unknown diagnosis known diagnosis cultural/religious practices communication difficulties giftedness Communication difficulties of a child may be due to: trauma, violence and crises disabilities eg. hearing, visual, speaking health problems and disorders learning problems deprivation of sensory stimulation Behaviour and emotions that may be investigated include: level and type of social interaction with adults and other children anxieties and aggression Concerns about a child may be discussed with: the child parent/s, families, community members field workers/ resource workers/early Intervention service staff/medical staff supervisor/coordinator/director school staff other care providers Planning may include: parents care givers referral agencies staff child resources available staffing levels skills of current staff transport vehicles access to venue 126 Australian National Training Authority CHC99 - Children s Services

financial considerations of parents languages spoken by workers Adaptations to develop the capacity of the service may include: gaining additional funds SUPS workers or resource workers changes to routines special equipment training in relevant care practices alterations to venue The plan may be discussed with others at: a staff meeting conference of workers, parents, staff of other services one to one consultation referral from a service/agency enrolment with no referral Evidence Guide: Critical aspects of assessment: demonstrated ability to assess for and meet additional needs in consultation with the child where appropriate and others Interdependent assessment of units: this unit links to CHCFC10A Enhance the emotional and psychological development of children, CHCRF11A Work in partnership with families to care for the child, CHCPR12A Monitor and evaluate programs and CHCPR13A Facilitate the development of programs for children with additional needs. Assessment should address these linkages. competence in CHCIC10A Establish plans for developing responsible behaviour is a prerequisite for this unit Underpinning knowledge: developmental milestones Disability Discrimination Act principles of inclusive practice and policies cultural beliefs and expectations regarding abilities, disabilities, gender, roles etc. relevant codes of ethics individualised, child centred programming team work negotiation skills organisational standards, policies and procedures Underpinning skills and attitudes: team work negotiation skills interpersonal planning Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment CHC99 - Children s Services Australian National Training Authority 127

Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations 128 Australian National Training Authority CHC99 - Children s Services

CHCIC14A Facilitate children s communication skills Element 1. Assist children to communicate with others 2. Assist children to communicate about experiences and emotional issues 3. Assist children to resolve difficulties and conflicts Performance Criteria a range of communication skills, processes, and strategies are modelled to the children different ways of talking together are demonstrated by team members children are shown and given suggestions about strategies to enter group interactions guidelines for discussion are developed with children involvement in children's interactions is designed to extend communication outcomes children's communication which demonstrated bias are challenged and alternative words and phrase are suggested children's problems and experiences are listened to with empathy and respect children are encouraged to identify and respect their own and other people's feelings children are encouraged to respect others and their different background and abilities via verbal feedback and comments from the worker children are encouraged to listen to each other suggestions are offered to children about ways to respond behavioural choices in a situation are discussed with children children's skill and attempts to negotiate solutions to conflicts are acknowledged to them children are supported to identify biased behaviour/communication children are assisted to respond assertively to unfair comments children are helped to identify what the problem is for them children are supported to participate to conflict resolution processes Range of Variables Communication processes and strategies may include: verbal and non verbal strategies print materials Feelings may relate to: separation anxiety provoking situations frustration needs and wants interactions with others CHC99 - Children s Services Australian National Training Authority 129

Conflict resolution processes may include: modelling rehearsing role play provision of print materials Evidence Guide Critical aspects of assessment: demonstrated ability to provide opportunities for children to communicate effectively and to resolve conflicts Interdependent assessment of units: competence in CHCIC1A Interact positively with children and CHCICAA Communicate with children is a prerequisite for this unit Underpinning knowledge: child development cultural knowledge gender communication patterns group dynamics reflection on own values and attitudes codes of ethics processes and strategies to assist resolution of conflicts between children organisational standards, policies and procedures ` Underpinning skills: cross cultural communication skills processes and strategies to assist resolution of conflicts between children interpersonal active listening conflict resolution Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: 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 130 Australian National Training Authority CHC99 - Children s Services

CHCIC20A Manage complex behavioural situations Element 1. Identify situations requiring intervention 2. Assess the situation within its context Performance Criteria request for assistance is responded to with recognition of person s feelings and confidence the issue of difficulty is clarified through listening and questioning the impact of the problem on people involved is identified and a decision made about urgency of action the immediate and long term consequences of the situation remaining are identified information is gathered from all relevant sources a range of explanations for the situation are considered and reviewed factors which are maintaining the current situation are identified the major issue of concern is identified clearly the frequency of the problem occurring is identified the impact of wider context factors are identified interaction patterns are identified through observation and investigation a decision about whether action is required is taken the likely intent of the child is assessed 3. Develop strategies strategies are developed with the children whenever possible clear goals are developed in relation to the children s needs and development strategies designed are achievable within available resources strategies designed open up possibilities for the children s interaction with others workers are asked to contribute ideas towards strategy development 4. Support the implementation of strategies by workers ensures strategies are implemented in as unobtrusive way as possible resources required to implement strategy are identified and provided strategies are regularly reviewed with all involved Range of Variables: Situations that require intervention may include: risk taking behaviour behaviour that risks the safety of others habitual patterns of behaviour dynamics of a group of children noise levels settling a child into service cross cultural interactions and biases ethical issues within children s interactions a severely withdrawn or isolated child aggressive or violent interaction between children CHC99 - Children s Services Australian National Training Authority 131

a pattern of bullying, teasing attitudes of parents to differences among children Information to assess a situation may be gathered by: talking to child observation of child observation of child s interactions with a range of other people asking other workers involved with child eg. staff, school consulting resource staff or others with relevant expertise consulting parents and other family members talking to other children in the service Context factors that should be identified may include: mix of children in the service other children s actions family circumstances program events of the day environment of the service mood within the group of children Resources required to implement strategy may include: people ideas equipment Evidence Guide: Critical aspects of assessment: demonstrated ability to deal with difficult workplace situations through supporting workers to implement appropriate strategies Underpinning knowledge: knowledge of child development, and needs of children of the age group organisational standards, policies and procedures Underpinning skills: identification of interaction patterns problem solving high level observation skills analysis of a problem issue in its context consulting children gathering information consulting resource staff and others analyse of an issue between children from social, psychological and cultural perspectives Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups, a range of conditions, over a number of assessment situations 132 Australian National Training Authority CHC99 - Children s Services

CHCPR1A Facilitate play and leisure Element 1. Create an environment to foster play and leisure 2. Actively guide and facilitate children s play and leisure 3. Actively encourage children to enjoy play and leisure Performance Criteria areas for different kinds of play are created resources and materials are changed regularly the environment provides appropriate experiences to develop children s senses sufficient time is allowed for play to develop time to complete play episodes is provided when possible resources and materials that facilitate play are made available to children resources and materials are arranged to stimulate child s interest children s individual interests and needs are identified and supported in the provision of materials provisions for play reflect the cultural diversity, gender and abilities of children opportunities for group and individual play are provided children are allowed choice in their play children s efforts are encouraged, acknowledged and praised worker follows child s lead in the play a range of resources, and materials are used flexibly so as to prompt extensions of play worker joins in play when invited by the child children s imaginative play is encouraged and praised children s reactions to play environment are monitored to ensure each child is not becoming frustrated, or bored individual children receive spontaneous responses playfulness and playing are modelled to children interacts with children with enthusiasm and enjoyment Range of Variables Leisure is understood to be: a special way of doing and feeling it mixes stimulating, creative, relaxing, playful, refreshing challenging and pleasant it balances those things in life that may be boring, onerous, time consuming busy work, expectations, tiring, repetitive, hurried or dutiful Leisure describes pursuits that are freely chosen and deeply satisfying The environment may include: the building and grounds where the service is located eg. home, centre the local area around the service and its resources and characteristics An environment set up to invite children to play and foster play and leisure may: look interesting to the child provide choices be safe, physically and psychologically provide challenge appropriate to the children s stage of development CHC99 - Children s Services Australian National Training Authority 133

Creating an environment to foster play and leisure may depend on: whether the space is shared with other services whether the service has to set up and pack up for each play session resources available age of children number of children type of service environment location materials available (natural and processed) staff community background and expectations Different kinds of play and leisure may include: quiet and energetic, boisterous functional, constructive, dramatic play games and free flowing play solitary, parallel and interactive or a mix of these cooperative play imaginative play play with words/music For older children, play and leisure may include: sports organised games eg. races, soccer games hobbies and interests solitary activities listening to music talking with friends going for a walk interactions with people from community observing The creation of areas for different kinds of play and leisure may include areas for: quiet play constructive play noisy play sand play, water play creative play dramatic play physical play for sports for solitary activities for music for conversations Ways of facilitating play will be affected by a child s age/stage of development and may include: for babies and infants: flexible routines to allow for the needs of individuals to be met gentle handling, eye contact and appropriate sensory experiences to develop security and trust safe environment to explore for toddlers: the day is structured and routines are established blocks of time are available for exploring and experimenting with the materials caregivers introduce new and different experiences to children 134 Australian National Training Authority CHC99 - Children s Services

play is extended by introducing new materials or resources or suggesting alternative ways to use the materials caregivers give children time to develop their ideas transition from one activity to another is smooth worker modelling play and use of equipment for 3 to 5 year old children: care giver s interactions provide a positive role model for children an environment is maintained that respects individual and group needs children are aware of the limits which are applied consistently children s feelings are acknowledged and respected by caregivers and children for 6 to 12 year old children: participation with children materials are suggested or alternatives uses of equipment/materials are suggested Evidence Guide: Critical aspects of assessment: demonstrated ability to guide individual children s play and leisure, giving due regard to child's age, abilities, interests, culture and development Interdependent assessment of units this Unit should be assessed in conjunction with CHCIC4A Work collaboratively with children and CHCFC1A Support the development of children Underpinning knowledge: importance of play and leisure to human development types and complexities of play and leisure stages of play play materials available different cultural beliefs about play; areas of play regarded as important and appropriate importance of play and leisure for older children and adults - a lifelong concept occupational health and safety range of leisure interests of children cultural beliefs about leisure for children of different ages and adults organisational standards, policies and procedures Underpinning skills: placement of equipment, considering safety, movement of children, different ages/ stages of development of children adapting environment to encourage different types of play and stages of play adapting play or leisure experiences for different children according to needs, interests time management acceptance of different attitudes of families about play Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment materials and equipment to facilitate play and leisure Context of assessment: 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 CHC99 - Children s Services Australian National Training Authority 135

CHCPR2A Organise experiences for children Element 1. Establish a stimulating and positive environment 2. Encourage children s involvement in experiences 3. Respond to unexpected occurrences Performance Criteria the environment is set up in a way that is safe, non threatening, challenging and stimulating a range of experiences are made available to enable the child to make choices interactions of the workers support children s play children are consulted about what experiences are made available children s work is acknowledged and valued the child is encouraged to choose activities to support aspects of their development the child is encouraged to participate in a variety of experiences children s response to the activity is catered to by adapting it a child s choice not to participate is respected the needs and interests of unexpected children are included extra materials and resources are gathered if required plans are changed spontaneously as required local events and emergencies are managed appropriately 4. Organise for excursions payments and responsibilities for payments are organised resources required are organised responsibilities of children are clearly explained service policies and procedures related to excursions are carefully followed Range of Variables: Experiences will vary according to the age of the child. Creative and challenging experiences may include: for babies and infants: selection of toys, different textures, colours and size are selected toys are large (cannot be swallowed) and have no sharp edges, and easily washed/cleaned different types of experiences are used eg. water play, sand play, outdoors time for toddlers: experiences can include indoor and outdoor experiences experiences reflect a toddler s interest in the world around them, and the desire to explore it, feel it, see it and touch it eg. nature walk to look at leaves, collect them experiences reflect a toddler s growing mastery of their own body eg. small slippery dips are used, outdoor area can be a little more involved for 3 to 5 year olds: experiences can include cooking, sewing, carpentry, washing experiences can be more varied and complicated, which reflects a child s developing cognitive and physical abilities choice not to participate is respected and alternative activity is negotiated 136 Australian National Training Authority CHC99 - Children s Services

for 6 to 12 year olds: experience planned may include specific suggestions of children themselves development of hobbies self selected peer groups individual, small group and larger group experiences choice not to participate is respected and alternative activity is negotiated Aspects of child development include: physical fitness and skill cognitive development social development emotional development creative and aesthetic development language development moral development spiritual development Resources required to be organised for excursions may include: records that need to be taken first aid supplies relevant equipment location of toilets keys mobile phone tickets equipment required for activities petty cash Records that may need to be taken on excursions may include: list of children attending emergency contact details medical needs for children Responsibilities of children on excursions may include: for belongings for payments for time keeping for travelling together Evidence Guide: Critical aspects of assessment: demonstrated ability to provide a range of experiences to stimulate children and aid their development ability to vary experience depending on child's age, abilities, development, culture and need Interdependent assessment of units: this unit is to be assessed with CHCIC4A Work collaboratively with children Underpinning knowledge: children s developmental stages applicable to the specific age group and what this means for appropriate resources/materials selection organisational standards, policies and procedures CHC99 - Children s Services Australian National Training Authority 137

Underpinning skills: contingency management planning interpersonal active listening Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: 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 138 Australian National Training Authority CHC99 - Children s Services

CHCPR3A Observe children Element 1. Gather information about the child Performance Criteria children are observed during their normal pattern of play techniques for observing and recording are used as specified by the service 2. Observe children s play children s needs and strengths are monitored to ensure they are provided for children s play is observed to identify interests and plan future experiences 3. Contribute to observation recording 4. Contribute to program planning observations are discussed or recorded according to requirements recording is free from biased comments and negative labelling of children observations are recorded carefully and accurately observations about the child s interests, strengths, and needs are used to provide suggestions observations about the child s community context are contributed to planning Range of Variables: To identify children s interests and plan future experiences, observations vary according to children s ages. Observations may include: For babies, infants and toddlers: all aspects of the child s development fine and gross motor skills interests, strengths and needs child s knowledge, skills and understanding for 3 to 5 year olds: all aspects of child s development child s interests child s strengths and needs social interactions child s knowledge, skills and understanding for 6 to 12 year olds: all aspects of child s development child s interests child s strengths and needs their interests and leisure requirements peer groupings, and social interactions socially isolated children interests, strengths and needs Information may be gathered by: observations of the child questioning reports conversations with child s peers anecdotal information eg. remembrances of other workers, parents CHC99 - Children s Services Australian National Training Authority 139

Specifications for recording observations may include: organisational requirements service accreditation requirements confidentiality policies and procedures Contributions to observation recording can be in the form of: writing discussions conversations Play may be recorded by: writing video photography Contributions to planning may involve observations that: play environment is too challenging, leading to children becoming frustrated play environment is not stimulating enough, leading to children becoming bored play environment does not provide opportunity for child s interests/needs child s reactions to play environment child s play interests Evidence Guide: Critical aspects of assessment: demonstrated ability to observe and interpret children s behaviour and contribute to program planning Interdependent assessment of units this unit should be assessed with the related units CHCPR1A Facilitate play and leisure, CHCPR2A Organise experiences for children and in many settings CHCPR9A Use observations and records Underpinning knowledge: relevant child development stage knowledge to a basic level organisational standards, policies and procedures Underpinning skills: skills in observing children to an introductory level report writing planning interpersonal Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: 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 140 Australian National Training Authority CHC99 - Children s Services

CHCPR4A Provide opportunities and experiences to enhance children s development Element 1. Establish an environment that can foster children s development 2. Provide creative and challenging opportunities which stimulate learning and development of the child 3. Plan and implement a program for the day 4. Review and improve the plan Performance Criteria opportunities are provided for children to plan and/or modify their environment the environment is designed to accommodate all aspects of children s development and curiosity the environment is designed to provide children with a choice of experiences the child is encouraged to gain skill and competence by persevering with a developmentally significant activity and developing it a range of creative experiences, play areas and materials is provided to encourage children to explore and make choices opportunities are made available for free play and independent play opportunities for children to practice developing skills are provided experiences and activities are provided for all the principal areas of development the program is guided by observations of the children and their views a program is developed in consultation with others stories, visual materials and activities show diversity among children and adults program is planned to reflect the range of children s needs, abilities and interests. the program responds to the children s interests that arise spontaneously as they participate the program introduces new ideas and experiences for children as well as providing familiar experiences the program provides opportunity for children to follow up activities of high interest the program is inclusive and allows for full participation of all children the plan is reviewed regularly and changes incorporated the benefits of the experiences for each child are reviewed records are kept in accordance with requirements Range of Variables: Experiences to enhance children s development may include: science maths literacy aesthetics environmental experiences technological experiences social experiences creative arts CHC99 - Children s Services Australian National Training Authority 141

The program may be developed in consultation with: children parents/other family members other workers experts or resource people community leaders and representatives staff of other related services eg. library, playgroups Diversity among adults and children includes: cultural linguistic family composition socioeconomic location of home and community abilities and disabilities Records are kept in accordance with requirements of: service senior staff Evidence Guide Critical aspects of assessment: demonstrated ability to plan for, provide and review a range of activities and opportunities which stimulate children s individual development Interdependent assessment of units this unit should be assessed in conjunction with CHCIC4A Work collaboratively with children, CHCCN8A Plan care routines, CHCFC2A Foster the physical development of children,chcfc3a Foster the social development of children, CHCFC4A Foster the emotional and psychological development of children competence in CHCPR2A Organise experiences for children is a prerequisite for this unit Underpinning knowledge: cultural awareness family and community experiences of the children children s development in order to determine appropriate experiences organisational standards, policies and procedures Underpinning skills: planning processes creative play program planning and review record keeping Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups, and a range of conditions, over a number of assessment situations 142 Australian National Training Authority CHC99 - Children s Services

CHCPR5A Enhance children s play and leisure Element 1. Ensure the environment fosters play and leisure 2. Assist children to develop their play and leisure 3. Assist children to participate in a wider range of play and leisure experiences 4. Adopt a variety of roles to enhance play and leisure, as appropriate Performance Criteria the current environment is considered, its strengths and weaknesses identified and modified to improve its suitability appropriate resources are gathered and developed to support different kinds of play children are encouraged to structure the environment to facilitate their play and leisure assistance is provided to children who are unable to initiate play themselves children are challenged to achieve new learning through play and leisure workers involvement in play reflects the stage of play of the children worker assists child to problem solve, as required, to extend the play beyond problems that arise children are encouraged and enabled to revisit and extend play themes programs are regularly reviewed so that opportunities for extending play are maximised the child s current pattern of play is observed and the child s attention is drawn to different play experiences materials that capture attention and stimulate response are developed or used alternative play experiences are suggested to children initiatives to develop a different atmosphere are used to promote a different style of play as required strategies are demonstrated to children who have difficulty entering or exiting play situations plays alongside child to stimulate the child s interest acts as a scribe, as relevant children are encouraged to discuss and plan ways to extend their play and leisure Range of Variables: Resources gathered and developed may include: equipment materials people Appropriate equipment and materials may be provided by: purchase loan/exchange making them or adapting them Programs may be reviewed according to such criteria as: frequency of use by children whether they facilitate extended play and concentration/imagination/curiosity whether they encourage development through play CHC99 - Children s Services Australian National Training Authority 143

Different kinds of play include: quiet and energetic, boisterous play functional, constructive, dramatic play games with rules and free flowing play individual or group play symbolic play socio dramatic play competitive and cooperative play Different kinds of leisure may include: listening to music talking with friends solitary activities going for a walk games sporting activities interactions with community members observing others A different atmosphere may be: quieter and more restful more energetic more cooperative more relaxed more fun and enjoyment friendlier This unit s implementation will be affected by the purpose and structure of the service. Issues to be considered may include: frequency of sessions eg. daily/monthly time of day length of time staff - number, their experience and interests the children attending structure of program This unit s implementation will be affected by the physical environment available to the service, including: indoor space - size, layout outdoor space - size, safety issues, naturally occurring resources Evidence Guide: Critical aspects of assessment: demonstrated ability to provide a range of environments and experiences to enhance children s development Interdependent assessment of units. this unit should be assessed in conjunction with CHCIC4A Work collaboratively with children, CHCCN8A Plan care outlines, CHCFC2A Foster the physical development of children, CHCFC3A Foster the social development of children, CHCFC4A Foster the emotional and psychological development of children competence in CHCPR4A Provide opportunities and experiences to enhance children s development is a prerequisite for this unit 144 Australian National Training Authority CHC99 - Children s Services

Underpinning knowledge: children s right to play, leisure and participation in cultural events as expressed by such documents as UN Convention on the Rights of the Child, Article 31 the potential benefits of play and leisure for children of different ages and development different types of play strategies to extend play reasons why some children find it difficult to enter or participate in play and leisure roles adults can use to support and enhance children s play ways adults can support children s learning through play (eg. scaffolding) children s development - physical development, social development, psychological development, cognitive development, artistic and creative development, language development organisational standards, policies and procedures Underpinning skills and attitudes: strategies to extend play observation contingency management planning interpersonal active listening Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: 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 CHC99 - Children s Services Australian National Training Authority 145

CHCPR9A Use observations and records Element 1. Gather detailed information about the child 2. Record information in appropriate ways 3. Use information from observations to develop understanding of the child 4. Use information from observations with children and family members 5. Use information to plan the program Performance Criteria observations are carried out according to a specific purpose or need a series of observations is undertaken to generate a valid and representative description tasks or activities are selected which ensure the observations are relevant and appropriate to the child s stage of development and capabilities children s play scripts and themes are observed children are involved in the process, wherever possible colleagues, families and others are consulted as required a variety of recording methods are used according to the purpose for recording information gained from observations is analysed to identify the individual needs, strengths, interests and preferences of the child observations are interpreted children s behaviour is observed to determine a child s emotional status behaviour which is out of character for an individual child is monitored and interpreted and responded to appropriately records of observations are used to provide feedback to children about their skills and competence records are used to develop the child s memory and promote remembering information from observations is used to support the development of the child s play time is made available to share information with parents all aspects of the child s development are considered from the information and catered for experiences that will foster the development of the child are planned from the information Range of Variables: Specific purposes or needs for observation include: planning experiences for the child to identify the child's abilities, needs and interests A child s capabilities will include their: physical capabilities emotional capabilities cognitive capabilities social capabilities creative capabilities language capabilities Recording methods may include: written photography 146 Australian National Training Authority CHC99 - Children s Services

video recording A variety of methods may be used to gather information: observing while participating with children in an experience time sampling gathering anecdotes about the child s interactions from other workers asking family members discussions with other children collecting samples of children s work observing children at play, activities and social interactions Evidence Guide: Critical aspects of assessment: demonstrated ability to observe and interpret children s behaviour Interdependent assessment of units: competence in CHCPR3A Observe children is a prerequisite for this unit Underpinning knowledge: relevant stage of development organisational standards, policies and procedures Underpinning skills and attitudes: communication skills Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations CHC99 - Children s Services Australian National Training Authority 147

CHCPR10A Facilitate the design of programs of the service Element 1. Design programs with all those involved 2. Design program to enhance development of children 3. Design programs which reflect the philosophy and goals of the service 4. Design programs which are relevant to the cultural and social contexts of the children and their community 5. Design programs which reflect a multicultural perspective Performance Criteria opportunities are used or established to gather information from those involved issues and concerns about the current program are identified and discussed ideas and suggestions are requested and considered in designing the program information about the program is communicated to all involved workers are encouraged to contribute ideas by inviting and listening to suggestions programs are designed to widen children s experience information about each child s development is gathered to inform the programs programs are developed which are child centred programs are developed which foster all aspects of children s development in an holistic way programs provide for the interests and needs of children who attend the service programs focus on areas of skill and knowledge development required by the children in their lives programs identify an appropriate sequence of experiences the philosophy of the service is considered in deciding children s experiences experiences are developed in accordance with the stated goals of the service information is gathered about the contexts of the children s lives and used to guide planning experiences and resources are selected which will develop children s identities the varying expectations of parents of diverse backgrounds are identified and accommodated where possible materials selected are inclusive on variables of diversity activities and resources are selected which promote cross cultural awareness program elements reflect different cultures and family values positively experiences are planned which promote acknowledgment and respect for differences resources and experiences to develop an understanding of culture are used continuously, not just on special occasions Range of Variables: Programs may be designed for: a group of children a playgroup individuals a service 148 Australian National Training Authority CHC99 - Children s Services

CHC99 - Children s Services Australian National Training Authority 149

Programs include: routines transitions organisation of time and space experiences interactions All those involved with program design may include: children staff/care providers parents management Ideas and suggestions for programming may be gathered from: colleagues networks resource workers teachers in schools when service is co located newsletters, magazines, articles publications Concerns about the current program could include: gaps resourcing issues repetition aspects where children s participation is low Programs may include a variety of types of experiences including: excursions/at usual location familiar experiences/special events unstructured/structured indoor/outdoor busy/quiet experiences surprising/predictable and planned challenging/confirming Service philosophies include: culturally specific services philosophies philosophies about children, their development and learning philosophies and values about society and communities Goals of the service may be oriented to an emphasis on: creativity recreation holistic care and development personal attention and flexibility learning and education social interaction and development language development psychomotor development cultural identity and knowledge environmental understanding confidence with technology multicultural understanding 150 Australian National Training Authority CHC99 - Children s Services

The context of the children s lives may include: geographic context, eg. remoteness, high rise buildings, lack of open space community groupings, alliances and conflicts historical context of community, eg. significant events, future plans social context, eg. social isolation, crowding and noise cultural context Information about a child s development and social/cultural context may be gained by: recorded observations conversation with child consulting parents consulting family/community representatives written reports/records Identities of children may include: racial gender cultural social peer group Mobile services may need to design programs particularly targeted to children who are isolated: geographically socially Evidence Guide: Critical aspects of assessment: demonstrated capacity to apply a defined philosophical approach to delivery of services to children and to continuously improve services through reflecting on effectiveness of practices demonstrated capacity to state and outline a personal philosophy about children s development through programming which considers theories of child development and learning and social justice and equity Interdependent assessment of units: this unit should be assessed with CHCPR9A Use observations and records competence in CHCPR5A Enhance children s play and leisure is a prerequisite for this unit Underpinning knowledge: theories of child development different approaches to program planning and development criteria for selecting a specific programming approach assessment tools to guide decision making about programming respect for different family expectations detailed knowledge of facilitating a variety of learning experiences eg. art, music, sport up to date information and a range of sources of information is accessed as resources for program development organisational standards, policies and procedures Underpinning skills: planning effective communication with target groups analysis and reflective thinking CHC99 - Children s Services Australian National Training Authority 151

Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions 152 Australian National Training Authority CHC99 - Children s Services

CHCPR11A Coordinate the implementation of programs Element 1. Plan the resources required Performance Criteria all the resources that are required for the program that have been planned are identified and organised materials are relevant to the needs, interests and backgrounds of the range of children attending all resources are arranged to be available at the required time 2. Plan the timetable a daily timetable is developed which provides structure and flexibility timetable includes an outline of resources required timetable incorporates developmental and care experiences transition time is incorporated into the timetable all necessary information is communicated clearly to workers and others timetable information is communicated enthusiastically to the children 3. Develop an appropriate setting and environment 4. Implement the program and monitor its implementation by others current setting is evaluated and modified in relation to children s cultures, family backgrounds and interests current setting is reviewed in relation to its capacity to allow and foster all aspects of children s development strategies to improve the environment are developed within resources available improvements are developed within the constraints of the location of the service specific changes are made to the environment for specific experiences opportunities are established to orient staff to the program for the day plans are adapted according to the children s responses and conditions of the day programs are documented according to service requirements spontaneously arising opportunities are utilised opportunities are established for regular review of program by all workers Range of Variables: Resources required may include: transport equipment venue equipment and materials curriculum/learning materials staffing food and drink support staff and resource staff skills of staff CHC99 - Children s Services Australian National Training Authority 153

Organising resources may include: purchasing booking employing staff borrowing other staff parents volunteers Timetable information may be communicated by: other staff parents volunteers verbal means and written formats in fun and creative ways Necessary timetable information may include: time costs expectations booking details Program coordination may involve: a small number of children and other adults a moderate number a very large number Evidence Guide Critical aspects of assessment: capacity to organise and coordinate a range of activities at once and to undertake appropriate evaluation of effectiveness of programs Interdependent assessment of units: this unit should be assessed with Unit CHCPR12A Monitor and evaluate programs Underpinning knowledge: location of resources and materials criteria to review setting and environment identification of range of resources required organisational standards, policies and procedures Underpinning skills and attitudes: planning evaluation Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions 154 Australian National Training Authority CHC99 - Children s Services

CHCPR12A Monitor and evaluate programs Element 1. Assess the progress of each child 2. Evaluate the current programs Performance Criteria information is gathered using a range of methods progress is documented according to service requirements criteria for evaluating the program are identified clearly and used for evaluation family and relevant community members are consulted and their feedback and comments included in the review children s comments are included in the review observations about children s participation are used in the review programs are evaluated by the information gathered and in relation to goals of individual children programs are evaluated regularly and in accordance with guidelines of the organisation information is used towards further design of programs Range of Variables: Information about a child s progress may be gathered by: observation questioning comments from other children observations and comments from other staff, parents and family/community members samples of things child has done Evidence Guide Critical aspects of assessment: demonstrated capacity to apply criteria to evaluate programs in relation to: short term and long term goals of the program progress of individual children progress of the group of children philosophy and goals of the service cost effectiveness appropriate practice daily programs, weekly programs Interdependent assessment of units: this unit should be assessed with CHCPR11A Coordinate the implementation of programs and CHCPR10A Facilitate the design of programs for the service Underpinning knowledge: programming approaches evaluation methods stakeholders who need to be involved in evaluation relevant Quality Improvement and Accreditation System Principles Underpinning Skills: selecting and administering appropriate assessment tools CHC99 - Children s Services Australian National Training Authority 155

Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions 156 Australian National Training Authority CHC99 - Children s Services

CHCPR13A Facilitate the development of programs for children with additional needs Element Performance Criteria 1. Plan required resources appropriate facilities are identified for the child toys and equipment that are appropriate for the child are identified and gathered or modified specialist resources are identified and requested as needed additional resources required are planned according to finances available and utilised 2. Develop the program to meet the needs of the child 3. Maintain communication with those involved the program for the child is developed in consultation with all involved desired outcomes and goals are identified through consultation current program is reviewed to identify how appropriate it is for the child detailed information is gathered to identify the child s needs the program is developed so that it includes the child s needs, in consultation with staff strategies for on going communication are developed and reviewed with all those involved communication channels are clearly identified and used evaluation of the effectiveness of the program is facilitated regularly with all those involved Range of Variables: Children having additional needs may include needs due to: language difficulties physical, sensory or developmental disability health problems behavioural or psychological disorders family circumstances and needs a child recently arrived in Australia from a very different culture a child whose culture is different from the culture of the centre child at risk unknown diagnosis known diagnosis cultural/religious practices communication difficulties giftedness Communication difficulties of a child may be due to: trauma, violence and crises disabilities eg. hearing, visual, speaking health problems and disorders learning problems deprivation of sensory stimulation CHC99 - Children s Services Australian National Training Authority 157

Specialist resources may include: professionals with expertise about particular needs of children written information special equipment information and education videos resource networks family members bilingual workers interpreter services Resource Units extra staffing Additional resources may include: worker training toy libraries Review of current program could include: review for child with additional needs review of strategies for meeting needs of child within context of whole group Evidence Guide: Critical aspects of assessment: demonstrated ability to develop programs which meet additional needs of children Interdependent assessment of units: this unit should be assessed with CHCIC12A Plan the inclusion of children with additional needs or CHCSD11A Facilitate the inclusion of children with additional needs Underpinning knowledge: inclusion, non discriminatory practices and associated legislation knowledge of child development - build on strengths of child organisational standards, policies and procedures Underpinning skills: observation communication skills consultative skills local community resources respect for family expectations and desired outcomes for child planning Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations 158 Australian National Training Authority CHC99 - Children s Services

CHCPR14A Observe children and interpret observations Element 1. Monitor children s developmental progress 2. Monitor social interaction of the children 3. Gather information about the child s views and perspectives 4. Demonstrate quality observations practices to other workers 5. Use information from observations to guide others 6. Design observation processes, with others Performance Criteria information about children s developmental progress is gathered and recorded any concerns regarding a child s development are followed up with appropriate persons/services information is communicated to parents clearly and sensitively strengths identified are used to guide program strategies to foster development the degree of inclusiveness in the children s interactions and language is identified and strategies developed as required the level of problem solving and conflict resolution skills is observed and strategies developed as needed the child s views of the social world and relationships is investigated through observation of their interactions and reflection about their communication the child s thinking style is identified the child s interests and emerging interests are identified the children s strengths, talents and potential are identified own observations of children are significant, valid and concise interpretations of behaviour, needs and interests are clearly linked to evidence in observations the intensity/detail of the observations is appropriate to the purpose and the context interpretations of observations demonstrate inclusive principles and understanding information is provided to broaden the other s understanding of the child information is communicated to others to improve their interaction with a child information is provided to others to improve program planning and evaluation discussions on programs and children s needs are based on the information gained systematic ways of observing children are developed to ensure all children are included Range of Variables: Specific purposes or needs for observation include: planning experiences for the child to identify the child's abilities needs and interests A child s capabilities will include their: physical capabilities emotional capabilities CHC99 - Children s Services Australian National Training Authority 159

cognitive capabilities social capabilities creative capabilities language capabilities Recording methods may include: written photography video recording A variety of methods may be used to gather information: observing while participating with children in an experience time sampling gathering anecdotes about the child s interactions from other workers asking family members discussions with other children collecting samples of children s work observing children at play, activities and social interactions Evidence Guide Critical aspects of assessment: demonstrated capacity to observe and interpret children s behaviour to contribute to program planning Interdependent assessment of units: competence in CHCPR9A Use observations and records is a prerequisite for this unit Underpinning knowledge: how the observer influences interaction and behaviour styles of thinking developmental knowledge understanding different cultures developmental norms at different ages/stages organisational standards, policies and procedures Underpinning skills: reporting interpersonal planning Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups, and a range of conditions, over a number of assessment situations 160 Australian National Training Authority CHC99 - Children s Services

CHCRF1A Communicate with family members about their child Element 1. Establish a relationship with family members 2. Exchange information with family members about the child 3. Respond to a family member s concern about a child Performance Criteria introductions are completed and worker s own role is outlined clearly family members are shown the facilities verbal and non verbal communication styles are used as appropriate information sharing about the child s participation in the program occurs frequently in accordance with the organisation s guidelines worker is available for parents to provide information information is communicated in a culturally appropriate way messages are responded to promptly questions and concerns are listened to and responded to according to organisation s procedures family member is directed to appropriate person or place when further support or action is required communication is appropriate to the age, cultural and linguistic background of the individual/group Range of Variables: Family members may include: mothers fathers grandparents kin extended family members brothers and sisters foster children Organisational guidelines about exchanging information with family members may include: who is permitted to pass on information recording of any family members to whom information is not to be provided The frequency of ongoing communication may be: daily weekly according to the pattern of the child s participation in the service depending on: the child s age length of time the child and family have been using the service issues of the day frequency of attendance Worker s availability to parents will differ according to the structure of the service. Workers may be available via: welcoming children with their parent/s conversations when parent/s arrive to collect the child communicating in a style that is appropriate to the parent s expectations telephone CHC99 - Children s Services Australian National Training Authority 161

care review meetings or conversations conversations while parent participates with or alongside worker in an activity Communication may be via: verbal conversations written notes notes on whiteboard, bulletin board an interpreter worker who has second language/language of parent Procedures about responses to a family member s concerns may include: directing person to appropriate person in the service communication guidelines to respond to regularly received /serious questions or comments Further support may be available through: referral to professionals/other services telephone support services literature local networks Evidence Guide: Critical aspects of assessment: demonstrated ability to develop a relationship with family which enables the needs of the child to be communicated or met Underpinning knowledge: diversity of family types and cultures interpreter services, and communication through interpreters organisational standards, policies and procedures Underpinning skills: basic communications skills such as active listening and questioning a genuine interest in the children, and their families interpersonal Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: 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 162 Australian National Training Authority CHC99 - Children s Services

CHCRF11A Work in partnership with families to care for the child Element 1. Consult family members about the child, and the child s needs 2. Reach agreement with family members about care practices 3. Facilitate the transition to child care 4. Provide opportunities for family members to participate in the service/program 5. Provide information to parents about incidents and develop care strategies together Performance Criteria information is gathered about the child s needs, routines and preferences on an ongoing basis information is briefly gathered about key family events that may influence the child s behaviour information is kept confidential information about the child s interests is exchanged information about the family s specific child care practices is gathered worker actively seeks parent requests in relation to their child s care appropriate communication strategies are used agreement on specific requests is reached by negotiation and modification of care practices the importance of program aspects are explained to parents in relation to their child s needs/development limitations are explained clearly and discussed alternatives/compromises are negotiated as necessary the final decision is communicated clearly to all involved worker provides clear information and reassurance to assist parents to develop confidence in the service parents are encouraged to familiarise themselves and their child to the service parents are encouraged to develop a clear and reasonably consistent process of farewell and arrival parents feelings about child care are acknowledged and supported in all conversations a welcoming atmosphere is created for all family members opportunities for family members to participate in the children s experiences are created opportunities for parents/family members to provide feedback and ideas about the program are provided involvement of parents in the decision making processes of the service is encouraged varying levels of involvement are accepted in communications with parents parent support networks are facilitated the importance of parenting is promoted information about specific incidents is communicated clearly and calmly time is allowed to listen to parent s reaction to news of incident discussion about possible impact of incidents is facilitated suggestions about suitable responses are given as appropriate strategies for response by family and service are developed and implemented CHC99 - Children s Services Australian National Training Authority 163

6. Respond to a family member s concerns about a child questions and concerns are listened to respectfully situation causing concern is discussed with family member to obtain a clear understanding of the situation strategies for response by family and service are developed and implemented appropriate follow up is determined and fulfilled Range of Variables: Family members may include: mothers fathers grandparents siblings kin extended family members foster children partners of parents guardian and foster parents Information about the child s needs and preferences may include: food and drink preferences sleeping and rest patterns health status toys and activities preferred level of social interaction/solitude preferred level of abilities additional support needs developmental stage information cultural requirements expectations of the parent/s regarding the child forbidden foods particular food and drink needs of the child Information may be gathered through: enrolment forms enrolment interviews conversations referral agents Family events that may have an impact on a child s behaviour include: major changes to health/housing/work addition of a family member eg. sibling, step parent crises and family problems conflict and violence losses and grief parental absence family celebrations moving home other celebrations Appropriate communication strategies may include: use of interpreters degree of privacy 164 Australian National Training Authority CHC99 - Children s Services

degree of formality relaying messages to class teacher Requests for specific actions may include: requests to take child to doctor/ dentist/ kindergarten relaying messages to class teacher Limitations in relation to care practices that may be discussed with parents may be due to: resources at the venue time available peak/slower time of day involved physical layout own health, stamina number of children in care Familiarising may include to: physical environment equipment other children timing of program events Parent s feelings about child care may include: anxiety guilt Opportunities for family members to participate include: suggestion boxes evaluations and surveys member of management/parents committee activities and meals involving children, staff and family members excursions parent representative in policy decisions A welcoming atmosphere to families may be created by: photos, paintings and posters of families and familiar places and images decor familiar procedures newsletters location of service comfortable space to sit and talk facilities to make a drink notice board/space for displaying family news/celebrations an office or area available for confidential discussions Parent support networks may be facilitated by: allowing time, space for parents to communicate with each other hosting meetings of parents providing information or referral to facilitate contact with a network Evidence Guide: Critical aspects of assessment: demonstrated ability to consult and plan activities collaboratively with families Interdependent assessment of units: competence in CHCRF1A Communicate with family members about their child is a prerequisite for this unit CHC99 - Children s Services Australian National Training Authority 165

Underpinning knowledge: parental reactions to separation from child and use of child care strategies for involving family members in the service the value of participation by parent in children s services - for the child, parent and service organisational standards, policies and procedures Underpinning skills: collaborative style of relating to parents respect for parent s strengths, competence and knowledge of their child non judgemental attitude to different perspectives communication skills such as empathy, active listening, checking understanding Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations 166 Australian National Training Authority CHC99 - Children s Services

CHCRF21A Promote equity in access to the service Element 1. Monitor the use of the service 2. Promote the service to all potential users 3. Develop strategies to enhance participation of under represented groups 4. Convey the eligibility criteria clearly 5. Decide on eligibility and priority for the service and communicate the decision effectively Performance Criteria attendance patterns are analysed and children from the local community who are under represented in using the service are identified monitoring is undertaken in collaboration with all relevant parties targets are set for increased use of service by those under represented the achievement of these targets is monitored information about the service is provided on request information in relevant formats is targeted to the range of potential users of the service feedback processes are established to enable people to provide information about their experience of access to the service barriers are identified and strategies are implemented to deal with these service practices and policies are critically evaluated against access and equity principles strategies are implemented, monitored and evaluated with all relevant parties the funding program eligibility criteria are identified and communicated organisational eligibility criteria are identified and communicated any client groups that must be given priority according to guidelines are identified a clear statement of who can and who can not access the service is provided the reasons for the eligibility criteria of the service are communicated sufficient information is gathered to decide on eligibility and priority decision is made according to the eligibility criteria and the reasons for the decision are conveyed clearly if the person is ineligible for service, appeal or waiting list procedures are explained referral to a more appropriate service is made if relevant Range of Variables: Collaboration around monitoring the use of the service and developing and evaluating strategies may involve: management parents community representatives funding bodies government bodies including regulatory bodies advocacy organisations CHC99 - Children s Services Australian National Training Authority 167

The service may be promoted by: written material word of mouth local media such as newspapers, radio referral agents Barriers to participation may include: physical and distance barriers attitudinal barriers within the service social and cultural expectations expectations of parents or children isolation lack of knowledge of available services Information may be obtained directly by: interview phone letter or indirectly by: information provided by referral agent information provided by family members or other persons representing them. Feedback processes may involve: families community representatives children advocates Evidence Guide Critical aspects of assessment: capacity to critical analyse all aspects of service delivery in the light of client needs, community values and philosophical framework of service delivery Underpinning knowledge: up to date knowledge of the funding program guidelines up to date knowledge of the organisation s guidelines for service eligibility the social and political context of child care services other services available within the local community and the eligibility criteria of these consumer perspectives on service provision and access to services complaints and appeal procedures knowledge of the potential users of the service considering cultural backgrounds, social circumstances, range of abilities and disabilities circumstances which lead to a child and family being eligible and having priority for service circumstances might exclude a person from service if a person is assessed as ineligible to use the service other options are developed with them social justice philosophy and principles relevant legislation eg. anti discrimination, Disability Act, State/Territory regulations organisational standards, policies and procedures 168 Australian National Training Authority CHC99 - Children s Services

Underpinning skills: interviewing skills can outline the rationale for the eligibility criteria and can relate these criteria to the potential client group in the community skill in gathering sufficient breadth and depth of information to make a fair decision problem solving developing alternatives negotiation skills Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups, a range of conditions over a number of assessment situations CHC99 - Children s Services Australian National Training Authority 169

CHCRF22A Plan child care provision with families Element 1. Explore the needs of the child and family with parent/s 2. Provide information about the service and discuss issues with parent/s 3. Develop parents confidence in the service 4. Review service provision with family members Performance Criteria parent/s are invited to share relevant information about the needs of the child and family information is gathered about needs from a range of sources as relevant information received is treated with confidentiality information is documented according to organisation s guidelines and legislative requirements sufficient detail of information is gathered to enable decisions to be made a parent s decision not to share information about their family is respected, as relevant comprehensive information about the service is provided in an appropriate way strategies to ensure effective communication are utilised accurate information about the limits of what the service can provide is communicated waiting lists are kept up to date so that clear information can be provided to parents about availability of the service the way that the service will provide care and meet the child s needs are outlined to the parent/s the service s philosophy and the history/rationale for policies is explained as relevant parent s rights and responsibilities in relation to service policies are clearly outlined procedures that parents need to follow are explained expectations about the service are explored and clarified with parents concerns about utilising the service for the child or the parent are responded to appropriate referral is made to other service types when parents expectations and service provision are not compatible respect for the family and their child rearing practices is demonstrated in all communications strategies to ensure the service is open to family members are developed, implemented and reviewed feedback from parents is actively sought feedback is received in a respectful way and acted upon appropriately agreement for service is regularly reviewed with the family a family member s failure to follow guidelines of the service is challenged as required issues and concerns identified by parent/s are explored and negotiated Range of Variables: Information may be gathered about: members of the family custodial arrangements for the child 170 Australian National Training Authority CHC99 - Children s Services

hours of care requested how soon care is required language/s used by the child and in the home additional needs of the child eg. language support, health needs special care requirements of the child financial constraints eligibility for fee relief special access criteria that apply preferences for care provision eg. location, staffing cultural background health status immunisation status needs and routines of the child Information about the needs for service may be gathered from: parents other family members health professionals schools and other community organisations community members acting as advocates for the child or family Information may be gathered via: enrolment interviews parent interview/phone conversations Strategies to ensure effective communication may include: use of interpreters parent accompanied by advocate pictures and non verbal communication alternative communication systems Information provided about the service may include: program model philosophy and purpose policies and procedures fees rebates assistance schemes service guidelines legislative/regulatory requirements Formats for information provided may include: in language used by the parents plain English Issues to be communicated about availability of the service include: vacancies waiting lists process for application priority of access Strategies for ensuring the service is open to family members may include: visits opportunity to meet staff participation in program unhurried arrival and farewell times CHC99 - Children s Services Australian National Training Authority 171

Feedback from parents may be sought about: the child s experience in the service the parent s experience in using the service suggestions for improvements Guidelines of the service that family members should follow may include: schedule for fee payments procedure for collecting ill child Procedures that parents need to follow may include: signing notifying absences fee payments procedures service procedures regarding nappy use/disposal Evidence Guide: Critical aspects of assessment: demonstrated ability to collaboratively plan and review service provision with families Interdependent assessment of units: competence in CHCRF11A Work in partnership with families to care for the child is a prerequisite for this unit Underpinning knowledge: parent s perspective s about child care service - its importance, its purposes, reactions to using child care boundaries and limits of the service cross cultural communication use of interpreters resources available in other services and types of children s services cultural diversity of care practices custody arrangements policies principle of confidentiality and issues in implementing confidentiality organisational standards, policies and procedures Underpinning skills: non judgemental attitude to parent s having different views about children and child care to the worker s own views communication skills eg. assertiveness, listening problem solving empathy to parent s concerns and problems Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations 172 Australian National Training Authority CHC99 - Children s Services

CHCRF23A Respond to problems and complaints about the service Element 1. Respond to a family member s concerns about their child 2. Acknowledge and address grievances and complaints 3. Effect resolution of complaints Performance Criteria observations about the child in the service is provided as relevant feedback and views of all workers involved with the child are collated and presented concern is discussed and the key issue/s are identified with the person possible actions are discussed and a decision reached together appropriate communication strategies are used listens respectfully to person s concerns people are informed of avenues for complaint issues underlying the complaint are identified, investigated and discussed according to guidelines action is taken as quickly as is required by the situation complaint process is explained and the complainant informed of what can and can not be expected from the process complaint is referred to appropriate procedures or forums as appropriate confidentiality and the rights of others are made clear to parties and protected during the process advice is sought as required options are generated and resolution facilitated mediation between parties concerned is facilitated as relevant resolution or an agreement to set aside issues is obtained process and outcomes are recorded according to the organisation s procedures 4. Develop service feedback about suggestions for improved practice or procedures are considered and implemented as appropriate information to clarify service practices and procedures is developed and provided, as relevant Range of Variables: Appropriate communication strategies to respond to a family member s concern may include: use of interpreters privacy number of people who participate is decided A family member s concerns may be about a child s: health behaviour development social interaction homework life skills emotional wellbeing CHC99 - Children s Services Australian National Training Authority 173

Complaints and grievances may be received from: users of service people denied access to service ministers of government departments local members of parliament local community members media service or person advocating on behalf of child/family licensing bodies advisory/support organisations workers of the service Complaints may be about: quality of the service problems in the service inadequate level of service provision eg. hours, times children in the service financial matters staffing behaviour management strategies attitude of worker insensitivity to cultural practices of child/family Mediation between parties to effect resolution of a complaint may be between: worker and parent worker and child parent and service Guidelines for addressing complaints may include: organisational procedures, policies and guidelines legal obligations guidelines of funding body/government bodies who have a regulatory role Evidence Guide: Critical aspects of assessment: capacity to resolve conflicts with users of the service balancing organisational guidelines with client needs Interdependent assessment of units: the unit could be assessed with related units such as CHCRF22A Plan child care provision with families and CHCORG19A Develop and maintain the quality of service outcomes Underpinning knowledge: complaint procedures relevant service guidelines relevant codes of ethics confidentiality policies and procedures self awareness organisational standards, policies and procedures Underpinning skills and attitudes: conflict resolution techniques negotiation skills facilitating discussions when competing views and interests exist communication direct, authoritative, listening to competing viewpoints problem solving skills 174 Australian National Training Authority CHC99 - Children s Services

good communication including listening, empathy responding, questioning capacity for managing differences in point of view Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions, giving consideration to the range of workplace contexts. Assessment could take place on one or more assessment situations CHC99 - Children s Services Australian National Training Authority 175

CHCRF24A Support parents in their parenting role Some children s services are specifically targeted to families who are isolated or experiencing specific stresses. This unit outlines what is usually expected of workers who provide this service. Element 1. Develop a collaborative relationship with the parent/s 2. Provide information to parent/s 3. Listen to parent/s concerns or problems 4. Develop parent s capabilities in caring for their children Performance Criteria time is spent with the parent/s to develop an understanding of their perspectives and experiences language and communication used suits the family s needs strategies to develop trust in the service and the worker are used as required care is taken to ensure privacy is maintained within the community information about contact is recorded to enable accurate and relevant communication next time conversations initiated with parent/s are relevant to their lives and perspectives information provided is relevant and timely questions and concerns are answered or relevant information sought out for parent/s advice is given within the limitations of the worker s expertise information provided about the child is based on specific observations resources are suggested for the child referral to relevant services is arranged after consultation with parent/s, as required sufficient time is given according to the seriousness of the concern and the level of the parent s distress referral to an appropriate service is arranged as relevant ideas/suggestions given to the parent are relevant to the parent s feelings concerns are listened to in a respectful manner the child s progress and needs are discussed with the parent with sensitivity to the parent s feelings strategies for self to debrief after emotionally demanding communication with parent/s are used strategies that the parent is already using that are effective are reinforced care strategies are demonstrated to parent/s strategies to foster the child s development are suggested to parents, according to the parent s energy and focus of interest the significance of play for children is promoted to parents Range of Variables: Families may require support due to: isolation due to distance, language, circumstances additional needs of their child not yet communicating in English crises and emergencies 176 Australian National Training Authority CHC99 - Children s Services

Support may be provided by such means as: toy libraries mobile services play groups home visiting respite care advice and information referral Language and communication which will suit a family s needs may require: language other than English interpreter informal, colloquial style or formal style of conversation Strategies to develop trust in the service may include: developing a rapport with the child first remembering and using names of the child/children on each visit and using information gathered previously. offering non threatening assistance in the first instance eg. toys Information may be provided to parents about: resources available in the community development opportunities for the child available in the community where resources/materials may be purchased or borrowed the child s development, needs and abilities Evidence Guide: Critical aspects of assessment: demonstrated ability to develop a collaborative working relationship with parents to enhance parents caring abilities Interdependent assessment of units: competence in CHCRF11A Work in partnership with families to care for the child is a prerequisite for this unit Underpinning knowledge: parent s experiences of parenting - anxieties, guilt impact of isolation on families and children - geographic, social, economic, cultural isolation community networking community resources stress management and debriefing strategies problem solving organisational standards, policies and procedures Underpinning skills and attitudes: non judgemental listening cross cultural communication use of interpreters basic counselling skills appropriate self disclosure and openness when communicating with parents empathy with parent/s who are isolated or experiencing severe levels of stress skills to build rapport and trust empowerment adaptability and flexibility CHC99 - Children s Services Australian National Training Authority 177

Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit could be assessed on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations 178 Australian National Training Authority CHC99 - Children s Services

CHCSD10A Develop new approaches for providing service Element 1. Develop better child care practice 2. Contribute to service development initiatives 3. Participate in planning and evaluation processes Performance Criteria information about up to date practice is gathered and sought from a range of sources current practices in the service are reviewed regularly and suggestions for improvements discussed with appropriate persons plans for improvements in practices are developed and implemented ideas about potential service initiatives are developed with management initiatives are piloted to test their usefulness initiatives are implemented and feedback communicated suggestions for policy and procedures are developed and communicated data is collected and collated as required to inform planning in the service Range of Variables: Service development initiatives may develop the service in relation to such areas as: caring for children s needs ways of communicating with families and communities ways of liaising with other organisations programming workplace structures and processes administrative procedures increasing enrolments upgrading facilities and resources Information about up to date practice might be sought from: colleagues training providers and courses resource and advice services experts conferences books, videos Suggestions for improvements may be discussed with: Family Day Care coordination unit staff Director of service management Potential service initiatives could include: increased enrolments upgrade buildings Feedback on service initiatives might be sought from: parents workers children CHC99 - Children s Services Australian National Training Authority 179

Evidence Guide: Critical aspects of assessment: integration of own experience and expertise with a thorough understanding of philosophical and historical context of children s service delivery to result in articulation of own framework for operation Interdependent assessment of units this unit should be assessed after all compulsory and relevant elective units are assessed Underpinning knowledge: skills in gathering information, analysing information, deciding on relevance and applying information to a specific workplace situation knowledge of benchmark practices eg. as expressed in accreditation/quality assurance reflective practice principles organisational standards, policies and procedures Underpinning skills: team work skills and communication skills critical thinking skills applied to specific child caring situations action research Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: this unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions 180 Australian National Training Authority CHC99 - Children s Services

CHCSD11A Facilitate the inclusion of children with additional needs This unit is designed for resource workers or those with a leadership role within children s services. The focus is on developing the capacity of workers in the service to respond to the needs of all children, including those with additional needs. Element 1. Facilitate the development of a plan of inclusion 2. Coordinate the implementation of the plan 3. Provide support to workers 4. Develop the confidence of child care workers in caring for children with additional needs Performance Criteria the child s needs for additional care are assessed with worker, parents and others the service s current capacity to provide required care is identified with workers a plan to develop the capacity of the service is designed, implemented and reviewed additional resources and support required are identified with workers and included in the plan the plan of inclusion is outlined and planned with all staff working with the child ensures the plan includes strategies for on going review relevant materials and equipment are located and provided within budget parameters information is gathered and/or provided advocates with other services to gain their participation and support outcomes for the child are identified and progress reviewed in relation to the plan s objectives with all involved the plan is reviewed according to the timeframe decided on support is provided in order to demonstrate specific care and management strategies support is particularly targeted when the child enters the service information about particular children is given clearly and their needs described and explained encourages others to adopt inclusive attitudes and practices prepares workers to implement the plan, in conjunction with the service develops workers understanding of a shared care approach by explanation, and describing examples concerns of workers are responded to and problems negotiated improvement in skills is acknowledged by providing positive feedback Range of Variables: Assessment about the child s need for additional care may be based on information may be gathered from: the child parents services used previously health professionals involved CHC99 - Children s Services Australian National Training Authority 181

The service s capacity to provide required care may be limited by: staff or care providers with the necessary skills, knowledge and confidence venue that has necessary access and characteristics availability of special equipment and resources A plan to develop the capacity of the service may include: training program provided SUPs worker, Casual Ethnic Worker or other resource worker to work with service information materials provided input from school staff or special needs staff A plan of inclusion may involve: spending time with parent parent participation at centre coordination of various services working with child/family The plan may be developed through: liaison with each party convening and facilitating meetings Additional resources may include: resource materials for programming staffing equipment specialised transport services training Support provided in order to demonstrate specific care and management strategies may include: training programs demonstrations A worker s concerns may involve: safety issues impact on other children concerns about their own level of experience and skills The degree of support provided will depend on: current skills and confidence of care givers child s level of ability request from service and amount of input they wish to use availability, other demands on the support service Evidence Guide: Critical aspects of assessment: demonstrated ability to develop the capacity of workers to respond to the needs of all children including those with additional needs, within a philosophical framework of children s services delivery Interdependent assessment of units: this unit should be assessed after CHCIC11A Implement and promote inclusive practices CHCSD10A Develop new approaches for providing service and CHCCN20A Advocate for the rights and needs of children, as relevant competence in CHCIC12A Plan the inclusion of children with additional needs is a prerequisite for this unit 182 Australian National Training Authority CHC99 - Children s Services

Underpinning knowledge: knowledge of a range of resources that may be utilised - equipment, personnel with specific expertise, specialist services, information resources, toy libraries the range of services provided by child care organisations in the local community - their philosophy, program objectives, style of organisation social justice and access and equity principles the central role of the family in planning inclusion of the child impact on families of a child with a disability eg. challenges, stress, cultural beliefs and understandings impact of migration on children and families the importance for the child of their culture and language being respected by workers in children s services confidentiality principles and complex issues organisational standards, policies and procedures Underpinning skills: high level of communication skills - listening, questioning, suggesting ideas, providing information, giving positive feedback, giving negative feedback if required skills in assessment of child s needs skills in facilitating discussions planning skills evaluation skills advocacy and self advocacy principles workplace training skills cross cultural communication skills Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: 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 CHC99 - Children s Services Australian National Training Authority 183

CHCSD12A Act as a resource to workers Element 1. Communicate about the child 2. Communicate about the child s family circumstances 3. Promote appropriate care practices 4. Promote understanding of the child and family circumstances Performance Criteria information about the child s needs, interests and abilities is gathered appropriately and clearly conveyed information conveyed is limited to what is required for the worker to provide relevant care questions are answered or referred to the relevant person issues about the child s care are discussed and an appropriate decision reached information is conveyed clearly the major issues/requirements related to the child s care are communicated clearly confidentiality is maintained appropriately and according to procedures to which the parent/s have agreed communications occur at a time and place that the child does not overhear relevant information about the family s circumstances is provided to enable appropriate care to be provided relevant information on cultural and child rearing practices is provided to enable appropriate care to be provided any concerns of the worker are discussed with them and a course of action decided issues of confidentiality about family information are discussed and procedures decided suggestions provided are achievable information about care practices is provided so as to extend the worker s ideas relevant care practices are demonstrated care practices are explained and discussed with workers appropriate care practices are contrasted to inappropriate care practices relevant equipment and resources are suggested reasons for a child s behaviour are explained the child s viewpoint is explained in order to develop the worker s empathy theoretical perspectives that are relevant to the situation are outlined and discussed 5. Follow up issues additional information is gathered and conveyed to the worker when necessary worker s concerns, issues and viewpoints are conveyed to the relevant person/body issues that require the development of policy or training are communicated to the relevant person/s issues that require referral to other services are followed up with all those involved 184 Australian National Training Authority CHC99 - Children s Services

6. Provide support to workers 7. Communicate with workers in ways that are relevant to them workers confidence is developed listens to workers concerns and reactions about caring for children and working with families workers skills are acknowledged when demonstrated and positive feedback is given responds to workers feelings with empathic communication selects an appropriate time and place according to the issue style of communication used is acceptable to the person suggestions and information is targeted to the priorities and concerns of the worker explains and interprets information received from other sources to develop understanding of it Range of Variables Information about a child may be gathered by: contacting other services collating records and reports with parent s written permission consulting parents Worker s concerns may include: extra time involved impact on other children in the service whether the worker is capable of dealing with situations that may arise Information to promote care practices may be provided by: conversation newsletters audio visual eg. video notice boards books resource books/folders demonstration and example training Issues that may require follow up are: bi lingual support use of home language Evidence guide Critical aspects of assessment: demonstrated ability to lead workers by discussing the needs of particular children, developing strategies for addressing those needs and providing support as appropriate Underpinning knowledge policies and procedures of the service philosophy of the service in sufficient detail to understand and promote practices and policies of the service organisational standards, policies and procedures CHC99 - Children s Services Australian National Training Authority 185

Underpinning skills: communication skills such as listening, conveying information clearly, discussing an issue from a variety of viewpoints, negotiating an agreement assertiveness analysing information time management prioritising tasks cross cultural communication skills Resource implications: assessment requires access to a range of opportunities defined in the Range of Variables. This includes: a childcare workplace access to children s services, resources and equipment access to the local environment Context of assessment: 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 186 Australian National Training Authority CHC99 - Children s Services

CHCSD24 Develop a model for the service Element Performance Criteria 1. Design model of service model is compatible with the service s philosophy and purpose programming approaches that are relevant to the philosophy, the children s needs and the community are developed model is developed in consultation with all stakeholders 2. Communicate about the model of service the philosophy of the service is identified and clearly communicated to all stakeholders key concepts and beliefs that express the philosophy of the service are clearly communicated to all relevant parties the model of service and its rationale is communicated clearly to all relevant parties the model is communicated clearly to parent/s to enable them to decide if it matches the needs of their child and family Range of Variables: Philosophy of the service may include: Montessori Rudolf Steiner Christian ethos progressive education specific cultural/religious focus Aboriginal terms of reference support for families who are isolated inclusion of children with a disability importance of multi cultural services Programming approaches may include: age based grouping family grouping play based programming curriculum based programming discovery learning Evidence Guide: Critical aspects of assessment: critical reflective practices are applied information concerning the model for the service is clearly communicated to parents and stakeholders Underlying knowledge, skills and attitudes include: knowledge of relevant philosophies of child care parent s perspectives about child care service - its importance, its purposes, reactions to using child care clear understanding of boundaries and limits of the service equal employment opportunity policies and principles anti discrimination policies and legislation CHC99 - Children s Services Australian National Training Authority 187

impact of stereotypical expectations awareness and reflection on own attitudes to diverse practises and experiences Underpinning skills: non judgemental attitude to parents having different views about children and child care to the worker s own views communication skills eg assertiveness, listening problem solving empathy to parent s concerns and problems representation (public speaking, meeting, writing) well developed interpersonal skills-assertive, able to manage confrontation, co-ordinate debriefing, negotiating clarification/negotiating of issues cross cultural communication skills conflict resolution strategies and skills Resource implications: assessment requires access to a workplace setting Context of assessment: this unit is best assessed in the workplace 188 Australian National Training Authority CHC99 - Children s Services