Assessor Resource

CHCECE003
Provide care for children

Assessment tool

Version 1.0
Issue Date: April 2024


This unit describes the skills and knowledge required to ensure children’s physical and emotional well-being is maintained and their self-sufficiency is nurtured.

This unit applies to people who work with children in a range of early education and care services.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Provide physical care

1.1 Manage toileting accidents in a manner that protects the child’s self-esteem and privacy

1.2 Supervise and engage with children eating and drinking

1.3 Meet individual clothing needs and preferences of children and families within scope of service requirements for children’s health and safety

2. Promote physical activity

2.1 Consistently implement movement and physical experiences as part of the program for all children

2.2 Participate with children in their physical activity

2.3 Promote physical activity through planned and spontaneous experiences appropriate for each child

2.4 Encourage each child’s level of participation in physical activities according to the child’s abilities and their level of comfort with activities

2.5 Engage children in outdoor play

2.6 Foster children’s participation in physical activities

2.7 Discuss with children how their bodies work and the importance of physical activity to people’s health and wellbeing

3. Adapt facilities to ensure access and participation

3.1 Assist in providing challenging elements of outdoor and indoor environments that allow for experiences which scaffold children’s learning and development and offer chances for appropriate risk-taking

3.2 Promote the sun protection of children to meet the recommendations of relevant recognised authorities

3.3 Provide a balance of natural and artificial lighting, good ventilation and fresh air

3.4 Organise indoor and outdoor spaces that ensure children are not always dependent on adults to do things for them and are supported to create their own games and experiences

3.5 Engage with children in constructing their own play settings/environments and create indoor and outdoor environments that stimulate and reflect children’s interests

4. Help children with change

4.1 Prepare children for changes in a supportive and timely manner

4.2 Assist in developing meaningful routines, including those to minimise distress at separation of the family and child

4.3 Identify and respond to children’s feelings openly, appropriately and with respect

4.4 Encourage children to communicate, listen and treat others with respect

4.5 Encourage opportunities to express feelings and emotions appropriately

5. Settle new arrivals

5.1 Observe families and children for signs of stress/distress on arrival

5.2 Begin interaction with the child while family is still present to minimise abruptness of separation

5.3 Encourage the family to take as much time as needed to have a relaxed, unhurried separation from their child

5.4 Respond to child’s distress at separation from the family in a calm reassuring manner

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Provide physical care

1.1 Manage toileting accidents in a manner that protects the child’s self-esteem and privacy

1.2 Supervise and engage with children eating and drinking

1.3 Meet individual clothing needs and preferences of children and families within scope of service requirements for children’s health and safety

2. Promote physical activity

2.1 Consistently implement movement and physical experiences as part of the program for all children

2.2 Participate with children in their physical activity

2.3 Promote physical activity through planned and spontaneous experiences appropriate for each child

2.4 Encourage each child’s level of participation in physical activities according to the child’s abilities and their level of comfort with activities

2.5 Engage children in outdoor play

2.6 Foster children’s participation in physical activities

2.7 Discuss with children how their bodies work and the importance of physical activity to people’s health and wellbeing

3. Adapt facilities to ensure access and participation

3.1 Assist in providing challenging elements of outdoor and indoor environments that allow for experiences which scaffold children’s learning and development and offer chances for appropriate risk-taking

3.2 Promote the sun protection of children to meet the recommendations of relevant recognised authorities

3.3 Provide a balance of natural and artificial lighting, good ventilation and fresh air

3.4 Organise indoor and outdoor spaces that ensure children are not always dependent on adults to do things for them and are supported to create their own games and experiences

3.5 Engage with children in constructing their own play settings/environments and create indoor and outdoor environments that stimulate and reflect children’s interests

4. Help children with change

4.1 Prepare children for changes in a supportive and timely manner

4.2 Assist in developing meaningful routines, including those to minimise distress at separation of the family and child

4.3 Identify and respond to children’s feelings openly, appropriately and with respect

4.4 Encourage children to communicate, listen and treat others with respect

4.5 Encourage opportunities to express feelings and emotions appropriately

5. Settle new arrivals

5.1 Observe families and children for signs of stress/distress on arrival

5.2 Begin interaction with the child while family is still present to minimise abruptness of separation

5.3 Encourage the family to take as much time as needed to have a relaxed, unhurried separation from their child

5.4 Respond to child’s distress at separation from the family in a calm reassuring manner

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
Manage toileting accidents in a manner that protects the child’s self-esteem and privacy 
Supervise and engage with children eating and drinking 
Meet individual clothing needs and preferences of children and families within scope of service requirements for children’s health and safety 
Consistently implement movement and physical experiences as part of the program for all children 
Participate with children in their physical activity 
Promote physical activity through planned and spontaneous experiences appropriate for each child 
Encourage each child’s level of participation in physical activities according to the child’s abilities and their level of comfort with activities 
Engage children in outdoor play 
Foster children’s participation in physical activities 
Discuss with children how their bodies work and the importance of physical activity to people’s health and wellbeing 
Assist in providing challenging elements of outdoor and indoor environments that allow for experiences which scaffold children’s learning and development and offer chances for appropriate risk-taking 
Promote the sun protection of children to meet the recommendations of relevant recognised authorities 
Provide a balance of natural and artificial lighting, good ventilation and fresh air 
Organise indoor and outdoor spaces that ensure children are not always dependent on adults to do things for them and are supported to create their own games and experiences 
Engage with children in constructing their own play settings/environments and create indoor and outdoor environments that stimulate and reflect children’s interests 
Prepare children for changes in a supportive and timely manner 
Assist in developing meaningful routines, including those to minimise distress at separation of the family and child 
Identify and respond to children’s feelings openly, appropriately and with respect 
Encourage children to communicate, listen and treat others with respect 
Encourage opportunities to express feelings and emotions appropriately 
Observe families and children for signs of stress/distress on arrival 
Begin interaction with the child while family is still present to minimise abruptness of separation 
Encourage the family to take as much time as needed to have a relaxed, unhurried separation from their child 
Respond to child’s distress at separation from the family in a calm reassuring manner 

Forms

Assessment Cover Sheet

CHCECE003 - Provide care for children
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCECE003 - Provide care for children

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: