The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit 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

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resource requirements for assessment include access to a range of opportunities defined in the Range Statement

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include:

Demonstrated understanding of children's physical development and skill development

Knowledge of the link between lack of physical activity, childhood obesity and poor health

Acceptance of each child's rate of development, needs, interests and strengths

Experiences that will enhance all areas of physical development

Needs of children with a sensory/physical disability

Equipment, toys, music and resources that can be used to stimulate physical development

Knowledge of interaction between physical development and other areas of development - especially social and psychological development

Fundamental movement skills set

Play that extends physical activity involvement and ability

Relevant organisation standards policies and procedures

Definitions and principles of growth and general influences on physical development including:

reflexes

grasp

physical development

qualitative and quantitative changes

growth, maturation and readiness

chronological and maturational age

gross motor, fine motor, coordination

fundamental movement skill development

kinaesthetic awareness

early perceptual development

sensory motor development

sensory integration

cultural and family values

Relevant theories including:

maturation

percentile norms

Different beliefs about development due to culture, community, family beliefs

Organisation standards, policies and procedures relating to physical experiences provided in the workplace to encourage the physical development of children

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Essential knowledge (contd):

Relevant principles within the Quality Improvement Accreditation System - National Child Care Accreditation Council

Awareness of the following national child health and well being core competencies as they apply to all who deliver care to children:

core principles of child development and the key developmental tasks faced by young children and their implications for practice

cumulative effects of multiple risk and protective factors and the developmental implications of the balance between them

environmental conditions and the experiences known to have positive effects on prenatal and early childhood

environmental conditions and experiences known to have adverse effects on prenatal and early childhood development

factors that support or undermine the capacity of families to rear young children adequately

features of a family's immediate social environment that are important for family functioning and young children's development and well being

features and qualities of communities that help or hinder families in their capacity to raise young children adequately

core needs that all children and families have in common, and how to provide inclusive child and family services

understanding of particular backgrounds, experiences and needs of children and families in exceptional circumstances or with additional needs

Essential skills:

It is critical that the candidate demonstrate the ability to:

Plan and arrange a range of developmental opportunities which are matched to the developmental stage and specific needs of the children and which will enhance their development

Set up venue/environments and equipment so that they facilitate physically active play

Provide opportunities for children to interact positively with other children and to accept individual differences giving due regard to age, cultural, and development of children

Engage with children to promote their participation in experiences

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate application of skills in:

reflective practice

acceptance of each child's rate of development, needs, interests and strengths

developmentally based/child focused planning

interpersonal skills

time management

active listening

empathy

work organisation skills

valuing of differences among children - stage of development, needs, interests, strength

Apply the following skills identified as underpinning national child health and well being core competencies, where they are applicable to the work role:

implement effective evidence-based service delivery

coordinate service delivery to families with an interdisciplinary teamwork approach and where possible collaborative interagency practice

support infants and toddlers to master key developmental tasks

early identification of emerging trends in child needs and how to address them

manage children's health needs, eating behaviours and physical activity

provide environments and relationships that are safe for young people

engage and work with parents/carers and families

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Opportunities for children to develop will vary according to a number of factors, such as:

Physical environment

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 e.g. Advice specialist services, resource workers, inclusion support 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

Fundamental movement skills sets:

static balance

sprint run

vertical jump

catch

hop

side gallop

skip

overarm throw

leap

kick

dodge

two hand strike

dance and physical response to music

Promote physical fitness may relate to experiences in:

Active games

Sports

Exercises

Fine motor skill areas

Setting up venue/environment

Range of environments and equipment

Socio dramatic play

Play with construction materials

Music and movement experiences

Opportunities to develop relevant physical skills will vary according to the age/ability of the child and must include:

For infants:

Objects to explore by mouth, swinging toys, rattles, toys to encourage sensory exploration, poke, squeeze, push along floor

Outdoor play

For toddlers:

Opportunities provided indoors and outdoors to practise new skills of walking, climbing, balancing and pushing and pulling wheeled toys, dancing and toddler cycling

For 3 to 5 years old:

Opportunities to develop fine motor skills such as puzzles, pe.g. boards, beads to string, construction sets, crayons, brushes, scissors

Opportunities through indoor and outdoor play to practise large muscle and fundamental movement skills such as running, jumping, throwing and catching a ball, dancing and cycling

Opportunities provided to develop skills may need to be adapted to accommodate factors such as:

Availability of indoor and outdoor facilities

Environment

Venue/location

Type of service

Workers own physical capabilities

The desire and ability for children to set up equipment themselves

Safety considerations

Peer group pressure

Interaction may be with a variety of people including:

Children of same age

Children of different ages

Adults

Diversity among children may include differences due to:

Gender

Race, culture and ethnicity

Age/maturity

Interests and preferences

Social context and lifestyle

Abilities

Socioeconomic 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

Experiences that promote 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

Individual differences may include:

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

Non stereotypical images could include:

Children and adults of both genders engaging in a range of experiences

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