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 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

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, including:

a childcare workplace

children's services, resources and equipment

the local environment

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

Related units:

It is recommended (but not required) that this unit be assessed in conjunction with one of the following related units:

CHCFC505A Foster cognitive development in early childhood

or

CHCFC515A Foster cognitive development in middle childhood

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 knowledge of:

Stages of language development

Principles of the development of English as a Second Language and the principles of early childhood bilingualism including the link between first language maintenance and learning ESL

Peer group interactions

Importance of dispositions on lifelong learning

Child's family and community context and influences

Organisation standards, policies and procedures

Theories of brain and language development, which may include but are not limited to: Piaget, Vygotsky and Gardner

Social constructivist learning theory

Values of language, listening and literature experiences for young children

Criteria for selecting development appropriate language and literature experiences for children

Adult role in encouraging language and creative expression

Language and literature extension experiences for older children

Criteria for selecting displays and pictures to stimulate language

Criteria for selecting and presenting age appropriate puppetry experiences

The main theories of learning and the implications for programming

How to access relevant and local resources

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

continued ...

Essential knowledge (contd):

Knowledge underpinning national child health and well being core competencies (contd):

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:

Provide opportunities to stimulate children's language development that give due regard to age, development, culture and needs of child/ren

Stimulate language development taking into account special language needs

Develop strategies to access specialist language services

In addition, the candidate must be 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:

planning interactions with children to enhance language development

extending conversations with children by supportive, active listening and open ended questions

use words in a way that helps children understand their meaning

use resources which support the first language of the child

communicate effectively with children

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.

Developmentally appropriate language and literature experiences for children may include

Story telling

Story reading

Rhymes and poetry

Pictures

A range of electronic media

Puppetry and felt board

Listening experiences

Planned discussion groups

Language extension experiences

Strategies for language and communication developmentshould include:

Positive handling of materials

Enjoyment in presentation

Use of correct clear speech

Frequent interactions

Open-ended questions

Support of children's skills in their own language

Formal and informal presentations