• CHCIC301D - Interact effectively with children

Assessor Resource

CHCIC301D
Interact effectively with children

Assessment tool

Version 1.0
Issue Date: March 2024


This unit may apply to working with children in a range of community service contexts

Workers may be under direct supervision or working autonomously

This unit may apply to working with children in a range of community service contexts

Workers may be under direct supervision or working autonomously

This unit describes the knowledge and skills required by anyone working with children to ensure they can develop and maintain effective relationships and promote positive behaviour in the childcare environment

This unit describes the knowledge and skills required by anyone working with children to ensure they can develop and maintain effective relationships and promote positive behaviour in the childcare environment

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

Employability Skills

This unit contains Employability Skills

This unit contains Employability Skills




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.

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 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

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

Resources required for assessment of this unit 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


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.

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 perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit

These include knowledge of:

Cross cultural issues in delivery of services

Culturally appropriate communication methods, styles, words

Importance of:

modelling

listening

consistent communication of guidelines for children's behaviour

developing child's self-esteem, respect for child

The range of children's feelings and reactions to key events in their lives

Organisation standards, policies and procedures

Stage of child development and age appropriate expectations of children's behaviour

Acceptable and unacceptable behaviours - review of own stance and reflection on own values

Different cultural practices and expectations about children's behaviour and about responses to children's behaviour

Developmental and emotional reasons for inappropriate behaviour

Different family practices, expectations and 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

A range of behaviour management strategies to respond to difficult behaviours e.g. Natural consequences, logical consequences, modifying/changing programs, reinforcing positive behaviour, extinguishing unacceptable behaviours

Identification of environmental factors that can affect a child's behaviour

Needs of children with a developmental disability and relevant strategies to use

How children learn

The importance children's input and ideas

Relevant health and safety policies and requirements

Culturally based expectations about communication

Essential skills:

It is critical that the candidate demonstrate the ability to:

Communicate verbally and non-verbally and to set and apply appropriate limits, taking into account child's age, development, culture and needs

Communicate with children whilst valuing individuality and differences

Take into account child's age, activities, development, culture and needs when communicating with children

Assess and respond appropriately to challenging behaviours

Involve children in decision-making and planning giving due regard to their age, development and abilities

In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills

These include the ability to:

Demonstrate application of skills including:

interpersonal relationship

active listening

non-verbal communication and cues of children

communication skills of questioning, informing, listening, discussing

identifying the capabilities of individual children

collaboration

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.

Accessibility to children may include:

Proximity to child

Making eye contact

Working at child's level

Communicate positively with childrenwill 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

Apply limits to behaviourwill vary according to the age of the child:

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

For 6 to 12 year olds

Will involve discussions with children e.g. About the reason the guideline is required

Service policies 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

Key words of meaning may include:

Phrases and jargon the child uses

Namings used by the family

Language specific to an area of the child's interests e.g. 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 e.g. Formal - informal

Worker's 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

Positive behaviour may be promoted by:

Verbal comments and attention

Physical contact e.g. hug

Providing physical and psychological space

Opportunities that suit the child's preferences

Opportunities to redirect energy 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

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 and realistic 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 e.g. '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' is reserved for situations where safety is a concern

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

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

Consult childrenmay relate to 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

Encourage children to consider new ideas and interestsmay include:

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 factors 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

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
Use language style that is appropriate for child's age, developmental stage and culture 
Use key words of meaning to a child 
Ensure non-verbal communication is appropriate and relevant 
Ensure interactions are frequent, caring and respectful 
Use non-gender-specific and non-stereotypical language 
Communicate to child, positive and realistic expectations of their behaviour 
Regularly identify and explain to children examples of positive behaviour 
Use clear communication that suggests positive options to encourage a child's cooperation 
Draw child's attention to positive aspects of the child's behaviour 
Apply limits to behaviour within service policies 
Consult children using a range of communication forms 
Interact and collaborate with all children in the service on a regular basis 
Encourage children to consider new ideas and interests that haven't previously been catered for in the service 
Allow sufficient time for children to express their ideas in a variety of contexts 
Positively acknowledge and act upon suggestions whenever possible 
Identify and talk about children's likes and dislikes 
Talk about differences as resources, not as inferior or a problem 
Respond positively and with respect to different communication styles used by children 
Assist children to share their ideas, discuss limitations and solve problems 
Clearly describe to children limitation of resources 
Discuss safety factors and legal requirements that may constrain options 
Assist children to plan implementation of ideas/ suggestions 
Acknowledge suggestions that cannot be used and explore alternatives with the children 

Forms

Assessment Cover Sheet

CHCIC301D - Interact effectively with children
Assessment task 1: [title]

Student name:

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

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Result: Competent Not yet competent

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Assessment Record Sheet

CHCIC301D - Interact effectively with 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

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Signature:

Date:

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