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 most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

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 include access to relevant workplace or simulated realistic workplace setting where assessment may take place

Method of assessment:

Assessment may include observation, questioning and evidence gathered from a workplace environment

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:

Planning processes for immediate, medium and long term functions of the job role

Relationship dynamic between children, primary carer/s and the home based carer

Developmental stages of babies and children and how this relates to the primary functions of home based care planning and implementation

A range of experiences suitable to all children in the care environment

Communication needs of a range of children and families with diverse cultural and linguistic needs

Contingency management processes

Attachment theory

Safety issues and risk management strategies for children's health and safety in a variety of contexts:

excursions and travel situations

outdoor and indoor play areas

appropriate meal preparation and provisions based on national guidelines for nutrition of children and adolescents

allergies and related medications

basic home fire safety

Legislation and policy and procedures relevant to the home based care environment

Obligations under child protection legislation in the relevant jurisdiction

Essential skills:

It is critical that the candidate demonstrate the ability to:

Work effectively with babies and young children within a home based care environment

Select appropriate experiences and materials to support all areas of children's development

Interact effectively with children to holistically support development and learning

Communicate with children

Identify indicators of emotional, social and psychological difficulties

Establish respectful relationship with primary carer/s

Negotiate care arrangements with primary carer/s

Maintain safety of children in all home based care contexts

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:

Reflect on own practices

Apply an understanding of the relationship between brain development and early childhood cognition, language and health development

Observe children to recognise, report and record emotional and psychological difficulties

Engage with children to ensure psychological and emotional development experiences are appropriate for their developmental age

Support culturally appropriate celebrations of special occasions

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.

Primary carer/s may include:

Parents

Grandparents

Other relative

Significant other person deemed by law or culture to be the child's primary carer or guardian

Information from primary carer/s about home based care to be provided may include:

Number of children, ages, gender, developmental needs

Preferences for food, activities, routines

Arrangements for child to be cared for in their own home (nanny arrangement)

Home based care in the carers home

Specific need for care e.g. child with disability

Overnight care

Daily care

Transportation arrangements

Activities for children outside of school hours

Excursions and outings

Frequency of care arrangements

Live in care (nanny) arrangements

Policy may relate to:

Confidentiality

Medical and allergy management

Health and safety

Travel, transport and outings

Insurances

Behaviour support procedures

Legislation and other requirements may include:

Standards for family day care

Standards for home based care

Food preparation, handling and management

Industrial legislation - pay and conditions, awards

Child protection

Occupational health and safety (OHS)

Privacy

Specific needs of children may include:

Developmental

Cultural

Routines

Dietary

Educational

Environmental

Behavioural

Practical

Disability

A plan for attending to daily care functions may include:

Meal planning consultation with primary carer/s

Transportation itinerary (buses, pick ups)

Planning for attending set appointments or activities e.g. doctors, music lessons, sports

Discussing with the primary carer priorities for the plan of children's home based care

Reviewing any documentation provided by the primary carer/s about the children preferences, unique needs, routines, dislikes, fears, health needs

Establishing a profile of each child to establish and understand their individual needs

Care functions may include:

Cleaning

Washing

Cooking

Meal preparation and/or provisions

Bathing

Toilet training

Ensuring sleep routines

Transporting and travel for planned activities

Pick up and drop off

Setting up resources for activities

Planning outings and activities

Developmental needs to consider may include:

Emotional, social and psychological

Physical

Cognitive

Language and communication

Scope of home based care may include:

Nanny - day or live in

Caring for the child in the carers own home
e.g. family day care

Parent home helper

Health and safety 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

Placing babies/infants to sleep in positions recommended for prevention of SIDS

Children being seated and supervised at meal and snack times

Sun safe practices

Basic home fire safety includes knowledge of:

High fire risk groups

Behaviour that may contribute to fire injury and/or fatality

Role of a working smoke alarm

Types of smoke alarms

Optimum placement of smoke alarms

Smoke alarm testing and cleaning

Referring client for smoke alarm installation and maintenance

Strategies that support the family's cultural, spiritual and value base may include:

Acknowledging and celebrating with the family on special days of celebration

Inclusion of specific cultural practices and beliefs in care routines

Developing activities that are inclusive of diversity and particular references to the families cultural and spiritual needs

Ensuring that any tasks or functions of home based care do not offend or breach cultural beliefs or customs

Encourage children to maintain their first language

Encourage children to explore and maintain cultural practices according to the primary carer/s requests

Research the families culture and seek confirmation from the family about any relevant family values to be observed

Family information may include:

Receipt and collection of person correspondence

Medical records

Conversations carried out between family members and others within hearing range of the home based carer

Documentation related to care arrangements

Unforeseen circumstances include, for example:

Illness or unexpected health needs of the carer

Family related illness or death

Infectious conditions

Inability to attend to daily functions may include:

Child's illness

Primary carer's needs change

Home based carer experiences unforseen circumstance

Holiday or leave arrangements of home based carer

Alterative arrangements may include:

Accessing and/or referring the primary carer/s and children to another home based care arrangement

Contacting the employing agency/coordinator to seek alternative care

Modify home based care may include:

Changes to the original arrangement for home based care and may be:

number of children in care

type of care (overnight, day, live in, holiday)

variation to aspect of the original agreements

improvements to daily care routines of children based on collaborative review of children's progress in the home based care environment