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Elements and Performance Criteria

1. Elements define the essential outcomes.
2. Provide physical care
   • 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
3. Promote physical activity
   • 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
4. Adapt facilities to ensure access and participation
   • 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
5. Help children with change
   • 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
6. Settle new arrivals
   • 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