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

Introductory knowledge of child development for children aged to years including

simple developmental theory

early brain development

importance of the early years for subsequent educational success

Awareness of child injury risk and methods to minimise these risks

Experiencebased brain development in the early years of life that set neurological and biological pathways for life including health learning and behaviour

Aspects of poor early childhood development such as

poor diet

lack of play

limited stimulation of brain development

lack of materials and resources

inconsistent or non existent emotional support or comfort

trauma

other life experiences which interrupt appropriate childhood activities

And potential long term impacts which may include

depression

anxiety

suicidal thoughts

aggression

impulsiveness

criminality

hyperactivity

substance abuse

Indicators of social emotional and psychological difficulties in early childhood

The implications on human development as a consequence of poor social emotional and psychological development in early childhood

Process for observing recording and reporting issues of concerndifficulty in social emotional and psychological development of children

Basic knowledge of fundamental movement skills and associated milestones for physical development

Importance of physical activityfundamental movement skills milestones as they relate to overall health well being and development of young children

continued

Essential knowledge contd

Inclusion and acceptance of all children regardless of their race gender or ability

Importance of childhood

Interest in and enjoyment of children

Relevant quality improvement and accreditation principles

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 familys immediate social environment that are important for family functioning and young childrens 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

Work effectively with young children within a historical and philosophical framework of child care delivery

Select appropriate experiences and materials to support all areas of childrens development

Interact effectively with children to holistically support development and learning

Provide culturally appropriate experiences and celebrations

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

Communicate with children

Reflect on own practices

Apply 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

Identify indicators of emotional social 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

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 evidencebased 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 childrens health needs eating behaviours and physical activity

provide environments and relationships that are safe for young people

engage and work with parentscarers and families

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

Assessment of competency may be conducted on one or more occasions

Assessment should consider the range of differences among children identified in the Range Statement

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 andor 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 experiences as defined in the Range Statement

Method of assessment may include

Observations

Questioning

Project

Written assignment

Evidence gathered from the workplace environment

Demonstration over a period of time to ensure consistency of performance

Related units

It is recommended but not required that this unit is assessed in conjunction with either or both related units

CHCCNA Provide care for children

CHCCN302A Provide care for children

CHCICD Interact effectively with children

CHCIC301D Interact effectively with children

Support the development of children will involve providing experiences that may vary according to a number of factors in the service, such as:

Physical development skills may include:

Fundamental movement skills and gross motor skills are:

Support the social development may include experiences of social interaction such as:

Special occasions may include:

Differences among children may include:

Experiences provided for social interaction will vary according to the age of the children - for babies and infants:

Issues of concern for psychological and emotional difficulties may include but are not limited to:

Language forms may include: