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

Demonstrated understanding of childrens physical development and skill development

Knowledge of the link between lack of physical activity childhood obesity and poor health

Acceptance of each childs rate of development needs interests and strengths

Experiences that will enhance all areas of physical development

Needs of children with a sensoryphysical disability

Equipment toys music and resources that can be used to stimulate physical development

Knowledge of interaction between physical development and other areas of development especially social and psychological development

Fundamental movement skills set

Play that extends physical activity involvement and ability

Relevant organisation standards policies and procedures

Definitions and principles of growth and general influences on physical development including

reflexes

grasp

physical development

qualitative and quantitative changes

growth maturation and readiness

chronological and maturational age

gross motor fine motor coordination

fundamental movement skill development

kinaesthetic awareness

early perceptual development

sensory motor development

sensory integration

cultural and family values

Relevant theories including

maturation

percentile norms

Different beliefs about development due to culture community family beliefs

Organisation standards policies and procedures relating to physical experiences provided in the workplace to encourage the physical development of children

continued

Essential knowledge contd

Relevant principles within the Quality Improvement Accreditation System National Child Care Accreditation Council

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

Plan and arrange a range of developmental opportunities which are matched to the developmental stage and specific needs of the children and which will enhance their development

Set up venueenvironments and equipment so that they facilitate physically active play

Provide opportunities for children to interact positively with other children and to accept individual differences giving due regard to age cultural and development of children

Engage with children to promote their participation in experiences

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

reflective practice

acceptance of each childs rate of development needs interests and strengths

developmentally basedchild focused planning

interpersonal skills

time management

active listening

empathy

work organisation skills

valuing of differences among children stage of development needs interests strength

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 could be assessed either on the job or off the job for a range of age groups a range of activities and a range of needs over a number of assessment conditions and 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 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 opportunities defined in the Range Statement

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 andor written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed andor is required to be demonstrated over a period of time andor in a number of locations any evidence should be authenticated by colleagues supervisors clients or other appropriate persons

Opportunities for children to develop will vary according to a number of factors, such as:

Physical skills may include:

Promote physical fitness may relate to experiences in:

Opportunities to develop relevant physical skills will vary according to the age/ability of the child and must include:

Opportunities provided to develop skills may need to be adapted to accommodate factors such as:

Interaction may be with a variety of people including:

Diversity among children may include differences due to:

The acceptance of differences among children will be affected by:

Experiences that promote social interaction will vary according to the age of the children:

Individual differences may include:

Non stereotypical images could include: