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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Stimulate the child's use and understanding of language
  2. Support the child's skills in their own (non English) language as relevant
  3. Contribute to assessment of language and communication skills and planning of appropriate support strategies
  4. Plan and implement developmentally appropriate language and literature experiences for children

Required Skills

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

Stages of language development

Principles of the development of English as a Second Language and the principles of early childhood bilingualism including the link between first language maintenance and learning ESL

Peer group interactions

Importance of dispositions on lifelong learning

Childs family and community context and influences

Organisation standards policies and procedures

Theories of brain and language development which may include but are not limited to Piaget Vygotsky and Gardner

Social constructivist learning theory

Values of language listening and literature experiences for young children

Criteria for selecting development appropriate language and literature experiences for children

Adult role in encouraging language and creative expression

Language and literature extension experiences for older children

Criteria for selecting displays and pictures to stimulate language

Criteria for selecting and presenting age appropriate puppetry experiences

The main theories of learning and the implications for programming

How to access relevant and local resources

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

continued

Essential knowledge contd

Knowledge underpinning national child health and well being core competencies contd

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

Provide opportunities to stimulate childrens language development that give due regard to age development culture and needs of children

Stimulate language development taking into account special language needs

Develop strategies to access specialist language services

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

planning interactions with children to enhance language development

extending conversations with children by supportive active listening and open ended questions

use words in a way that helps children understand their meaning

use resources which support the first language of the child

communicate effectively with children

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

Evidence Required

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 for a range of age groups and 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 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 including

a childcare workplace

childrens 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 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

Related units

It is recommended but not required that this unit be assessed in conjunction with one of the following related units

CHCFCA Foster cognitive development in early childhood

CHCFC505A Foster cognitive development in early childhood

or

CHCFCA Foster cognitive development in middle childhood

CHCFC515A Foster cognitive development in middle childhood


Range Statement

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.

Developmentally appropriate language and literature experiences for children may include

Story telling

Story reading

Rhymes and poetry

Pictures

A range of electronic media

Puppetry and felt board

Listening experiences

Planned discussion groups

Language extension experiences

Strategies for language and communication developmentshould include:

Positive handling of materials

Enjoyment in presentation

Use of correct clear speech

Frequent interactions

Open-ended questions

Support of children's skills in their own language

Formal and informal presentations