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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. |
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Opportunities to support children's development will vary according to a number of factors, such as: | Physical environment Purpose of the serviceThe amount and type of support from parents and participation by parentsThe level of support available to the service from external bodies e.g. specialist advice services, resource workers, inclusion support workersThe frequency and regularity of use of the service by the childAge of the child |
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Physical skills may include: | Skills in motor areas - fine and gross motorDexterityEye - hand coordinationBalanceLocomotionCoordinationFundamental movement skills sets:static balancesprint runvertical jumpcatchhopside gallopskipover-arm throwleapkickdodgetwo hand strikedance and physical response to music |
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Promote physical fitness skills may relate to experience such as: | Active gamesSportsExercisesFine motor skill areasSetting up venue/environment Range of environments and equipmentSocio dramatic playPlay with construction materialsMusic and movement experiences |
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Opportunities to develop relevant physical skills will vary according to the age/ability of the child and must include: | For 6 to 12 years old:Opportunities for development of balance, skilled climbing, riding, skating opportunities to develop skills in running, kicking, catching, skipping, throwing, writing, drawing, gluing etc. |
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Opportunities provided to develop skills may need to be adapted to accommodate factors such as: | Availability of indoor and outdoor facilitiesEnvironmentVenue/locationType of serviceWorkers own physical capabilitiesThe desire and ability for children to set up equipment themselvesSafety considerations Peer group pressure |
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Interaction may be with a variety of people including: | Children of same ageChildren of different agesAdults |
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Diversity among children may include differences due to: | Gender Race, culture and ethnicityAge/maturityInterests and preferencesSocial context and lifestyleAbilitiesSocioeconomic factors |
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The acceptance of differences among children will be affected by: | Children's age/maturityCapabilitiesChildren's family, school, peer group attitudes and beliefsLife experiencesPrior learning experiences |
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Experiences that promote social interaction will vary according to the age of the children: | For 6 to 12 year old children:Peer group interaction is very significantEstablish initiatives to link children with a wider range of children to encourage broader interactionDevelopment of trusting relationships with adults/workersAllow children to establish and maintain friendships and groupsOpportunities for children to play without adult intervention are provided |
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Individual differences may include: | AgeGenderFamily background and lifestyleAbilities and disabilitiesStyle of social interactionAppearanceCultural beliefs and practicesTemperamentInterestsPeer group acceptance, membership or isolation |
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Non stereotypical images could include: | Children and adults of both genders engaging in a range of experiencesChildren of a range of racesRange of appearancesRange of abilitiesDifferent family compositionsPeople from a variety of cultural backgrounds togetherRange of additional needs of children |
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