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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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Accessibility to children may include: | Proximity to childMaking eye contactWorking at child's level |
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Communicate positively with childrenwill vary according to the age of the child - for babies and infants Some examples are: | Worker responds to non-verbal cues and decides whether a response is requiredInitiation or reflection of babbling and cooing Responds to crying in ways that meets the babies/infants needFor toddlersResponds to verbal and non-verbal communication of the toddlerSpend sufficient time to respond to child's commentsFor 3 to 5 year oldsConversations during routines and experiencesFor 6 to 12 year oldsInteractions are more reciprocalCommunication focuses on events that are important Interactions are often informal in nature |
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Apply limits to behaviourwill vary according to the age of the child: Some examples are: | Saying noRemove child from problem/troubleDistract to another activityFor toddlers:Patiently respond, provide a consistent messageFor 3 to 5 year olds:Communicate the guidelines of the service clearlyFor 6 to 12 year oldsWill involve discussions with children e.g. About the reason the guideline is required |
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Service policies on response to behaviour may include: | Accurate documentation of incidentReport incidents to colleagues and more senior workers |
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Limits and guidelines may cover: | Out of bounds areasExpectations about behaviour with other children/adultsProcedures for health and safety |
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Key words of meaning may include: | Phrases and jargon the child usesNamings used by the familyLanguage specific to an area of the child's interests e.g. Basketball |
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Non-verbal communication may include: | Working at child's levelProximity to childEye contact/no eye contactHugs and touch, as appropriate |
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Appropriateness of non-verbal communication may include: | Culturally appropriateAge appropriateStyle of communication e.g. Formal - informal |
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Worker's communication of care and respect in their interactions may be through: | Tone of voiceStyle of interaction |
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Styles of interaction may include: | Noisy or quietRougher or gentlerVerbal or physical |
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Style of interaction will vary according to: | Child's ageDevelopmental stageChild's needsChild's abilitiesChild's personality |
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Positive behaviour may be promoted by: | Verbal comments and attentionPhysical contact e.g. hugProviding physical and psychological spaceOpportunities that suit the child's preferencesOpportunities to redirect energy are createdAcknowledgment and encouragement |
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Limits and guidelines may cover: | Out of bounds areasExpectations about behaviour with other children/adultsProcedures for health and safety |
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Methods to promote positive behaviour will vary according to the age of the child Some examples are: | For babies, infants and toddlers:SmilesAttentionDistractionFor 3 to 5 year olds:Choice of favourite activityPraise, encouragementAnticipating trouble and redirecting or distracting childFor 6 to 12 year olds:Non-verbal communication appropriate to age and peer groupTalking about feelingsModelling |
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For some developmentally delayed children these may be used in addition: | Tangible rewardsCharts |
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Positive and realistic expectations of children's behaviour will be demonstrated differently according to the age of the child Some examples are: | For babies and infants:SmilingClapping verbal and non-verbal approvalFor toddlers:ModellingRepetition of guidance's for appropriate behaviour e.g. 'we walk inside'Talking about appropriate behaviourFor 3 to 5 year olds:Reasons for guidelines are explainedOr 6 to 12 years old:Children will be involved in the establishing of guidelines |
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Guidelines are communicated to: | Children, especially those new to the serviceParentsPotential users of the serviceRelief or other staff |
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The application of guidelines and limits will vary according to the age of the child: | For babies and infants:Saying 'no' is reserved for situations where safety is a concernRemove child from problem/troubleDistract to another activityFor toddlers:Patiently respond, provide a consistent messageAcknowledge feelingsProvide appropriate activities to release feelingsReason for limit is explained in simple terms to childFor 3 to 5 year olds:Provide a consistent messageAcknowledge feelingsProvide appropriate activities to release feelingsFor 6 to 12 year olds:Children are involved in the establishment of guidelinesWritten guidelines can be given to childrenPeriodically reviewing guidelines |
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Needs of the child which may influence the worker's response to a serious incident of behaviour may be due to: | Family crisisFamily stress and problemsMajor changes in the child's profile |
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Other circumstances which may influence the workers response include: | Location of incidentRisk to child or othersOther potential or actual consequences |
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Serious incidents may be reported according to the service's guidelines to: | Parent/s of the childParent/s of other children affectedCo workersManagement/supervisor |
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Service policy and procedures on response to serious incidents or behaviour may include: | Accurate documentationReport incidents to colleagues and more senior workers |
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Consult childrenmay relate to all their interests including: | FoodDiscipline policiesActivitiesProgrammingBehaviourParentsStaff |
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Communication that may be used to consult and collaborate with children include: | Verbal and written and non-verbalIn a group or individual discussionsOn regular basis and spontaneousSurveys/ evaluationsRequests, chattingDiscussions, meetingsSuggestion boxesAnecdotalListening to informal conversations |
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Encourage children to consider new ideas and interestsmay include: | Encouraging children to consult with each otherNew and stimulating material is presented to childrenChildren's ideas are shared with others in a group situation |
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Resources that are limited may include: | Physical environmentEquipmentTime availableStaff numbersBudgetSpace |
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Safety factors and legal requirements may include: | Staff ratiosBehavioural or medical problemsDuty of care responsibilities'Sunsafe' policyStaff ratio for excursionsHigh risk activitiesWeatherLocation of activity |
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