Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCFC301A Mapping and Delivery Guide
Support the development of children

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCFC301A - Support the development of children
Description This unit describes the knowledge and skills required by workers who support the physical, social, emotional, psychological, language and creative development of children from 0-12 years of age
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit may be applied in the delivery of child care services in a range of community service work contextsIt provides foundation knowledge and skills related to development of children from 0-12 years to support work with children in various contexts
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Support the development of children
  • Provide encouragement for each child's own level of performance
  • Use language at an appropriate level of complexity and friendliness
  • Initiate communication with the child relevant to their interests and capabilities
  • Demonstrate developmentally appropriate expectations of the child's behaviour appropriate to their stage of development
  • Use behaviour management strategies appropriate to the child's level of understanding
  • Provide assistance to children appropriate to their developmental capabilities
  • Foster the development of independence through type of assistance provided
  • Respect, respond to and follow up communication initiated by children
       
Element: Support the physical development of children
  • Use daily routines as opportunities to acquire and practise skills
  • Provide access to equipment, games and toys that will develop fine and gross skills and fundamental movement skills
  • Provide adequate nutrition that allows for normal growth and development, and foods of increasing texture over time to stimulate speech and jaw development
       
Element: Support the social development of children
  • Provide opportunities for one to one, small group and larger group interaction
  • Model appropriate communication with children
  • Acknowledge, value and respect diversity through interactions and provisions
       
Element: Support the emotional and psychological development of children of the same age
  • Involve children in decision-making where circumstances safely allow
  • Acknowledge, encourage and appreciate children's efforts
  • Identify and celebrate children's social, emotional and psychological successes
  • Give individual attention to each child
  • Respond to children's feelings openly and with respect
  • Recognise issues of concern related to child's participation in experiences, for emotional and psychological development
  • Conduct and record, in line with work role, observations of children's behaviour or other expressions that may indicate social, emotional or psychological concerns
  • Report to supervisor concerns about emotional, social and/or psychological difficulties of the child
       
Element: Support the language development of children
  • Encourage children to express themselves verbally
  • Provide experiences to expose children to a range of language forms
       
Element: Support the creative development of children
  • Provide experiences for children to utilise the range of their senses including vision, hearing and taste
  • Encourage children to express their imagination and creativity within their play and interactions
  • Provide experiences which encourage children to explore a variety of methods of self expression
  • Make available appropriate resources, material and equipment for children to initiate their own creative activities
       
Element: Support the cognitive development of children
  • Provide environments and experiences to stimulate cognitive development
  • Encourage children to explore and problem solve with materials and diverse experiences
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 and/or 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:

CHCCN302A Provide care for children

CHCIC301D Interact effectively with children

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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 0 to 12 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

Experience-based 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 concern/difficulty in social, emotional and psychological development of children

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

Importance of physical activity/fundamental 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 family's immediate social environment that are important for family functioning and young children's 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 children's 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 evidence-based 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 children's health needs, eating behaviours and physical activity

provide environments and relationships that are safe for young people

engage and work with parents/carers and families

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.

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

Child/worker ratios

Physical environment - constraints and potential

Purpose of the service

The amount and type of support from parents and participation by parents

The level of support available to the service from external bodies e.g. Advice specialist services, resource workers

The frequency and regularity of use of the service by the child

Physical development skills may include:

Eye - hand coordination

Dexterity

Fine and gross motor skills and fundamental movement skills

Balance

Locomotion

Fundamental movement skills and gross motor skills are:

Fundamental movement skills including balance, static, locomotion, and manipulative motor skills

Foundation skills that provide the building blocks for specific movements such as those founding sports, games and dance

Examples of fundamental movement skills include:

jumping

hopping

throwing

kicking

running

Gross motor skills are those actions that use the muscles of the body to achieve skilfulness

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

Formally organised activities

A time and place for unplanned interaction

Meetings

Travelling

Walks

Setting up environment/venue

Special occasions may include:

Birthdays of children

Festivals

Celebration of achievements

Community events

Birthdays of animals

Beginning and end of school term or holidays

Cultural events

Graduation from child care service

Differences among children may include:

Gender

Race and culture

Age

Interests and preferences

Social context and lifestyle

Communication style

Personality

Length of time attending service/child care

Abilities

Experiences that may have impeded early brain development

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

Trusting relationships are developed with familiar adults

Adults work at eye level with infants

Care routines are used for social interaction

Adults talk, sing and recite poems with infants

Adults listen to infants and respond

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

Inappropriate interactions with others

Withdrawal from social interactions

Aggressive behaviour

Verbal expressions of particular need

Physical and emotional presentation

Concerns conveyed to the worker by parents/carers

Sudden and/or extreme changes to behaviour or emotional states

Disinterest in activities or experiences

Expressions of emotions through use of external materials and resources

Language forms may include:

Verbal and written

Formal and colloquial, informal

Fun and serious styles

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Provide encouragement for each child's own level of performance 
Use language at an appropriate level of complexity and friendliness 
Initiate communication with the child relevant to their interests and capabilities 
Demonstrate developmentally appropriate expectations of the child's behaviour appropriate to their stage of development 
Use behaviour management strategies appropriate to the child's level of understanding 
Provide assistance to children appropriate to their developmental capabilities 
Foster the development of independence through type of assistance provided 
Respect, respond to and follow up communication initiated by children 
Use daily routines as opportunities to acquire and practise skills 
Provide access to equipment, games and toys that will develop fine and gross skills and fundamental movement skills 
Provide adequate nutrition that allows for normal growth and development, and foods of increasing texture over time to stimulate speech and jaw development 
Provide opportunities for one to one, small group and larger group interaction 
Model appropriate communication with children 
Acknowledge, value and respect diversity through interactions and provisions 
Involve children in decision-making where circumstances safely allow 
Acknowledge, encourage and appreciate children's efforts 
Identify and celebrate children's social, emotional and psychological successes 
Give individual attention to each child 
Respond to children's feelings openly and with respect 
Recognise issues of concern related to child's participation in experiences, for emotional and psychological development 
Conduct and record, in line with work role, observations of children's behaviour or other expressions that may indicate social, emotional or psychological concerns 
Report to supervisor concerns about emotional, social and/or psychological difficulties of the child 
Encourage children to express themselves verbally 
Provide experiences to expose children to a range of language forms 
Provide experiences for children to utilise the range of their senses including vision, hearing and taste 
Encourage children to express their imagination and creativity within their play and interactions 
Provide experiences which encourage children to explore a variety of methods of self expression 
Make available appropriate resources, material and equipment for children to initiate their own creative activities 
Provide environments and experiences to stimulate cognitive development 
Encourage children to explore and problem solve with materials and diverse experiences 

Forms

Assessment Cover Sheet

CHCFC301A - Support the development of children
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCFC301A - Support the development of children

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: