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 through an appropriate workplace simulation for a range of age groups and a range of conditions 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 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

Resources required for assessment of this unit include access to a range of opportunities defined in the Range Statement, including:

a childcare workplace

children's 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 and/or written questioning on Essential knowledge and skills and consideration of required attitudes

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

Related units:

This unit is recommended (but not required) to be assessed in conjunction with related units:

CHCFC504A Support emotional and psychological development in early childhood
or

CHCFC514A Support emotional and psychological development in middle childhood

and

CHCRF511A Work in partnership with families to care for the child

CHCIC510A Establish and implement plans for developing cooperative behaviour

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:

Developmental milestones

Disability Discrimination Act

Historical context of disability

Impact on families with a child with a disability

Principles of inclusive practice and policies

Cultural beliefs and expectations regarding abilities, disabilities, gender, roles etc.

Relevant codes of ethics

Individualised, child centred programming

Team work

Negotiation skills

Organisation standards, policies and procedures

Racial Discrimination Act 1975

Universal Declaration on the Rights of The Child

Impact of settlement for newly arrived CALD families

Cultural contexts and views of care and education

Essential skills:

It is critical that the candidate demonstrate the ability to:

Assess for and meet additional needs in consultation with the child where appropriate and others

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 including:

Team work

Negotiation skills

Interpersonal

Planning

Cross cultural communication skills

Literacy skills needed to develop a plan for inclusion

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.

Children with additional needs may include needs due to:

Language difficulties

Physical, sensory or developmental disability

Health problems

Behavioural or psychological disorders

Family circumstances and needs

A child recently arrived in Australia from a very different culture

Children who have experienced torture and/or trauma

Children who have suffered dislocation

A child whose culture is different from the culture of the centre

Child at risk of harm or illness

Unknown diagnosis

Known diagnosis

Cultural/religious practices

Communication difficulties

Giftedness

Communication difficulties of a child may be due to:

Trauma, violence and crises

Disabilities e.g. Hearing, visual, speaking

Health problems and disorders

Learning problems

Deprivation of sensory stimulation

Children learning English as a second language

Investigate child's behaviour and expressed emotionsincludes:

Level and type of social interaction with adults and other children

Anxieties and aggression

Withdrawn/silent children

Concerns about a child may be discussed with:

The child

Parent/s, families, community members when culturally appropriate

Field workers/ resource workers/early intervention service staff/medical staff

Supervisor/coordinator/director

School staff

Other care providers

Plan in consultationmay include:

Parents

Family members/community members (where culturally appropriate )

Care givers

Referral agencies

Staff

Child

Resources available

Staffing levels

Skills of current staff

Transport vehicles

Access to venue

Financial considerations of parents

Languages spoken by workers

Adapt service may involve developing the capacity of the service and include:

Gaining additional funds

Sups workers or resource workers

Changes to routines

Special equipment

Training in relevant care practices

Alterations to venue

Bicultural support workers

Inclusion support facilitators

Provision of linguistically appropriate information

The plan may be discussed with others at:

A staff meeting

Conference of workers, parents, staff of other services (where culturally appropriate )

One to one consultation

Referral from a service/agency

Enrolment with no referral