CHCCN302A
Provide care for children

This unit describes the knowledge and skills required by those working with children to ensure the child's physical and emotional well being is maintained and their self sufficiency is nurtured

Application

This unit may apply to work with children in a range of community service contexts

Workers may be under direct supervision or working autonomously


Prerequisites

Not Applicable


Elements and Performance Criteria

ELEMENT

PERFORMANCE CRITERIA

1. Provide physical care

1.1 Organise opportunities and type of rest according to child's needs and context

1.2 Create an environment conducive to rest

1.3 Provide quiet area for children to access as needed

1.4 Assist children with hygiene according to child's need

1.5 Deal with toileting accidents in a manner that protects the child's self-esteem and privacy

1.6 Provide appropriate food and drink to children in a hygienic manner and supervise children in eating and drinking

1.7 Dress children according to the need and prevailing whether conditions and acknowledge their clothing preferences whenever possible

1.8 Ensure children's nutritional needs are addressed by food provided meeting children's nutrition requirements

2. Create opportunities for children to develop their understanding of physical needs

2.1 Explain nutritional needs to children in a suitable language

2.2 Explain hygiene practices and demonstrate through positive staff practices and daily routines

2.3 Explain safety issues and demonstrate procedures

2.4 Support children to understand the relationship between physical activity and good health

2.5 Offer opportunities for children to participate in food preparation and procurement

3. Establish an environment that encourages children to complete tasks themselves

3.1 Make required materials accessible for children

3.2 Make available sufficient time for the child to do the task in an unhurried way

3.3 Encourage all attempts and speak about them respectfully

3.4 Make available sufficient time, if wanted by the child, for children to practise and develop their skills

4. Respond to the emotional needs of children

4.1 Develop routines appropriate to the child's developmental stage and provide a stable and predictable environment

4.2 Identify and respond to children's feelings openly, appropriately and with respect

4.3 Encourage children to communicate, listen and treat them with respect

4.4 Encourage opportunities to express feelings and emotions appropriately

4.5 Deal with emotional outbursts in a calm and consistent manner whilst minimising disruption to other children

4.6 Comfort children when hurt or distressed

4.7 Ensure children are informed appropriately and prepared for any change

5. Settle new arrivals

5.1 Observe parents and children for signs of stress/ distress on arrival

5.2 Begin interaction with the child while parents are still present to minimise abruptness of separation

5.3 Encourage parents to take as much time as needed to have a relaxed, unhurried separation from their child

5.4 Establish routines to minimise distress at separation of parent and child

5.5 Respond to child's distress at separation from parent in a calm reassuring manner

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:

Individual differences of children in need for rest and sleep/rest patterns

Different practices and routines used by different families and their underlying cultural or personal rationale

Nutrition needs of children at all ages and awareness of contemporary issues of childhood obesity, health with physical activity and balanced nutrition

Policies, regulations and guidelines about hygiene standards for food handling

Organisation standards, policies and procedures

Storage of food - temperatures

Child development

Impact on children of a range of social, environmental, health and family issues, including long or frequent periods of hospitalisation

Importance of self-esteem/competence and how to foster it

Effect of organising the environment

Link between care environment and home

Importance of individuality

Expectations about a range of self help skills within cultural backgrounds of children

Organisation standards, policies and procedures

Impact of changes for children

How emotional needs are expressed - directly and indirectly

Children's responses to grief, loss and separation

Organisation standards, policies and procedures

Children's physical development and skill development

Essential skills:

It is critical that the candidate demonstrate the ability to:

Provide quality physical care for children including ensuring adequate rest, food and drink and using and promoting hygienic practices

Provide food according to nutrition adequacy guidelines

Ensure opportunities for rest are provided and are varied according to the age of the child, their cultural background, development and needs

Implement and promote hygiene taking into account child's age, development, cultural background and needs

Provide all aspects of physical care to children, including:

provision of food and drink

provision of adequate food and drink, which is varied according to age, culture, development and needs of the child

Provide a range of experiences and an environment which encourages independence

Set up environments and equipment to facilitate physical experiences and play

Promote physical activity to children

Provide a safe and secure environment which enables children to be themselves and to manage change

Respond to children's emotional needs, giving due regard to child's age, culture, development and need, including children with severe illness or long /frequent periods of hospitalisation

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:

food preparation including cooking

time management

interpersonal relationship

organising environment and time management

effective communication (staff, children, parents)

evaluation and promote problem solving

observation

willingness to be reflective

empathy with child's feelings

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, a range of conditions 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 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 include access to range of opportunities defined in the Range Statement, including access to:

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 of this unit 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


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.

Rest may include:

Sleep

Time sitting quietly

Rest provisions may vary according to:

The venue at the time child needs rest

The child's need for rest

Other children's needs

Space available

Bedding preferences may vary due to:

Cultural practices e.g. hammock

Child's preferences e.g. soft toy

Adjusting the environmentfor children's rest may include adjustments to:

Level of noise

Light, temperature and ventilation

Personal hygiene may include:

Hand washing

Toileting

Blowing nose

Bushing teeth/rinsing mouth after meal

Hygiene practices taught may vary with child's age, and may include:

Flushing toilet paper after use

Discarding tissues in bin after use

Washing hands before eating, after toileting

Cleaning teeth or rinsing mouth after eating

Different family and cultural practices which may be relevant to hygiene include:

Age to commence toilet training

Eating food with utensils or fingers

Hair care practices

For children with a physical or developmental disability:

A hygiene plan is developed according to the needs of the child

For clothing, weather conditions that may need to be considered are:

Heat

Cold

Rain

Preparation of food in hygienic manner will be according to:

Appropriate regulatory requirements relating to food handling and hygiene

Alternative methods of cooling food and drink may need to be developed in remote or isolated areas (e.g. Hessian cooling bag)

Appropriate washing and drying of utensils and crockery and cutlery may include via:

Hand washing in hot, soapy water

Dishwashing

Organisation procedures for food preparation may include:

Use of gloves when handling some foods

Procedures for supervision

Use of planners such as 'Lunchbox Checklist for Food Brought from Home' and 'Nutrition Checklist for Long Day Care Menu Planning'.

Relevant life skills related to their physical needs will vary with the child's age/stage of development:

For toddlers:

Toileting

Eating independently

Care of own possessions

Preparing drinks

Sun safety practices

For 3 to 5 year olds:

Nutrition

Meal time

Dressing and undressing

Selecting clothes to wear

Fastening shoes

Washing hands

Who to turn to for assistance

Bathing

Doing up/undoing shoes

Putting away bedding

Making choices

continued ...

Relevant life skills related to child's physical needs (contd):

For 6 to 12 year olds:

Responsible for care of own possessions

Knowing when to act and when to wait

Decisions regarding use of pocket money on excursions, within parental guidelines and limits

Who to turn to for assistance and advice

Preparing snacks and drinks

Care of own health and physical needs

Basic cooking

Relaxation

Stress management

Time management

Prioritising

Nutritional needs

Ways of fostering the development of self help skills will vary according to the age of the child:

For infants:

Encourage responding to matching while dressing/undressing e.g. arm to sleeve

Through care routines and daily experiences

For toddlers:

Provide sufficient time e.g. Undressing before rest

Encourage efforts

Children may choose from a range of clothes

Give support when necessary

Encourage all attempts at self help

For 3 to 5 year old children:

Provide opportunities for children to learn to fasten their shoes

Store clothes so that they are accessible to children

Personal belongings are stored accessibly

For 5 to 12 year old children:

Explanation

Demonstration

Debate and discussion

Jointly participating in task

Use of written instructions

Explanations of nutritional needs will vary according to the age of the child - for the older child explanations may include:

Healthy eating patterns

Body image

Anorexia

'Diets'

Menstruation

Sexual development

Understanding of physical needs may be promoted through:

Discussions

Demonstrations

Pamphlets

Guest speakers

A child may display their distress by:

Withdrawal

Aggressive behaviour

Tears

Behaviour which is out of character for an individual child may be:

Quiet behaviour in a boisterous child

Noisy behaviour in quiet child

Routines to minimise distress at separation of parent and child may include:

Opportunities for a relaxed and unhurried separation of parent and child

Repeated prior visits to the service prior to parent's departure

Routine of short separation times prior to lengthy separations

Comfortable chairs where parents can relax with child prior to departure

Respond to child's distress may be by:

Physical comfort

Sitting and listening

Talking through a problem

Giving child their comforter e.g. Dummy, toy

Distraction

Emotional needs of children may be due to:

School problems

Changes in family circumstances

Accidents that may occur during care

New to child care, separation from familiar people and places

Family relationships

Interactions with other children

Major changes in child's life e.g. Migration, losses

Death of a pet

Loss of special toy

Ill health

Embarrassing events that occur during time in care or just prior

Children may be involved in decisions about:

The layout of equipment

Routines

Choice of activities

Changes may include:

Change of countries

New children/workers starting in the service

Children/workers leaving the service

Visitors

Students


Sectors

Not Applicable


Employability Skills

This unit contains Employability Skills


Licensing Information

Not Applicable