Application
This unit describes the skills and knowledge required to ensure children’s physical and emotional well-being is maintained and their self-sufficiency is nurtured.
This unit applies to people who work with children in a range of early education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes. | Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
1. Provide physical care | 1.1 Manage toileting accidents in a manner that protects the child’s self-esteem and privacy 1.2 Supervise and engage with children eating and drinking 1.3 Meet individual clothing needs and preferences of children and families within scope of service requirements for children’s health and safety |
2. Promote physical activity | 2.1 Consistently implement movement and physical experiences as part of the program for all children 2.2 Participate with children in their physical activity 2.3 Promote physical activity through planned and spontaneous experiences appropriate for each child 2.4 Encourage each child’s level of participation in physical activities according to the child’s abilities and their level of comfort with activities 2.5 Engage children in outdoor play 2.6 Foster children’s participation in physical activities 2.7 Discuss with children how their bodies work and the importance of physical activity to people’s health and wellbeing |
3. Adapt facilities to ensure access and participation | 3.1 Assist in providing challenging elements of outdoor and indoor environments that allow for experiences which scaffold children’s learning and development and offer chances for appropriate risk-taking 3.2 Promote the sun protection of children to meet the recommendations of relevant recognised authorities 3.3 Provide a balance of natural and artificial lighting, good ventilation and fresh air 3.4 Organise indoor and outdoor spaces that ensure children are not always dependent on adults to do things for them and are supported to create their own games and experiences 3.5 Engage with children in constructing their own play settings/environments and create indoor and outdoor environments that stimulate and reflect children’s interests |
4. Help children with change | 4.1 Prepare children for changes in a supportive and timely manner 4.2 Assist in developing meaningful routines, including those to minimise distress at separation of the family and child 4.3 Identify and respond to children’s feelings openly, appropriately and with respect 4.4 Encourage children to communicate, listen and treat others with respect 4.5 Encourage opportunities to express feelings and emotions appropriately |
5. Settle new arrivals | 5.1 Observe families and children for signs of stress/distress on arrival 5.2 Begin interaction with the child while family is still present to minimise abruptness of separation 5.3 Encourage the family to take as much time as needed to have a relaxed, unhurried separation from their child 5.4 Respond to child’s distress at separation from the family in a calm reassuring manner |
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance. |
Oral communication – in order to interact calmly and positively with families and children The remaining foundation skills essential to performance are explicit in the performance criteria of this unit. |