Elements and Performance Criteria

Element

Performance Criteria

1

Establish a positive relationship with family members

1.1

Complete introductions and outline worker's own role clearly

1.2

Show the facilities to family members

1.3

Ensure verbal and non-verbal communication styles are used appropriately

1.4

Create welcoming atmosphere for family members and provide opportunities for them to participate in the children's experiences

2

Exchange information with family members about the child's physical and emotional care needs

2.1

Ensure information sharing about child's participation in program occurs frequently in accordance with the organisation's guidelines

2.2

Make yourself available for parents to provide information

2.3

Communicate information in a culturally appropriate way

2.4

Respond to messages promptly

3

Respond to a family member's concern about their child

3.1

Listen to questions and concerns and respond according to organisation's procedures

3.2

Direct family member to appropriate person or place when further support or action is required

3.3

Ensure communication is appropriate to age, cultural and linguistic background of individual/ group

4

Reach agreement with family members about care practices

4.1

Reach agreement on specific requests by negotiation and modification of care practices

4.2

Explain importance of program aspects to parents in relation to their child's needs/development

4.3

Clearly explain and discuss limitations

4.4

Negotiate alternatives/compromises as necessary

4.5

Clearly communicate final decision to all involved

5

Facilitate child's transition into care

5.1

Encourage parents to familiarise themselves and their children with the service and workers

5.2

Encourage parents to develop clear and reasonably consistent process of farewell and pick up

5.3

Provide clear information and reassurance to assist parents to develop confidence in the service

5.4

Acknowledge parents' feelings about child care and support in all conversations

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 perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit

These include knowledge of:

Diversity of family types and cultures

Interpreter services, and communication through interpreters

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Develop a relationship with family which enables the needs of the child to be communicated or met

In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills

These include the ability to:

Apply basic communications skills such as active listening and questioning

Demonstrate a genuine interest in the children, and their families

Apply interpersonal skills

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

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.

Family members may include:

Mothers

Fathers

Grandparents

Kin

Extended family members

Brothers and sisters

Foster children

Organisation's guidelines about exchanging information with family members may include:

Who is permitted to pass on information

Recording of any family members to whom information is not to be provided

Frequently may be:

Daily

Weekly

According to the pattern of the child's participation in the service

Depending on:

The child's age

Length of time the child and family have been using the service

Issues of the day

Frequency of attendance

Make yourself availableto parents will differ according to the structure of the service. Workers may be available via:

Welcoming children with their parent/s

Conversations when parent/s arrive to collect the child

Communicating in a style that is appropriate to the parent's expectations

Telephone

Care review meetings or conversations

Conversations while parent participates with or alongside worker in an activity

Communicate informationmay be via:

Verbal conversations

Written notes

Notes on whiteboard, bulletin board

An interpreter

Worker who has second language/language of parent

Respond to a family member's concernmay include:

Directing person to appropriate person in the service

Communication guidelines to respond to regularly received /serious questions or comments

Further support may be available through:

Referral to professionals/other services

Telephone support services

Literature

Local networks

Familiarise may relate to:

Physical environment

Equipment

Other children

Timing of program events