The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!
From the Wiki University
What evidence can you provide to prove your understanding of each of the following citeria?
Provide physical care
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Organise opportunities and type of rest according to child's needs and context Completed |
Evidence:
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Create an environment conducive to rest Completed |
Evidence:
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Provide quiet area for children to access as needed Completed |
Evidence:
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Assist children with hygiene according to child's need Completed |
Evidence:
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Deal with toileting accidents in a manner that protects the child's self-esteem and privacy Completed |
Evidence:
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Provide appropriate food and drink to children in a hygienic manner and supervise children in eating and drinking Completed |
Evidence:
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Dress children according to the need and prevailing whether conditions and acknowledge their clothing preferences whenever possible Completed |
Evidence:
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Ensure children's nutritional needs are addressed by food provided meeting children's nutrition requirements Completed |
Evidence:
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Create opportunities for children to develop their understanding of physical needs
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Explain nutritional needs to children in a suitable language Completed |
Evidence:
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Explain hygiene practices and demonstrate through positive staff practices and daily routines Completed |
Evidence:
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Explain safety issues and demonstrate procedures Completed |
Evidence:
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Support children to understand the relationship between physical activity and good health Completed |
Evidence:
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Offer opportunities for children to participate in food preparation and procurement Completed |
Evidence:
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Establish an environment that encourages children to complete tasks themselves
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Make required materials accessible for children Completed |
Evidence:
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Make available sufficient time for the child to do the task in an unhurried way Completed |
Evidence:
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Encourage all attempts and speak about them respectfully Completed |
Evidence:
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Make available sufficient time, if wanted by the child, for children to practise and develop their skills Completed |
Evidence:
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Respond to the emotional needs of children
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Develop routines appropriate to the child's developmental stage and provide a stable and predictable environment Completed |
Evidence:
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Identify and respond to children's feelings openly, appropriately and with respect Completed |
Evidence:
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Encourage children to communicate, listen and treat them with respect Completed |
Evidence:
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Encourage opportunities to express feelings and emotions appropriately Completed |
Evidence:
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Deal with emotional outbursts in a calm and consistent manner whilst minimising disruption to other children Completed |
Evidence:
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Comfort children when hurt or distressed Completed |
Evidence:
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Ensure children are informed appropriately and prepared for any change Completed |
Evidence:
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Settle new arrivals
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Observe parents and children for signs of stress/ distress on arrival Completed |
Evidence:
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Begin interaction with the child while parents are still present to minimise abruptness of separation Completed |
Evidence:
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Encourage parents to take as much time as needed to have a relaxed, unhurried separation from their child Completed |
Evidence:
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Establish routines to minimise distress at separation of parent and child Completed |
Evidence:
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Respond to child's distress at separation from parent in a calm reassuring manner Completed |
Evidence:
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