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Evidence Guide: CHCECE003 - Provide care for children

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

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

 

CHCECE003 - Provide care for children

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide physical care

  1. Manage toileting accidents in a manner that protects the child’s self-esteem and privacy
  2. Supervise and engage with children eating and drinking
  3. Meet individual clothing needs and preferences of children and families within scope of service requirements for children’s health and safety
Manage toileting accidents in a manner that protects the child’s self-esteem and privacy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Supervise and engage with children eating and drinking

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Meet individual clothing needs and preferences of children and families within scope of service requirements for children’s health and safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote physical activity

  1. Consistently implement movement and physical experiences as part of the program for all children
  2. Participate with children in their physical activity
  3. Promote physical activity through planned and spontaneous experiences appropriate for each child
  4. Encourage each child’s level of participation in physical activities according to the child’s abilities and their level of comfort with activities
  5. Engage children in outdoor play
  6. Foster children’s participation in physical activities
  7. Discuss with children how their bodies work and the importance of physical activity to people’s health and wellbeing
Consistently implement movement and physical experiences as part of the program for all children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate with children in their physical activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote physical activity through planned and spontaneous experiences appropriate for each child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage each child’s level of participation in physical activities according to the child’s abilities and their level of comfort with activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage children in outdoor play

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Foster children’s participation in physical activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with children how their bodies work and the importance of physical activity to people’s health and wellbeing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt facilities to ensure access and participation

  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
  2. Promote the sun protection of children to meet the recommendations of relevant recognised authorities
  3. Provide a balance of natural and artificial lighting, good ventilation and fresh air
  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
  5. Engage with children in constructing their own play settings/environments and create indoor and outdoor environments that stimulate and reflect children’s interests
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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote the sun protection of children to meet the recommendations of relevant recognised authorities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide a balance of natural and artificial lighting, good ventilation and fresh air

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage with children in constructing their own play settings/environments and create indoor and outdoor environments that stimulate and reflect children’s interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Help children with change

  1. Prepare children for changes in a supportive and timely manner
  2. Assist in developing meaningful routines, including those to minimise distress at separation of the family and child
  3. Identify and respond to children’s feelings openly, appropriately and with respect
  4. Encourage children to communicate, listen and treat others with respect
  5. Encourage opportunities to express feelings and emotions appropriately
Prepare children for changes in a supportive and timely manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist in developing meaningful routines, including those to minimise distress at separation of the family and child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage children to communicate, listen and treat others with respect

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage opportunities to express feelings and emotions appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Settle new arrivals

  1. Observe families and children for signs of stress/distress on arrival
  2. Begin interaction with the child while family is still present to minimise abruptness of separation
  3. Encourage the family to take as much time as needed to have a relaxed, unhurried separation from their child
  4. Respond to child’s distress at separation from the family in a calm reassuring manner
Observe families and children for signs of stress/distress on arrival

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Begin interaction with the child while family is still present to minimise abruptness of separation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to child’s distress at separation from the family in a calm reassuring manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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