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?
Elements define the essential outcomes. |
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Completed |
Evidence:
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Communicate positively with children
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Respond sensitively and appropriately to all children’s efforts to communicate Completed |
Evidence:
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Engage in sustained conversations with individual children about things that interest the child Completed |
Evidence:
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Consistently respond positively to all children who require attention Completed |
Evidence:
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Sit and talk with children at mealtimes and help create a relaxed and unhurried routine Completed |
Evidence:
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Interact positively with children
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Participate in children’s play and using children’s cues to guide the level and type of involvement Completed |
Evidence:
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Respond positively and respectfully to children’s comments, questions and requests for assistance Completed |
Evidence:
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Role-model positive interactions with others Completed |
Evidence:
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Encourage children to share their stories and ideas Completed |
Evidence:
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Support and respect children
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Assist to create an environment that reflects the lives of the children, their families and the local community Completed |
Evidence:
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Support implementation of practices and routines that honour children, their family and the community context Completed |
Evidence:
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Show genuine interest in, understanding of and respect for all children Completed |
Evidence:
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Comfort children who cry or show signs of distress Completed |
Evidence:
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Respond positively to the varying abilities and confidence of all children Completed |
Evidence:
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Acknowledge children’s efforts and achievements Completed |
Evidence:
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Maintain the dignity and rights of children
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Assist in organising spaces, resources and routines to minimise times when children are likely to experience stress or frustration Completed |
Evidence:
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Allow children to make choices and to experience natural consequences of these where there is no risk of physical or emotional harm to the child or another being Completed |
Evidence:
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Monitor and respond to children’s play and support interactions where there is conflict Completed |
Evidence:
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Acknowledge children when they make positive choices in managing their own behaviour Completed |
Evidence:
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Use positive language, gestures, facial expressions and tone of voice when redirecting or discussing children’s behaviour with them Completed |
Evidence:
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Be gentle, calm and reassuring even when children strongly express distress, frustration or anger Completed |
Evidence:
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Consistently guide all children’s behaviour in ways that are focused on supporting children to develop skills to self-regulate and preserve and promote children’s self-esteem Completed |
Evidence:
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Involve children in developing limits and consequences for inappropriate behaviours Completed |
Evidence:
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