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

Candidates must be assessed over a number of occasions working with children. Assessment will include observations, examination of portfolios of evidence and questioning

Assessment must include assessment of the ability to provide developmentally appropriate experiences over a range of ages

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

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

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 do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include:

Knowledge of a wide range of developmentally appropriate experiences for children in the area of expressive arts and sensory experiences

Characteristics of high quality learning environments

Knowledge of aesthetic, safe, interesting, challenging environments to encourage curiosity, experimentation, active learning, literacy and choice

The value of creative processes and experiences as well as the end product

Strategies to encourage children's creativity and literacy including: offering suggestions, use open ended questions, offering opportunities for imaginative play

Dramatic play and its role in socialisation

Imitative, dramatic and imaginative play

Use of printed materials and audio visual aids

Adult's role in creating inviting spaces

Barriers to creativity

Presentation of imitation play, dramatic play and imaginative play spaces for children

Overview of an inclusive approach

Use of evaluations for modifications and changes to extend play and stimulate involvement

Awareness of the following national child health and well being core competencies as they apply to all who deliver care to children:

core principles of child development and the key developmental tasks faced by young children and their implications for practice

cumulative effects of multiple risk and protective factors and the developmental implications of the balance between them

environmental conditions and the experiences known to have positive effects on prenatal and early childhood

environmental conditions and experiences known to have adverse effects on prenatal and early childhood development

factors that support or undermine the capacity of families to rear young children adequately

features of a family's immediate social environment that are important for family functioning and young children's development and well being

features and qualities of communities that help or hinder families in their capacity to raise young children adequately

core needs that all children and families have in common, and how to provide inclusive child and family services

understanding of particular backgrounds, experiences and needs of children and families in exceptional circumstances or with additional needs

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply understanding of the stages of children's development in planning and delivering a range of appropriate activities to stimulate an interest and love of learning in children

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate application of skills in:

planning expressive arts opportunities and activities for children

communication with children

scaffolding children's knowledge and skills

creative use of resources and imagery

stimulating and encouraging participation

choose appropriate resources and music for creative experiences

express self through creative mediums

appreciation of a range of creative mediums

Apply the following skills identified as underpinning national child health and well being core competencies, where they are applicable to the work role:

implement effective evidence-based service delivery

coordinate service delivery to families with an interdisciplinary teamwork approach and where possible collaborative interagency practice

support infants and toddlers to master key developmental tasks

early identification of emerging trends in child needs and how to address them

manage children's health needs, eating behaviours and physical activity

provide environments and relationships that are safe for young people

engage and work with parents/carers and families

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.

Aesthetic experiences that are developmentally appropriate may include:

Visual arts experiences, such as:

drawing and painting

modelling

printing

construction

collage

Music and sound experiences, such as:

listening to music and singing

participating in music making and singing

listening to sounds of nature

Taste and smell experiences

Performance such as:

dance

drama

Appropriate materials will include:

Thick and thin crayons

Pencils

Waterbased paints

Fingerpaint

Thick and thin brushes

Natural materials

Clay

Playdough

Papier-mache

Recycled materials

Modeling wire

Oil pastels

Chalks

Found objects and self-made objects for printing

Joining materials

Work and play areas that promote aesthetic qualities may be:

Indoors

Outdoors

Strategies for fostering creative development and aesthetic awareness in children may be:

Provide an aesthetically pleasing environment

Display of quality adult visual art

Create aesthetically pleasing displays of children's work

Model aesthetic awareness and creativity

Encourage visual representation and expression with the children to record aspects of the program

Experiences presented should stimulate children's curiosity and learning through:

Encouraging active exploration, experimentation and learning

Introducing new ideas and experiences via formal and informal, planned and spontaneous experiences

Encouraging program input from children, staff, parents, community

Encouraging problem solving and curiosity

Range of developmentally appropriate experiences which stimulate children's imitative, dramatic and imaginative play are presented through:

Creation of inviting uncluttered spaces - large and small

Provision of a range of open-ended materials to stimulate imagination

Provision of a range of accessories

Provision of a range of cross-cultural materials

Mime