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?
Communicate positively with children on an ongoing basis
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Use language style that is appropriate for child's age, developmental stage and culture Completed |
Evidence:
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Use key words of meaning to a child Completed |
Evidence:
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Ensure non-verbal communication is appropriate and relevant Completed |
Evidence:
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Ensure interactions are frequent, caring and respectful Completed |
Evidence:
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Use non-gender-specific and non-stereotypical language Completed |
Evidence:
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Promote positive behaviour
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Communicate to child, positive and realistic expectations of their behaviour Completed |
Evidence:
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Regularly identify and explain to children examples of positive behaviour Completed |
Evidence:
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Use clear communication that suggests positive options to encourage a child's cooperation Completed |
Evidence:
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Draw child's attention to positive aspects of the child's behaviour Completed |
Evidence:
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Apply limits to behaviour within service policies Completed |
Evidence:
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Collaborate with children about their interests
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Consult children using a range of communication forms Completed |
Evidence:
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Interact and collaborate with all children in the service on a regular basis Completed |
Evidence:
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Encourage children to consider new ideas and interests that haven't previously been catered for in the service Completed |
Evidence:
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Allow sufficient time for children to express their ideas in a variety of contexts Completed |
Evidence:
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Positively acknowledge and act upon suggestions whenever possible Completed |
Evidence:
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Respect similarities and differences and encourage children to respect these differences
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Identify and talk about children's likes and dislikes Completed |
Evidence:
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Talk about differences as resources, not as inferior or a problem Completed |
Evidence:
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Respond positively and with respect to different communication styles used by children Completed |
Evidence:
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Support children in learning about the decision-making process
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Assist children to share their ideas, discuss limitations and solve problems Completed |
Evidence:
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Clearly describe to children limitation of resources Completed |
Evidence:
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Discuss safety factors and legal requirements that may constrain options Completed |
Evidence:
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Assist children to plan implementation of ideas/ suggestions Completed |
Evidence:
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Acknowledge suggestions that cannot be used and explore alternatives with the children Completed |
Evidence:
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