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Evidence Guide: CHCPR614C - Observe children and interpret observations

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

 

CHCPR614C - Observe children and interpret observations

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

Monitor children's developmental progress

  1. Gather and record information about children's developmental progress
  2. Follow up with appropriate persons/services, any concerns regarding a child's development
  3. Communicate information to parents clearly and sensitively
  4. Use identified strengths to guide program strategies to foster development
  5. Identify degree of inclusiveness in children's interactions and language and develop strategies as required
  6. Observe level of problem solving and conflict resolution skills and develop strategies as needed
Gather and record information about children's developmental progress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow up with appropriate persons/services, any concerns regarding a child's development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate information to parents clearly and sensitively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use identified strengths to guide program strategies to foster development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify degree of inclusiveness in children's interactions and language and develop strategies as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe level of problem solving and conflict resolution skills and develop strategies as needed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather information about the child's views and perspectives

  1. Investigate child's views of the social world and relationships by observing their interactions and reflecting on their communication
  2. Identify child's thinking style
  3. Identify child's current and emerging interests
  4. Identify child's strengths, talents and potential
Investigate child's views of the social world and relationships by observing their interactions and reflecting on their communication

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify child's thinking style

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify child's current and emerging interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify child's strengths, talents and potential

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate quality observation practices to other workers

  1. Ensure own observations of children are significant, valid and concise
  2. Demonstrate clear links between evidence from observations and interpretation of behaviour, needs and interests
  3. Ensure intensity/detail of observations is appropriate to purpose and context
  4. Ensure interpretations of observations demonstrate inclusive principles and understanding
Ensure own observations of children are significant, valid and concise

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate clear links between evidence from observations and interpretation of behaviour, needs and interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure intensity/detail of observations is appropriate to purpose and context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure interpretations of observations demonstrate inclusive principles and understanding

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use information from observations to guide others

  1. Provide information to broaden the other's understanding of the child
  2. Communicate information to others to improve their interaction with a child
  3. Provide information to others to improve program planning and evaluation
  4. Discuss programs and children's needs based on the information gained
  5. Work with others to design and develop systematic ways of observing children that ensure inclusion of all children
Provide information to broaden the other's understanding of the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate information to others to improve their interaction with a child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to others to improve program planning and evaluation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss programs and children's needs based on the information gained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with others to design and develop systematic ways of observing children that ensure inclusion of all children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

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

Assessment requires access to a range of opportunities defined in the Range Statement, including:

a childcare workplace

children's services, resources and equipment

the local environment

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

Required Skills and Knowledge

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:

How the observer influences interaction and behaviour

Styles of thinking

Developmental knowledge

Understanding different cultures

Developmental norms at different ages/stages

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Observe and interpret children's behaviour to contribute to program planning
Specific purposes or needs for observation include:

planning experiences for the child

to identify the child's abilities, needs and interests

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:

reporting

interpersonal interaction

planning

Range Statement

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.

A child's capabilities will include their:

Physical capabilities

Emotional capabilities

Cognitive capabilities

Social capabilities

Creative capabilities

Language capabilities

Record informationmay include methods such as:

Written

Photography

Video recording

Gather information may include a variety of methods such as:

Observing while participating with children in an experience

Time sampling

Gathering anecdotes about the child's interactions from other workers

Asking family members

Discussions with other children

Collecting samples of children's work

Observing children at play, activities and social interactions