Training Record Book - CHCFC301A Support the development of children

• Document No.

• Audit Title

• Client / Site

• Conducted on

  Date

• Prepared by

• Location
  Address

• Personnel

• Student's Name

• Supervisor's Name

• Qualification being assessed

  CHC30708

  CHC30712

  CHC50908

  CHC60208

• Enrolment Type

  Select Apprentice External Fee For Service Full Time Class Trainee School Based Trainee

  • Apprentice
  • External
  • Fee For Service
  • Full Time Class
  • Trainee
  • School Based Trainee

• Assessment conducted by:

  Bright Futures Training College Assessor

  Employer Based Assessor

• THE FOLLOWING QUESTIONS ARE TO BE ANSWERED IF ASSESSMENT CONDUCTED BY EMPLOYER BASED ASSESSOR

• Employer Based Assessor's Name

• Completed Qualification held by Employer Based Assessor

  Diploma of Children's Services

  Advanced Diploma of Children's Services

  Higher Children's Services Qualification

• Have you worked in a supervisory position in the children's services industry (for example child care centre director or family day care co-ordinator) for a period of at least six months

  Yes

  No

• Have you read, and understood, the Practical Skills Checklist that you are assessing?

  Yes

  No

• Are you aware that the student will see a copy of this report?

  Yes

  No

• Are you willing to be contacted should further verification of this statement be required?

  Yes

  No

• What is your relationship to the student?

  Direct Supervisor (eg Group Leader / Director)

  Manager (eg Director / Family Day Care Co-ordinator

  Other

• How long have you worked with this student?

  Less than 6 months

  More than 6 months

• How closely do you work with the student in the area being assessed?

  Day to day contact

  Occasional contact

  No direct contact

• Elements and Performance Criteria

Element 1 - Support the development of children

• 1.1 Provide encouragement for each child's own level of performance

  Yes

  No

  N/A

• 1.2 Use language at an appropriate level of complexity and friendliness

  Yes

  No

  N/A

• 1.3 Initiate communication with the child relevant to their interests and capabilities

  Yes

  No

  N/A

• 1.4 Demonstrate developmentally appropriate expectations of the child's behaviour appropriate to their stage of development

  Yes

  No

  N/A

• 1.5 Use behaviour management strategies appropriate to the child's level of understanding

  Yes

  No

  N/A

• 1.6 Provide assistance to children appropriate to their developmental capabilities

  Yes

  No

  N/A

• 1.7 Foster the development of independence through type of assistance provided

  Yes

  No

  N/A

• 1.8 Respect, respond to and follow up communication initiated by children

  Yes

  No

  N/A

Element 2 - Support the physical development of children

• 2.1 Use daily routines as opportunities to acquire and practise skills

  Yes

  No

  N/A

• 2.2 Provide access to equipment, games and toys that will develop fine and gross skills and fundamental movement skills

  Yes

  No

  N/A

• 2.3 Provide adequate nutrition that allows for normal growth and development, and foods of increasing texture over time to stimulate speech and jaw development

  Yes

  No

  N/A

Element 3 - Support the social development of children

• 3.1 Provide opportunities for one to one, small group and larger group interaction

  Yes

  No

  N/A

• 3.2 Model appropriate communication with children

  Yes

  No

  N/A

• 3.3 Acknowledge, value and respect diversity through interactions and provisions

  Yes

  No

  N/A

Element 4 - Support the emotional and psychological development of children of the same age

• 4.1 Involve children in decision-making where circumstances safely allow

  Yes

  No

  N/A

• 4.2 Acknowledge, encourage and appreciate children's efforts

  Yes

  No

  N/A

• 4.3 Identify and celebrate children's social, emotional and psychological successes

  Yes

  No

  N/A

• 4.4 Give individual attention to each child

  Yes

  No

  N/A

• 4.5 Respond to children's feelings openly and with respect

  Yes

  No

  N/A

• 4.6 Recognise issues of concern related to child's participation in experiences, for emotional and psychological development

  Yes

  No

  N/A

• 4.7 Conduct and record, in line with work role, observations of children's behaviour or other expressions that may indicate social, emotional or psychological concerns

  Yes

  No

  N/A

• 4.8 Report to supervisor concerns about emotional, social and/or psychological difficulties of the child

  Yes

  No

  N/A

Element 5 - Support the language development of children

• 5.1 Encourage children to express themselves verbally

  Yes

  No

  N/A

• 5.2 Provide experiences to expose children to a range of language forms

  Yes

  No

  N/A

Element 6 - Support the creative development of children

• 6.1 Provide experiences for children to utilise the range of their senses including vision, hearing and taste

  Yes

  No

  N/A

• 6.2 Encourage children to express their imagination and creativity within their play and interactions

  Yes

  No

  N/A

• 6.3 Provide experiences which encourage children to explore a variety of methods of self expression

  Yes

  No

  N/A

• 6.4 Make available appropriate resources, material and equipment for children to initiate their own creative activities

  Yes

  No

  N/A

Element 7 - Support the cognitive development of children

• 7.1 Provide environments and experiences to stimulate cognitive development

  Yes

  No

  N/A

• 7.2 Encourage children to explore and problem solve with materials and diverse experiences

  Yes

  No

  N/A

• 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:

• Introductory knowledge of child development for children aged 0 to 12 years, including: - simple developmental theory

  Yes

  No

  N/A

• - early brain development

  Yes

  No

  N/A

• - importance of the early years for subsequent educational success

  Yes

  No

  N/A

• Awareness of child injury risk and methods to minimise these risks

  Yes

  No

  N/A

• Experience-based brain development in the early years of life that set neurological and biological pathways for life including: health, learning and behaviour

  Yes

  No

  N/A

• Aspects of poor early childhood development, such as: - poor diet

  Yes

  No

  N/A

• - poor diet

  Yes

  No

  N/A

• - lack of play

  Yes

  No

  N/A

• - limited stimulation of brain development

  Yes

  No

  N/A

• - lack of materials and resources

  Yes

  No

  N/A

• - inconsistent or non existent emotional support or comfort

  Yes

  No

  N/A

• - trauma

  Yes

  No

  N/A

• - other life experiences which interrupt appropriate childhood activities

  Yes

  No

  N/A

• And potential long term impacts, which may include:

  Yes

  No

  N/A

• - depression

  Yes

  No

  N/A

• - anxiety

  Yes

  No

  N/A

• - suicidal thoughts

  Yes

  No

  N/A

• - aggression

  Yes

  No

  N/A

• - impulsiveness

  Yes

  No

  N/A

• - criminality

  Yes

  No

  N/A

• - hyperactivity

  Yes

  No

  N/A

• - substance abuse

  Yes

  No

  N/A

• Indicators of social, emotional and psychological difficulties in early childhood

  Yes

  No

  N/A

• The implications on human development as a consequence of poor social, emotional and psychological development in early childhood

  Yes

  No

  N/A

• Process for observing, recording and reporting issues of concern/difficulty in social, emotional and psychological development of children

  Yes

  No

  N/A

• Basic knowledge of fundamental movement skills and associated milestones for physical development

  Yes

  No

  N/A

• Importance of physical activity/fundamental movement skills milestones as they relate to overall health, well being and development of young children

  Yes

  No

  N/A

• Inclusion and acceptance of all children regardless of their race, gender or ability

  Yes

  No

  N/A

• Importance of childhood

  Yes

  No

  N/A

• Interest in and enjoyment of children

  Yes

  No

  N/A

• Relevant quality improvement and accreditation principles

  Yes

  No

  N/A

• 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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

• It is critical that the candidate demonstrate the ability to: - Work effectively with young children within a historical and philosophical framework of child care delivery

  Yes

  No

  N/A

• - Select appropriate experiences and materials to support all areas of children's development

  Yes

  No

  N/A

• - Interact effectively with children to holistically support development and learning

  Yes

  No

  N/A

• - Provide culturally appropriate experiences and celebrations

  Yes

  No

  N/A

• 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:

• Communicate with children

  Yes

  No

  N/A

• Reflect on own practices

  Yes

  No

  N/A

• Apply understanding of the relationship between brain development and early childhood cognition, language and health development

  Yes

  No

  N/A

• Observe children to recognise, report and record emotional and psychological difficulties

  Yes

  No

  N/A

• Identify indicators of emotional, social and psychological difficulties

  Yes

  No

  N/A

• Engage with children to ensure psychological and emotional development experiences are appropriate for their developmental age

  Yes

  No

  N/A

• Support culturally appropriate celebrations of special occasions

  Yes

  No

  N/A

• 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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

• - support infants and toddlers to master key developmental tasks

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

• - provide environments and relationships that are safe for young people

  Yes

  No

  N/A

• - engage and work with parents/carers and families

  Yes

  No

  N/A

• Comments

• EMPLOYER DECLARATION: I declare that a fair, valid, reliable and flexible assessment has been conducted with this student, and I have provided appropriate feedback

  Sign

• STUDENT DECLARATION: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights.

  Sign

• BRIGHT FUTURES TRAINING COLLEGE ASSESSOR DECLARATION

• I have reviewed this process for assessment of this student's DEMONSTRATION OF PRACTICAL SKILLS and I deem the outcome to be:

  Competent

  Not Yet Competent

• Bright Futures Training College Assessor Signature

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