Training Record Book - CHCFC502A Foster physical development in early childhood

• 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 - Provide planned and spontaneous experiences to foster the physical development of children

• 1.1 Identify and monitor children's physical skills and development

  Yes

  No

  N/A

• 1.2 Plan and provide developmentally appropriate experiences and opportunities to foster children's fine and gross motor and fundamental movement skills

  Yes

  No

  N/A

• 1.3 Plan and provide experiences which challenge the physical skills and abilities of children and promote physical fitness

  Yes

  No

  N/A

• 1.4 Plan and provide experiences to challenge the physical endeavours of children, ensuring suitable clothing to promote outdoor play in all weather conditions

  Yes

  No

  N/A

• 1.5 Provide opportunities for children to practice physical skills and expand/extend children's physical activities through active play and the use of outdoor space and the natural environment

  Yes

  No

  N/A

• 1.6 Select and provide equipment to encourage spontaneity in physically active play

  Yes

  No

  N/A

• 1.7 Arrange equipment to provide challenge and choice, to encourage independence and to facilitate physically active play

  Yes

  No

  N/A

• 1.8 Support children and families to understand the relationship between physical activity and good health whilst still respecting family and cultural values

  Yes

  No

  N/A

• 1.9 Plan experiences that extend children's physical activity through music and dance

  Yes

  No

  N/A

Element 2 - Create opportunities for children to develop a wide range of physical skills

• 2.1 Develop opportunities for physical activity within the context of the service

  Yes

  No

  N/A

• 2.2 Select and provide a variety of toys, materials, equipment and spaces to encourage the development of a wide range of fine and gross motor and fundamental movement skills

  Yes

  No

  N/A

• 2.3 Identify and seek advice when children require specialist assistance

  Yes

  No

  N/A

• 2.4 Create opportunities to support emerging skills of individual children where necessary

  Yes

  No

  N/A

• 2.5 Encourage children of both genders to participate in the full range of activities

  Yes

  No

  N/A

• 2.6 Provide opportunities for children to develop and learn new physical skills

  Yes

  No

  N/A

• 2.8 Provide opportunities for children to consolidate their physical skills towards independence

  Yes

  No

  N/A

Element 3 - Interact with the child to foster skill development

• 3.1 Use a variety of strategies to encourage children's physical skills and development

  Yes

  No

  N/A

• 3.2 Provide positive acknowledgement of children's efforts to participate

  Yes

  No

  N/A

• 3.3 Participate in relevant experiences with children

  Yes

  No

  N/A

• 3.4 Demonstrate enthusiasm for physical activity

  Yes

  No

  N/A

• 3.5 Encourage children to express ideas for physical experiences

  Yes

  No

  N/A

• 3.6 Respect each child's level of participation in physical experiences and opportunities

  Yes

  No

  N/A

• 3.7 Encourage children's confidence and safety awareness when participating in physically active play

  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:

• Demonstrated understanding of children's physical development and skill development

  Yes

  No

  N/A

• Knowledge of the link between lack of physical activity, childhood obesity and poor health

  Yes

  No

  N/A

• Acceptance of each child's rate of development, needs, interests and strengths

  Yes

  No

  N/A

• Experiences that will enhance all areas of physical development

  Yes

  No

  N/A

• Needs of children with a sensory/physical disability

  Yes

  No

  N/A

• Equipment, toys, music and resources that can be used to stimulate physical development

  Yes

  No

  N/A

• Knowledge of interaction between physical development and other areas of development - especially social and psychological development

  Yes

  No

  N/A

• Fundamental movement skills set

  Yes

  No

  N/A

• Play that extends physical activity involvement and ability

  Yes

  No

  N/A

• Relevant organisation standards policies and procedures

  Yes

  No

  N/A

• Definitions and principles of growth and general influences on physical development including: - reflexes

  Yes

  No

  N/A

• - grasp

  Yes

  No

  N/A

• - physical development

  Yes

  No

  N/A

• - qualitative and quantitative changes

  Yes

  No

  N/A

• - growth, maturation and readiness

  Yes

  No

  N/A

• - chronological and maturational age

  Yes

  No

  N/A

• - gross motor, fine motor, coordination

  Yes

  No

  N/A

• - fundamental movement skill development

  Yes

  No

  N/A

• - kinaesthetic awareness

  Yes

  No

  N/A

• - early perceptual development

  Yes

  No

  N/A

• - sensory motor development

  Yes

  No

  N/A

• - sensory integration

  Yes

  No

  N/A

• - cultural and family values

  Yes

  No

  N/A

• Relevant theories including: - maturation

  Yes

  No

  N/A

• - percentile norms

  Yes

  No

  N/A

• Different beliefs about development due to culture, community, family beliefs

  Yes

  No

  N/A

• Organisation standards, policies and procedures relating to physical experiences provided in the workplace to encourage the physical development of children

  Yes

  No

  N/A

• Relevant principles within the Quality Improvement Accreditation System - National Child Care Accreditation Council

  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

• Essential skills:

It is critical that the candidate demonstrate the ability to:

• Plan and arrange a range of developmental opportunities which are matched to the developmental stage and specific needs of the children and which will enhance their development

  Yes

  No

  N/A

• Set up venue/environments and equipment so that they facilitate physically active play

  Yes

  No

  N/A

• Provide opportunities for children to interact positively with other children and to accept individual differences giving due regard to age, cultural, and development of children

  Yes

  No

  N/A

• Engage with children to promote their participation in experiences

  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:

• Demonstrate application of skills in: - reflective practice

  Yes

  No

  N/A

• - acceptance of each child's rate of development, needs, interests and strengths

  Yes

  No

  N/A

• - developmentally based/child focused planning

  Yes

  No

  N/A

• - interpersonal skills

  Yes

  No

  N/A

• - time management

  Yes

  No

  N/A

• - active listening

  Yes

  No

  N/A

• - empathy

  Yes

  No

  N/A

• - work organisation skills

  Yes

  No

  N/A

• - valuing of differences among children - stage of development, needs, interests, strength

  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:

  Yes

  No

  N/A

• Bright Futures Training College Assessor Signature

  Sign