Training Record Book - CHCFC505A Foster cognitive development in early childhood

• Document No.

• Audit Title

• Client / Site

• Conducted on

  Date

• Prepared by

• Location
  Address

• Personnel

• Elements and Performance Criteria

• 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

Element 1 - Assist children to develop thinking and problem solving skills

• 1.1 Provide varied and appropriately challenging opportunities and resources related to each child's stage of development and interests

  Yes

  No

  N/A

• 1.2 Provide opportunities for children to experience the consequences of their choices, actions and ideas

  Yes

  No

  N/A

• 1.3 Encourage children to explore, understand and solve problems in their environment

  Yes

  No

  N/A

• 1.4 Use a variety of strategies to maintain children's interest in solving problems

  Yes

  No

  N/A

• 1.5 Provide challenging and engaging experiences for each child to develop their attention span and give them time to stay with the activity until they are ready to move on

  Yes

  No

  N/A

• 1.6 Introduce new ideas/activities that may build on existing knowledge, skills and interests

  Yes

  No

  N/A

• 1.7 Use questioning and non-verbal communication to develop children's abilities to observe what is happening around them

  Yes

  No

  N/A

• 1.8 Identify and monitor children's cognitive development and thinking skills

  Yes

  No

  N/A

Element 2 - Promote opportunities for a wide range of developmentally appropriate experiences in science mathematics technology and the environment

• 2.1 Present a range of developmentally appropriate experiences in science, maths and technology

  Yes

  No

  N/A

• 2.2 Present a range of experiences to stimulate learning about the environment

  Yes

  No

  N/A

• 2.3 Recognise children's abilities and respond to their interests and learning potential

  Yes

  No

  N/A

• 2.4 Encourage participation in science, maths, technology and environmental learning experiences in a way that is enjoyable

  Yes

  No

  N/A

• 2.5 Present experiences that stimulate children's curiosity and learning

  Yes

  No

  N/A

• 2.6 Provide opportunities for children to further explore their concept development

  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:

• Stages of cognitive development

  Yes

  No

  N/A

• Peer group interactions

  Yes

  No

  N/A

• Child's family and community context and influences

  Yes

  No

  N/A

• Organisation standards, policies and procedures

  Yes

  No

  N/A

• Planning processes and understanding of adults role in experiences

  Yes

  No

  N/A

• Sensory perceptual development and brain development

  Yes

  No

  N/A

• Theories of brain and language development, which may include but are not limited to: Piaget, Vygotsky and Gardner

  Yes

  No

  N/A

• Social constructivist learning theory

  Yes

  No

  N/A

• Interrelationship between cognitive, creative and language development

  Yes

  No

  N/A

• Importance of dispositions impacting on lifelong learning

  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:

• Encourage children in thinking and problem solving experiences with consideration for each child's culture, stage of development and interests

  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: - planning open ended experiences to promote children's enquiry and mathematical thinking

  Yes

  No

  N/A

• - problem solving processes and tools or strategies to facilitate children's problem solving

  Yes

  No

  N/A

• - use open ended questions to encourage children to predict, hypothesise, explain, reason and express their ideas and opinions

  Yes

  No

  N/A

• - creative use of inexpensive resources to stimulate children's interest and curiosity

  Yes

  No

  N/A

• - modelling strategies, suggesting next steps and highlighting aspects the children may have overlooked

  Yes

  No

  N/A

• - supporting and encouraging children's unconventional and innovative use of materials

  Yes

  No

  N/A

• - use the environment to stimulate children's curiosity

  Yes

  No

  N/A

• - arrange experiences that stimulate children to explore and discuss diverse objects, people and places

  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