Training Record Book - CHCIC301E Interact effectively with children

• 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 - Communicate positively with children on an ongoing basis

• 1.1 Use language style that is appropriate for child's age, developmental stage and culture

  Yes

  No

  N/A

• 1.2 Use key words of meaning to a child

  Yes

  No

  N/A

• 1.3 Ensure non-verbal communication is appropriate and relevant

  Yes

  No

  N/A

• 1.4 Ensure interactions are frequent, caring and respectful

  Yes

  No

  N/A

• 1.5 Use non-gender-specific and non-stereotypical language

  Yes

  No

  N/A

Element 2 - Promote positive behaviour

• 2.1 Communicate to child, positive and realistic expectations of their behaviour

  Yes

  No

  N/A

• 2.2 Regularly identify and explain to children examples of positive behaviour

  Yes

  No

  N/A

• 2.3 Use clear communication that suggests positive options to encourage a child's cooperation

  Yes

  No

  N/A

• 2.4 Draw child's attention to positive aspects of the child's behaviour

  Yes

  No

  N/A

• 2.5 Apply limits to behaviour within service policies

  Yes

  No

  N/A

Element 3 - Collaborate with children about their interests

• 3.1 Consult children using a range of communication forms

  Yes

  No

  N/A

• 3.2 Interact and collaborate with all children in the service on a regular basis

  Yes

  No

  N/A

• 3.3 Encourage children to consider new ideas and interests that haven't previously been catered for in the service

  Yes

  No

  N/A

• 3.4 Allow sufficient time for children to express their ideas in a variety of contexts

  Yes

  No

  N/A

• 3.5 Positively acknowledge and act upon suggestions whenever possible

  Yes

  No

  N/A

Element 4 - Respect similarities and differences and encourage children to respect these differences

• 4.1 Identify and talk about children's likes and dislikes

  Yes

  No

  N/A

• 4.2 Talk about differences as resources, not as inferior or a problem

  Yes

  No

  N/A

• 4.3 Respond positively and with respect to different communication styles used by children

  Yes

  No

  N/A

Element 5 - Support children in learning about the decision-making process

• 5.1 Assist children to share their ideas, discuss limitations and solve problems

  Yes

  No

  N/A

• 5.2 Clearly describe to children limitation of resources

  Yes

  No

  N/A

• 5.3 Discuss safety factors and legal requirements that may constrain options

  Yes

  No

  N/A

• 5.4 Assist children to plan implementation of ideas/ suggestions

  Yes

  No

  N/A

• 5.5 Acknowledge suggestions that cannot be used and explore alternatives with the children

  Yes

  No

  N/A

• REQUIRED SKILLS AND KNOWLEDGE

• A range of behaviour management strategies to respond to difficult behaviours e.g. Natural consequences, logical consequences, modifying/changing programs, reinforcing positive behaviour, extinguishing unacceptable behaviours

  Yes

  No

  N/A

• Acceptable and unacceptable behaviours - review of own stance and reflection on own values

  Yes

  No

  N/A

• Antecedents of behaviour - learned habits, context influences, social influences

  Yes

  No

  N/A

• Contributory factors to inappropriate behaviour - recent events, child's history or special needs, actions of others

  Yes

  No

  N/A

• Cross cultural issues in delivery of services

  Yes

  No

  N/A

• Culturally appropriate communication methods, styles, words

  Yes

  No

  N/A

• Culturally based expectations about communication

  Yes

  No

  N/A

• Developmental and emotional reasons for inappropriate behaviour

  Yes

  No

  N/A

• Different cultural practices and expectations about children's behaviour and about responses to children's behaviour

  Yes

  No

  N/A

• Different family practices, expectations and styles of discipline and norms about behaviour in different cultures and social groups

  Yes

  No

  N/A

• How children learn

  Yes

  No

  N/A

• Identification of environmental factors that can affect a child's behaviour

  Yes

  No

  N/A

• Importance of: consistent communication of guidelines for children's behaviour

  Yes

  No

  N/A

• Importance of: developing child's self-esteem, respect for child

  Yes

  No

  N/A

• Importance of: listening

  Yes

  No

  N/A

• Importance of: modelling

  Yes

  No

  N/A

• Needs of children with a developmental disability and relevant strategies to use

  Yes

  No

  N/A

• Organisation standards, policies and procedures

  Yes

  No

  N/A

• Positive behaviour guidance strategies

  Yes

  No

  N/A

• Relevant health and safety policies and requirements

  Yes

  No

  N/A

• Rights of children

  Yes

  No

  N/A

• Stage of child development and age appropriate expectations of children's behaviour

  Yes

  No

  N/A

• The importance children's input and ideas

  Yes

  No

  N/A

• The range of children's feelings and reactions to key events in their lives

  Yes

  No

  N/A

• Essential skills:

It is critical that the candidate demonstrate the ability to:

• Assess and respond appropriately to challenging behaviours

  Yes

  No

  N/A

• Communicate verbally and non-verbally and to set and apply appropriate limits, taking into account child's age, development, culture and needs

  Yes

  No

  N/A

• Communicate with children whilst valuing individuality and differences

  Yes

  No

  N/A

• Involve children in decision-making and planning giving due regard to their age, development and abilities

  Yes

  No

  N/A

• Take into account child's age, activities, development, culture and needs when communicating with children

  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 including: - interpersonal relationship

  Yes

  No

  N/A

• - interpersonal relationship

  Yes

  No

  N/A

• - active listening

  Yes

  No

  N/A

• - non-verbal communication and cues of children

  Yes

  No

  N/A

• - communication skills of questioning, informing, listening, discussing

  Yes

  No

  N/A

• - identifying the capabilities of individual children

  Yes

  No

  N/A

• - collaboration

  Yes

  No

  N/A

• Recognise and act upon opportunities to enhance sustainability in the workplace

  Yes

  No

  N/A

• 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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