Application

This unit describes the performance outcomes, skills and knowledge required to foster and enhance the holistic learning, development and wellbeing of children from birth to six years of age. It includes the ability to use detailed knowledge of different developmental domains and developmental theory and how these domains link to support holistic development.
This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, according to the philosophy of the service.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

What You'll Learn

Assessment Requirements

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:
• identify and apply information from at least two different credible sources about the following domains of early childhood development, and their interrelationships:
• cognitive
• communication
• emotional
• physical
• social
• plan and document four experiences for children aged from birth to six years, that collectively incorporate:
• routines
• play
• transitions
• opportunities for development across each of the following areas:
• cognitive
• communication
• emotional
• physical
• social
• provide two of the above four experiences:
• for individual children
• provide two of the above four experiences:
• on two separate occasions for groups of children
• use observation, collaboration and critical reflection to evaluate the four experiences and document evaluation outcomes
• perform the activities outlined in the performance criteria of this unit during a period of at least 280 hours of work in a regulated children’s education and care service in Australia.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
• requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:
• children’s health and safety
• educational program and practice
• physical environment
• relationships with children
• child developmental theory and research for children between birth and six years of age including:
• core principles of child development
• overview of historical perspectives
• current and emerging theories and research influencing practice
• a range of theories about emotional, social, cognitive and language development
• patterns of growth and typical development
• contextual factors which influence children’s development
• interrelationships between areas of development
• Australian Early Development Census
• the curriculum planning cycle and how to plan and evaluate experiences for children between birth and six years of age
• strategies, activities and equipment that support development in the following areas through play, daily routines and transitions:
• cognitive
• communication
• emotional
• physical
• social
• practices which support holistic learning:
• planned experiences
• intentional teaching
• spontaneous play
• critical reflection:
• what is critical reflection
• why and how educators use critical reflection
• what makes for meaningful critical reflection.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:
• the following aspects of performance evidence must be directly observed by the assessor:
• provision of one experience
• remaining performance evidence may be collected through authenticated third-party reports
• observation and third-party reports must be supplemented by other forms of evidence
• interactions with children must be supervised by an approved early childhood educator.
Skills related to research, planning and evaluation may be demonstrated outside of the service, but must be based on work in a regulated children’s education and care service in Australia.
Assessment must ensure access to:
• resources to support specific play and learning opportunities
• information technology for research
• National Quality Framework:
• National Quality Standard
• the relevant approved learning framework
• service standards, policies and procedures for:
• children’s health and safety
• educational program and practice
• physical environment
• relationships with children
• educators for collaboration
• children up to six years of age in a regulated education and care service in Australia.
Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Foundation Skills

• {'skill': 'Reading skills to:', 'description': 'interpret service policies and procedures; interpret information about childhood learning, development and wellbeing.'}
• {'skill': 'Writing skills to:', 'description': 'record information and observations according to service procedures.'}
• {'skill': 'Oral communication skills to:', 'description': 'ask open and closed questions and actively listen to seek information and confirm understanding; interact and engage with children to build rapport.'}
• {'skill': 'Problem-solving skills to:', 'description': 'provide support to children and determine methods to appropriately scaffold learning according to individual ability.'}
• {'skill': 'Initiative and enterprise skills to:', 'description': 'determine appropriate strategies to support children’s individual needs.'}
• {'skill': 'Technology skills to:', 'description': 'research information about childhood learning, development and wellbeing using digital media.'}

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