CHCECE017 – Foster the holistic development and wellbeing of the child in early childhood
This unit describes the skills and knowledge required to foster and enhance the holistic development and wellbeing of children from birth to 6 years of age.
The unit applies to educators working in a range early education and care service settings.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Elements and Performance Criteria
ELEMENT
PERFORMANCE CRITERIA
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Foster physical development
1.1 Assess and monitor children’s physical skills and development1.2 Plan and provide appropriate experiences and opportunities to foster each child’s fine and gross motor skills, and fundamental movement skills through play1.3 Plan and provide experiences which challenge the physical skills and abilities of children and promote physical fitness
2. Foster social development
2.1 Assess and monitor children’s social skills and development2.2 Plan and provide opportunities for different forms of social interaction between children during play with respect for each child’s interests, goals and development stage2.3 Create opportunities for children to participate in meaningful ways in group discussions and shared decision-making2.4 Structure experiences in a way that promotes cooperation and conflict resolution2.5 Promote a sense of community within the service2.6 Arrange the environment to encourage interactions between children as well as accommodating a child’s need for privacy, solitude or quiet2.7 Provide opportunities for children to investigate ethical issues relevant to their lives and their communities
3. Foster emotional development
3.1 Assess and monitor children’s emotional development3.2 Create opportunities for children to experience individual strengths and successes during play3.3 Plan and provide opportunities through play that challenge children’s emerging skills and capabilities3.4 Provide opportunities for children to engage independently with tasks3.5 Create opportunities for children to explore self-image and identity through play3.6 Provide opportunities for children to release feelings and express emotions through suitable experiences
4. Foster cognitive development
4.1 Assess and monitor children’s cognitive skills and development4.2 Engineer and provide opportunities for children to participate in science, mathematics and technology experiences4.3 Plan and provide opportunities through play for children to experience the consequences of their choices, actions and ideas4.4 Create learning environments with appropriate levels of challenge where children are encouraged to explore, experiment and take appropriate risks in their learning4.5 Build opportunities for involvement in experiences that support the investigation of ideas, complex concepts and thinking, reasoning and hypothesising4.6 Provide opportunities through play for children to explore concept development4.7 Make opportunities for children to both construct and take apart, as a strategy for learning4.8 Provide children with a wide range of everyday materials that they can use to create patterns and to sort, categorise, order and compare
5. Foster communication development
5.1 Assess and monitor children’s language skills and development5.2 Plan and provide developmentally appropriate experiences and opportunities to foster language and literacy development through play5.3 Create opportunities for children to listen and respond to language5.4 Value the child’s linguistic heritage and encourage the use and acquisition of home languages5.5 Provide opportunities for children to engage with familiar and unfamiliar culturally constructed text5.6 Create a literacy-enriched environment including displaying home languages and Standard Australian English5.7 Provide resources that encourage children to experiment with images and print
6. Foster an environment for holistic learning and development
6.1 Support and initiate inquiry processes, try new ideas and take on challenges6.2 Provide resources and materials that offer challenge, intrigue and surprise6.3 Assist to promote children’s sense of belonging and connectedness6.4 Engage children in sustained shared conversations to extend their thinking6.5 Provide the opportunity for scaffolding learning and development6.6 Assist children to see their mistakes as opportunities to learn and grow6.7 Facilitate families’ diverse contributions to the learning community6.8 Share information with colleagues about child development and wellbeing6.9 Create learning environments where children are able to immerse themselves in self-directed play6.10 Recognise spontaneous teachable moments as they occur and use them to build on children’s learning6.11 Ensure a balance between child-initiated and educator- supported learning6.12 Provide learning environments with appropriate levels of challenge where children are encouraged to explore, experiment and take risks in their learning6.13 Facilitate team collaboration of assessments and evaluation in relation to child development and wellbeing
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Oral Communication – in order to facilitate collaborative discussions with children, families and other educators.Reading – in order to access and apply relevant pedagogical principles from an approved learning framework.The remaining foundation skills essential to performance are explicit in the performance criteria of this chcece017 answers.
Release
Comments
Release 2
Updated:assessor requirements statementfoundation skills lead in statementlicensing statementmodification history to reflect 2012 standardsEquivalent outcome.
Release 1
This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.Combination of content from CHCFC502A, CHCFC503A, CHCFC504A, CHCFC505A and CHCFC506A. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:planned and provided at least three opportunities for children of varying ages to develop in a range of areas, including:facilitating and supporting emotional and psychological development in childrenencouraging self-help and independence of childrenplanning opportunities to foster children’s positive self-concept and self-esteemproviding a positive and safe environment to encourage children to express thoughts, feelings and ideasperformed the activities outlined in the performance criteria of this unit during a period of at least 240 hours of work in at least one regulated education and care service.
Knowledge Evidence
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 work role. These include knowledge of:how to access:the National Quality Frameworkthe National Quality Standardsthe relevant approved learning frameworkhow to navigate through framework and standards documents to find areas relevant to this unit of competencyrelevant aspects of theories of children’s emotional and psychological development as they apply to the educator’s rolelinks between social, physical, psychological and cognitive developmentin-depth knowledge of a range of developmental theories for children between birth and 5 years of agecontextual factors which influence the children’s emotional and psychological developmentfactors which enhance the development of self-esteem and self-identitycore principles of child development and associated developmental tasksorganisational standards, policies and procedures.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service.In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.Assessment must ensure use of:National Quality Framework for Early Childhood Education and Carethe relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care.Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
