CHCFC502A: Foster physical development in early childhood

Descriptor: This unit describes the knowledge and skills required to plan and provide experiences to enhance children’s physical development
Employability Skills: This unit contains Employability Skills
Application: This competency applies to all work roles involved in the care of children having responsibility for understanding and application of terminology, principles and influences governing physical development of children

Element	Performance Criteria
Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.
1. Provide planned and spontaneous experiences to foster the physical development of children	1.1 Identify and monitor children’s physical skills and development 1.2 Plan and provide developmentally appropriate experiences and opportunities to foster children’s fine and gross motor and fundamental movement skills 1.3 Plan and provide experiences which challenge the physical skills and abilities of children and promote physical fitness 1.4 Plan and provide experiences to challenge the physical endeavours of children, ensuring suitable clothing to promote outdoor play in all weather conditions 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 1.6 Select and provide equipment to encourage spontaneity in physically active play 1.7 Arrange equipment to provide challenge and choice, to encourage independence and to facilitate physically active play 1.8 Support children and families to understand the relationship between physical activity and good health whilst still respecting family and cultural values 1.9 Plan experiences that extend children’s physical activity through music and dance
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 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 2.3 Identify and seek advice when children require specialist assistance 2.4 Create opportunities to support emerging skills of individual children where necessary 2.5 Encourage children of both genders to participate in the full range of activities 2.6 Provide opportunities for children to develop and learn new physical skills 2.8 Provide opportunities for children to consolidate their physical skills towards independence
3. Interact with the child to foster skill development	3.1 Use a variety of strategies to encourage children’s physical skills and development 3.2 Provide positive acknowledgement of children’s efforts to participate 3.3 Participate in relevant experiences with children 3.4 Demonstrate enthusiasm for physical activity 3.5 Encourage children to express ideas for physical experiences 3.6 Respect each child’s level of participation in physical experiences and opportunities 3.7 Encourage children’s confidence and safety awareness when participating in physically active play

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 perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit
These include:

Demonstrated understanding of children’s physical development and skill development
Knowledge of the link between lack of physical activity, childhood obesity and poor health
Acceptance of each child’s rate of development, needs, interests and strengths
Experiences that will enhance all areas of physical development
Needs of children with a sensory/physical disability
Equipment, toys, music and resources that can be used to stimulate physical development
Knowledge of interaction between physical development and other areas of development - especially social and psychological development
Fundamental movement skills set
Play that extends physical activity involvement and ability
Relevant organisation standards policies and procedures
Definitions and principles of growth and general influences on physical development including:
- reflexes
- grasp
- physical development
- qualitative and quantitative changes
- growth, maturation and readiness
- chronological and maturational age
- gross motor, fine motor, coordination
- fundamental movement skill development
- kinaesthetic awareness
- early perceptual development
- sensory motor development
- sensory integration
- cultural and family values
Relevant theories including:
maturation
percentile norms
Different beliefs about development due to culture, community, family beliefs
Organisation standards, policies and procedures relating to physical experiences provided in the workplace to encourage the physical development of children
Relevant principles within the Quality Improvement Accreditation System – National Child Care Accreditation Council
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
- cumulative effects of multiple risk and protective factors and the developmental implications of the balance between them
- environmental conditions and the experiences known to have positive effects on prenatal and early childhood
- environmental conditions and experiences known to have adverse effects on prenatal and early childhood development
- factors that support or undermine the capacity of families to rear young children adequately
- features of a family’s immediate social environment that are important for family functioning and young children’s development and well being
- features and qualities of communities that help or hinder families in their capacity to raise young children adequately
- core needs that all children and families have in common, and how to provide inclusive child and family services
- understanding of particular backgrounds, experiences and needs of children and families in exceptional circumstances or with additional needs

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
Set up venue/environments and equipment so that they facilitate physically active play
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
Engage with children to promote their participation in experiences

In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills
These include the ability to:

Demonstrate application of skills in:
- reflective practice
- acceptance of each child’s rate of development, needs, interests and strengths
- developmentally based/child focused planning
- interpersonal skills
- time management
- active listening
- empathy
- work organisation skills
- valuing of differences among children - stage of development, needs, interests, strength
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
- coordinate service delivery to families with an interdisciplinary teamwork approach and where possible collaborative interagency practice
- support infants and toddlers to master key developmental tasks
- early identification of emerging trends in child needs and how to address them
- manage children’s health needs, eating behaviours and physical activity
- provide environments and relationships that are safe for young people
- engage and work with parents/carers and families

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Opportunities for children to develop will vary according to a number of factors, such as:	Physical environment Purpose of the service The amount and type of support from parents and participation by parents The level of support available to the service from external bodies e.g. Advice specialist services, resource workers, inclusion support workers The frequency and regularity of use of the service by the child Age of the child
Physical skills may include:	Skills in motor areas - fine and gross motor Dexterity Eye - hand coordination Balance Locomotion Coordination Fundamental movement skills sets: static balance sprint run vertical jump catch hop side gallop skip overarm throw leap kick dodge two hand strike dance and physical response to music
Promote physical fitness may relate to experiences in:	Active games Sports Exercises Fine motor skill areas Setting up venue/environment Range of environments and equipment Socio dramatic play Play with construction materials Music and movement experiences
Opportunities to develop relevant physical skills will vary according to the age/ability of the child and must include:	For infants: Objects to explore by mouth, swinging toys, rattles, toys to encourage sensory exploration, poke, squeeze, push along floor Outdoor play For toddlers: Opportunities provided indoors and outdoors to practise new skills of walking, climbing, balancing and pushing and pulling wheeled toys, dancing and toddler cycling For 3 to 5 years old: Opportunities to develop fine motor skills such as puzzles, pe.g. boards, beads to string, construction sets, crayons, brushes, scissors Opportunities through indoor and outdoor play to practise large muscle and fundamental movement skills such as running, jumping, throwing and catching a ball, dancing and cycling
Opportunities provided to develop skills may need to be adapted to accommodate factors such as:	Availability of indoor and outdoor facilities Environment Venue/location Type of service Workers own physical capabilities The desire and ability for children to set up equipment themselves Safety considerations Peer group pressure
Interaction may be with a variety of people including:	Children of same age Children of different ages Adults
Diversity among children may include differences due to:	Gender Race, culture and ethnicity Age/maturity Interests and preferences Social context and lifestyle Abilities Socioeconomic factors
The acceptance of differences among children will be affected by:	Children’s age/maturity Capabilities Children’s family, school, peer group attitudes and beliefs Life experiences Prior learning experiences
Experiences that promote social interaction will vary according to the age of the children:	For toddlers: Create opportunities for children to play together and in small groups Adults encourage independence and give support when children need it Enough equipment is provided for several children to play with similar toys Adults demonstrate understanding that children develop the ability to share toys at varying ages For 3 to 5 year old children: Create opportunities for children to work together in small and large groups Provide culturally appropriate materials for children to use creatively and for role play Adults support children who find it difficult to play in a group
Individual differences may include:	Age Gender Family background and lifestyle Abilities and disabilities Style of social interaction Appearance Cultural beliefs and practices Temperament Interests Peer group acceptance, membership or isolation
Non stereotypical images could include:	Children and adults of both genders engaging in a range of experiences Children of a range of races Range of appearances Range of abilities Different family compositions People from a variety of cultural backgrounds together Range of additional needs of children

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.