CHCFC503A: Foster social development in early childhood

Descriptor: This unit describes the knowledge and skills required to foster the social development of children and to promote their ethical understanding
Employability Skills: This unit contains Employability Skills
Application: Work would be based on programs developed for social development of children interacting in the care environment

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. Support children to build and maintain trusting relationships	1.1 Listen attentively and show children their views are valued and acknowledged 1.2 Acknowledge and support children’s preferences for particular adults and peers 1.3 Help children to understand and accept responsibility for their own actions 1.4 Encourage children to express and mange feelings appropriately 1.5 Support children’s various levels of interaction and participation with others during play
2. Plan experiences for children to support and cooperate with others	2.1 Encourage children to respect each other’s individual needs, abilities and interests 2.2 Encourage children to regard differences positively and to discuss these differences 2.3 Support children who have difficulty interacting with others, to establish and maintain friendships and group membership 2.4 Acknowledge and encourage appropriate, supportive and effective communication between children 2.5 Provide experiences and opportunities that promote children’s moral development and pro-social skills
3. Provide opportunities for social interaction	3.1 Plan and provide opportunities for different forms of social interaction between children with respect for each child’s needs, interests and development stage 3.2 Encourage children to interact with a variety of people and to initiate and develop contact with others, as appropriate 3.3 Arrange the environment to encourage interaction and also accommodate a child’s need for privacy, solitude and/or quiet 3.4 Celebrate special occasions in culturally sensitive ways 3.5 Respect children’s choice to watch and observe 3.6 Structure experiences and equipment in ways that promote cooperation and conflict resolution 3.7 Foster and respect children’s own grouping choice 3.8 Talk about and respond to children as group members as well as individuals 3.9 Identify and monitor children’s social skills and development 3.10 Promote and support the use of social skills relevant to the transition to school for children of an appropriate age

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 knowledge of:

Children’s social and moral development
Importance of play and how it can be identified and provided for
Theories of children’s social and moral development which may include:
- play stages
- ecological structures
- social learning
- cognitive development theories
- attachment
A broad range of theoretical perspectives on human and learning development which may include but is not limited to: Bronfenbrenner, Parten, Bandura, Kohlberg, Bowlby
Interaction between aspects of social development, physical development and psychological development and cognitive development
Importance of language that is selected and used
Organisation standards, policies and procedures
Cultural awareness and understanding differences in social and family systems
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:

Provide opportunities for children to interact positively with other children and to accept individual differences, giving due regard to age, cultural, and development of child/ren
Evaluate the social development of the child and to plan activities which will enhance their development

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:
- acceptance of each child’s rate of development, needs, interests and strengths
- planning
- interpersonal skills
- team building skills
- time management
- active listening
- empathy
- organisation
- valuing of differences among children - stage of development, needs, interests, strengths
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.

Interaction may be with a variety of people including:	Children of same age Children of different ages Adults Siblings
Opportunities for social interaction may include:	Formally organised activities A time and space for unplanned interaction Meetings Travelling Talking Listening and responding During care routines Excursions Setting up venue Socio dramatic play Play with construction materials Art activities
Opportunities provided for social interaction will vary according to the age of the children and must include:	For toddlers: Create opportunities for children to play together and in small groups Encourage independence and give support when children need it Enough equipment is provided for several children to play with similar toys 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 Support children who find it difficult to play in a group
Individual differences may include:	Age Gender Family background and lifestyle Abilities Style of social interaction Appearance Cultural beliefs and practices Temperament Interests Peer group acceptance, membership or isolation
Differences and their acceptance 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
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
Special occasions may include:	Birthdays/name days Festivals Celebration of achievements Religious occasions Community events Culturally significant days Beginning and end of term and holidays
Non stereotypical images could include:	Children and adults of both genders engaging in a range of activities 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
Areas of competence may include:	Social situations Peer groups Communicating with adults
Experiences to present a challenge may include:	Opportunities to develop and practice skills in a range of activities

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.