CHCFC514A: Support emotional and psychological development in middle childhood

Descriptor: This unit describes the knowledge and skills required to support the emotional and psychological 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 that purpose and would comply with relevant health and safety procedures

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. Encourage children’s independence and autonomy	1.1 Plan and provide opportunities to develop self help skills and independence 1.2 Provide opportunities for children to make choices, in appropriate ways 1.3 Encourage children to accept responsibility for their own actions 1.4 Empower children to make their own decisions and to participate in broader decision-making 1.5 Involve child in increasingly more significant decision-making
2. Foster children’s self-esteem and developing self concept	2.1 Plan opportunities for children to experience individual strengths and success 2.2 Select experiences that present a challenge within children’s emerging skills and capabilities 2.3 Monitor child’s confidence while attempting more challenging activities 2.4 Provide acknowledgment and support if the child experiences frustration and encourage children to see ‘mistakes’ as opportunities to learn 2.5 Acknowledge and appreciate children’s individual and group achievements 2.6 Design experiences to explore issues of self image and identity in ways that are appropriate to the children’s level of development 2.7 Choose learning and play resources to provide positive, non stereotypical images of children 2.8 Provide opportunities for children to build on and extend achievements 2.9 Provide children with opportunities to initiate and assume leadership roles
3. Create opportunities and provide experiences that encourage children to express their feelings, needs and ideas	3.1 Identify and monitor children’s emotional development and expression of feelings 3.2 Listen to and respond to children’s expression of feelings and ideas 3.3 Ensure expectations about how children express their feelings are related to child’s stage of development 3.4 Encourage and demonstrate socially appropriate ways for children to express their feelings and needs 3.5 Provide opportunities for children to release feelings and express emotion through suitable experiences 3.6 Encourage children to appreciate one another’s achievements

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:

Theories of children’s emotional and psychological development which may include:
- Attachment
- Psychosocial development
- Temperament and personality
- Relationship between brain development and social and emotional development
- Family systems
A broad range of theoretical perspectives on human and learning development which may include but is not limited to: Bronfenbrenner, Ericson, Piaget, Vygotsky, Gardner
Interaction between aspects of social development, physical development and psychological development and cognitive development
Importance of language that is selected and used
Different beliefs about social development due to culture, community, family beliefs
Organisation standards, policies and procedures
Children’s emotional development
Importance of culture in the development of self
Contextual factors which influence the child’s emotional and psychological development
Events or crises which can challenge the child’s emotional and psychological development, including:
- fears
- self-esteem and self concept
Factors which enhance the development of self-esteem and self identity
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 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 children adequately
features of a family’s immediate social environment that are important for family functioning and children’s development and well being

Knowledge underpinning national child health and well being core competencies (contd)
- features and qualities of communities that help or hinder families in their capacity to raise 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 emotional and psychological stage 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
- 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.

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
Opportunities for experiences with an emotionally enriching and expressive component could include:	Socio dramatic play Movement Listening to music Art experiences including clay and finger painting
Individual differences (diversity) among children may include:	Abilities and disabilities Age/maturity Appearance Beliefs and practices (cultural, religious etc) Family background and lifestyle Gender Interests and preferences Peer group acceptance, membership or isolation Race, culture and ethnicity Social context and lifestyle Socioeconomic factors Style of social interaction Temperament
Encouragement of a child to develop emotionally and psychologically will vary according to the age of the child and must include:	For 6 to 12 year olds: Child will be encouraged to express their feelings appropriately e.g. Language appropriate to the context, considering impact on others Through both verbal and non-verbal ways
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 that 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.