CHCOSHC403A: Work effectively with children in outside school hours care

Descriptor: This unit describes the skills and knowledge required to engage and interact with children in outside school hours care services
Employability Skills: This unit contains Employability Skills
Application: This unit applies to the work undertaken in outside school hours care with children aged 5-12 years

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. Communicate effectively with a diversity of children in the outside school hours care context	1.1 Listen to children to gain an understanding of them as individuals in the care environment 1.2 Use communication strategies that encourage relationship building and are age appropriate 1.3 Act upon information that the child provides about their needs in the care environment 1.4 Use cross cultural communication strategies to engage with children from diverse backgrounds 1.5 Adjust communication to ensure the inclusion of children with additional needs
2. Reflect an understanding of developmental stage of middle childhood	2.1 Consider the developmental stage of the child in all actions and decisions 2.2 Evaluate issues in relation to child’s development and culture and adjust approaches accordingly 2.3 Select activities and resources to promote access, equity, diversity and inclusion of all children in the workplace 2.4 Establish guidelines relevant to development age of middle childhood
3. Work within the framework of outside school hours care	3.1 Apply industry standards and best practice approaches to working with children in outside school hours care 3.2 Ensure duty of care is applied to all job functions 3.2 Follow organisation policies and procedures as required 3.3 Establish professional relationship and boundaries with children in care and their families 3.4 Identify and report children at risk as required by policy 3.5 Apply ethical decision-making in the carer role

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:

Legislation and industry standards as they relate to own job role in outside school hours care
Principles of inclusiveness ,diversity, equity and access in the care environment
Support strategies for ensuring participation of children in outside school hours care
Organisation policies, procedures and guidelines for program development, delivery and evaluation
Strengths-based approaches to support children’s participation in outside school hours care
Development factors relevant to the middle childhood age group and appropriateness of communication and interactions with children in care
Child focused practices in the care environment
Statutory obligations relating to children’s health and safety

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate interpersonal communication with children (specifically skills such as listening, observation, leading discussions, questioning, clarifying)
Use engagement strategies for children to participate fully in out of school hours program
Apply engagement skills with children with diverse range of presenting issues and experiences
Respect and value diversity
Establish a professional relationship that promotes equity and safe practices

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:

Implement procedures relating to services offered by outside school hours care including, experiences, programs, inclusive practices, behaviour support
Seek feedback from supervisor about performance
Reflect upon own practice
Respond appropriately to behaviours of risk
Analyse information, data and relationships of children in care

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.

Appropriate communication techniques may include:	Focusing attention on the child speaking Taking a position close to the child speaking Ignoring distractions Suspending own opinions and emotions Listening with the senses Demonstrating interest in the topic using body language (e.g. make eye contact, lean forward, nod) Responding to questions Checking understanding through restating using own words, summarising or asking questions
Information that the child provides may include about:	Self Family Preferences Dislikes Emotions Relationships Activities/programs School Holidays Needs
Adjust communication to ensure the inclusion of children with additional needs may require the use of:	Interpreters professional or family or siblings Pictures and drawings Assistive technologies
Child’s development includes:	Social Psychological Cognitive Physical Emotional Language
Activities may include:	Cultural needs/activities Life/social skills Homework assistance Recreational Developmental
Industry standards and best practice approaches refer to:	Standards set down by national and/or state/territory bodies responsible for ensuring the standards of care in out of school hours programs Any legislated standards and/or regulations of care in out of school hours programs

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.