CHCPR502D: Organise experiences to facilitate and enhance children’s development

Descriptor: This unit describes the knowledge and skills required to plan to define activities, environment and resources that are developmentally appropriate to enhance children’s leisure and play
Employability Skills: This unit contains Employability Skills
Application: This unit may apply to working with children in a range of community service contexts

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. Establish an environment that can foster children’s development	1.1 Provide opportunities for children to plan and/or modify their environment 1.2 Design environment to accommodate all aspects of children’s development and curiosity 1.3 Design environment to provide children with a choice of experiences 1.4 Implement strategies to engage children in activities, especially those who have difficulty entering or exiting situations 1.5 Provide materials that capture attention, stimulate response and engage children
2. Provide creative and challenging opportunities which stimulate learning and development of the child	2.1 Encourage the child to gain skill and competence by persevering with a developmentally significant activity 2.2 Provide a range of creative experiences, play areas and materials, including natural and recycled materials to encourage children to explore and make choices 2.3 Make opportunities for active free play and independent play 2.4 Provide opportunities for children to practice developing skills 2.5 Provide experiences and activities for all principal areas of development 2.6 Arrange and implement appropriate experiences according to organisation guidelines
3. Plan, implement and evaluate developmentally appropriate experiences for children	3.1 Use observations of the children and their views to guide the program 3.2 Develop program in consultation with others 3.3 Use stories, visual materials and activities that show diversity among children and adults 3.4 Plan program to reflect the range of children’s needs, abilities and interests 3.5 Assist children to participate in a wide range of leisure activities 3.6 Ensure program responds to children’s interests that arise spontaneously as they participate 3.7 Use program to introduce children to new ideas and experiences as well as to provide familiar experiences 3.8 Ensure program provides opportunity for children to follow up activities of high interest 3.9 Ensure program is inclusive and allows for full participation of all children 3.10 Implement strategies to deal with contingencies that may arise 3.11 Review program according to organisation procedures to ensure ongoing relevance and quality
4. Encourage children’s involvement in experiences	4.1 Consult children about activities to be made available 4.2 Acknowledge and value children’s work 4.3 Encourage child to choose activities to support aspects of their development 4.4 Encourage child to participate in a variety of experiences 4.5 Adapt activity to cater to a child’s response to the activity 4.6 Demonstrate respect for child’s choice not to participate

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 developmental stages applicable to the specific age group and what this means for appropriate resources/materials selection
Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Observe and interpret children’s behaviour and contribute to program planning
Plan for, provide and review a range of activities and opportunities which stimulate children’s individual development
Provide a range of experiences to stimulate children and aid their development
Vary experience depending on child’s age, abilities, development, culture and need

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:
- contingency management
- interpersonal
- active listening

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.

Experiences will vary according to the age of the child and creative and challenging experiences must include:	For babies and infants: Selection of toys, different textures, colours and size are selected Toys are large (cannot be swallowed) and have no sharp edges, and easily washed/cleaned Different types of experiences are used e.g. water play, sand play, outdoors time For toddlers: Experiences can include indoor and outdoor experiences Experiences reflect a toddler’s interest in the world around them, and the desire to explore it, feel it, see it and touch it e.g. nature walk to look at leaves, collect them Experiences reflect a toddler’s growing mastery of their own body e.g. small slippery dips are used, outdoor area can be a little more involved For 3 to 5 year olds: Experiences can include cooking, sewing, carpentry, washing Experiences can be more varied and complicated, which reflects a child’s developing cognitive and physical abilities Choice not to participate is respected and alternative activity is negotiated For 6 to 12 year olds: Experience planned may include specific suggestions of children themselves Development of hobbies Self selected peer groups Individual, small group and larger group experiences Choice not to participate is respected and alternative activity is negotiated
Aspects of children’s development include:	Physical fitness and fundamental movement skills Cognitive development Social development Emotional development Creative and aesthetic development Language development Moral development Spiritual development
Resources required to be organised for excursions may include:	Records that need to be taken First aid supplies Relevant equipment Location of toilets Keys Mobile phone Tickets Equipment required for activities Petty cash
Records that may need to be taken on excursions may include:	List of children attending Emergency contact details Medical needs for children
Responsibilities of children on excursions may include:	For belongings For payments For time keeping For travelling together

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.