CHCPR509A: Gather, interpret and use information about children

Descriptor: This unit describes the knowledge and skills required to collect high quality information on children to assist in program planning
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. Gather and document detailed information about the child	1.1 Gather information and observations according to a child’s emerging skills 1.2 Gather detailed information about children and document using a variety of appropriate methods 1.3 Ensure information and observations collected are valid, representative, significant and relevant 1.4 Make series of observations to address all aspects of development over a period of time and in a variety of situations 1.5 Consult colleagues, families and others in a sensitive manner
2. Monitor children’s developmental progress and develop understanding of individual children	2.1 Use observations and information to assess and monitor child’s play preferences, social interactions, communication and language, thinking styles, physical abilities and emotional status 2.2 Interpret information and observations to identify individual emerging skills, capabilities, potential, interests, preferences of child to guide program strategies to foster development 2.3 Monitor and interpret behaviour that is out of character for an individual child and respond appropriately 2.4 Demonstrate understanding and application of inclusive principles in interpreting observations
3. Use information from observations with others	3.1 Demonstrate quality observation practices to other workers 3.2 Provide information to others to inform program planning, support children’s play and evaluate programs 3.3 Use records of observations to provide feedback to children about their skills and competence and promote remembering 3.4 Make time available to share information with parents 3.5 Follow up any concerns regarding child’s development with appropriate persons/services
4. Use information to plan the program	4.1 Use information to consider all aspects of child’s development and cater appropriately within the program 4.2 Use the information to plan opportunities and experiences to foster development of the child
5. Design observation systems with others	5.1 Develop systematic ways of observing children to ensure all children are included 5.2 Develop systematic ways of observing children to ensure that all interpretations of behaviour can be clearly linked to evidence 5.3 Clearly link observation systems developed to program planning and evaluation processes 5.4 Implement processes to ensure appropriate access by others to observation information

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:

How the observer influences interaction and behaviour
Styles of thinking
Developmental knowledge
Understanding different cultures
Developmental norms at different ages/stages
Organisation standards, policies and procedures
Regulatory and legislative requirements

Essential skills:

It is critical that the candidate demonstrate the ability to:

Gather information from a variety of sources and observe and interpret children’s behaviour
Monitor and assess children’s development and learning and use information to inform program planning
Use relevant technology safely and effectively

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:
- communication skills
- reporting
- interpersonal interaction
- planning
- safe and effective use of relevant technology

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.

Specific purposes or needs for observation include:	Planning experiences for the child To identify the child’s capabilities To identify the child’s interests and needs To monitor uncharacteristic or atypical aspects of development
Capabilities of a child will include:	Physical capabilities Emotional capabilities Cognitive capabilities Social capabilities Creative capabilities Language capabilities Spiritual and moral aspects
Methods of documenting information may include:	Written Photography Audio and video recordings
Methods of gathering may information, include:	Observing while participating with children in an experience Narrative methods Sampling methods Chart methods Gathering information about the child from other workers Asking family members Discussions with other children Collecting samples of children’s work Observing children at play, during care routines and social interactions Directly involving the child in the process

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.