CHCPR510A: Design, implement and evaluate programs and care routines for children

Descriptor: This unit describes the knowledge and skills required to design, implement and evaluate programs and individual care routines to foster and enhance the development of children
Employability Skills: This unit contains Employability Skills
Application: This application of knowledge and skills described in this unit of competency relates to work undertaken to engage with parents and child to develop individual care plans and programs of the service

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. Design and implement programs with all those involved	1.1 Use or establish opportunities to gather all necessary information from and communicate to those involved 1.2 Identify ideas and concerns about the current program, care routines and setting and consider them in designing the program and care plans 1.3 Design and implement programs that reflect the philosophy and goals of the service
2. Design and implement programs to enhance development of children	2.1 Gather information about each child’s development to inform the program and routines 2.2 Develop and implement child centred programs that aim to extend children’s experiences and develop children’s self help skills 2.3 Develop and implement programs and routines to foster all aspects of children’s development in a holistic way and support smooth transitions 2.4 Ensure programs provide for capabilities, interests, emerging skills and backgrounds of children who attend the service 2.5 Ensure all resources required for program are identified and available at the required time 2.6 Develop a flexible daily timetable, incorporating developmental opportunities, routines and transition experiences
3. Design and implement programs that are relevant to cultural and social contexts of children and their community	3.1 Gather information about contexts of the children’s lives and use it to guide planning 3.2 Identify varying expectations of parents of diverse backgrounds and accommodate where possible 3.3 Develop and implement programs that reflect diversity and inclusive perspectives in an ongoing manner 3.4 Select experiences and resources that reflect diversity and promote cross cultural awareness in a positive and respectful manner 3.5 Select experiences and resources that support and develop children’s identities
4. Develop appropriate settings and environments	4.1 Evaluate settings, environments and resources and modify in relation to children’s cultures, family backgrounds and interests 4.2 Evaluate settings, environments and resources and modify to foster all aspects of children’s development and learning and provide children with choices 4.3 Implement modifications within constraints of resources available and service location and to promote the organisation and aesthetics
5. Monitor and evaluate programs	5.1 Adapt plans according to children’s responses, conditions of the day and spontaneously arising opportunities 5.2 Gather and document information using a range of methods in order to assess the progress and achievements of each child. 5.3 Use or establish opportunities to gather feedback and comments from all those involved 5.4 Identify and apply appropriate criteria for evaluating the overall program 5.5 Include children’s responses and comments as part of the evaluation process 5.6 Ensure programs are evaluated regularly and in accordance with service guidelines 5.7 Use evaluation information towards further design of programs

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 child development
Different approaches to program planning and development
Criteria for selecting a specific programming approach
Assessment tools to guide decision-making about programming
Respect for different family expectations
Detailed knowledge of facilitating a variety of learning and play experiences e.g. art, music, sport
Up to date information and a range of sources of information is accessed as resources for program development
Organisation standards, policies and procedures
Location of resources and materials
Identification of range of resources required
Criteria to review setting and environment
Evaluation methods and reflective practice
Stakeholders who need to be involved in evaluation
Relevant quality improvement and accreditation system principles
Regulatory and legislative requirements

Essential skills:

It is critical that the candidate demonstrate the ability to:

Gather information and use as a basis for designing and planning programs to address identified needs
Plan, implement, monitor and evaluate developmentally appropriate routines and programs to foster and enhance children’s development
Apply a defined philosophical approach to delivery of services to children and to continuously improve services through reflecting on effectiveness of practices
State and outline a personal philosophy about children’s development through programming which considers theories of child development and learning and social justice and equity
Organise and coordinate a range of experiences at one time and undertake appropriate evaluation of effectiveness of programs
Apply criteria to evaluate programs in relation to:
- short term and long term goals of the program
- progress of individual children
- progress of the group of children
- philosophy and goals of the service
- cost effectiveness
- appropriate practice
- daily programs, weekly programs

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:
- planning
- contingency management
- effective communication with target groups
- analysis and reflective thinking
- selecting and administering appropriate assessment and evaluation tools

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.

Programs may be designed and implemented for:	A group of children A playgroup Individuals A service
Programs include:	Routines Transitions Organisation of time and space Experiences Interactions
All those involved with program design may include:	Children Staff/care providers Parents Management
Ideas and suggestions for programming and may be gathered from:	Colleagues Networks Resource workers Teachers in schools when service is co located Newsletters, magazines, articles Publications
Information may be communicated by:	Other staff Parents Volunteers Verbal means and written formats In fun and creative ways
Experiences addressed by programs may include:	Excursions/at usual location Familiar experiences/special events Unstructured/structured Indoor/outdoor Busy/quiet experiences Surprising/predictable and planned Challenging/confirming
Philosophy of the service may include:	Culturally specific services philosophies Philosophies about children, their development and learning Philosophies and values about society and communities
Goals of the service may be oriented to an emphasis on:	Creativity Recreation Holistic care and development Personal attention and flexibility Learning and education Social interaction and development Language development Psychomotor development Cultural identity and knowledge Environmental understanding Confidence with technology Multicultural understanding Emotional well being Spiritual and moral development
Resources required may include:	Transport Equipment Venue Equipment and materials Curriculum/learning materials Staffing Food and drink Support staff and resource staff Skills of staff
Organising resources may include:	Purchasing Booking Employing staff Borrowing Other staff Parents Volunteers
Timetable considerations may include:	Time Costs Expectations Booking details
The context of the children’s lives may include:	Geographic context, e.g. Remoteness, high rise buildings, lack of open space Community groupings, alliances and conflicts Historical context of community, e.g. Significant events, future plans Social context, e.g. Social isolation, crowding and noise Cultural context
Information about each child’s development and social/cultural context may be gained by:	Recorded observations Conversation with child Consulting parents Consulting family/community representatives Written reports/records Work samples and other documentation
Children’s identities may include:	Racial Gender Cultural Social Peer group
Information about a child’s progress may be gathered by:	Observation Questioning Comments from other children Observations and comments from other staff, parents and family/community members Work samples and other documentation Directly involving the child in the process
Mobile services may need to design programs particularly targeted to children who are isolated:	Geographically Socially

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.