SRCCRO008B: Interact positively with infants, toddlers and parents in a recreation environment

Descriptor: This unit covers the skills and knowledge to interact with infants, toddlers and their carers in a recreation environment.
Competency field: Community recreation operations.

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 bold italics are elaborated in the Range Statement.
1. Promote infant’s and toddler’s social development through recreation activities	1.1 Encourage infants and toddlers to initiate and develop contact with others 1.2 Structure experiences and *recreation equipment and toys* in a way which promotes cooperation 1.3 Plan opportunities for social interaction between infants and toddlers with respect to their needs, interests and *stage of development* 1.4 Acknowledge and encourage appropriate and effective communication between infants and toddlers 1.5 Maintain a clean and hygienic *environment* according to regulations and organisation policy and procedures and *resources*
2. Create a positive relationship between infants and toddlers and their parents	2.1 Support infant's and toddler's attachment to their parents 2.2 Assist parents to make constructive separations from their infants or toddlers 2.3 Support parents in understanding the importance of infant's and toddler's feelings of trust, autonomy and initiative 2.4 Instructor to respond to different *parenting styles* when fostering positive relationships between infants and toddlers and their parents
3. Provide guidance to parents participating in recreation programs with infants and toddlers	3.1 Encourage parents to initiate and develop contact with others 3.2 Explain safety and hygiene requirements to parents 3.3 Interactions with infants and toddlers establish meaningful routines and create a stable environment 3.4 Respond promptly to infant's and toddler's signals of distress and encourage parents to do the same 3.5 Show *expressions of affection* to both parents and infants and toddlers 3.6 Assist parents to deal with infant's and toddler's fearful behaviour 3.7 Praise infant's and toddler's attempts to perform recreation skills 3.8 Encourage parents to set and reinforce safe and realistic limits for infants and toddlers 3.9 Stress to parents the emphasis on the importance of constant supervision of infants and toddlers in and around a recreation *environment* 3.10 Allow infants and toddlers to learn recreation skills in an *environment* that is free of shame, intimidation and force 3.11 Assist parents to deal with infant's and toddler's egocentric behaviour and their frustration and anger
4. Form a positive relationship with infants and toddlers	4.1 Developmentally appropriate communication initiated with the infants and toddlers and relevant to the infants and toddlers 4.2 Use key words and cues of meaning to infants and toddlers 4.3 Use language at the infant's or toddler's level

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:

Infant's and toddler's stages of development
Temperament and personality characteristics
Parenting styles
Toys, activities and games to encourage interaction
Relevant equipment and safety requirements, including occupational health and safety and legislative requirements
Hazards to infants and toddlers in a recreation environment

Essential skills:

Ability to:

Skills used to conduct developmentally appropriate activities and games, eg, movement, voice, etc
Ability to provide explanations and instructions
Communication skills to exchange information with infants, toddlers and parents in the recreation environment
Risk minimisation skills to maintain a safe and hygienic environment

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.

*Environment*	organisational health and safety requirements; safe and appropriate dress; and equipment appropriate clothing and personal equipment personal hygiene requirements safety equipment appropriate to the environment other recommended safety guidelines are instructional aids should be inspected before use sun safety guidelines should be followed hydration guidelines should be followed designated recreation area should be inspected before use access to first aid facilities/equipment conditions and external influences include environmental/weather conditions other facility users spectators parents other instructors/staff
*Expressions of affection*	smiling eye contact voice tone
*Parenting styles*	permissive authoritarian authoritative
*Recreation games*	competitive non–competitive traditional cultural activities for individuals or groups
*Recreation equipment and toys*	the choice of toys is dependent on the environment and limited only by the instructor's imagination and safety and may include: sporting equipment educational toys flotation aids toys that replicate sport and recreation equipment
*Resources*	human resources — a ratio of instructors to participants that allows for maximum participation in a safe environment equipment — a ratio of equipment to participants that allows for maximum participation in a safe environment access to first aid facilities/equipment appropriate facilities to conduct instruction in a safe environment
*Stage of development*	newborn: birth to 6 months baby: 7 — 24 months toddler: 25 — 42 months pre–schooler: 43 — 60 months

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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to: evaluate whether conditions are suitable to commence the session communicate effectively with infants, toddlers and parents observe participants and recognise when and how intervention should take place to improve relationships select toys and equipment appropriate to foster social interaction between infants, toddlers and parents in the recreation environment conduct activities and games to develop relationships ensure adherence to safety and hygiene policies and procedures conduct activities and/or games in accordance with the accepted best practice principles of recreation activities
Interdependent assessment of units	This unit must be assessed after attainment of competency in the following unit(s): SRCCRO007B Operate in accordance with accepted instructional practices, styles and legal and ethical responsibilities This unit must be assessed in conjunction with the following unit(s): Nil For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s): SRCAQU013B Collect and analyse information on the philosophy and structure of the Australian aquatic industry
Resource implications	Physical resources — assessment of this competency requires access to: a real or simulated work environment appropriate documentation and resources normally used in the workplace a recreation environment other equipment suitable participants rules, policies and regulations of relevant peak bodies and/or employer organizations Human resources — assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) should: be competent in this unit be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area have attained the National Competency Standards for Assessment: BSZ401A, BSZ402A and BSZ403A
Consistency in performance	Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment
Context for assessment	This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a “period of time” and/or in a “number of locations”, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Key Competencies

Collect, Analyse & Organise Information	2
Communicate Ideas & Information	2
Plan & Organise Activities	2
Work with Others & in Teams	2
Use Mathematical Ideas & Techniques	-
Solve Problems	2
Use Technology	-

These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:

Use routine approaches
Select from routine approaches
Establish new approaches

Collecting, analysing and organising information
Communicating ideas and information
Planning and organising activities
Working with teams and others
Using mathematical ideas and techniques
Solving problems Using technology

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.