CHCIC301D: Interact effectively with children

Descriptor: This unit describes the knowledge and skills required by anyone working with children to ensure they can develop and maintain effective relationships and promote positive behaviour in the childcare environment
Employability Skills: This unit contains Employability Skills
Application: This unit may apply to working with children in a range of community service contexts
Workers may be under direct supervision or working autonomously

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 positively with children on an ongoing basis	1.1 Use language style that is appropriate for child’s age, developmental stage and culture 1.2 Use key words of meaning to a child 1.3 Ensure non-verbal communication is appropriate and relevant 1.4 Ensure interactions are frequent, caring and respectful 1.5 Use non-gender-specific and non-stereotypical language
2. Promote positive behaviour	2.1 Communicate to child, positive and realistic expectations of their behaviour 2.2 Regularly identify and explain to children examples of positive behaviour 2.3 Use clear communication that suggests positive options to encourage a child’s cooperation 2.4 Draw child’s attention to positive aspects of the child’s behaviour 2.5 Apply limits to behaviour within service policies
3. Collaborate with children about their interests	3.1 Consult children using a range of communication forms 3.2 Interact and collaborate with all children in the service on a regular basis 3.3 Encourage children to consider new ideas and interests that haven’t previously been catered for in the service 3.4 Allow sufficient time for children to express their ideas in a variety of contexts 3.5 Positively acknowledge and act upon suggestions whenever possible
4. Respect similarities and differences and encourage children to respect these differences	4.1 Identify and talk about children’s likes and dislikes 4.2 Talk about differences as resources, not as inferior or a problem 4.3 Respond positively and with respect to different communication styles used by children
5. Support children in learning about the decision-making process	5.1 Assist children to share their ideas, discuss limitations and solve problems 5.2 Clearly describe to children limitation of resources 5.3 Discuss safety factors and legal requirements that may constrain options 5.4 Assist children to plan implementation of ideas/ suggestions 5.5 Acknowledge suggestions that cannot be used and explore alternatives with the children

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:

Cross cultural issues in delivery of services
Culturally appropriate communication methods, styles, words
Importance of:
- modelling
- listening
- consistent communication of guidelines for children’s behaviour
- developing child’s self-esteem, respect for child
The range of children’s feelings and reactions to key events in their lives
Organisation standards, policies and procedures
Stage of child development and age appropriate expectations of children’s behaviour
Acceptable and unacceptable behaviours – review of own stance and reflection on own values
Different cultural practices and expectations about children’s behaviour and about responses to children’s behaviour
Developmental and emotional reasons for inappropriate behaviour
Different family practices, expectations and styles of discipline and norms about behaviour in different cultures and social groups
Rights of children
Positive behaviour guidance strategies
Antecedents of behaviour - learned habits, context influences, social influences
Contributory factors to inappropriate behaviour - recent events, child’s history or special needs, actions of others
A range of behaviour management strategies to respond to difficult behaviours e.g. Natural consequences, logical consequences, modifying/changing programs, reinforcing positive behaviour, extinguishing unacceptable behaviours
Identification of environmental factors that can affect a child’s behaviour
Needs of children with a developmental disability and relevant strategies to use
How children learn
The importance children’s input and ideas
Relevant health and safety policies and requirements
Culturally based expectations about communication

Essential skills:

It is critical that the candidate demonstrate the ability to:

Communicate verbally and non-verbally and to set and apply appropriate limits, taking into account child's age, development, culture and needs
Communicate with children whilst valuing individuality and differences
Take into account child’s age, activities, development, culture and needs when communicating with children
Assess and respond appropriately to challenging behaviours
Involve children in decision-making and planning giving due regard to their age, development and abilities

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 including:
- interpersonal relationship
- active listening
- non-verbal communication and cues of children
- communication skills of questioning, informing, listening, discussing
- identifying the capabilities of individual children
- collaboration

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.

Accessibility to children may include:	Proximity to child Making eye contact Working at child’s level
Communicate positively with children will vary according to the age of the child - for babies and infants. Some examples are:	Worker responds to non-verbal cues and decides whether a response is required Initiation or reflection of babbling and cooing Responds to crying in ways that meets the babies/infants need For toddlers Responds to verbal and non-verbal communication of the toddler Spend sufficient time to respond to child’s comments For 3 to 5 year olds Conversations during routines and experiences For 6 to 12 year olds Interactions are more reciprocal Communication focuses on events that are important Interactions are often informal in nature
Apply limits to behaviour will vary according to the age of the child. Some examples are:	Saying no Remove child from problem/trouble Distract to another activity For toddlers: Patiently respond, provide a consistent message For 3 to 5 year olds: Communicate the guidelines of the service clearly For 6 to 12 year olds Will involve discussions with children e.g. About the reason the guideline is required
Service policies on response to behaviour may include:	Accurate documentation of incident Report incidents to colleagues and more senior workers
Limits and guidelines may cover:	Out of bounds areas Expectations about behaviour with other children/adults Procedures for health and safety
Key words of meaning may include:	Phrases and jargon the child uses Namings used by the family Language specific to an area of the child’s interests e.g. Basketball
Non-verbal communication may include:	Working at child’s level Proximity to child Eye contact/no eye contact Hugs and touch, as appropriate
Appropriateness of non-verbal communication may include:	Culturally appropriate Age appropriate Style of communication e.g. Formal – informal
Worker’s communication of care and respect in their interactions may be through:	Tone of voice Style of interaction
Styles of interaction may include:	Noisy or quiet Rougher or gentler Verbal or physical
Style of interaction will vary according to:	Child’s age Developmental stage Child’s needs Child’s abilities Child’s personality
Positive behaviour may be promoted by:	Verbal comments and attention Physical contact e.g. hug Providing physical and psychological space Opportunities that suit the child’s preferences Opportunities to redirect energy are created Acknowledgment and encouragement
Limits and guidelines may cover:	Out of bounds areas Expectations about behaviour with other children/adults Procedures for health and safety
Methods to promote positive behaviour will vary according to the age of the child Some examples are:	For babies, infants and toddlers: Smiles Attention Distraction For 3 to 5 year olds: Choice of favourite activity Praise, encouragement Anticipating trouble and redirecting or distracting child For 6 to 12 year olds: Non-verbal communication appropriate to age and peer group Talking about feelings Modelling
For some developmentally delayed children these may be used in addition:	Tangible rewards Charts
Positive and realistic expectations of children’s behaviour will be demonstrated differently according to the age of the child Some examples are:	For babies and infants: Smiling Clapping verbal and non-verbal approval For toddlers: Modelling Repetition of guidance’s for appropriate behaviour e.g. ‘we walk inside’ Talking about appropriate behaviour For 3 to 5 year olds: Reasons for guidelines are explained Or 6 to 12 years old: Children will be involved in the establishing of guidelines
Guidelines are communicated to:	Children, especially those new to the service Parents Potential users of the service Relief or other staff
The application of guidelines and limits will vary according to the age of the child:	For babies and infants: Saying ‘no’ is reserved for situations where safety is a concern Remove child from problem/trouble Distract to another activity For toddlers: Patiently respond, provide a consistent message Acknowledge feelings Provide appropriate activities to release feelings Reason for limit is explained in simple terms to child For 3 to 5 year olds: Provide a consistent message Acknowledge feelings Provide appropriate activities to release feelings For 6 to 12 year olds: Children are involved in the establishment of guidelines Written guidelines can be given to children Periodically reviewing guidelines
Needs of the child which may influence the worker's response to a serious incident of behaviour may be due to:	Family crisis Family stress and problems Major changes in the child's profile
Other circumstances which may influence the workers response include:	Location of incident Risk to child or others Other potential or actual consequences
Serious incidents may be reported according to the service’s guidelines to:	Parent/s of the child Parent/s of other children affected Co workers Management/supervisor
Service policy and procedures on response to serious incidents or behaviour may include:	Accurate documentation Report incidents to colleagues and more senior workers
Consult children may relate to all their interests including:	Food Discipline policies Activities Programming Behaviour Parents Staff
Communication that may be used to consult and collaborate with children include:	Verbal and written and non-verbal In a group or individual discussions On regular basis and spontaneous Surveys/ evaluations Requests, chatting Discussions, meetings Suggestion boxes Anecdotal Listening to informal conversations
Encourage children to consider new ideas and interests may include:	Encouraging children to consult with each other New and stimulating material is presented to children Children’s ideas are shared with others in a group situation
Resources that are limited may include:	Physical environment Equipment Time available Staff numbers Budget Space
Safety factors and legal requirements may include:	Staff ratios Behavioural or medical problems Duty of care responsibilities ‘Sunsafe’ policy Staff ratio for excursions High risk activities Weather Location of activity

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.