Children's Services Qualifications

Use the links below to see a complete list of units of competency for:

Certificate II in Community Services

Certificate III in Children’s Services

Certificate IV in Children’s Services (Outside school hours care)

Diploma of Children’s Services (Early childhood education and care)

Diploma of Children’s Services (Outside school hours care)

Advanced Diploma of Children’s Services

 

CHCFC514A: Support emotional and psychological development in middle childhood

Descriptor: This unit describes the knowledge and skills required to support the emotional and psychological development of children and to promote their ethical understanding
Employability Skills: This unit contains Employability Skills
Application: Work would be based on programs developed for that purpose and would comply with relevant health and safety procedures

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. Encourage children’s independence and autonomy

1.1 Plan and provide opportunities to develop self help skills and independence
1.2 Provide opportunities for children to make choices, in appropriate ways
1.3 Encourage children to accept responsibility for their own actions
1.4 Empower children to make their own decisions and to participate in broader decision-making
1.5 Involve child in increasingly more significant decision-making

2. Foster children’s self-esteem and developing self concept

2.1 Plan opportunities for children to experience individual strengths and success
2.2 Select experiences that present a challenge within children’s emerging skills and capabilities
2.3 Monitor child’s confidence while attempting more challenging activities
2.4 Provide acknowledgment and support if the child experiences frustration and encourage children to see ‘mistakes’ as opportunities to learn
2.5 Acknowledge and appreciate children’s individual and group achievements
2.6 Design experiences to explore issues of self image and identity in ways that are appropriate to the children’s level of development
2.7 Choose learning and play resources to provide positive, non stereotypical images of children
2.8 Provide opportunities for children to build on and extend achievements
2.9 Provide children with opportunities to initiate and assume leadership roles

3. Create opportunities and provide experiences that encourage children to express their feelings, needs and ideas

3.1 Identify and monitor children’s emotional development and expression of feelings
3.2 Listen to and respond to children’s expression of feelings and ideas
3.3 Ensure expectations about how children express their feelings are related to child’s stage of development
3.4 Encourage and demonstrate socially appropriate ways for children to express their feelings and needs
3.5 Provide opportunities for children to release feelings and express emotion through suitable experiences
3.6 Encourage children to appreciate one another’s achievements

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:

Essential skills:

It is critical that the candidate demonstrate the ability to:

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:

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.

The acceptance of differences among children will be affected by:

  • Children’s age/maturity
  • Capabilities
  • Children’s family, school, peer group attitudes and beliefs
  • Life experiences
  • Prior learning experiences

Opportunities for experiences with an emotionally enriching and expressive component could include:

  • Socio dramatic play
  • Movement
  • Listening to music
  • Art experiences including clay and finger painting

Individual differences (diversity) among children may include:

  • Abilities and disabilities
  • Age/maturity
  • Appearance
  • Beliefs and practices (cultural, religious etc)
  • Family background and lifestyle
  • Gender
  • Interests and preferences
  • Peer group acceptance, membership or isolation
  • Race, culture and ethnicity
  • Social context and lifestyle
  • Socioeconomic factors
  • Style of social interaction
  • Temperament

Encouragement of a child to develop emotionally and psychologically will vary according to the age of the child and must include:

For 6 to 12 year olds:

  • Child will be encouraged to express their feelings appropriately e.g. Language appropriate to the context, considering impact on others
  • Through both verbal and non-verbal ways

Non stereotypical images could include:

  • Children and adults of both genders engaging in a range of activities
  • Children of a range of races
  • Range of appearances
  • Range of abilities
  • Different family compositions
  • People from a variety of cultural backgrounds together
  • Range of additional needs of children

Areas of competence may include:

  • Social situations
  • Peer groups
  • Communicating with adults

Experiences that present a challenge may include:

  • Opportunities to develop and practice skills in a range of activities

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 this unit of competency:

  • The individual being assessed must provide evidence of specified essential knowledge as well as skills
  • This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations:

  • All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
  • All workers should develop their ability to work in a culturally diverse environment
  • In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
  • Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

  • This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
  • Resource requirements for assessment include access to a range of opportunities defined in the Range Statement, including:
    • a childcare workplace
    • children’s services, resources and equipment
    • the local environment

Method of assessment:

  • In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on ‘What if?’ scenarios
  • Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential 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

Related units:

It is recommended (but not required) that this unit be assessed in conjunction with related unit:

  • CHCFC513A Foster social development in middle childhood