CHCFC503A - Randwick College Wiki

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ASSESSMENT SUMMARY 

Child and Family Services 

Course Name and 

Number 

Unit Name and Number 

18208 

DIPLOMA OF CHILDREN’S SERVICES 

CHCFC503A 

FOSTER SOCIAL DEVELOPMENT IN EARLY CHILDHOOD 

Teacher’s Name 

Belinda.W.Abel@tafensw.edu.au 

Email Contact Details 

Semester & Year Semester 1 - 2011 

Unit purpose 

This unit will build on your previous knowledge and skills relating to the social 

development of children aged 0-6 years. A detailed range of characteristics and key 

concepts of social and moral development for infants, toddlers and preschoolers will be 

studied. Experiences and strategies to promote social skills and competence will be 

explored. 

TAFE NSW 

©Assignment Version 

Number-2 

2011 Validated 

Assessments 

Unit of 

Competency 


Hard copy 

located in 

Section file in 

BM3 

Validated for 

delivery for F/T, 

P/T 

Last validated: 

February 2011 

Validated by 

JW/MG 

Validation due: 

Feb 2012

Page 2 of 23 

ELEMENT 

Elements define the essential 

outcomes of a unit of 

competency. 

1. Support children to 

build and maintain 

trusting relationships 

PERFORMANCE CRITERIA 

The Performance Criteria specify the level of 

performance required to demonstrate achievement of 

the Element. Terms in italics are elaborated in the 

Range Statement. 

• 1.1 Listen attentively and show children their 

views are valued and acknowledged 

• 1.2 Acknowledge and support children’s 

preferences for particular adults and peers 

• 1.3 Help children to understand and accept 

responsibility for their own actions 

• 1.4 Encourage children to express and mange 

feelings appropriately 

• 1.5 Support children’s various levels of interaction 

and participation with others during play 

2. Plan experiences for 

children to support and 

cooperate with others 

• 2.1 Encourage children to respect each other’s 

individual needs, abilities and interests 

• 2.2 Encourage children to regard differences 

positively and to discuss these differences 

• 2.3 Support children who have difficulty 

interacting with others, to establish and maintain 

friendships and group membership 

• 2.4 Acknowledge and encourage appropriate, 

supportive and effective communication between 

children 

• 2.5 Provide experiences and opportunities that 

promote children’s moral development and prosocial 

skills 

TAFE NSW 


Number-2 


Assessments 

Unit of 

Competency 


Hard copy 

located in 


BM3 

Validated for 


P/T 


February 2011 

Validated by 

JW/MG 


Feb 2012

Page 3 of 23 

ELEMENT 

Elements define the essential 

outcomes of a unit of 

competency. 

3. Provide opportunities 

for social interaction 

PERFORMANCE CRITERIA 

The Performance Criteria specify the level of 

performance required to demonstrate achievement of 

the Element. Terms in italics are elaborated in the 

Range Statement. 

• 3.1 Plan and provide opportunities for different 

forms of social interaction between children with 

respect for each child’s needs, interests and 

development stage 

• 3.2 Encourage children to interact with a variety of 

people and to initiate and develop contact with 

others, as appropriate 

• 3.3 Arrange the environment to encourage 

interaction and also accommodate a child’s need 

for privacy, solitude and/or quiet 

• 3.4 Celebrate special occasions in culturally 

sensitive ways 

• 3.5 Respect children’s choice to watch and observe 

• 3.6 Structure experiences and equipment in ways 

that promote cooperation and conflict resolution 

• 3.7 Foster and respect children’s own grouping 

choice 

• 3.8 Talk about and respond to children as group 

members as well as individuals 

• 3.9 Identify and monitor children’s social skills and 

development 

• 3.10 Promote and support the use of social 

skills relevant to the transition to school for 

children of an appropriate age 

TAFE NSW 


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located in 


BM3 

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Required knowledge 

Fostering children’s social development – introductory knowledge 

• Recall definitions of social development & introduce theoretical 

perspectives e.g. Parten, Bronfenbrenner, Erikson, Social Learning 

Theory, Kohlberg, Bowlby, Ainsworth, Vygotsky 

• Influences on social development - social opportunities, culture, child 

rearing practices, disposition/temperament, gender/sex role, family 

circumstances, socio-economic, physical health, self concept/self 

esteem etc 

• Individual differences and strengths in the social domain 

• Interaction between the social domain and other domains of 

development 

• Recent influences on views of social development e.g. anti-bias 

curriculum, inclusive practices 

• Different perspectives on children’s social development in different 

cultures, communities, families etc 

• Applying relevant national child health and well being core 

competencies, accreditation principles, NSW Curriculum Framework 

and other relevant regulatory requirements 

• Explore ways to gather information about, document and monitor 

social and moral developmental progress 

Identifying social skills and characteristics - infancy through to preschool aged 

• Infants - attachment relationships in family & with caregivers, forming 

secondary attachments & hierarchies of attachments, attachment 

behaviours & responses, separation anxiety & stranger anxiety, focus 

on one-to-one relationships with caregivers, interactions and social 

responses to caregivers, social interests in other infants & children, 

play behaviours 

• Toddlers - continuing importance of attachment relationships, 

attachment behaviours & separation behaviours, egocentricity, 

negativism, difficulty sharing/turn taking & influence on social abilities, 

social interests in other toddlers, children & adults, interactions with 

children & adults, play behaviours, 

• Preschoolers - attachment relationships & changing separation 

behaviours, social interest in other children, interest in wider world, 

play behaviours, early helping, empathy & prosocial awareness, 

interactions with caregivers & peers, friendships & play mates, 

functioning in groups 

• Impact of social experiences & relationships on developing self 

awareness & self esteem 

• Stages in children’s moral development (Kohlberg) 

Providing experiences and opportunities to foster social development, cooperation 

and competence 

TAFE NSW 


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• Creating environments that allow for a range of play types, group 

sizes and solitude 

• Following children’s suggestions & interests in planning social 

experiences 


Assessments 

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Competency 


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JW/MG 


Feb 2012

Page 5 of 23 

• Using anti-bias and inclusive approaches to enhance social 

relationships 

• Appropriate group sizes at different stages & for various purposes 

• Celebrating special occasions and cultural events with children, their 

families & communities 

• Designing experiences that promote moral development and prosocial 

skills 

• Structuring experiences to promote cooperation and conflict resolution 

• Arranging environments to accommodate various levels of interaction 

and participation e.g. watching, observing, privacy, solitude, 

withdrawal from the group etc 

• Promoting social skills relevant to school transition 

Interacting with the child to foster social development and trusting relationships 

• Monitoring the social skills and progress of individuals & groups 

• Supporting children’s social relationships and friendships with other 

children 

• Developing secondary attachments with caregivers & supporting 

primary attachments with family members (Attachment Curriculum) 

• Acknowledging, listening and valuing children’s views and preferences 

• Modelling and encouraging prosocial skills and the appropriate 

expression of feelings 

• Supporting children in negotiation, assertiveness, accepting 

responsibility and conflict resolution 

• Encouraging children to recognise & accept differences & show respect 

for others 

• Respecting each child’s level of participation and grouping choices 

• Assisting children to join play groups, developing group skills, raising 

children’s status in a group 

• Encouraging supportive and effective communication between children 

and with others 

Providing specialist assistance for children with social difficulties 

• Strategies for children with social difficulties and additional needs 

- Children who are new to the group 

- Unpopular, isolated & marginalised children 

- Children who have difficulty joining play groups 

- Bullying, name calling, excluding behaviour 

- Children who have difficulty accepting difference in others 

• Additional needs impacting on social functioning (e.g. autism, 

communication impairments) 

• Seeking support when children require specialist assistance with social 

difficulties 

Practical skills 

TAFE NSW 


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• Documents the social development and progress of both individual and 

groups of children 

• Demonstrates an understanding of the typical social skills and abilities 

of children across a range of ages 

• Designs experiences for individuals and groups that foster a range of 


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Competency 


Hard copy 

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BM3 

Validated for 


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JW/MG 


Feb 2012

Page 6 of 23 

social skills and promote moral development and prosocial skills 

• Demonstrates appropriate interaction strategies – self talk, parallel 

talk, descriptive praise 

• Provides relevant experiences and environments that foster social 

development for children from infancy to preschool aged. 

• Sets up a range of play & care environments for varying levels of 

participation and social play skills 

• Identifies environmental, situational and cultural aspects that impact 

on children’s social experience 

• Demonstrates time management, organisational skills and reflective 

practice when planning and providing developmental opportunities to 

enhance social skills 

• Uses a variety of strategies to encourage children’s social skills and 

key developmental tasks 

• Demonstrates interpersonal skills, empathy and active listening when 

interacting to support social skills and development 

• Practices anti-bias & inclusive principles 

• Supports children’s social relationships and friendships with other 

children 

• Supports primary and secondary attachments with family members 

and caregivers 

• Acknowledges, listens to and values children’s views and preferences 

• Models and encourages prosocial skills and the appropriate expression 

of feelings 

• Encourages children to recognise & accept differences & show respect 

for others 

• Arranges environments to promote interaction and accommodate 

privacy, solitude and quiet 

• Celebrates special occasions in culturally appropriate ways 

• Assists children to join play groups and develop group skills 

• Encourages supportive and effective communication between children 

and with others 

• Supports children in negotiation, assertiveness, accepting 

responsibility and conflict resolution 

• Respects each child’s level of participation and grouping choices 

• Promotes social skills relevant to school transitio 

Evidence requirements Learners must provide evidence of the ability to foster 

children’s social development by: 

• Demonstrating an understanding of the social development 

characteristics and differences of children aged 0-6 years. 

• Using strategies and interactions effectively to foster and extend the 

social development of children aged 0-6 years across. 

• Planning and implementing a range of meaningful learning 

opportunities and experiences to foster and extend the social 

development of individuals and groups of children aged 0-6 years. 

TAFE NSW 


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Competency 


Hard copy 

located in 


BM3 

Validated for 


P/T 


February 2011 

Validated by 

JW/MG 


Feb 2012

Page 7 of 23 

Grading criteria Results are reported as 

• Competent with Distinction 

• Competent with Credit 

• Competent 

• Not yet Competent 

Suggested grading criteria to be read in conjunction with Evidence Requirements 

above 

To be graded as competent the learner needs to: 

• Demonstrate the evidence requirements satisfactorily in a range of 

situations. 

• Use known information in relevant situations. 

To be graded competent with credit the learner needs to: 

• Demonstrate the evidence requirements independently in a wide range 

of situations. 

• Apply detailed information to new situations 

To be graded competent with distinction the learner needs to: 

• Demonstrate the evidence requirements consistently, independently 

and with creativity in an extensive range of situations 

• Independently research new information and adapt information to new 

situations 

TAFE NSW 


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Competency 


Hard copy 

located in 


BM3 

Validated for 


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February 2011 

Validated by 

JW/MG 


Feb 2012

Page 8 of 23 

Methods for collection of evidence 

The following table maps the recommended assessment tools to the Unit and 

Dimensions of Competency. 

Table of specifications for recommended assessment 

Assessment Task 

Elements, essential 

knowledge and 

skills critical 

aspects of 

assessment 

addressed 

Dimensions of 

competency 

(the 4 main aspects 

of work 

performance that 

need to be taken 

into account when 

assessing 

competency) 

Weighting 

Must pass all 

events 

Graded 

NC/AC/ACC/AC 

D 

Off the 

job 

On the 

job 

1. Monitoring and 

planning 

Document and 

monitor the social 

development of 2 

children – 0-5years. 

Based on these 

observations write a 

developmental 

summary /chart and 

provide a range of 

planning possibilities 

for each child. 

- Relates to 

elements 1-2 

-Relates to 

performance 

criteria-1.1-,1.9, 

2.2,2.4,2.6,2.8 

- Relates to critical 

aspects. 

- Relates to 

knowledge and 

skills 

□ Task skills 

ü Task 

management skills 

□ Contingency 


□Job/role 

environment skills 

AC/NC 

AC/NC 

Child Play Session 

Task 1,2 

2 Work placement 

TAFE NSW 


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2. Learning 

opportunities & 

experiences 

Develop a range of 

experiences to foster 

the social 

development of 

children aged 0-6 

years. 

- Relates to 

elements 1-3 

_Relates to 

performance 

criteria-1.1-1- 

9,2.1-2.8,3.1-3-7 


aspects. 

ü Task skills 

□ Task 


ü Contingency 


ü Job/role 


Some of these 

experiences must be 

implemented and 

evaluated with 

children aged 0-6 

years 

- Relates to 

knowledge and 

skills 

AC/NC 

AC/NC 

Task 1 Provision 

Play Session 

1 Provision plan 

work placement 

3. On-the-Job 

Performance & 

journals. 

Overall assessment 

by qualified 

workplace assessor 

using standardised 

checklist. 

Assessment should 

be based on 

observed 

performance, 

associated 

documentation 

(including journals), 

industry supervisor 

feedback,questionin 

g 

- Relates to 

elements 1-3 

-Relates to all 

performance 

criteria in all three 

elements. 


aspects. 

- Relates to 

knowledge and 

skills 

ü Task skills 

ü Task 


ü Contingency 


ü Job/role 


AC/NC 

Codes: NC-not yet competent, AC-achieved competency, ACC-achieved 

competency credit, ACD-achieved competency distinction 

TAFE NSW 


Number-2 


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Unit of 

Competency 


Hard copy 

located in 


BM3 

Validated for 


P/T 


February 2011 

Validated by 

JW/MG 


Feb 2012

Page 10 of 23 

Specific Instructions to Learners: 

• You must complete and pass each individual assessment task for this Unit 

to meet the assessment requirements of the Unit. 

• If assessments are not submitted or are incomplete you will fail to meet 

the assessment requirements for the Unit. 

• Extensions and resubmissions of work may be granted at the discretion of 

the teacher. Resubmissions cannot receive a mark higher than a pass. 

• Assessments must include a cover sheet. 

• When specified in the Assessment description, the information you present 

should be referenced and presented according to Randwick TAFE Child & 

Family Services student handbook guidelines. 

Unit Assessment (OFF the JOB) 

Unit Title: Foster Social Development in Early Childhood 

Unit Code: CHCFC503A 

Task 1 and 2 : Document and Planning (Off the Job) (Relates to Elements 1-3, 

Performance Criteria 1.1-3.7, required skills and Knowledge1.1-1.14, Essential 

Knowledge 1.1 and 1.2) 

Due Date: Task 1 and Task 2 Week 9 (6 th April) 

Task 1: Gather information about one child in play session, aged 0-5years, 

focusing on social development and record 4 written observations. 

4 written observations 

• Record one observation in the play session daily journal. (A photograph, 

comment with reflective interpretation and follow-up needs to be 

included).Print an extra copy in hand in with assignment. 

• Record three observations covering social development 

(1 anecdote, I running record, 1 learning story) 

• All observation needs to have interpretations and follow-up plans that 

include a description of a play idea. 

You will firstly need to gain the written permission of the child’s parent/s to be 

involved in this project, on the understanding that the child’s observations and 

summary will be submitted to your teacher for study purposes. If the child is old 

enough, you should also explain the project to them and ask their verbal 

permission to observe and write about them. Write some notes about how you 

did this and how the child responded. 

2. Based on your observations plan one experience to foster social development 

of the child observed and implement it in play session. Your experience should 

foster a range of skills listed below: 

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- social skills to develop independence and autonomy 

-emerging skills of an individual 

-demonstrate your ability to select appropriate equipment and space 

-focus on interacting appropriately with the child to foster development 

Write out the experience in full using the suggested experience plan document. In 

this plan make sure that you identify what items you will need, who you are 

aiming the experience at and why, and possible outcomes. 

3. Evaluate the experience covering the following: 

Possible outcomes 

Teaching strategies 

Task 2: Developmental summary (Off the job) 

Using observations and information gathered create a developmental summary 

on the Childs development. 

A Developmental Summary is a written overview of the progress, characteristics, 

interests and strengths of a child or children, presented under headings for each 

development area. Your summary must be based on observations, and 

information gathered about the child development. It should show links to The 

Early Years Learning Framework (EYLF) 

This Developmental Summary is presented as a tablet organised under all the 

developmental (or domain) heading and Interests heading. 

You will need to: 

• Identify key behaviours and skills which show the progress of the focus child 

in developmental areas, their abilities, their emerging abilities and interests 

in a table. 

Gross 

motor 

Fine Motor Emotional Social Cognitive 

Interests 

• Then write a 200 word summary of the child’s interest and development 

with reference to The Early Years Learning Framework (EYLF).Include an 

introduction covering background information on child, interests and a 

paragraph on developing social development,. 

TAFE NSW 


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Task 3: Play Session Performance 

Your overall performance in play session will be assessed by your class teacher 

and play session assessor. Your assessor will use the following performance 

checklist for recording judgements made about your performance on the job. 

When using the performance checklists the assessor must determine whether a 

characteristic is or is not present or whether something was or was not done to a 

competent level. The assessor may need to ask you questions during or after a 

task or work sequence in order to: 

• clarify aspects of your work performance 

• assess your ability to listen, interpret and communicate information and ideas 

• assess essential knowledge and skills. 

Specific Instructions to Learners: 

• You must complete and pass each individual assessment task for this Unit 

to meet the assessment requirements of the Unit and go to work 

placement. 

• If assessments are not submitted or are incomplete you will fail to meet 

the assessment requirements for the Unit. 

• Extensions and resubmissions of work may be granted at the discretion of 

the teacher. Resubmissions cannot receive a mark higher than a pass. 

• Assessments must include a cover sheet. 

• When specified in the Assessment description, the information you present 

should be referenced and presented according to Randwick TAFE Child & 

Family Services student handbook guidelines. 

TAFE NSW 


Number-2 


Assessments 

Unit of 

Competency 


Hard copy 

located in 


BM3 

Validated for 


P/T 


February 2011 

Validated by 

JW/MG 


Feb 2012

Page 13 of 23 

Unit Code and Title: 

CHCFC503A Foster Social development in Early Childhood 

CHCFC504A Support Emotional and Psychological development in Early 

Childhood 

CHCFC502AFoster Physical development in Early Childhood 

Note: On-job tasks are co assessed in the above three units 

Assessment relates to Elements 1-3, Performance Criteria 1.1-3.10, Required 

Skills, Essential knowledge and Employability skills. CHCFC503A Foster Social 

development in Early Childhood 


Skills, Essential knowledge and Employability skills. CHCFC504A Support 

Emotional and Psychological development in Early Childhood 


Skills, Essential knowledge and Employability skills. CHCFC502AFoster Physical 


Task 1: Documentation & planning (On the job) 

Part-1 Daily Journal 

Daily Journal: While on Work placement, you are required to record total 14 daily 

journal entries covering all units. 

Ensure 7 of these journal entries are on your focus child. 

Each day write a daily journal about the focus child’s play in one/more learning 

areas. These journal entries should be the basis of planned provisions, learning 

centres, and investigations. Journal entries must include jottings, photos/work 

samples with narratives, spontaneous interactions with children, collaboration 

with families and staff. Reflect on these entries and identify the interest from the 

child’s play. Comment on this child’s development followed by suggestions on 

further planning ideas. 

Part-2: Observe and plan 

Choose one focus child and complete 7 journal entries followed by planning ideas. 

Implement one plan for Physical; one for social, emotional and psychological. 

Background Information: Make sure you have written permission of the child’s 

parent/carer to observe and record the child development and interests. Gather 

other relevant information about your focus children such as parent’s background 

information. Developmental comments: Drawing on your research of typical 

behaviours and development, reflect and interpret on your entries; identify 

TAFE NSW 


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Hard copy 

located in 


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Validated for 


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February 2011 

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Page 14 of 23 

significant behaviours focusing on physical, social, emotional and psychological 

domains and link to The Early Year Learning Framework. 

Suggest at least one (1) planning idea and care giving strategy after each 

observation. 

Provision Plans Based on your observations of your focus child ensure there is one 

plan on physical development and one plan on social, emotional and psychological 

development. This is a total of two provision plans. 

Write out the experiences in full using the suggested provision plan document, 

implement it and write up reflection on the plan. 

Developmental Chart (summary) 

Using the observations and information gathered about your focus child create a 

developmental chart for your focus child. 

A developmental chart is a written overview of progress of your developmental 

abilities, presented under heading of each developmental domain. (Physical- 

Fine/Gross motor, Communication, Social, Emotional, Thinking child). 

Task 2: On the job performance (On the job) 

Your overall performance in the workplace will be assessed by a TAFE teacher or 

qualified assessor. Your assessor will use the following performance checklist for 

recording judgements made about your performance on the job. When using the 

performance checklists the assessor must determine whether a characteristic is or 

is not present or whether something was or was not done to a competent level. 

The assessor may need to ask you questions during or after a task or work 

sequence in order to: 




The assessor will also: 

• read through any written tasks especially your journals to further assess your 

competence. 

• talk to staff members who are supervising or working with you in order to get 

feedback about your performance on a day-to-day basis. 

All aspects of your workplace performance including written tasks will be used to 

determine your final performance grade. 

TAFE NSW 


Number-2 


Assessments 

Unit of 

Competency 


Hard copy 

located in 


BM3 

Validated for 


P/T 


February 2011 

Validated by 

JW/MG 


Feb 2012

Page 15 of 23 

On The Job 

Unit Code and Title: 

CHCFC503A Foster Social development in Early Childhood 

CHCFC504A Support Emotional and Psychological development in Early 

CHCFC502A Foster Physical development in Early Childhood 

Note: On-job tasks are co assessed in the above three units 


Skills, Essential knowledge and Employability skills. CHCFC502AFoster Physical 



Skills, Essential knowledge and Employability skills. CHCFC503A Foster Social 



Skills, Essential knowledge and Employability skills. CHCFC504A Support 

Emotional and Psychological development in Early 

Task 1: Documentation & planning (On the job) 

Part-1 Daily Journal 

Daily Journal: While on Work placement, you are required to record total 14 daily 

journal entries covering all units. 

Ensure 7 of these journal entries are on your focus child. 

Each day write a daily journal about the focus child’s play in one/more learning 

areas. These journal entries should be the basis of planned provisions, learning 

centres, and investigations. Journal entries must include jottings, photos/work 

samples with narratives, spontaneous interactions with children, collaboration 

with families and staff. Reflect on these entries and identify the interest from the 

child’s play. Comment on this child’s development followed by suggestions on 

further planning ideas. 

Part-2: Observe and plan 

Choose one focus child and complete 7 journal entries followed by planning ideas. 

Implement one plan for Physical; one for social, emotional and psychological. 

Background Information: Make sure you have written permission of the child’s 

parent/carer to observe and record the child development and interests. Gather 

other relevant information about your focus children such as parent’s background 

information. Developmental comments: Drawing on your research of typical 

behaviours and development, reflect and interpret on your entries; identify 

significant behaviours focusing on physical, social, emotional and psychological 

TAFE NSW 


Number-2 


Assessments 

Unit of 

Competency 


Hard copy 

located in 


BM3 

Validated for 


P/T 


February 2011 

Validated by 

JW/MG 


Feb 2012

Page 16 of 23 

domains and link to The Early Year Learning Framework. 

Suggest at least one (1) planning idea and care giving strategy after each 

observation. 

Provision Plans Based on your observations of your focus child ensure there is one 

plan on physical development and one plan on social, emotional and psychological 

development. This is a total of two provision plans. 

Write out the experiences in full using the suggested provision plan document, 

implement it and write up reflection on the plan. 

Developmental Chart (summary) 

Using the observations and information gathered about your focus child create a 

developmental chart for your focus child. 

A developmental chart is a written overview of progress of your developmental 

abilities, presented under heading of each developmental domain. (Physical- 

Fine/Gross motor, Communication, Social, Emotional, Thinking child). 

Task 2: On the job performance (On the job) 

Your overall performance in the workplace will be assessed by a TAFE teacher or 

qualified assessor. Your assessor will use the following performance checklist for 

recording judgements made about your performance on the job. When using the 

performance checklists the assessor must determine whether a characteristic is or 

is not present or whether something was or was not done to a competent level. 

The assessor may need to ask you questions during or after a task or work 

sequence in order to: 




The assessor will also: 

• read through any written tasks especially your journals to further assess your 

competence. 

• talk to staff members who are supervising or working with you in order to get 

feedback about your performance on a day-to-day basis. 

All aspects of your workplace performance including written tasks will be used to 

determine your final performance grade. 

TAFE NSW 


Number-2 


Assessments 

Unit of 

Competency 


Hard copy 

located in 


BM3 

Validated for 


P/T 


February 2011 

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Practical Skills checklist 

Unit code and name: CHCFC503A Foster social development in early childhood 

Learner’s Name: 

Assessment 

Dates: 

Location: 

Key: Demonstration 

of Practical 

Skills (DP) 

Evidence of Associated 

Documentation (AD) 

Industry 

Supervisor 

Feedback 

(SF) 

Strategic 

Questioning Of 

the learner (SQ) 

Practical skills 

All elements 

• Demonstrates time management, organisational skills 

and reflective practice when planning and providing 

developmental opportunities to enhance social skills 

• Uses a variety of strategies to encourage children’s 

social skills and key developmental tasks 

• Demonstrates interpersonal skills , empathy and active 

listening when interacting to support social skills and 

development 

1. Support children to build and maintain trusting 

relationships 

• Acknowledges, listens to and values children’s views 

and preferences 

• Supports primary and secondary attachments with 

family members and caregivers 

• Supports children in accepting responsibility for their 

own actions 

• Models and encourages prosocial skills and the 

appropriate expression of feelings 

• Sets up a range of play & care environments for varying 

levels of participation and social play skills 

Evide 

nce 

D 

P 

A 

D 

S 

F 

S 

Q 

D 

P 

A 

D 

S 

F 

S 

Q 

Comments 

NC 

Pass 

Credit 

Distinction 

NC 

Pass 

Credit 

Distinction 

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2. Plan experiences for children to support and cooperate 

with others 

• Encourages children to recognise & accept differences & 

show respect for others 

• Practices anti-bias & inclusive principles in interactions 

with children 

• Assists children to maintain friendships, join play groups 

and develop group skills 

• Encourages supportive and effective communication 

between children and with others 

• Designs & implements experiences for individuals and 

groups that foster a range of social skills and promote 

moral development 

3. Provide opportunities for social interaction 

• Documents the social development and progress of both 

individual and groups of children 

• Demonstrates an understanding of the typical social 

skills and abilities of children across a range of ages 

• Demonstrates appropriate interaction strategies – self 

talk, parallel talk, descriptive praise 

• Provides relevant experiences and environments that 

foster social development for children from infancy to 

preschool aged. 

• Identifies environmental, situational and cultural 

aspects that impact on children’s social experience 

• Supports children’s social relationships and friendships 

with other children 

• Arranges environments to promote interaction and 

accommodate privacy, solitude and quiet 

• Celebrates special occasions in culturally appropriate 

ways 

• Respects each child’s level of participation and grouping 

choices 

• Promotes social skills relevant to school transition 

D 

P 

A 

D 

S 

F 

S 

Q 

D 

P 

A 

D 

S 

F 

S 

Q 

NC 

Pass 

Credit 

Distinction 

NC 

Pass 

Credit 

Distinction 

Overall Comments & Grade NC Pass Credit 

Distinction 

Assessor Name & Signature 

Learners Name & Signature 

Date 

Date 

NB: Strategic questioning of the learner and industry supervisor feedback should 

supplement direct observation of the learner and cannot be used as stand alone 

evidence to determine Grade/Marks for on-the-job performance. 

All elements included in practical skills checklist. 

TAFE NSW 


Number-2 


Assessments 

Unit of 

Competency 


Hard copy 

located in 


BM3 

Validated for 


P/T 


February 2011 

Validated by 

JW/MG 


Feb 2012

Page 19 of 23 

Resources 

Core resources 

• Nixon D, & Aldwinckle, M. 2005, Exploring: Child development from three to six 

years, Social Science Press, Katoomba. 

• Nixon, D. & Gould, K. 1999, Emerging: Child development in the first three 

years, 2nd edn, Social Science Press, Katoomba. 

• Nixon, D. & Gould, K. 2000, Extending: Child development from five to twelve 

years. Social Science Press, Katoomba. 

• Talay-Ongan, A & Ap, E A. 2005, Child development and teaching young 

children, Thomson: Social Science Press, Southbank, Victoria. 

Other resources 

• ABC-TV, 2008, Life at 1, DVD, Screen Australia 

• ABC-TV, 2008, Life at 3, DVD, Screen Australia 

• Allen E. K & Marotz, L. 2007, Developmental Profiles: Pre-birth through Eight, 

5 th edn, Delmar Publishers, Albany. 

• Berk, L. 2008 Infants, children & adolescents, 6th edn, Pearson/Allyn and 

Bacon, Boston Mass. 

• Copple, C. 2006, Basics of developmentally appropriate practice: an 

introduction for teachers of children 3 to 6, National Association for the 

Education of Young Children, Washington, D.C. 

• Dau, E & Jones, K. 2004, Revisiting celebrations with young children, Research 

in practice series, ECA, Watson, ACT. 

• Kaplan, P. 2000, A child's odyssey: child and adolescent development, 3rd edn, 

Wadsworth: Australia 

• Harrison L. 2003 Attachment: Building secure relationships in early childhood, 

Research in practice series, ECA, Watson, ACT. 

• Kearns, K. 2007, Birth to Big School, Pearson Education Australia, Frenchs 

Forest, NSW. 

• Kostelnik, M. J. 2009, Guiding children's social development & learning, 6 th edn, 

Delmar/Cengage Learning, Albany, N.Y. 

• Moore, R. C. 1990, Childhood’s domain play and place in child development, 

MIG Communications, London. 

• Mundine, K & Giugni, M, 2006 Diversity and difference: Lighting the spirit of 

identity, Research in practice series, ECA, Watson, ACT. 

• Riley, D. A. 2008, Social & emotional development: Connecting science and 

practice in early childhood settings, Redleaf Press, St. Paul, MN 

• Santrock, J. 2008, Children, 10th edn, McGraw-Hill, NY 

• Sheridan, M. 2008, From birth to five years: children's developmental progress, 

3rd edn, rev. and updated by Ajay Sharma and Helen Cockerill, Routledge, New 

York 

• Shipley, C. 1998, Empowering children : play-based curriculum for lifelong 

learning, 2 nd edn, ITP Nelson, Toronto 

• Stonehouse, A & Greenman, J. 2008 Prime times: A Handbook for Excellence in 

Infant and Toddler Programs, Redleaf Press, St. Paul, MN. 

• Stonehouse, A, 2002, NSW Curriculum Framework: the practice of 

relationships: essential provisions for children’s services, Office of Child Care, 

NSW Department of Community Services. Available from: 

http://www.community.nsw.gov.au/documents/childcare_framework.pdf 

• Talay-Ongan, A. 2000, Typical and atypical development in early childhood 

TAFE NSW 


Number-2 


Assessments 

Unit of 

Competency 


Hard copy 

located in 


BM3 

Validated for 


P/T 


February 2011 

Validated by 

JW/MG 


Feb 2012

Page 20 of 23 

Belrose, N.S.W. Memo Press 

• Vialle, W. Lysaght, P. & Vereikina, I. 2000, Handbook on Child Development, 

Social Science Press, Katoomba, NSW. 

• Wall to wall productions, 2001, A child’s world, DVD, Roadshow Home 

Entertainment 

Relevant journals 

• Australian Journal of Early Childhood. The Journal of Early Childhood Australia 

Inc. 

• Broadside – The Community Child Care Monthly Newsletter. Community Child 

Care Co-operative Ltd. (NSW) 

• Child Care Exchange. The early childhood Leaders Magazine. (United States) 

• Every Child. The magazine of the Australian Early Childhood Association. 

• Gowrie RAP: Reflections. This is the quarterly magazine of the Gowrie Australia 

Consortium. 

• Jigsaw. The magazine of the National Family Day Care Council of Australia 

• Network News. A quarterly publication of the Network of Community Activities. 

• Putting Children First. The quarterly newsletter of the National Childcare 

Accreditation Council Inc. 

• Rattler. The children’s service magazine (quarterly). Community Child Care Cooperative 

Ltd. (NSW) 

• Totline. Quarterly magazine of Playgroup NSW Inc. & Playgroup Queensland 

• Young Children. The National Association for the Education of Young Children. 

Washington. 

Websites and online resources 

• Australian Childhood Foundation 

http://www.kidscount.com.au/website/default.asp 

• Australian Early Development Index 

http://www.rch.org.au/australianedi/edi.cfm?doc_id=12278 

• Child Development Institute 

http://www.childdevelopmentinfo.com/index.htm 

• Child, youth and women’s health service 

http://www.cyh.com/HealthTopics/HealthTopicCategories.aspx?p=122 

• Early Childhood Australia 

http://www.earlychildhoodaustralia.org.au 

• Early Years Learning Framework 

http://www.dest.gov.au/sectors/early_childhood/policy_initiatives_reviews/coa 

g/The_Early_Years_Learning_Framework.htm 

• Federal Government Virtual Children's Hub 

http://mychild.gov.au/ 

• Growing Lifestyle 

http://www.growinglifestyle.com.au/au/j11177 

• Health Insite: An Australian Government Initiative 

http://www.healthinsite.gov.au/topics/Child_Development 

• Kids spot 

http://www.kidspot.com.au/index.asp 

• Lady Gowrie Child Centre, Sydney 

TAFE NSW 


Number-2 


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Unit of 

Competency 


Hard copy 

located in 


BM3 

Validated for 


P/T 


February 2011 

Validated by 

JW/MG 


Feb 2012

Page 21 of 23 

http://www.gowrie-sydney.com.au/ 

• Raising Children Network 

http://raisingchildren.net.au/ 

• TAFE NSW Library Network Catalogue 

http://tafecat.tafensw.edu.au/tafecat.html 

• TAFE NSW Studylinks: Children’s Services 

https://www.tafensw.edu.au/library/studylinks/health/children.htm 

• Zero to three 

http://www.zerotothree.org/site/PageServer 

TAFE NSW 


Number-2 


Assessments 

Unit of 

Competency 


Hard copy 

located in 


BM3 

Validated for 


P/T 


February 2011 

Validated by 

JW/MG 


Feb 2012

Page 22 of 23 

Unit Name:SOCIAL; EMOTONAL; PSYCHOLOGICAL DEVELOPMENT 

Unit Number:CHCFC503A & CHCFC504A 

SI Randwick College - Child Studies 

TAFE 

WEEK 

WEEK 

BEGINNING SEMESTER 1, 2011 

Orientation 

1 Monday 7 th Feb 

WEEK 

ENDING 

Friday 11 th Feb 


Element- 

1,2,3 

Fostering children’s social, emo,psyc 

development – introduction 


3 Monday 21 st Feb 

Element- 

1 

Fostering children’s social, emo,psyc 

development 



Element- 

1,2,3 

Identifying social,emo,psyc skills and 

characteristics - infancy through to preschool 

aged 

Friday 4 th March 

5 Monday 7 th March 

Element- 

1,2,3 

Identifying social,emo,psyc skills and 

characteristics - infancy through to preschool 

aged 

Friday 11 th 

March 

6 

Monday 14 th 

March 

Element- 

1,2,3 

Providing experiences and opportunities to 

foster social,emo,psyc development, 

cooperation and competence 

Friday 18 th 

March 

7 

Monday 21 st 

March 

Element- 

1,2,3 

Providing experiences and opportunities to 

foster social,emo,psyc development, 

cooperation and competence 

Friday 25 th 

March 

8 

Monday 28 th 

March 

Element- 

1,2,3 

Interacting with the child to foster 

social,emo,psyc development and trusting 

relationships 

Friday 1 st April 

9 Monday 4 th April 

Element- 

1,2,3 



relationships 

Friday 8 th April 

Task 1 @ 2 due 

VACATION 

10 

Wednesday 27 th 

April 

Element- 

1,2,3 



relationships 

Friday 29 th April 

11 

Monday 2 nd 

May 

Element- 

1,2,3 

Interacting with the child to foster social,emo, 

psyc development and trusting relationships 

Friday 6 th May 

TAFE NSW 


Number-2 


Assessments 

Unit of 

Competency 


Hard copy 

located in 


BM3 

Validated for 


P/T 


February 2011 

Validated by 

JW/MG 


Feb 2012

Page 23 of 23 

12 Monday 9 th May 

Element 

1,2,3 

Providing specialist assistance for children 

with social,emo,psyc difficulties ... 


13 

Monday 16 th 

May 

Element 

1,2,3 

Providing specialist assistance for children with 

social,emo,psyc difficulties ... 


14 

Monday 23 rd 

May 

Element 

1,2,3 

Providing specialist assistance for children with 

social,emo,psyc difficulties ... 


15 

16 

17 

18 

Monday 30 th 

May 

Monday 6 th 

June 

Tuesday 14 th 

June 

Monday 

20 th June 

Element 

1,2,3 

Element- 

1,2,3 

Element- 

1,2,3 

Element 

1,2,4 

Workplace readiness 

Workplacement 

Workplacement 

Reflection 

Friday 3 rd June 

Friday 10 th June 



TAFE NSW 


Number-2 


Assessments 

Unit of 

Competency 


Hard copy 

located in 


BM3 

Validated for 


P/T 


February 2011 

Validated by 

JW/MG 


Feb 2012

CHCFC503A - Randwick College Wiki

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