CHCFC503A - Randwick College Wiki

More documents

Recommendations

Info

Page 4 of 23 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 ©Assignment Version Number-2 • Creating environments that allow for a range of play types, group sizes and solitude • Following children’s suggestions & interests in planning social experiences 2011 Validated Assessments Unit of Competency <strong>CHCFC503A</strong> 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 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 ©Assignment Version Number-2 • 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 2011 Validated Assessments Unit of Competency <strong>CHCFC503A</strong> 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 1 and 2: Page 1 of 23 ASSESSMENT SUMMARY Chi
Page 3: Page 3 of 23 ELEMENT Elements defin
Page 7 and 8: Page 7 of 23 Grading criteria Resul
Page 9 and 10: Page 9 of 23 2. Learning opportunit
Page 11 and 12: Page 11 of 23 - social skills to de
Page 13 and 14: Page 13 of 23 Unit Code and Title:
Page 15 and 16: Page 15 of 23 On The Job Unit Code
Page 17 and 18: Page 17 of 23 Practical Skills chec
Page 19 and 20: Page 19 of 23 Resources Core resour
Page 21 and 22: Page 21 of 23 http://www.gowrie-syd
Page 23: Page 23 of 23 12 Monday 9 th May El

CHCFC503A - Randwick College Wiki

Create successful ePaper yourself

Delete template?

Save as template?