CHCFC503A - Randwick College Wiki

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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 ©Assignment Version Number-2 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 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 ©Assignment Version Number-2 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 and 4: Page 3 of 23 ELEMENT Elements defin
Page 5: Page 5 of 23 • Using anti-bias an
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

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