Children's Education and Care - Draft 3 Validation

CHCECE056 Work effectively in children's education and care Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCCEC056

UNIT TITLE

Work effectively in children’s education and care

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to work in a children’s education and care context using effective communication and knowledge of job roles, responsibilities and organisational procedures to complete daily work activities.

 

This unit applies to individuals working under the supervision and guidance of others in regulated children’s education and care services in Australia.

 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

Early Childhood Education and Care

UNIT SECTOR

Children’s Education and Care

1 Comments

Performance Evidence being basic

"Performance evidence is very basic for a unit that holds so much weight in terms of skills and knowledge. I feel this unit requires much more measurable and practical performance task. This could include role play tasks for working collaboratively or research tasks to then apply to scenarios"

Anita Jovanovski 02.10.2020 02.55PM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Source and use information on work in children’s education and care.
    1. Identify and access sources that provide current and accurate information on work in children’s education and care aligned with the National Quality Framework.
    2. Source and interpret information on rights and responsibilities of own role.
    3. Source and interpret information on skill and knowledge requirements for own and related roles.
  1. Work within organisational requirements.
    1. Obtain, interpret and comply with organisational procedures according to own job role.
    2. Seek advice and information from supervisors to ensure full understanding of organisational requirements.
    3. Use designated lines of internal and external verbal and written communication and reporting.
    4. Follow organisational presentation standards.
  1. Use effective work practices.
    1. Plan and organise daily work activities to achieve required outcomes within scope of responsibility.
    2. Act promptly on instructions and follow procedures relevant to the task.
    3. Identify and clearly communicate to supervisor when additional support is needed.
    4. Prioritise and complete competing tasks within designated timeframes.
  1. Work collaboratively.

 

 

       

    1. Identify and use opportunities to share and seek information to maximise cooperation and the quality of daily work outcomes.
    2. Use verbal and non-verbal communication that demonstrates respect for individual differences and work roles.
    3. Communicate information in a manner that is clear, and confirm understanding.
    4. Listen to requests, clarify meaning and respond appropriately.
    5. Exchange information clearly in a timely manner and within confidentiality procedures.
    6. Use oral communication skills to prevent, defuse and resolve conflict situations.
  1. Develop personal professional practice.
    1. Investigate theories and contemporary research relating to early childhood.
    2. Reflect on personal values and beliefs in relation to early childhood and how these align with theories and contemporary research.
    3. Establish a personal professional philosophy in relation to early childhood.
    4. Recognise the role of the early childhood educator in advocating for children and the sector.

4 Comments

PC2.4

"Unsure of what 'presentation standards' means."

ECTARC Training Services 02.10.2020 02.43PM

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Elements

"Generally good basic communication and work skills for a Certificate III staff member a useful addition to the qualification. Except element 5 which is over the top and no where near Certificate III level"

Janis Green 10.09.2020 03.09PM

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"Too high an expectation for cert IIIs particularly in the 5th element."

deepali shah 08.09.2020 03.47PM

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1 Reply

"I agree with Deepali Shah's comments, expectations are too high for Cert III."

Alisa Katz 09.09.2020 02.46PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.

SKILLS

DESCRIPTION

Reading skills to:

  • interpret information on the National Quality Framework.

Oral communication skills to:

  • ask open and closed questions and actively listen to seek information and confirm understanding.

Initiative and enterprise skills to:

  • identify and evaluate relevance of various sources of information.

Self-management skills to:

  • interpret information from written and/or verbal directions and action appropriately.

Technology skills to:

  • source information about work in children’s education and care using digital media.

UNIT MAPPING INFORMATION

Pending

LINKS

Companion Volume Implementation Guide

0 Comments

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Performance evidence

TITLE

Assessment Requirements for CHCCEC056 Work effectively in children’s education and care

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • access, interpret and use information about employment and organisational procedures in children’s education and care from three different sources
  • use effective planning, organisational and communication skills to complete five different children’s education and care daily work activities.

2 Comments

PE Dot 1

"'Access, interpret and use information about employment and organisational procedures in children’s education and care from three different sources'. This is not something assessors would observe, we would see this through their written assignment."

ECTARC Training Services 02.10.2020 02.45PM

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Support the inclusion of this unit

"We value the inclusion of this in the C3 core as an introductory unit, as it sets context for new students to understand the profession, glad it’s back."

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 07.19PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • role characteristics, boundaries and responsibilities for key job roles in children’s education and care in the following sectors:
    • early childhood
    • out of school hours care
    • education support
  • sources of information on employment in children’s education and care:
    • employer associations
    • professional associations
    • staff handbooks
    • trade unions
  • purpose and requirements of the National Quality Framework:
    • purpose of National Law and National Regulations
    • interrelations between National Law and National Regulations and the National Quality Framework
    • requirements of each quality area in the National Quality Standard
    • definition of the assessment and quality rating process
    • definition of an approved learning framework
  • types of organisational policies and procedures that relate to general work practices in children’s education and care:
    • communication and reporting
    • employment conditions
    • personal presentation and uniform standards
    • procedures and expectations for work role activities
  • the role of collaboration in providing quality education and care
  • reflective practice:
    • what is reflection
    • why and how educators use reflection
    • what is meaningful reflection
  • communication techniques and how these are applied in a children’s education and care context:
    • active listening
    • body language
    • conflict resolution
    • methods for conveying information clearly and concisely (both oral and written)
    • open and closed questioning
    • verbal and non-verbal cues
    • voice tonality
  • importance of own well-being:
    • physical health
    • mental health
    • social/emotional well-being
    • access to supports.

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in a regulated education and care service in Australia:

  • interactions with children must be supervised by an approved early childhood educator.

 

Assessment must ensure access to:

  • information technology for research
  • National Quality Framework:
    • Education and Care Services National Regulations
    • National Quality Standard
    • the relevant approved learning framework
  • organisational standards, policies and procedures for:
    • educational program and practice
    • health and safety
    • physical environment
    • relationships with children
    • collaboration with families and community
  • children in a regulated education and care service in Australia
  • colleagues and supervisor for communication and collaborative activities

 

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

LINKS

Companion Volume Implementation Guide

2 Comments

colleagues and supervisor for communication and collaborative activities

"Explicitly stating this as an assessment requirement is going to disadvantage FDC educators as they work alone. Yes, they have a supervisor but they are not always with them during the course of their work. "

Carla Scalia 28.08.2020 03.03PM

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CHCCEC056 Work effectively unit Cert III level Assessment requirements

"CHCCEC056 Work effectively unit Cert III level "interactions with children must be supervised by an approved early childhood educator" will the meaning of this be specific in the companion package. Does it include those services where a person may be working in a licenced regulated setting as "working towards" put doesn't have a direct supervisor at wor"

Anne Parker 20.08.2020 01.28PM

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