Children's Education and Care - Draft 3 Validation

CHCECE057 Use collaborative practices to uphold child protection principles Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCECE057

UNIT TITLE

Use collaborative practices to uphold child protection principles

APPLICATION

This unit describes the skills and knowledge required to apply child protection principles in an education and care setting. It also covers standard protocols to maintain a safe environment for children and work using a collaborative practice model.

 

This unit applies to educators who work according to established policies and procedures 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

2 Comments

Use collaborative practices to uphold child protection principles

"ACCS SA - All units that linked with child protection issues should be core units. In this instance a unit within the Diploma would build upon and extend learning completed during the Certificate 3. This should also include education regarding children who are or have experienced trauma."

Carrie Johnson 02.10.2020 04.56PM

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Advocacy

"Would be great to have an additional element and performance criteria related to how to positively advocate for children's rights as educators are often unsure how to approach and communicate with families who do not understand concepts such as why play is important"

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 07.38PM

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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. Implement principles of child protection in children’s education and care.
    1. Perform work requirements according to legal, political and community expectations relating to child protection.
    2. Demonstrate understanding of the child protection system, roles and responsibilities of key agencies.
    3. Recognise the impacts of child abuse and neglect on the wellbeing of children.
  1. Apply agreed protocols and guidelines for collaborative practice.
    1. Prioritise experiences of child when supporting needs, rights and interests of the child.
    2. Conduct all work within agreed guidelines of collaborative practice.
    3. Acknowledge and manage challenges of implementing child protection principles in a collaborative practice framework.
    4. Apply effective safe work and self-management strategies whilst carrying out duties.
  1. Work collaboratively to support children and families.
    1. Respond appropriately to provide support to children and families.
    2. Identify risk factors for children and families and support them to address these risks.
    3. Develop effective working relationships to liaise and consult with agencies supporting children and families from diverse backgrounds.
    4. Provide referrals to support families.

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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 here, along with a brief context statement.

SKILLS

DESCRIPTION

Reading skills to:

 

  • comprehend content of documents relating to child protection.
  • comprehend content of organisational policies and procedures relating to child protection.

Writing skills to:

  • record information according to organisational policies and procedures.
  • produce accurate, informative reports.

Oral communication skills to:

  • facilitate collaborative discussions with children and their families.

Initiative and enterprise skills to:

  • determine methods of relaying information in a culturally appropriate manner.

Technology skills to:

  • use digital media to record information according to organisational policies and procedures.

UNIT MAPPING INFORMATION

No equivalent unit.

LINKS

Companion Volume Implementation Guide

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Performance evidence

TITLE

Assessment Requirements for CHCECE057 Use collaborative practices to uphold child protection principles

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:

  • work collaboratively with at least two families, including:
    • applying a range of collaborative work practices when working with families, children, young people, colleagues and other agencies
    • adhering to child protection principles and work practices while performing work role
    • applying self-management strategies and safe work principles
    • communicating and responding appropriately to children and families
    • supporting families to ensure that the child or young person is safe.

1 Comments

Performance Evidence

"I question if it is realistic for students to work collaboratively with at least two families given the sensitive nature of the unit. "

Pam Chapman 04.09.2020 03.53PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

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

  • legal, social and political context of child protection as it relates to children’s education and care
  • the roles of key state/territory child protection regulatory authorities
  • interagency frameworks and agreed protocols
  • educator duty of care responsibilities
  • United Nations Convention on the Rights of the Child:
    • its purpose
    • the articles relevant to child protection
  • legal and ethical considerations when dealing with families:
    • child custody
    • child protection
    • confidentiality and privacy
    • family and service rights and responsibilities
  • effects of child abuse and neglect and its impact on the wellbeing of the child
  • key steps in the process of investigation and assessment
    • notification
    • investigation
    • assessment
    • decision
  • guidelines of collaborative practice
  • worker safety and self-management principles
  • areas of diversity in society, their characteristics and how individuals may be affected in living their daily lives:
    • culture
    • race, ethnicity
    • language
    • disability
    • gender
    • intergenerational disadvantage
    • family types
    • sexual orientation / gender identity
  • socioeconomic circumstances and their impact on families
  • service standards, policies and procedures relating to child protection in an education and care setting.

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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.

 

Where there is documented evidence that the service does not permit performance of one or more of the above skills by individuals who are not staff members, those skills may be demonstrated in a simulated environment.

 

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

 

Assessment must ensure access to:

  • information technology for sourcing information
  • service standards, policies and procedures for child protection
  • United Nations Convention on the Rights of the Child
  • children in a regulated education and care service in Australia.

 

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

LINKS

Companion Volume Implementation Guide

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