Elements describe the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
- Interact positively with school age children.
- Actively listen to children to gain an understanding of them as individuals in the environment.
- Use communication strategies that encourage relationship-building and are appropriate to the individual.
- Use appropriate approaches and communication to enable children to express their needs in a range of ways.
- Use information that the child provides about their needs to inform all actions and decisions.
- Use cross-cultural communication strategies to engage respectfully with children from diverse backgrounds.
- Use communication techniques that support the inclusion of all children.
- Support and respect children.
- Organise spaces, resources and routines within scope of own responsibility that reduce the potential for stress or frustration in children.
- Support practices and routines that honour children, their family and the community context.
- Show genuine interest in, understanding of, and respect for all children.
- Comfort children who cry or show signs of distress.
- Respond positively to varying abilities and confidence levels and acknowledge children’s efforts and achievements.
- Model gentle and calm behaviour and provide reassurance even when children strongly express distress, frustration or anger.
- Support children to make choices and experience natural consequences while monitoring risk of physical or emotional harm to the child or another being.
- Guide children’s behaviour.
- Establish expectations and communicate these in ways that children will understand.
- Involve children in identifying positive behaviours and developing limits and consequences for inappropriate behaviours.
- Provide guidance in a positive and supportive manner.
- Use positive reinforcement and clear verbal and non-verbal responses when children make positive choices.
- Use positive language, gestures, facial expressions and tone of voice when redirecting or discussing children’s behaviour with them.
- Use appropriate strategies to redirect behaviour and defuse situations of conflict or stress.
- Guide children’s behaviour in ways that promote self-regulation and preserve and promote children’s self-esteem.
- Identify situations where children may need additional support and seek guidance from the relevant party.
- Reflect on relationships with children
- Review own skills in developing relationships through reflection and observation of others in the workplace.
- Identify areas for enhancing own skills and seek support and guidance as required.