Children are dressed according to the need and prevailing Q5 Tasks 1, 2, 3 weather conditions and their clothing preferences are TS, CS, JRE acknowledged whenever possible. Element 2 Create opportunities Nutritional are explained to children in a suitable language. Q5 Task 1 – for children to develop TS, CS, JRE understanding of physical needs Hygiene practices are explained and demonstrated through Q5, Q8, Q18 Tasks 1, 2 positive staff practices and daily routines. TS, CS, JRE Safety issues are explained and procedures demonstrated. Q3, Q27 Tasks 1, 2, 3 TS, CS, JRE The need for exercise is explained. Q29 3 CHCCN2C Care for children Element 3 Establish an Required materials are made accessible for children. Q9, Q26 Task 3 – environment that encourages TS, CS children to complete tasks Sufficient time is made available for the child to do the task in an Q9, Q27 Tasks 1, 3 themselves unhurried way. TS, CS All attempts are encouraged and spoken about respectfully. Q9, Q26 Tasks 1, 2, 3 TS, CS, JRE Sufficient time is made available for children to practice and Q9, Q27 Tasks 1, 2, 3 develop their skills, if wanted by the child. TS, CS, JRE Element 4 Respond to the 4.1 Routines are developed which are appropriate to the child’s Q10, Q20, Q23 Tasks 1, 2, 3 – emotional needs of children developmental stage and provide a stability and predictable TS, CS, JRE environment. 4.2 Children’s feelings are identified and responded to openly, Q10, Q22, Q25 Tasks 1, 2, 3 appropriately and with respect. TS, CS, JRE 4.3 Children’s communications are encouraged, listened to and Q10, Q22, Q27 Tasks 1, 2, 3 treated with respect. TS, CS, JRE 4.4 Opportunities to express feelings and emotions appropriately are Q10, Q22, Q27 Tasks 1, 2, 3 encouraged. TS, CS, JRE
Children are dressed according to the need and prevailing weather conditions and their clothing preferences are acknowledged whenever possible. Q5 Tasks 1, 2, 3 TS, CS, JRE Element 2 – Create opportunities for children to develop understanding of physical needs Nutritional are explained to children in a suitable language. Q5 Task 1 TS, CS, JRE Hygiene practices are explained and demonstrated through positive staff practices and daily routines. Q5, Q8, Q18 Tasks 1, 2 TS, CS, JRE Safety issues are explained and procedures demonstrated. Q3, Q27 Tasks 1, 2, 3 TS, CS, JRE The need for exercise is explained. Q29 3 CHCCN2C Care for children Element 3 – Establish an environment that encourages children to complete tasks themselves Required materials are made accessible for children. Q9, Q26 Task 3 TS, CS Sufficient time is made available for the child to do the task in an unhurried way. Q9, Q27 Tasks 1, 3 TS, CS All attempts are encouraged and spoken about respectfully. Q9, Q26 Tasks 1, 2, 3 TS, CS, JRE Sufficient time is made available for children to practice and develop their skills, if wanted by the child. Q9, Q27 Tasks 1, 2, 3 TS, CS, JRE Element 4 – Respond to the emotional needs of children 4.1 Routines are developed which are appropriate to the child’s developmental stage and provide a stability and predictable environment. Q10, Q20, Q23 Tasks 1, 2, 3 TS, CS, JRE 4.2 Children’s feelings are identified and responded to openly, appropriately and with respect. Q10, Q22, Q25 Tasks 1, 2, 3 TS, CS, JRE 4.3 Children’s communications are encouraged, listened to and treated with respect. Q10, Q22, Q27 Tasks 1, 2, 3 TS, CS, JRE 4.4 Opportunities to express feelings and emotions appropriately are encouraged. Q10, Q22, Q27 Tasks 1, 2, 3 TS, CS, JRE
CHC30402_Cert_III_Childrens_Services_%20RPL_Assessment_Tool_Kit.docx