Course Title: Support the development of children

Part B: Course Detail

Teaching Period: Term2 2011

Course Code: TCHE5192C

Course Title: Support the development of children

School: 360T Education

Campus: City Campus

Program: C3258 - Certificate III in Education (Aboriginal and Torres Strait Islander)

Course Contact : Robyn Blaikie

Course Contact Phone: +61 3 9925 4838

Course Contact Email:robyn.blaikie@rmit.edu.au

Name and Contact Details of All Other Relevant Staff

Fiona Dean: Teacher
fiona.dean@rmit.edu.au
99254650

Nominal Hours: 45

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

No specific pre-requisite and co-requisite.

Course Description

This course describes the knowledge and skills required by workers who support the physical, social, emotional, psychological, language and creative development of children from 0-12 years of age

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:	CHCFC301A Support the development of children
Element:	1. Support the development of children
Performance Criteria:	1.1 Provide encouragement for each child’s own level of performance 1.2 Use language at an appropriate level of complexity and friendliness 1.3 Initiate communication with the child relevant to their interests and capabilities 1.4 Demonstrate developmentally appropriate expectations of the child’s behaviour appropriate to their stage of development 1.5 Use behaviour management strategies appropriate to the child’s level of understanding 1.6 Provide assistance to children appropriate to their developmental capabilities 1.7 Foster the development of independence through type of assistance provided 1.8 Respect, respond to and follow up communication initiated by children
Element:	2 .Support the physical development of children
Performance Criteria:	2.1 Use daily routines as opportunities to acquire and practise skills 2.2 Provide access to equipment, games and toys that will develop fine and gross skills and fundamental movement skills 2.3 Provide adequate nutrition that allows for normal growth and development, and foods of increasing texture over time to stimulate speech and jaw development
Element:	3. Support the social development of children
Performance Criteria:	3.1 Provide opportunities for one to one, small group and larger group interaction 3.2 Model appropriate communication with children 3.3 Acknowledge, value and respect diversity through interactions and provisions
Element:	4. Support the emotional and psychological development of children of the same age
Performance Criteria:	4.1 Involve children in decision-making where circumstances safely allow 4.2 Acknowledge, encourage and appreciate children’s efforts 4.3 Identify and celebrate children’s social, emotional and psychological successes 4.4 Give individual attention to each child 4.5 Respond to children’s feelings openly and with respect 4.6 Recognise issues of concern related to child’s participation in experiences, for emotional and psychological development 4.7 Conduct and record, in line with work role, observations of children’s behaviour or other expressions that may indicate social, emotional or psychological concerns 4.8 Report to supervisor concerns about emotional, social and/or psychological difficulties of the child
Element:	5. Support the language development of children
Performance Criteria:	5.1 Encourage children to express themselves verbally 5.2 Provide experiences to expose children to a range of language forms
Element:	6. Support the creative development of children
Performance Criteria:	6.1 Provide experiences for children to utilise the range of their senses including vision, hearing and taste 6.2 Encourage children to express their imagination and creativity within their play and interactions 6.3 Provide experiences which encourage children to explore a variety of methods of self expression 6.4 Make available appropriate resources, material and equipment for children to initiate their own creative activities
Element:	7. Support the cognitive development of children
Performance Criteria:	7.1 Provide environments and experiences to stimulate cognitive development 7.2 Encourage children to explore and problem solve with materials and diverse experiences

Learning Outcomes

Develop the knowledge and skills required by workers who support the physical, social, emotional, psychological, language and creative development of children from 0-12 years of age

Details of Learning Activities

The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations

Teaching Schedule

Semester 1

Week 1-4
Theory – Supporting the development of children
Developmental stages and milestones of children
Supporting children in their learning, interacting with children/teenagers, communication
methods, understanding children’s interests and needs
Understanding behaviour appropriate to age
Discussion, Q&A activities, Evidence Guide

Week 5-9
Theory – Supporting the physical development of children
Developing fine and gross motor skills and fundamental skills
Providing adequate nutrition for growth and development

Discussion, Q&A activities,
Assignment 1 – Q&A

Week 10-14
Theory– Supporting the social development of children
Supporting the emotional and psychological development of children of the same age
Respecting, valuing and acknowledging diversity
Developing interaction, communication skills, Modelling appropriate communication with
children
Identifying and responding appropriately to children’s social, emotional and psychological
experiences
Discussion, Q&A activities

Week 15-18
Theory – Supporting the language development of children
Encouraging verbal expression
Providing experiences to expose children to a range of language forms
Discussion, Q&A activities

Progress interview – Evidence guide, Assignment 1, Evidence of Practical experience working with children and young people; e.g Observation/Demonstration, Third party

Semester 2
Week 1-4
Theory – Supporting the creative development of children
Providing experiences for children to utilise their range of senses
Encouraging expression of imagination and creativity
Encouraging methods of self expression
Discussion, Q&A activities

Week 5-9
Theory – Supporting the cognitive development of children
Providing experiences and environments to stimulate cognitive development
Encouraging children to explore and problem solve
Discussion, Q&A activities
Assignment 2 – Scenarios

Week 10-14
Theory– Supporting the development of children
Encouraging the physical, social, emotional and psychological, language, creative, cognitive
development
Issues impacting on the physical, social, emotional and psychological, language, creative,
cognitive development

Discussion, Q&A activities

Project – Presentation (oral and/or written)

Week 15-18
Theory – Supporting the development of children
Issues impacting on healthy development, ways to relive impacts
Reflecting and reviewing experiences working to support development of children
Discussion, Q&A activities

Assessment interview – review folio of final assessments e.g : Evidence Guide, Assignment 1 and 2, Evidence of Practical experience working with children and young people, e.g Observation/Demonstration, Third party, Project – Presentation (oral and/or written)

Learning Resources

Prescribed Texts

References

Other Resources

Overview of Assessment

You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc

Assessment Tasks

Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.

Assessment Matrix

In Assessment matrix Booklet given to students at commencement of program.

Course Overview: Access Course Overview