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The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. |
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Leisure is understood to be: | A special way of doing and feeling It balances those things in life that may be boring, onerous, time consuming busy work, expectations, tiring, repetitive, hurried or dutiful It mixes stimulating, creative, relaxing, playful, refreshing challenging and pleasant Leisure describes pursuits that are freely chosen and deeply satisfying |
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Physical activity includes: | Any bodily movement produced by skeletal muscle that results in a substantial increase over the resting energy expenditure |
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Environment may include: | The building and grounds where the service is located e.g. Home, centre The local area around the service and its resources and characteristics |
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An environment set up to 'invite' children to play and foster play and leisure may: | Be safe, physically and psychologically Look interesting to the child Provide challenge appropriate to the children's stage of development Provide choices indoors and outdoors |
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Creating an environment to foster play and leisure may depend on: | Age of children Community background and expectations Environment - indoors and outdoors Location Materials available (natural and processed) Number of children Resources available Staff Type of service Whether the service has to set up and pack up for each play session Whether the space is shared with other services |
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Different kinds of play and physical activity may include: | Cooperative play Functional, constructive, dramatic play Fundamental movement skills games and activities Games and free flowing play Imaginative play Outdoors and active Painting, crafts, board games Play with words/music Quiet and energetic, boisterous Solitary, parallel and interactive or a mix of these Story reading and telling Use of music, movement and visual arts |
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For older children, play, leisure and physical activity may include: | Fundamental movement skills games and activities Games Going for a walk Hobbies and interests Interactions with people from community Listening to music Observing Organised games e.g. Races, soccer Solitary activities Sports Talking with friends |
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Areas for different kinds of play, leisure and physical activity may include areas for: | Constructive play Conversations Creative play Dramatic play Music Nature based outdoor play Noisy play Physical play and activity Quiet play Sand play, water play Solitary activities Sports including fundamental movement skills games and activities |
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Ways of facilitating play will be affected by a child's age/stage of development and must include: | For babies and infants: Flexible routines to allow for the needs of individuals to be met Gentle handling, eye contact and appropriate sensory experiences to develop security and trust Safe environment to explore For toddlers: The day is structured and routines are established Blocks of time are available for exploring and experimenting with the materials Caregivers introduce new and different experiences to children Play is extended by introducing new materials or resources or suggesting alternative ways to use the materials Caregivers give children time to develop their ideas Transition from one activity to another is smooth Worker modelling play and use of equipment For 3 to 5 year old children: Care giver's interactions provide a positive role model for children An environment is maintained that respects individual and group needs Children are aware of the limits which are applied consistently Children's feelings are acknowledged and respected by caregivers and children For 6 to 12 year old children: Participation with children Materials are suggested or alternatives uses of equipment/materials are suggested Cycling A variety of indoor and outdoor activities for all ages |
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Experiences will vary according to the age of the child and creative and challenging experiences may include: | For babies and infants: Selection of toys, different textures, colours and size are selected Toys are large (cannot be swallowed) and have no sharp edges, and easily washed/cleaned Different types of experiences are used e.g. Water play, sand play, outdoors time For toddlers: Experiences can include indoor and outdoor experiences Experiences reflect a toddler's interest in the world around them, and the desire to explore it, feel it, see it and touch it e.g. Nature walk to look at leaves, collect them Experiences reflect a toddler's growing mastery of their own body e.g. Small slippery dips are used, outdoor area can be a little more involved For 3 to 5 year olds: Experiences can include cooking, sewing, carpentry, washing Experiences can be more varied and complicated, which reflects a child's developing cognitive and physical abilities Choice not to participate is respected and alternative activity is negotiated For 6 to 12 year olds: Experience planned may include specific suggestions of children themselves Development of hobbies Self selected peer groups Individual, small group and larger group experiences Choice not to participate is respected and alternative activity is negotiated |
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Aspects of child development include: | Physical fitness and fundamental movement skills ability Cognitive development Social development Emotional development Creative and aesthetic development Language development Moral development Spiritual development |
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Resources required to be organised for excursions may include: | Records that need to be taken First aid supplies Relevant equipment Location of toilets Keys Mobile phone Tickets Equipment required for activities Petty cash |
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Records that may need to be taken on excursions may include: | List of children attending Emergency contact details Medical needs for children |
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Responsibilities of children on excursions may include: | For belongings For payments For time keeping For travelling together |
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Opportunities that can be provided to support children's development will vary according to a number of factors in the service, such as: | Child/worker ratios Physical environment - constraints and potential Purpose of the service The amount and type of support from parents and participation by parents The level of support available to the service from external bodies e.g. Advice specialist services, resource workers The frequency and regularity of use of the service by the child |
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Skills related to physical development may include: | Eye - hand coordination Dexterity Fine and gross motor skills Balance/static Locomotion Motor skills |
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Opportunities for social interaction may include: | Formally organised activities A time and place for unplanned interaction Meetings Travelling Walks Setting up environment/venue |
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Special occasions may include: | Birthdays of children Festivals Celebration of achievements Community events Birthdays of animals Beginning and end of school term or holidays Cultural events 'Graduation' from child care service |
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Differences among children may include: | Gender Race and culture Age Interests and preferences Social context and lifestyle Communication style Personality Length of time attending service/child care Abilities |
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Opportunities provided for social interaction will vary according to the age of the children For babies and infants: | Trusting relationships are developed with familiar adults Adults work at eye level with infants Care routines are used for social interaction Adults talk, sing and recite poems with infants Adults listen to infants and respond |
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Language forms may include: | Verbal and written Formal and colloquial, informal Fun and serious styles |
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