CHC30113 - INFO PACK FOR CERTIFICATE III IN EARLY ... · Cert III Info Pack P2 © Know n’ Grow...

CHC30113 - INFO PACK FOR CERTIFICATE III IN EARLY CHILDHOOD EDUCATION AND CAREhttps://training.gov.au/Training/Details/CHC30113

© Know N’ Grow Pty Ltd (2018)

Cert III Info Pack P2 © Know n’ Grow Pty Ltd (2018)

DISCLAIMER: Know N Grow Pty Ltd (KNG) is a Clann Australia Group company. It is NOT a Registered Training Organisation (RTO). It is affili-ated with a network of RTO’s that will deliver Courses coordinated by KNG. This Info Pack is for your information only. One of KNG’s network of RTO’s will discuss the latest information with you as part of your enrolment process.

IntroductionThe significance of early life experience, pre and post natal, to a child’s health, growth and development is now uncontested. Early childhood services and programs generally as well as early intervention programs have a mandate. The question is now what does this mean?

From the perspective of children as citizens and a commitment to social inclusion early childhood programs including interven-tion programs for vulnerable children would:1. Be such that the conditions including the relationships and interactions central to a child’s healthy growth and development are guaranteed2. Be insistent in their commitment to hear the voices of children and, in regard to infants, the voices of those with the expertise to speak for them.3. From the perspective of early intervention, focus on those periods in a child’s life when there is most to be gained or lost in terms of health and general well being;4. Be considered, in relation to the evidence, as to whether intervention programs are best provided within the context of the family or outside of it in cases of child abuse for example. In all such decisions ideology should be subservient to the best inter-ests of the child;5. Focus on those individuals, families, carers, teachers and other professionals whose interactions and relationships with children will provide the foundation for their overall health and well being, their social and emotional growth and development including the development of resilience;6. Focus on the everyday conditions of the lives of families that impede their ability to provide well for their children, including the relationship between work and family. Three key linkages from work to child well-being are income, time and stress.7. Focus on those professionals and services who are seen as a source of support for children and families and provide direct support to them;8. Build capacity in families, communities and services generally to meet the needs of their children and in particular to do this in circumstances where children are vulnerable;9. Be cognisant of the potential tension between building real capacity within a community, delivering a service and keeping that service viable or in profit;10. Take an approach to sustainability that builds on and resources existing relationships and support systems and builds ca-pacity by leveraging the confidence and connections that already exist in the community rather than necessarily positing the creation of new programs and resources. This does not in anyway preclude the necessity for additional financial resources and some new programs to achieve the desired goals of a national agenda for early childhood.

These criteria provide a framework for the development of an overall early childhood strategy. At the same time they raise serious concerns about the current environment in which many of the nations youngest citizens spend substantial parts of their lives. Services of all kinds, family support, intervention services, children’s services in particular childcare are under-resourced.

Childcare in particular is at crisis point in relation to the ability to attract and keep staff, qualified or unqualified. Given the undis-puted link between the qualities and qualifications of staff and good outcomes for children this is a major concern.

An excellent child care system is important to enable parents to balance work and family life, to encourage the workforce partic-ipation of parents, and to foster the development of Australian children.

The following organisations have been consulted and their resources have proven to be invaluable …

• Early Childhood Australia• Athletics Australia• Nutrition Australia• Skills Online : NSW Department of Education and Training Trainer Pack• S.K.I.P. Strategies with kids / Information for Parents (Family and Community Services NZ)• SPARK : 14 Activity Guides for Under Fives (NZ Government)• The Education Professionals Pty. Ltd. Early Childhood Charts

• The United Nation’s Convention on the Rights of the Child.• The Australian National Quality Framework• The Australian National Quality Standards• ‘Belonging, Being and Becoming.’ Early Years Framework for Australia• ‘My Time, My Place.’ Framework for School Age Care in Australia• ‘Life. Be in it.’ Come n’ Try and Stay n’ Play programs• Family Day Care Australia• Playgroup Victoria


Course DescriptionWhat does this course involve?This course provides you with basic training in a variety of early childhood settings and out-of-school hour’s programs. You will be able to work as a Level II childcare worker.

You will learn about providing food and physical care; responding to illnesses and accidents; and how to foster and support the emotional well being of infants while overseeing their physical, social and psychological development. You will also be able to provide appropriate administration support in a child-care facility, while also providing a safe and healthy working environment.

Note: It is a requirement of this course that you have a current National Police Record Check that must be produced on enrol-ment.

Course structureFifteen units must be completed for this qualification which includes four electives.

Entrance requirementsGraduates of this qualification must be at least 18 years of age in order to gain recognised employment in the industry.

Selection criteriaYou will be required to sit a multiple choice assessment to ascertain your level of numeracy and literacy skills required to com-plete this course.

Length of courseNominal Duration : 968 hours @ 20 hours per week = 49 weeks plus holidays

PriceThe charge for this course is as specified on our website.

Assessments and competenciesEach of the learning outcomes has a set of assessment criteria.

The assessment criteria are the things you must be able to demonstrate successfully in order to pass this subject.

They are listed at the beginning of each unit. The study guides you will work through are designed to help you succeed in demon-strating competence in the assessment criteria.

Assessments may be made in various places - in the classroom, on-line, in a childcare workplace, or in the local environment

PathwaysJobsThis course leads to employment in:• long day care• occasional care• out-of-school hours care• family day care, sessional services• adjunct care• assist in pre-school/kindergartens• neighbourhood houses• Australian migrant education program services• mobile services and other specialised services.


Course DescriptionModification History

Qualification Description This qualification reflects the role of workers in a range of early childhood education settings who work within the require-ments of the Education and Care Services National Regulations and the National Quality Standard. They support the imple-mentation of an approved learning framework, and support children’s wellbeing, learning and development. Depending on the setting, educators may work under direct supervision or autonomously.

Under the Education and Care Services National Law (2011) the Australian Children’s Education and Care Quality Authority (ACECQA) publishes lists of approved early childhood education and care qualifications and information www.acecqa.gov.au

Packaging Rules Total number of units = 18 • 15 core units • 3 elective units

regarding regulatory requirements here: • at least 1 must be selected from the electives listed below • up to 2 units may be selected from any endorsed Training Packages or accredited courses – these units must be relevant to the work outcome.• All electives chosen must contribute to a valid, industry-supported vocational outcome.

• The Education Professionals Pty. Ltd. Early Childhood Charts

Release Comments

Release 4 Units of competency updated (see mapping at www.cshisc.com.au). Electives statement. Equivalent outcome.

Release 3 Correction of typographical errors. Equivalent outcome.

Release 2 Correction to links and mapping. Equivalent outcome.

Release 1 This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Significant changes to content of core units.

http://www.acecqa.gov.au


Core CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

CHCECE001 Develop cultural competence

CHCECE002 Ensure the health and safety of children

CHCECE003 Provide care for children CHCECE004 Promote and provide healthy food and drinks CHCECE005 Provide care for babies and toddlers CHCECE007 Develop positive and respectful relationships with children CHCECE009 Use an approved learning framework to guide practice CHCECE010 Support the holistic development of children in early childhood CHCECE011 Provide experiences to support children’s play and learning CHCECE013 Use information about children to inform practice CHCLEG001 Work legally and ethically CHCPRT001 Identify and respond to children and young people at risk HLTAID004 Provide an emergency first aid response in an education and care setting HLTWHS001 Participate in workplace health and safety

Electives CHCDIV001 Work with diverse people CHCECE006 Support behaviour of children and young people CHCECE012 Support children to connect with their world CHCECE014 Comply with family day care administration requirements CHCECE015 Attend to daily functions in home based child care CHCECE017 Foster the holistic development and wellbeing of the child in early childhood CHCPRT003 Work collaboratively to maintain an environment safe for children and young people CHCSAC004 Support the holistic development of children in school aged care BSBINN301 Promote innovation in a team environment BSBSUS301 Implement and monitor environmentally sustainable work practices BSBWOR301 Organise personal work priorities and development SRCCRO008B Interact positively with infants, toddlers and parents in a recreation environment Qualification Mapping Information No equivalent qualification. Links Companion volumes are available from the CS&HISC website - http://www.cshisc.com.au/

http://www.cshisc.com.au/


Theme Unit Code Unit Title Nominal Hours

Type

HEALTH AND SAFETY

CHCPRT003 Work collaboratively to maintain an environment safe for children and young people

50 elective

HLTWHS001 Participate in workplace health and safety 20 core

CHCECE003 Ensure the health and safety of children 63 core

CHCECE009 Use an appropriate learning framework to guide practice corePRACTICUM 30

LEGAL AND ETHICAL GUIDELINES

CHCPRT001 Identify and respond to children and young people at risk 40 core

CHCLEG001 Work within a relevant legal and ethical framework 50 core

CHCECE013 Use information about children to inform practice 40 core

PRACTICUM 30

CULTURE AND DIVERSITY

CHCECE001 Develop cultural competence 70 core

CHCDIV002 Promote Aboriginal and/ or Torres Strait Islander cultural safety

25 core

PRACTICUM 30

PROVISION OF CARE

CHCECE003 Provide care for children 70 core

CHCECE005 Provide care for babies and toddlers 60 core

CHCECE004 Promote and provide healthy food and drinks 35 core

PRACTICUM 30

CHILD DEVELOP-MENT

CHCECE010 Support the holistic development of children in early child-hood

70 core

CHCECE007 Develop positive and respectful relationships with children 70 coreCHCECE011 Provide experiences to support children’s play and learning 40 core

PRACTICUM 30

FAMILY DAY CARE HLTAID004 Provide an emergency first aid response in an education and care setting

20 core

CHCECE014 Comply with family day care administration requirements 30 elective

CHCECE015 Attend to daily functions in home based child care 35 elective

PRACTICUM 30

NOMINAL CLASS HOURS = 788 NOMINAL PRACTICUM HOURS = 180 NOMINAL TOTAL HOURS = 968

Course units and delivery plan 18 units: 15 core and 3 electives


Pre-Assessment Interview and Assessment Tool Template CHC30113 Certificate III in Early Childhood Education and Care : PRE-ASSESSMENT INTERVIEW

SECTION 1 – APPLICANT DETAILS

Learner’s name:Learner’s address:

Phone number:Employer name and address: (if applicable)Qualification: CHC30113 Certificate III in Early Childhood Education and Care Packaging rules: 18 Units

15 Compulsory Units and 3 Elective Units

Overview of job role: This covers workers who use organisation’s policies, procedures and individu-al children’s profiles to plan activities and provide care to children, facilitating their leisure and play and enabling them to achieve their developmental out-comes.

Depending on the settings, workers may work under direct supervision or autonomously. In some settings, the worker may also have limited supervisory responsibilities of volunteers.

Workers at this level are required to have an understanding of Indigenous culture and history and to work with local communities in the provision of services.

Occupational titles may include:

• Child care assistant • Outside school hours care assistant * • Playgroup supervisor • Recreation assistant *• Family day care worker • Nanny • Child care worker • Mobile assistant

* Some jurisdictions may require Certificate IV in Children’s Services unit (Out-side school hours care) for these work roles


Compulsory Units 15 required:

HLTWHS001 Participate in workplace health and safety

CHCECE003 Ensure the health and safety of childrenCHCECE009 Use an appropriate learning framework to guide practiceCHCPRT001 Identify and respond to children and young people at riskCHCLEG001 Work within a relevant legal and ethical frameworkCHCECE013 Use information about children to inform practiceCHCECE001 Develop cultural competenceCHCDIV002 Promote Aboriginal and/ or Torres Strait Islander cultural safetyCHCECE003 Provide care for childrenCHCECE005 Provide care for babies and toddlersCHCECE004 Promote and provide healthy food and drinksCHCECE010 Support the holistic development of children in early childhoodCHCECE007 Develop positive and respectful relationships with childrenCHCECE011 Provide experiences to support children’s play and learningHLTAID004 Provide an emergency first aid response in an education and care setting

Elective Units 3 required:


CHCECE014 Comply with family day care administration requirementsCHCECE015 Attend to daily functions in home based child care


Relevant Units: Main work activities to be assessed:

INTRODUCTION


HLTWHS001 Participate in workplace health and safety

CHCECE003 Ensure the health and safety of children

CHCECE009 Use an appropriate learning framework to guide practice

Ensure children’s health and safety

LEGAL AND ETHICAL

CHCPRT001 Identify and respond to children and young people at risk

CHCLEG001 Work within a relevant Legal and ethical framework

CHCECE013 Use information about children to inform practice

Identifying and responding to children/young people at risk of harm within a legal and ethical framework

BUILDING PARTNERSHIPS WITH CHILDREN AND FAMILIES

CECECE001 Develop cultural competence

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

Work and interact effectively with children and their fami-lies/significant others.

PROVISION OF CARE CHCECE003 Provide care for children CHCECE005 Provide care for babies and toddlers CHCECE004 Contribute to provision of nutritionally-balanced food in a safe and hygienic manner

Caring for Children

LEARNING THROUGH PLAY

CHCECE010 Support the holistic development of children in early childhood

CHCECE007 Develop positive and respectful relationships with children

CHCECE011 Provide experiences to support children’s play and learning

Develop, support and deliver services, activities and devel-opmental needs of children

ADMINISTRATION

CHCECE014 Comply with family day care administration requirements

CHCECE015 Attend to daily functions in home based child care

A family day care focus

Nested Modules


Community Entrepreneurism: ‘Know n’ Grow’ Early LearningKnow n’ Grow’ Early Learning is aimed specifically at working with – and working for – the 250,000 young Australian parents who have recently become ineligible for parenting payments because their children have reached 8 years of age. A recent Australian Bureau of Statistics survey has found that there is another 250,000 Australian women who would like to work, but cannot because of childcare issues.

This ‘chicken and egg’ situation can be addressed by training, accrediting and assisting some of these parents to:• Develop ‘family day care’ and ‘after school care’ small businesses of their own. This system has proved to be successful in New Zealand for more than a decade.• Take up positions of ‘day care aides’ in existing, or newly established, centres.• Work beside teachers in schools, and to deliver paid, after-school programs.

‘Know n’ Grow’ has three purposes:1. Establishing Early Learning Centres to provide an early childhood education option for families of children from birth to 6 years. Activities must emphasise child initiated play and the importance of families as the first and most important educators of their children.2. Providing Adult Education to Parents. Providing a participatory programme of education for parents that emphasise self-help and personal development. Programs address areas such as child development, play and learning, parenting skills, planning and deliver-ing early childhood education programmes, group and facilitation skills and management skills. Courses must be offered in a flexible manner that acknowledges family commitments and obligations, and includes both formal and informal learning opportunities.3. Creating and disseminating print-based publications and electronic resources to enable ‘Know n’ Grow’ supporters to enhance their parenting skills and train towards early childhood care and education qualifications. These resources will be made available for other individuals or organisations, particularly those involved in the field of early childhood education.

The ‘Know n’ Grow’ team believes that:1. The family is the fundamental unit in the community and is to be valued, promoted and supported as the most important setting for the nurture and education of children2. Children have the opportunity to reach their full potential when family understand their development and take part in their learning experiences3. Parents and care-givers, with appropriate training and support, can expand their skills and make a positive, professional contribu-tion to high quality early childhood education programs and activities.


Know n’ Grow has a strong focus on creating a well-resourced indoor and outdoor learning environment because ‘Children like to return to and revisit things that were important to them that morning, the day before or the previous week’.

Supportive adults need to focus on what kinds of play experiences and resources work best for toddlers and pre-schoolers.. They also need to notice those aspects of learning-rich play that do not change across the years of early childhood: the continuing need for time, resources, space and companions.

Time. All children need sufficient time to enjoy their play and become deeply involved on their own terms. Adult planning has to be based on flexible timing that enables plenty of ‘do it again’ and ‘come back to it later’. Adult-initiated, special activities have to be open-ended in terms of the play experience itself and adult expectations for learning.

Resources. Children need sufficient resources, though many need not cost a lot of money. What is important is that these resources are versatile enough to give children the scope to determine, influence or modify how they are used - today, tomorrow, next week.

When planning play opportunities, practitioners also need to consider how the resources will be made available. Books need to be presented on a low shelf or in a basket, a treasure trove of dressing up clothes in a nice basket, and simple construction materials in sturdy containers.

Space. Young children need plenty of space. They need lots of open space to spread out and move at speed: happily practicing their skills of movement and balance or playing a game of crawling-chasing with you. Younger, and slightly older, children need smaller, snuggling-in spaces, where they may choose to settle down with a teddy or friends to organise their own game.

Companions. Sometimes young children want to play on their own but enjoyable play includes the possibility of play companions - adults and other children - joining in without taking over. Adults need to be playful companions who sometimes follow a child’s lead and sometimes introduce a new element into a familiar game.Adult playmates can ease any tensions and role model social skills when babies and very young children want to play together but are struggling with space, turn-taking and what this game is all about today.


‘Know n’ Grow’ Early Learning ThoughtsAcademic training is increasingly replacing imaginative play and experiential hands-on learning in the early years of our children’s lives. Education is often seen as a race, and the earlier you start, the sooner and the better you finish.

There is little evidence that this push for early academics, such as the effort to have children start reading by age five, produces any lasting advantage for children. If anything, research and experience point in the opposite direction.

Children love to learn. This love needs to be fostered at home and in early care and education programs.

‘Know n’ Grow’ Early Learning supports this in a number of ways:• Provide opportunities for parents to educate themselves about the needs of young children and their own capacities for parenting• Create a renewed focus on training programs, place a new emphasis on understanding the broad range of capacities children need to develop, especially the capacity to play, and help develop the creativity and insight of the teachers themselves.• Deliver developmentally appropriate care, including: a daily rhythm of healthy meals, rest, and activities; daily periods of play, both outdoors and indoors, in a safe environment; music and the other arts; hands-on and other physically engaging activities, which literally embody the most effective first lessons for young children in the sciences and mathematics; and a rich variety of face-to-face verbal interactions, including conversation, nursery rhymes, storytelling, and books read aloud with attentive adults.• Recognise that when families are under great stress for reasons of poverty or illness this has a profound impact on children and their emotional readiness to learn. The social and economic stresses on the family need to be addressed as well as the specific needs of the child in our classrooms.• Undertake long-term research to identify when children are developmentally ready to read and to acquire other academic skills; factors that may interfere with their ability to learn, such as overexposure to electronic media; and the best approaches in early edu-cation that will lead to a lifelong love of reading and learning.

The community’s social, educational and economic health can only benefit from efforts and resources focused on our younger citi-zens. We cannot leave to chance the quality and accessibility of early childhood education.


‘Know n’ Grow’ Early Learning’s Focus on Play Child-initiated play lays a foundation for learning and academic success. Through play, children learn to interact with others, develop language skills, recognize and solve problems, and discover their human potential. Play helps children make sense of, and find their place in, the world through:

Physical development: The rough and tumble of active play facilitates children’s sensorimotor development. It is a natural preventive for the current epidemic of childhood obesity. Research suggests that recess also boosts schoolchildren’s academic performance.

Academics: There is a close link between play and healthy cognitive growth. It lays the foundation for later academic success in read-ing and writing. It provides hands-on experiences with real-life materials that help children develop abstract scientific and mathemat-ical concepts. Play is critical for the development of imagination and creative problem-solving skills.

Social and emotional learning: Research suggests that social make-believe play is related to increases in cooperation, empathy, and impulse control, reduced aggression, and better overall emotional and social health.

Sheer joy: The evidence is clear - healthy children of all ages love to play. Experts in child development say that plenty of time for childhood play is one of the key factors leading to happiness in adulthood. It may well be that he smartest thing a young child can do with a computer or TV is to play with the box it came in! Computers tend to insist on being just computers, programmed by adults. But an empty box becomes a cave, a canoe, a cabin, a shop - whatever and whenever the child’s magic wand of imagination decrees.

The early years of a child’s learning make a significant difference to the way they develop and go on to learn throughout their lives. The Know n’ Grow vision is for all children to have the opportunity to participate in quality early childhood education, no matter what their circumstances may be.

Recent research confirms that early cognitive development is inextricably linked with physical, emotional, and social development. All grow out of early relationships with family and caregivers, who can:• Curtail time spent in adult-organized activities: Children need time for self-initiated play. Overscheduled lives leave little time for play. • Choose simple toys: A good toy is 10 percent toy and 90 percent child. The child’s imagination is the engine of healthy play. Simple toys and natural materials, like wood, boxes, balls, dolls, sand, and clay invite children to create their own scenes-and then knock them down and start over.


Playing is the most natural thing in the world, but there’s much more to it than just having fun.Development skills. Child development falls into the two main categories of physical and neurological. Physical skills involve both gross motor skills such as rolling over, crawling and walking, and fine motor skills such as hand-eye coordination, grasping objects, drawing and later writing. Sensory development is also physical and includes sight, sound, touch, smell and taste. Intellectual and cognitive development centre on activity in the brain including use of language, smiling and giggling, imagination and working out. Our children’s emotional wellbeing also develops in the brain and comprises many areas such as self awareness, self esteem and the ability to interact with others.

Communication. Good communication makes for good and rewarding play, although this doesn’t necessarily mean having to speak with words. Facial expressions denoting surprise, pleasure, not knowing where something is and praise will all help your child find enjoyment in play. Talking to toddlers in simple language helps them learn to give their feelings expression.

Age appropriate toys and games

0-3 months: Wind chimes, unbreakable mirrors (babies tend to look right 80% of the time so make sure you put any objects in their line of vision), high contrasting mobiles, cloth books

3-6 months: Baby play gyms, rattles, squeaky rubber toys, colourful teethers, socks with bells

6-9 months: Textured books, soft blocks to knock down, activity boards, toys that pop up when your baby pushes the button, balls - throw the ball and encourage your baby to crawl after it

9-12 months: Walker, rocker, toy, telephone, shape sorter, books with flaps, bucket and spade for natural sand play - your baby will love the texture

12-18 months: Simple puzzles such as cut-out circles and squares, stacking, pull toys for confident walkers; climbing frame, washable non-toxic crayons, ride-on vehicle, toy buggy

18-24 months: Musical instruments such as keyboards, drum, plastic tea set, play house or den (throw a blanket on the old baby gym), shopping trolley, gardening tools, building blocks

24-36 months: Illustrated books, dressing-up clothes, child-size household equipment, construction toys e.g. Lego, wooden puzzles, dolls to undress

36 months +: Basic jigsaw puzzles, memory games such as snap, child-size pots and pans, plasticine, bats and balls, golf sets, refer-ence books

We learn best by having another person play with us. When parents have opportunities to play with children, they get more out of it. Children gain better reading, maths and social skills when adults play with them.


‘Know n’ Grow’ Early Learning’s Focus on Physical Activity There is no doubt that physical activity provides health benefits for children• Physical activity throughout life provides important from coronary artery disease.• Physically active people live longer; have better managed weight, lower blood pressure and healthier cholesterol levels.• Physical activity is important for healthy growth and development of the cardiorespiratory system as well as bones and muscles of children.• Physical activity has mental and social health benefits and active people are likely to feel more confident, happy, relaxed and be able to sleep better.• Physical activity provides broader community benefits. Engaging children and young people in enjoyable and positive physical activity may also make a contribution to broader social and community goals including social skill development, and improved sense of community belonging, identity and cohesion (social capital).• Early prevention is important, as there is evidence that active children are more likely to become active adults.• Additional benefits can be gained from structured moderate-to-vigorous intensity physical activity such as sport, physical educa-tion, dance or planned activity for three or more sessions of twenty minutes or more per week.

What can ‘Know n’ Grow’ parents do?• Set positive examples by leading active lifestyles, and make physical activity part of the family’s daily routine - such as designating time for family walks or playing active games together.• Provide opportunities for children to be active by playing with them. Give them active toys and equipment, and take them to plac-es where they can be active.• Offer positive reinforcement for the physical activities in which your child participates and encourage them as they express interest in new activities.• Make physical activity fun. Fun activities can be anything the child enjoys, either structured or non-structured. They may range from team sports, individual sports, and/or recreational activities such as walking, running, skating, bicycling, swimming, playground activities, and free-time play.• Ensure that the activity is age appropriate and, to ensure safety, provide protective equipment such as helmets, wrist pads, and kneepads.• Find a convenient place to be active regularly.• Limit the time children watch television or play video games to no more than two hours per day. Instead, encourage your children to find fun activities to do with family members or on their own that simply involve more activity (walking, running, skipping, danc-ing)

What will ‘Know n’ Grow’ Centres do?• Implement a planned physical education curriculum that maximises participation, enjoyment and skill learning. Physical and social development of children through Health and Physical Education ought to be perceived as important as literacy and numeracy throughout the schooling years.• Ensure that physical education classes offer the maximal amount of opportunities for physical activity.• Ensure all young children are provided with positive opportunities for movement skill development and improved physical compe-tence


‘Know n’ Grow’ Early Learning’s Focus On Nutrition One of our most important goals is to help young children grow to become healthy adults. We begin this by teaching each and every child the importance of nutrition, but must always be aware that some chil-dren may be allergic to certain foods.

Nutrition is essential to a child’s health. Good nutrition can put a stop to many health problems - including becoming overweight, developing weak bones, and developing diabetes.

Nutrition hints for us all: • Respect food.• A good breakfast is important – and impacts on the rest of the day.• Eat a mixture of foods • Choose a diet low in fat, saturated fat, and cholesterol • Cook with less fat • Involve children in planning and preparing meals - they are often more willing to eat the dishes they help make. • Allow time for a snack or two in addition to the main daily meals. • Serve snacks like dried fruit, low-fat yoghurt, and air-popped pop-corn. • Limit the amount of salt and sugar.• Encourage the drinking of water.• Have family meals together and serve everyone the same foods. • Consider homemade fruit smoothies - made with low-fat milk or yoghurt and frozen or fresh fruit

When you are sitting at the table to eat give your children child-sized portions, and let your child ask for more food if he/she still hungry. Don’t force children to clean their plates.

One of the most important things to remember is that adults can teach children about good nutrition, but they need set a good example. If they want children to ‘eat healthy’ they cannot give them yoghurt for a snack and sit next to them eating a bag of potato chips! So leave junk foods alone - replace them with fruits, vegetables, nuts, and low-fat or non-fat milk products.


Play is essential to every aspect of children’s development Childhood is universal and children’s play is universal. Play is essential to every aspect of children’s development: social, physical and cognitive, but it is still regarded by many as being of little importance. Play fosters important social skills, including sharing, turn taking, and developing and consolidating friendships. It is an essential are-na for the expression of children’s feelings, anger, love and joy. At the same time, children willingly engage in complex physical activity in a social environment they themselves create. A bi- product of their energetic and tireless play is the enhancement of co-ordination, balance and a range of motors skills. Play provides children with the opportunity to be in control and make their own choices, without the direction of adults. Young chil-dren spend most of their time playing and it is through play that children discover the world around them and have fun doing it! It is through imaginative and subversive play that children explore the world around them. Physical skills of co-ordination, balance and fine motor control are acquired whilst mastering the intricacies of the new skills being learned through play. Rhymes, jokes and chants assist children to develop their language skills and enhance their memory. Through traditional game playing children learn about the rules and values of their cultures. This is particularly significant for Aus-tralia’s multicultural society where playing traditional games can be used to promote inter-cultural acceptance and understanding of others. Games have been played in essentially the same way for thousands of years. Whilst every generation of young children imitates, and changes, the play of the older children they observe and admire, both time and differing cultures influence the universal features of children’s play. Immigration, the media, and the accident of forgetting and invention all help shape and alter the game and verbal lore. Play is part of everyone’s heritage - play links past, present and future. Another feature of the “Know n’ Grow’ program is the encouragement of participants to establish their own home-based small businesses.


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An intermediate level of English is required to entry to all courses (IELTS or equivalent)

Is English your first language: Yes No

Have you completed a formal English test such as IELTS in the last two years? Yes No

Test: _________________________________________ Score: ________________________________________ Date: _________________________________________

Institute: ______________________________________ Course: _______________________________________ Exit Level: _____________________________________

Do you require Overseas Student Health Cover to be arranged for you? Yes No

Student Declaration:

I declare that all information provided in this application is correct and failure to provide correct information or documentation in relation to this application will result in delay or non-acceptance of your application.

Signature: _________________________________________

CHC30113 - INFO PACK FOR CERTIFICATE III IN EARLY ... · Cert III Info Pack P2 © Know n’ Grow...

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Transcript of CHC30113 - INFO PACK FOR CERTIFICATE III IN EARLY ... · Cert III Info Pack P2 © Know n’ Grow...