Inherent requirements – Certificate III in Early Childhood Education & Care CHC30121
Find the abilities, attributes, skills and behaviours needed to meet the learning outcomes of the Certificate III in Early Childhood Education and Care CHC30121.
Inherent requirements
You should carefully consider the following inherent requirement statements for the Certificate III in Early Childhood Education and Care CHC30121 as:
- a guide for your learning during the course
- a way to identify challenges you may have in meeting the requirements.
This relates to the understanding and ability to comply with Australian and Victorian law and professional accreditation regulations. Examples include
- Child protection and safety legislation (including the ability to pass a Working with Children Check)
- Criminal History / Police Checks
- Occupational health and safety
- Anti-discrimination legislation
Rationale
Knowledge, understanding, and compliance with legislative and regulatory requirements are necessary in order to reduce the risk of harm to self and others in early childhood education and care settings compliance with these professional regulations and the Australian Law ensures students are both responsible and accountable for their practice.
Examples
Comply with relevant legislation including child protection, work health and safety, and anti-discrimination legislation, food safety requirements. i.e. ACECQA, National Regulations and National Quality Standards.
This relates to the student's ability to understand and adhere to standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with. Examples include:
- Complying with academic and non-academic conduct codes and policies, including academic integrity policies
- Understanding and complying with professional standards, codes of practice, and guidelines
Rationale
Compliance with standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with in the many environments of practice is required for the physical, psychological, emotional and spiritual well-being of all.
Examples
- Comply with VU conduct codes and policies and professional standards
- Identify and enact relevant applications of these codes and standards, including those relating to plagiarism, informed consent, privacy, confidentiality, and equitable and respectful behaviour in university and early childhood education and care settings.
Where relevant, this relates to considerations of current scope of practice, workplace health and safety, and any other matter related to safety. Examples include
- Ability to understand and comply with all relevant workplace health and safety policies and practices
- Ability to identify and respond to alarm systems
- Ability to understand and demonstrate compliance with current scope of practice
- Ability to manage one's own health in a manner that promotes the ability to fulfil the requirements of study, placements, and the role/s for which the study typically equips the graduate
Rationale
Compliance with current scope of practice, workplace health and safety, infection control considerations and effective and timely response to alarm systems are required to provide safe environments for children, staff and others.
Examples
- Limit task performance to current scope of practice
- Comply with relevant workplace health & safety policies for equipment use and storage
- Provide basic cleaning duties including but not limited to, wiping down surfaces, mopping, using cleaning products
- Work safely with children and families with infectious diseases and with reduced immunity
- Be able to respond to alarm systems to maintain safety for self and children.
This relates to the student's capacity for knowledge acquisition, utilisation and retention. It also includes metacognitive capacity such as awareness of one's own thinking, and the ability to reflect, evaluate, adapt and implement new cognitive strategies. Examples include
- Focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet the course objectives
- Ability to reflect and take personal responsibility
- Ability to apply knowledge in practical and theoretical assessment settings
Cognition - knowledge & cognitive
Knowledge acquisition, utilisation and retention spanning and drawing together all coursework subjects. Cognitive skills for focus, memory, attention to detail, theoretical deliberation, and practical functioning.
Rationale
Understanding and retention of coursework information and the effective processing of this information is required for appropriate, safe and effective delivery of care/practice.
Examples
- Make safe and appropriate decisions relating to the care, education and safety of children from retained knowledge
- Assess the application of policy and procedures in the context of early childhood education and care situations
- Notice and respond effectively to children's health and safety e.g. ensuring children with allergies are not exposed to allergens, assess appropriate course of action when child’s temperature is elevated.
Cognition – metacognition
Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning.
Rationale
Understanding and ongoing learning about oneself as an instrument in early childhood is required for safe and effective delivery of practice.
Examples
- Review and critically reflect on personal responses around early childhood education and care challenges, and develop safe, effective and professional care approaches
- Reflect on the options, ethical implications, and impact for all the stakeholders in an education and care setting when making decisions.
This includes both writing and reading, and is also linked to English language proficiency (literacy requirements are always established in terms of English). NB For VE, literacy requirements are based on the Australian Core Skills Framework (ACSF). Examples include
- Capacity to comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments
- Producing clear, accurate documentation relating to practical tasks
Rationale
Information relating to each individual child in an education and care setting can be delivered by many different modes and competent literacy skills for these are essential to provide appropriate, safe and effective delivery of care/practice.
Examples
- Interpret written and spoken language to follow verbal and written directions in a busy environment
- Understand and follow medical plans and instructions for children
- Produce accurate, concise and clear documentation which meets ACECQA requirements
- Document observations relating to concerns regarding child protection
- Interpret and comply with legal documents.
This includes any form of numeracy required to complete the course successfully. For many courses, this will be basic functional numeracy. NB For VE, numeracy requirements are based on the Australian Core Skills Framework (ACSF). Examples include
- Competent reasoning and reliable accuracy with numerical concepts
- Ability to perform basic mathematical tasks
Rationale
Competent reasoning and reliable accuracy with numerical concepts such as time and measurements are essential for safe and effective care/practice.
Examples
- Calculate correct medication dosages and timing in a busy environment
- Calculate and ensure child/educator ratios are met
- Calculate and measure correct quantity of formula for children's bottles
- Calculate and dilute chemicals e.g. bleach to ensure correct usage
- Calculate and prepare/serve food quantities for children
- Use and read thermometers accurately i.e. food, fridges and children's temperature.
This includes verbal, non-verbal and written communication. Examples include
- Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions
- Ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication
- Ability to produce English text to the expected standard (NB This is a skill that may be developed throughout a course, and should be identified as such in any inherent requirements statement)
Communication – verbal
Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions, tailored to the local English-speaking audiences.
Rationale
Effective verbal communication, in English, with families/children and University and service educators is required for effective learning and to provide safe and effective delivery of care/practice.
Examples
- Convey spoken messages accurately and effectively in a professional/education and care setting to a range of audiences
- Understand and respond to verbal communication accurately and appropriately in a busy environment
- Build professional partnerships with families and children to encourage open communication.
Communication - non-verbal
Non-verbal communication skills that enable respectful communication with others.
Rationale
The ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication is essential for safe and effective care.
Examples
- Recognise cues in a child's facial expression, appearance, behaviour, posture, or movement
- Respond to a distressed child incorporating appropriate non-verbal behaviour.
Communication – written
Ability to produce English text to a standard that provides clear and professional-level communication, with language usage and style tailored to the targeted recipients.
Rationale
Effective communication in English text is required to demonstrate applied skills in academic writing conventions and in sustained and organised academic argument and provide safe and effective delivery of care/practice.
Examples
- Communicate written information in a professional manner to families and co-workers
- Respond appropriately to questions relating to a range of legislation in written assessments
- Use precise and appropriate language to contribute to both handwritten and electronic curriculum documents.
This includes visual, auditory and tactile capacity. NB Care must be taken to not prescribe any sensory ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments. Examples include
- Ability to interact with visual inputs sufficiently to manage learning environments
- Ability to interact with auditory inputs sufficiently to manage learning environments
- Ability to respond to tactile input and provide appropriate tactile interaction
Sensory ability - visual
Ability to interact with visual inputs sufficiently to manage learning environments.
Rationale
Elements in the working and learning environment are delivered by visual means, and the ability to learn from or respond to these inputs is required to provide safe and effective practice.
Examples
- Observe and detect signs of illness in children e.g. skin colour and/or appearance
- Scanning the environment at long and short distance to supervise children to ensure their health and safety
- Be able to read at a close range e.g. medication labels, food labels and medical action plans/allergy plans.
Sensory ability – auditory
Ability to interact with auditory inputs sufficiently to manage learning environments.
Rationale
Elements in the learning and working environments are delivered by auditory means, and the ability to learn from or respond to these inputs is required to provide safe and effective practice.
Examples
- Detect and discriminate changes in children's cries, breathing sounds and verbal distress and respond appropriately to children's communication in a noisy environment
- Gain information and engage in discussions with families and colleagues to provide care for children
- Detect and discriminate alarms, emergency calls, and urgent verbal information for care of children.
Sensory ability – tactile
Ability to respond to tactile input and provide tactile interaction.
Rationale
Elements in the learning and working environment are detected and measured by tactile means, and the ability to learn from or respond to these inputs is required to provide safe and effective practice. The appropriate use of touch as a part of effective care is also required.
Examples
- Detect changes in children's temperature
- Provide care for children through appropriate and reassuring touch
- Check temperature of food and bottles to ensure children's health and safety
This includes both gross and fine motor ability. NB Care must be taken to not prescribe any motor ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments. Examples include
- Strength, range of motion, coordination and mobility sufficient to meet the requirements of the study, including placements included in the course
- Manual dexterity and fine motor skills sufficient to meet the requirements of the study, including placements included in the course
Motor ability – gross
Strength, range of motion, coordination and mobility.
Rationale
A wide range of physical actions in a busy environment are required for safe and effective practice.
Examples
- Sustaining effective CPR for at least (2) minutes on the floor
- Stand and walk for prolonged periods (more than 30 minutes) to support the needs of children
- Lift, hold or assist infants, toddlers and children of varying size and capabilities (i.e. bottle feeding, nappy change, support children in climbing)
- Squatting &/or getting down on the floor (at the child's level) to support and engage.
Motor ability – fine
Manual dexterity and fine motor skills.
Rationale
A wide range of fine-motor manual tasks in a time-constrained environment are required to provide safe and effective practice.
Examples
- Draw up medication into a plastic syringe
- Open sterile packaging without contaminating contents including bandages, band-aides etc
- Changing nappies and clothing
- Setting up, demonstrating and packing up activities for children
- Contribute to both handwritten and electronic reports.
This includes a person's ability to sustain their performance in a given activity or series of activities over time. Care must be taken to not prescribe sustained performance in a way that allows no room for temporary changes to performance levels due to illness or other factors.
Examples include:
Ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of any task required as part of the course or any placement
Rationale
A range of complex, multi-component or extended early childhood tasks carried out over a period of time and in busy environments is required to provide safe and effective practice.
Examples
- Sustain study practices to sufficiently engage with the learning workload for the duration of the course
- Sustain cognitive engagement, performance level and emotional control for the full duration of the placement with minimal breaks
- Be physically capable of engaging with children, families and colleagues for a maximum of 7.5 hours per day, up to 5 days per week.
This includes the personal flexibility and resilience required to adapt behaviour to different situations, even when they are stressful or difficult. NB Care must be taken to allow room in the inherent requirements for the individual to demonstrate behavioural adaptability through withdrawing from activities for a time to undertake medical interventions and self-care measures. Examples include
- Ability to adjust ways of working to work within teams of varied personal and professional backgrounds
- Being receptive and responding appropriately to constructive feedback
- Maintaining respectful communication practices in times of increased stressors or workloads
- Adjusting to changing circumstances in a way that allows self-care
Rationale
Behavioural adaptation is required to manage personal emotional responses as an individual and within teams in changing and unpredictable early childhood environments and practice self-care.
Examples
- Adjust ways of working within teams of varied personal and professional backgrounds to facilitate effective education and care
- Cope with own emotions and behaviour effectively when dealing with changing responses of individuals and families in the education and care setting
- Be receptive and respond appropriately to constructive feedback
- Maintain respectful communication practices in times of increased stressors or workloads
- Adjust to changing circumstances in a way that allows self-care while maintaining a professional-level focus on the child and family.
If you remain interested or engaged in the course, you should discuss your concerns with the college staff such as the Course Chair as soon as possible.
If the challenges are related to your disability or health condition contact Accessibility Services to discuss possible strategies and reasonable adjustments.