CHCECE003 - Provide care for children

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CHCECE003 - Provide care for children

This unit describes the skills and knowledge required to ensure children’s physical and emotional well-being is maintained and their self-sufficiency is nurtured.

This unit applies to people who work with children in a range of early education and care services.


The student has provided care and responded appropriately to at least three (3) children of varying ages (preferably 2 to 6 years old), including: The student has for all the three (3) children completed the following

· promoted physical activity and encouraging participation

· engaged with children in discussions around physical health and wellbeing

· adapted the physical environment to ensure challenge and appropriate risk-taking

· ensured the smooth transition of new arrivals

· supported children through transition and change

The student has provided physical care to the children that involves:

· Managing toileting accidents in a manner that protects the child’s self-esteem and privacy

· Supervising and engage with children eating and drinking

Meeting individual clothing needs and preferences of children and families within scope of service requirements for children’s health and safety

The student has promoted the physical activity for children and has

· Consistently implement movement and physical experiences as part of the program for all children

· Participated with children in their physical activity

· Promoted physical activity through planned and spontaneous experiences appropriate for each child

· Encouraged each child’s level of participation in physical activities according to the child’s abilities and their level of comfort with activities

· Engaged children in outdoor play

· Fostered children’s participation in physical activities

· Discussed with children how their bodies work and the importance of physical activity to people’s health and wellbeing

The student has adapted facilities to ensure access and participation by meeting the following:

· Assisted in providing challenging elements of outdoor and indoor environments that allow for experiences which scaffold children’s learning and development and offer chances for appropriate risk-taking

· Promoted the sun protection of children to meet the recommendations of relevant recognised authorities

· Provided a balance of natural and artificial lighting, good ventilation and fresh air

· Organised indoor and outdoor spaces that ensure children are not always dependent on adults to do things for them and are supported to create their own games and experiences

· Engaged with children in constructing their own play settings/environments and create indoor and outdoor environments that stimulate and reflect children’s interests

Help children with change

· Prepare children for changes in a supportive and timely manner

· Assist in developing meaningful routines, including those to minimise distress at separation of the family and child

· Identify and respond to children’s feelings openly, appropriately and with respect

· Encourage children to communicate, listen and treat others with respect

· Encourage opportunities to express feelings and emotions appropriately

The student has participated in settling new arrivals (including children starting care on arrival and children part of orientation/ transition) where,

· The student has at least once observed families and children for signs of stress/distress on arrival

· The student began interaction with the child while family is still present to minimise abruptness of separation

· Encouraged the family to take as much time as needed to have a relaxed, unhurried separation from their child

· Responded to child’s distress at separation from the family in a calm reassuring manner





Knowledge Evidence:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This include knowledge of:

  • how to access:

  • the National Quality Framework

  • the National Quality Standards

  • the relevant approved learning framework

  • how to navigate through framework and standards documents to find areas relevant to this unit of competency

  • basic principles of child physical and emotional development

  • United Nations Convention on the Rights of the Child

  • recommendations for physical activity for birth to 5-year-olds and 5- to 12-year-olds in the National Physical Activity Guidelines for Australians

  • impact of changes of routines and environments for children

  • sun safety

  • relevance of hand hygiene for minimising infectious diseases

  • code of ethics

  • routines and strategies to minimise distress at separation of parent and child

  • organisational standards, policies and procedures.



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