CHCSAC004 - Support the holistic development of children in school age care

Inspire & Learn transparent logo

CHCSAC004 - Support the holistic development of children in school age care

This unit describes the skills and knowledge to support and recognise the interrelationship between the physical, social, emotional, cognitive and communication development of children from 5 to 12 years of age.

This unit applies to educators working in a range of education and care services.


The student must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

supported the development of children in at least three different situations/activities (including different age groups and abilities), including:

interacting with children to holistically support development and learning appropriate to the individual child’s abilities and ages

providing a variety of experiences and environments to support the different areas of children’s development (physical, creative, social, emotional, language and cognitive)

The student has Supported the physical development of children by: Using daily routines as opportunities to support children to acquire and practise skills

The student has Supported the physical development of children by: Assisting in selecting and arranging equipment that will develop fine and gross motor skills, and to challenge and encourage choice and spontaneity in physically active play

The student has Supported the physical development of children by: Supporting creation of opportunities to build the emerging physical skills of individual children

The student has Supported the physical development of children by: Assisting children to take increasing responsibility for their own health and wellbeing

The student has Supported the social development of children by: Supporting children to understand and accept responsibility for their own actions appropriate to their level of understanding

The student has Supported the social development of children by: Creating opportunities for one-on-one interactions

The student has Supported the social development of children by: Modelling care, empathy and respect for children, educators and families

The student has Supported the social development of children by: Joining in play and social experiences with other children

The student has Supported the social development of children by: Assisting and support children when they are having difficulty understanding or communicating with each other

The student has Supported the social development of children by: Modelling language that children can use to express ideas, negotiate roles and collaborate to achieve goals

The student has Supported the social development of children by: Assisting children to develop trusting relationships with educators and other adults

The student has Supported the social development of children by: Encouraging children to respect and regard each other’s individual differences

The student has Supported the social development of children by: Offering children play choices and respect children’s choice to watch and observe

The student has Supported the emotional development of children by: Providing children with a range of strategies to make informed choices about their behaviours appropriate to their level of understanding

The student has Supported the emotional development of children by: Ensuring children experience pride and confidence in their achievements

The student has Supported the emotional development of children by: Providing acknowledgement and support if a child experiences frustration and encourage children to see mistakes as an opportunity to learn

The student has Supported the emotional development of children by: Encouraging children to express and manage feelings appropriately

The student has Supported the emotional development of children by: Supporting children’s efforts, assisting and encouraging as appropriate

The student has Supported the emotional development of children by: Motivating and encouraging children to persevere with challenges

The student has Supported the emotional development of children by: Share children’s successes with families

The student has Supported the cognitive development of children by: Intentionally scaffold children’s learning

The student has Supported the cognitive development of children by: Providing children with a range of materials, resources, technologies and experiences to explore and problem-solve to stimulate cognitive development

The student has Supported the cognitive development of children by: Providing experiences that allow children to explore a range of concepts

The student has Supported the communication development of children by: Value the child’s linguistic heritage and encourage the use and acquisition of home languages

The student has Supported the communication development of children by: Selecting, reading and telling developmentally appropriate stories

The student has Supported the communication development of children by: Use of puppets and other props to stimulate children’s enjoyment of language and literature

The student has Supported the communication development of children by: Modelling and encouraging two-way communication by asking questions and listening carefully

The student has Supported the communication development of children by: Encouraging children to explore symbols, patterns and their relationships to each other

The student has Supported the communication development of children by: Drawing children’s attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sounds

The student has Supported the communication development of children by: Creating opportunities for group discussions and exchange of views between children

The student has Supported the communication development of children by: Asking and answering questions during the reading and discussion of books or other texts

The student has Supported the communication development of children by: Modelling language and encourage children to express themselves through language in a range of contexts and for a range of purposes

The student has Supported the holistic development of children by: Supporting and initiating inquiry processes, try new ideas and take on challenges

The student has Supported the holistic development of children by: Providing resources and materials that offer challenge, intrigue and surprise

The student has Supported the holistic development of children by: Helping to promote children’s sense of belonging and connectedness

The student has Supported the holistic development of children by: Engaging children in sustained shared conversations to extend their thinking

The student has Supported the holistic development of children by: Providing the opportunity for scaffolding learning and development

The student has Supported the holistic development of children by: Assisting children to see their mistakes as opportunities to learn and grow

The student has Supported the holistic development of children by: Facilitating families’ diverse contributions to the learning community

The student has Supported the holistic development of children by: Sharing information with colleagues about child development and wellbeing


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. These include knowledge of:

  • code of ethics
  • United Nations Convention on the Rights of the Child
  • 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
  • introductory level child development for children, including:
  • early brain development
  • importance of the early years for subsequent educational success
  • foundational knowledge of developmental theory
  • aspects of poor early childhood development, such as:
  • poor diet
  • lack of play
  • limited stimulation of brain development
  • lack of materials and resources
  • inconsistent or non-existent emotional support or comfort
  • trauma
  • other life experiences, which interrupt appropriate childhood activities, and their potential long-term harmful impacts
  • biological and environmental influences on development
  • symbol systems including letters, numbers, time, money and musical notation.
Inspire and Learn - Career Hub, Professional Development, student activities on Facebook
Inspire and Learn - student activities on Google Plus
Inspire and Learn - student activities on Instagram
Inspire and Learn student activities on Pinterest
Inspire and Learn student activities on Twitter
Inspire and Learn student activities on YouTube

Inspire & Learn Melbourne Location :

18 Morris Street, Melton South, Victoria - 3338email :info@inspireandlearn.edu.auPh: 1300 045 125