children. It takes into account the developmental stages and backgrounds of children from birth to age 3, as well as the centre’s philosophy. It also includes employing various strategies to engage young children as active participants in the learning process. Knowledge and Analysis It refers to gathering, cognitive processing, integration and inspection of facts and information required to perform the work tasks and activities. The ability to understand: Developmental stages of children from to age 3 Strategies to plan and implement developmentally appropriate teaching, learning and care-giving approaches that meet the needs of young children Strategies to engage children as active participants Application and Adaptation It refers to the ability to perform the work tasks and activities required of the occupation, and the ability to react to and manage the changes at work. The ability to: Articulate how daily pedagogical practices are aligned to centre philosophy Plan and implement teaching, learning and care-giving approaches, taking into account the developmental stages and backgrounds of children and centre philosophy Facilitate opportunities for young children to be active participants in the learning process Innovation and Creation It refers to the ability to generate purposive to improve work performance and/or enhance business values that are aligned to organisational goals. The ability to: Refine teaching, learning and care-giving approaches to support the holistic development of children Social Intelligence and Ethics It refers to the ability to use affective factors in leadership, relationship and diversity management guided by professional codes of ethics. The ability to: Collaborate with colleagues to plan and implement appropriate teaching, learning and care-giving approaches Learning to Learn It refers to the ability to develop and improve one’s self within and outside of one’s area of work. N/A Range of Application (where applicable) It refers to the critical circumstances and contexts that the skill may be demonstrated. Strategies to plan and implement developmentally appropriate teaching, learning and care-giving practices that meet the of young children may include, but are not limited to: Utilising observations and documentation of children to inform planning Utilising strategies and resources to scaffold children’s learning and development Strategies to engage children as active participants may include, but are not limited to: Utilising observations and documentation of children Allowing children to explore and indicate their interests
Utilising play as a medium for active participation Skill Code ECC-DCH-3003-1.1 Skill Category Developing the Child Holistically Sub-Skill Category (where applicable) Curriculum and Pedagogy Skill Strategies to Observe and Document Children’s Learning Skill Description The skill describes the ability to apply knowledge of observations and documentations of children’s learning and development to support the learning and developmental needs of each child. It also includes gathering observations from colleagues and families, evaluating observations and documentations of children’s learning, and developing appropriate activities based on observations of children in the group. Knowledge and Analysis It refers to gathering, cognitive processing, integration and inspection of facts and information required to perform the work tasks and activities. The ability to understand: The purpose and benefits of observation and documentation of children’s learning Types of observation and documentation of children’s learning How to analyse and interpret observations and documentations of children’s learning Guiding principles for observation and documentation of children’s learning Application and Adaptation It refers to the ability to perform the work tasks and activities required of the occupation, and the ability to react to and manage the changes at work. The ability to: Apply knowledge of observations and documentations of children’s learning and development to inform practice Conduct observations and documentations of children’s learning using appropriate techniques Support the planning process and develop appropriate activities based on observations of children in the group Gather observations from colleagues and families to inform the planning process for individual child and the group Innovation and Value Creation It refers to the ability to generate purposive to improve work performance and/or enhance business values that are aligned to organisational goals. N/A Social Intelligence and Ethics It refers to the ability to use affective factors in leadership, relationship and diversity management guided by professional codes of ethics. The ability to: Respond to questions from colleagues and families about children’s behaviour or refer to appropriate staff Collaborate with colleagues and families in the planning process for individual child and the group Learning to Learn It refers to the ability to develop and improve The ability to: Reflect on and evaluate observations and documentations of children’s learning
Application and Adaptation It refers to the ability to perform the work tasks and activities required of the occupation, and the ability to react to and manage the changes at work. The ability to: Demonstrate conscientiousness and trustworthiness to complete given tasks according to organisational standards Innovation and Value Creation It refers to the ability to generate purposive to improve work performance and/or enhance business values that are aligned to organisational goals. The ability to: Present self with confidence and show flexibility in responding to changes at the workplace Social Intelligence and Ethics It refers to the ability to use affective factors in leadership, relationship and diversity management guided by professional codes of ethics. The ability to: Manage own emotions and impulses to work effectively with others, taking into consideration the different cultures and background of individuals at the workplace Recognise the emotional needs of others, empathise and respond appropriately to their needs Learning to Learn It refers to the ability to develop and improve one’s self within and outside of one’s area of work. The ability to: Recognise own emotional states, the causes of those emotional states and its effects on performance and interpersonal relationships at the workplace Identify personal strengths and weaknesses and make improvements needed to develop Emotional Intelligence Demonstrate initiative and optimism in pursuing goals beyond what is required and expected of self Range of Application (where applicable) It refers to the critical circumstances and contexts that the skill may be demonstrated. N/A Skill Code ECC-BPC-3002-1.1 Skill Category Building Professional Capacity Sub-Skill Category (where applicable) Professional Values and Ethics Demonstrate Ethical Behaviour and Professionalism (Educarer 1) Skill Description This skill describes the ability to demonstrate ethical conduct in interactions with children, families, colleagues and community stakeholders. It includes engaging in professional responsibilities that build the success of children and families, by adhering to the AECES Code of Ethics. It also includes being accountable for own actions and decisions, and accepting responsibility for them.
Knowledge and Analysis It refers to gathering, cognitive processing, integration and inspection of facts and information required to perform the work tasks and activities. The ability to understand: Ethical standards as outlined by various National and International documents The core values central to the Code of Ethics Foundations of professional responsibilities and obligations with the ECCE sector How the Code of Ethics influences practice Application and Adaptation It refers to the ability to perform the work and activities required of the occupation, and the ability to react to and manage the changes at work. The ability to: Engage in professional responsibilities that build the success of children, families and the programme Adhere to the AECES Code of Ethics, demonstrating ethical behaviour as described within the document Be accountable for own actions and decisions, and accept responsibility for them Innovation and Creation It refers to the ability to generate purposive ideas to improve work performance and/or enhance business values that are aligned to organisational goals. N/A Social Intelligence and Ethics It refers to the ability to use affective factors in leadership, relationship and diversity management guided by professional codes of ethics. The ability to: Demonstrate ethical conduct in interactions with children, families, colleagues and community stakeholders Learning to Learn It refers to the ability to develop and improve one’s self within and outside of one’s area of work. The ability to: Reflect on professional practice or ethical values for professional growth of Application (where applicable) It refers to the critical circumstances and contexts that the skill may be demonstrated. Foundations of professional responsibilities may include, but are not limited to: Reinforcing ethical behaviour Exercising professional discretion and judgment in handling potentially challenging or unethical behaviour Supporting and complying with regulation and licensing standards Skill Code ECC-BOC-3001-1.1 Skill Category Building Organisational Capacity Category (where applicable) Teamwork and Collaboration