CHCECE031 Short Questions (1)

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CHCECE031 Support children’s health, safety and wellbeing Short Questions Apex Training Institute Physical address: 1374 Logan Road, Mt Gravatt, QLD 4122 Mailing address: PO Box 6803, Upper Mount Gravatt, QLD 4122 Tel: 07-3420 5861

Email: supportteam@apex.edu.au Page 2 of 38

Cover Page Student Name: ___________________ Student ID: ___________________ Phone Number: ___________________ Organisation Name: ___________________ Supervisor Name: ___________________ Supervisor Contact: ___________________ Assessor Name: ___________________ Assessor Contact Details: ___________________ For Office Use Only Reference No. Version 000 Effective Date January 2022

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I NTRODUCTION This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence. CHCECE031 Support children’s health, safety and wellbeing Elements 1. Implement hygiene and health procedures 2. Support each child’s health needs 3. Promote physical activity 4. Promote healthy and safe eating 5. Provide opportunities for sleep, rest and relaxation 6. Supervise children 7. Minimise risks in the environment 8. Assist children to respond to risks 9. Provide a safe and healthy environment How students participate in assessment CHCECE031 Support children’s health, safety and wellbeing Page 5 of 38

You are required to read and follow the instructions below. Additional instructions may be provided via the Apex Learning Management System (LMS), the Student Handbook or other supporting documentation. Assessment conditions Assessment responses must demonstrate a capable understanding and consistent application of knowledge. 1. You MUST provide responses to all questions at a Satisfactory level 2. You MUST use the referenced learning materials to guide responses 3. You can complete the assessment in a classroom setting or self-study environment Authenticity requirements You must genuinely attempt to answer each question appropriately to demonstrate your acquired knowledge. Intentionally or unintentionally presenting answers to assessment questions that are another individuals’ work, or the work of a team as your own is considered plagiarism and may result in exclusion from the unit. You should refer to the Student Handbook for the Assessment Escalation and Plagiarism policies and procedures. Assessment instructions You are required to read the instructions, the question and the referenced learning materials to appropriately answer each question. Attempting assessment tasks You are required to answer the questions below via the Apex LMS. You are required to select the correct answers to every question. Marking will be done automatically via the LMS and you will have access to your results as soon as you submit all your answers. Assessment outcomes The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. If you are assessed as ‘Not Yet Satisfactory’ you will be provided with feedback regarding what needs to be re-attempted. Reasonable adjustment CHCECE031 Support children’s health, safety and wellbeing Page 6 of 38

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You can apply for reasonable adjustment to this assessment activity. Please contact supportteam@apex.edu.au to request any reasonable adjustment. Accessing, saving and/ or printing required readings You are required to access learning materials throughout the assessment process. These resources provide key information to help you provide appropriate responses to each question. You are directed to these learning materials via the list below and at the start of each question. You may choose to save these files electronically or print them. Student appeals You have the right to appeal an unfavourable decision or finding during assessment. Refer to the Student Handbook for the Appeals Against Assessment Grades Policy and Procedure . CHCECE031 Support children’s health, safety and wellbeing Page 7 of 38

A NAPHYLAXIS AND ASTHMA This question requires you to demonstrate your knowledge of long-term medical conditions. Question 15 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 6 (pp. 210-211) a. An Anaphylaxis action plan will assist a service to assess the risks for a child with a severe allergy. What five pieces of information must the plan include? b. List three symptoms a child may show if they are having an anaphylaxis reaction. CHCECE031 Support children’s health, safety and wellbeing Page 8 of 38

c. Children who are known to have a severe food allergy must be taught to eat only food given to them by the educator or parent. What are two additional strategies or practices an educator could use? Question 16 Reading Exercise triggers my asthma. National Asthma Council. https://www.nationalasthma.org.au/living-with-asthma/resources/patients- carers/factsheets/exercise-triggers-my-asthma [Or visit the National Asthma Council website www.nationalasthma.org.au and type ‘exercise triggers my asthma’ into the search tool] a. Why might exercising be a risk for a person with asthma? b. List five exercise tips that could be used to manage this risk? CHCECE031 Support children’s health, safety and wellbeing Page 9 of 38

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Question 17 Reading National Diabetes Services Scheme. Mastering diabetes in preschools and schools. https://www.diabetesaustralia.com.au/wp-content/uploads/mastering-diabetes- preschool.pdf [Or visit Google www.google.com.au and type ‘mastering diabetes in preschools and schools’ into the search bar] a. Families of a child with diabetes must provide a medical management plan to the service. Which details need to be included? (see page 37) b. What types of food can a child with type 1 diabetes eat? CHCECE031 Support children’s health, safety and wellbeing Page 10 of 38

c. List three snacks that could be suitable for a child who has type 1 diabetes. d. List two physiological reactions that might occur if a child with type 1 diabetes misses a meal or the meal is delayed. e. Physical activity is important for everyone but children with type 1 diabetes may need to undertake some checks before participating. What are five actions they may need to take? (Refer to page 30) CHCECE031 Support children’s health, safety and wellbeing Page 11 of 38

P RINCIPLES OF INFECTION CONTROL These questions require you to demonstrate your knowledge of principles of infection control. Question 18 Reading Staying healthy: Preventing infectious diseases in early childhood education and care services , 5 th Edition (2013). National Health and Medical Research Council. (page 42) https://www.nhmrc.gov.au/about-us/publications/staying-healthy-preventing- infectious-diseases-early-childhood-education-and-care-services [Or visit Google www.google.com.au and type ‘Staying healthy in childcare’ into the search tool] A good handwashing technique is key to reducing the spread of infection in services. What are the five steps you should follow when washing your hands (page 42 of the Staying healthy guide)? Question 19 CHCECE031 Support children’s health, safety and wellbeing Page 12 of 38

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Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 6 (pp. 222-224) Pinterest Visit the ‘EC - Health and safety’ board on the Kearns Pinterest page for more ideas to help you with this task. Helping young children develop good hygiene habits is a key defense against the spread of disease. List one activity for each of the following personal health and hygiene practices that could support children to learn about the importance of health and hygiene. Think about discussions, modelling or experiences. Student tip Remember to refer to the Textbook and Pinterest references above to help you answer this question. Practice Suggested activity Hand washing ● Covering mouth when coughing or sneezing ● Brushing teeth ● Nose blowing ● P RIVACY AND CONFIDENTIALITY These questions require you to demonstrate your knowledge of confidentiality and privacy requirements. Question 20 CHCECE031 Support children’s health, safety and wellbeing Page 13 of 38

Reading Privacy and Confidentiality Policy. Blue Bay Early Learning Centre a. There are often restrictions around the sharing of information about the health and safety of children, including confidentiality and privacy requirements. With reference to the heading ‘ Sharing of information ’ in the Blue Bay Privacy and Confidentiality policy, when can information be shared or communicated? b. At times there may be additional restrictions placed on the sharing of information. Refer to the heading ‘Sensitive information’ of the Blue Bay Privacy and Confidentiality policy. When can sensitive information be shared? F AMILY AND CULTURE CHCECE031 Support children’s health, safety and wellbeing Page 14 of 38

These questions require you to demonstrate your knowledge of features of common types of individual dietary needs and preferences arising from the following and the implications of not adhering to these: ● culture ● health ● religion ● family belief systems. Question 21 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 8 (page 317) a. Families may have a range of cultural and religious practices relating to food. List the food and cultural practices for the following groups. Group Food and cultural practices Jewish Islamic Vegans b. Why is it important to talk to families about how their practices and beliefs can be supported in mealtime routines and menu planning? CHCECE031 Support children’s health, safety and wellbeing Page 15 of 38

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C HILDREN ’ S SAFETY These questions require you to demonstrate that you can apply your knowledge of the key practices that can be put in place to assist children to learn about safety. Question 22 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 7 (page 239) Figure 7.4 Common hazards associated with developmental characteristics Identify two common hazards for each of the following age ranges. Age range Hazard 1 Hazard 2 Babies not yet crawling ● ● Babies crawling and beginning to walk ● ● Toddlers ● ● Preschoolers ● ● Question 23 CHCECE031 Support children’s health, safety and wellbeing Page 16 of 38

Reading A Parent’s Guide to talking to children about safety. (2015) Child Wise. https://www.aifs.com.au/static/media/uploads/childwise_parentsguide.pdf [Or visit Google www.google.com and enter ‘parent’s guide to talking to children about safety’ into the search tool] a. Using the one step removed approach , list one age-appropriate conversation you could have with children 18 months to 3 years of age? b. How can educators help children to create their own safety network? C OMMUNICATING ABOUT CHILDREN ’ S HEALTH AND SAFETY WITH FAMILIES These questions require you to demonstrate your knowledge on how to communicate health and safety information to families and children. Question 24 CHCECE031 Support children’s health, safety and wellbeing Page 17 of 38

Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 6 (pp. 204-206) Read the scenario and answer the questions below. Immunisation April and her partner Steve live in a small rural community in New South Wales and try, as much as possible, to be self-sufficient. Their twins, Amber and Diallo (2 years) are not immunised, because April believes that immunisation is a form of poison. She has a conscientious objection to vaccination. When April visits the service to enrol the twins, the director explains that April is not eligible for childcare assistance because of the children’s immunisation status. April challenges the director, demanding that she be given an exemption on the grounds that as a parent she has a right to choose whether or not to immunise her children. a. With reference to The Big Picture page 204 what are the criteria April would need to meet to be exempted from immunisation? b. Based on the information in The Big Picture , Figure 6.10 ‘Immunisation status and current enrolment requirements’, explain why the director of the New South Wales-based service must refuse to enroll April’s children? CHCECE031 Support children’s health, safety and wellbeing Page 18 of 38

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S LEEP AND REST This question requires you to demonstrate your knowledge of sleep and rest, including: ● children’s individual requirements ● features of environments that promote rest and sleep ● types of restful play activities for those who do not sleep. Question 25 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 8 (pp. 296-301) Read the scenario then answer the questions below. Sleep and rest routines 1:15 – 2:15 p.m. is quiet time in the 3-4’s room. The children remove their shoes. The lights are turned off, and the blinds are closed. Everyone knows they must use their quiet voice. Children who are not sleeping know they must play quietly by themselves. Quiet time kits are only available to the children at this time of the day. All of the children are required to lay on their mattress for 15 minutes. They can then choose to take something back to their mattress and relax quietly or select a quiet time kit and play independently. By 1:30 p.m: ● 12 children are asleep. Each child has their own special blanket or comforter. One of the children has a particular shirt that he prefers to wear when he sleeps, which his parents pack in his bag each day. One of the educators helps him to change into and out of the shirt at the beginning and end of rest time privately in the bathroom area. CHCECE031 Support children’s health, safety and wellbeing Page 19 of 38

● Three children are lying on their mattress but are not asleep: - one child is looking at books - another child is playing with a water and oil cylinder - the third child is listening to music on headphones. ● Five children are engaged in independent quiet time activities – each of these children has selected a quiet time kit and is sitting at a table, on the floor or on the lounge. ● At 2:15 p.m. an afternoon snack is set up – children go to the table when they’re ready. Some children are still asleep, while others are having their snack. The children are asked to use their quiet voices when chatting at the snack table. Educators update the individual children’s sleep patterns on the service care app, making specific notes about each child and any questions that they have for the parents/carers. Educators also discuss the child with their parent/carer on arrival/departure, and ensure they are up-to-date with any changes to the child’s routine. a. With reference to the scenario, explain how this sleep/rest routine meets the requirements of NQS 2.1.1: Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation. b. How has this service provided an environment that promotes rest and sleep? CHCECE031 Support children’s health, safety and wellbeing Page 20 of 38

c. Drawing on what you know about child development, suggest one developmentally appropriate item that could be included in a quiet time kit for each of the age groups in the table below. (Refer to page 300 of The Big Picture for inspiration.) Age Developmentally appropriate items 1-2 years 2-3 years 3-4 years 4-5 years d. How have the educators met the child’s individual clothing needs/preference in the scenario? e. Communicating with families about rest and sleep ensures the wellbeing of children is upheld. How have the educators communicated with families in this scenario? F OOD LABELS This question requires you to demonstrate your knowledge of how to interpret food labels and identify nutrition content and ingredients of concern that may contribute to poor nutrition. Question 26 CHCECE031 Support children’s health, safety and wellbeing Page 21 of 38

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Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 8 (pp. 314-15) Using the Health Star Rating system as a guide, read the food label for the Crunchy Choc Chip Muesli Bar and answer the questions. a. Explain why this muesli bar is not suitable for a child with a peanut allergy. b. What is the average quantity per serving of saturated fat? CHCECE031 Support children’s health, safety and wellbeing Page 22 of 38

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c. With reference to the Consider this box on page 314 (Food Facts and Fats), does this muesli bar meet or exceed the recommended levels for saturated fat for children? d. With reference to the Consider this box on page 314 (Food Facts and Fats), does this muesli bar meet or exceed the recommended levels for sugar for children? e. According to the ingredients list, what percentage of whole grain cereals does the muesli bar contain? f. Considering all the information above, is this a healthy snack choice for children? Why/why not? S UPPORTING HEALTHY LIFESTYLES This question requires you to demonstrate your knowledge of information that could be shared with families to support a healthy lifestyle. Question 27 CHCECE031 Support children’s health, safety and wellbeing Page 23 of 38

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a. Use a search engine (e.g. Google www.google.com.au ) to research and list two websites that you could recommend to families with information to support a healthy lifestyle. You might like to start with the following key words: ‘healthy lifestyles for families’, ‘supporting/maintaining a healthy lifestyle’. b. How could you present this information to families? O RAL HEALTH This question requires you to demonstrate your knowledge of children’s oral health and its impact on general health; causes and signs of tooth decay. Question 28 Reading Dental care , (2018). The Royal Children’s Hospital Melbourne. https://www.rch.org.au/kidsinfo/fact_sheets/Dental_care/ a. Oral health can impact on a child's general health. What issues can dental disease and tooth decay cause in children? CHCECE031 Support children’s health, safety and wellbeing Page 24 of 38

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b. What causes tooth decay in young children? c. What foods contribute to tooth decay? d. What are the signs of tooth decay? CHCECE031 Support children’s health, safety and wellbeing Page 25 of 38

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M EDICATION This question requires you to demonstrate and apply your knowledge of service and legislative requirements and procedures for short and long-term medication administration. Question 29 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 6 (pp. 207-209) Readings Regulation 92: Medication record. Education and Care Services National Regulations https://www.legislation.nsw.gov.au/view/html/inforce/current/sl-2011-0653#sec.92 Read the scenario and answer the related questions. Bella Nick arrives at the service with his daughter Bella (2 years). Nick completes a medication form and gives it to educator Sara, along with the medication. Just as this is happening one of the children falls off the lounge and bumps his head. Sara quickly locks the medication in the storage unit in the refrigerator and goes into the room to assist the other educator. At lunchtime Sara gets the medication from the locked storage unit, checks the dosage and takes it into the room to administer to Bella. The other two educators are busy getting the children organised for lunch. Andrew, one of the other educators notices the medication and asks Sara if she wants him to check it and sign off. Sara responds, ‘It’s okay, I’ve checked it myself. Just sign it off when you go to lunch.’ Andrew is uneasy about this, but as he is new to the service and Sara is a much more experienced educator, he decides not to voice his concerns. Later, when he goes to lunch, he checks the medication and sees that it has actually been prescribed for Bella’s 7-year-old brother and is out of date. Andrew is unsure of what to do. Bella seems OK and he doesn’t want to get Sara into trouble. CHCECE031 Support children’s health, safety and wellbeing Page 26 of 38

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a. What three errors in procedure did Sara make in relation to Bella’s medication? b. What should Andrew do? c. Referring to Regulation 92, what are the details that need to be recorded when administering medication? CHCECE031 Support children’s health, safety and wellbeing Page 27 of 38

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S UPERVISION This question requires you to demonstrate that you can apply your knowledge of the key principles of supervision to keep children safe. Question 30 Read the scenario and answer the questions below. Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 7 (pp. 258-260) Supervision It is 4:00 p.m. and threatening rain. The remaining 18 preschool children are playing outdoors. Educators Frankie, Carna and James decide to pack up the equipment and head indoors. The educators agree that Frankie and James should carry the large equipment to the storage shed, while Carna gathers the children to help pack away the smaller equipment. Carna gets two children to scoop water from the water table onto the garden. She looks around and sees that five children are in the far corner playing in the digging patch. She calls out and asks those children to begin gathering the equipment and placing it in the baskets. Carna also sees that there are three children sitting reading books under the tree. She asks the children to place the books in the basket on the verandah. The four children in the sandpit are asked to begin placing the sand equipment in the baskets. Carna knows that these children are likely to continue playing so she heads over to supervise. As anticipated, the children haven’t made a start on packing away the sand toys so she re- directs them, pointing to the darkening sky, ‘Come on, you need to get those sand toys in the baskets before it starts to rain.’ She continually looks around and gives directions to the children. As children finish their jobs they are asked to sit on the verandah. Carna notices that some of the girls appear to be nowhere in sight. She moves to the middle of the play area so that she can see around the corner of the building where she knows some CHCECE031 Support children’s health, safety and wellbeing Page 28 of 38

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children likely to gather. She can’t see the ‘missing’ children but can hear them laughing and talking. As she approaches, she sees that they are crouched behind the bushes. Carna: Oh there you are. I wondered where you had got to! Child: We’re playing secret fairies and this is our castle. Carna: It’s a great castle for fairies to hide but now I need all of the fairies to fly to the verandah please because it’s going to rain and we wouldn’t want your wings to get wet! Identify one example of how educator Carna demonstrated each of the seven key principles of supervision. The first one has been completed for you. Principles How these were demonstrated by educator Carna Knowing ● Carna knew how many children were outdoors ● Carna knew where to search for the ‘missing children’ Positioning ● Scanning ● Listening ● Anticipating ● Engaging and re- directing ● Communicating ● I NFECTION CONTROL These questions require you to demonstrate you can apply your knowledge of: ● infection control procedures ● responding to children who display signs of being unwell ● maintain children’s needs for privacy during toileting and dressing and undressing times ● safely dealing with spills and PPE. Question 31 CHCECE031 Support children’s health, safety and wellbeing Page 29 of 38

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Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 6 (pp. 223-224) Reading Staying Healthy: preventing infectious diseases in early childhood education and care services , 5 th edition. National Health and Medical Research Council, Canberra. pp.17-19. Table 1.1: Recommended minimum exclusion periods https://www.nhmrc.gov.au/about-us/publications/staying-healthy-preventing- infectious-diseases-early-childhood-education-and-care-services [Or visit Google www.google.com and enter ‘Staying Healthy Early Childhood’ into the search tool] Regulation 77 Health, hygiene and safe food practices . Education and Care Services National Regulations https://www.legislation.nsw.gov.au/view/html/inforce/current/sl-2011-0653#sec.77 Read the scenario and answer the questions below. Infection control Edward (4 years 6 months) calls out to educator Dane from the bathroom. He has had a toileting accident. He has diarrhoea which has soiled his underpants and shorts. Edward is crying. He’s upset and embarrassed. ‘It was a accident.’ Faeces has spilled onto the bathroom floor. Educator Dane: ‘It’s ok Edward, you have diarrhoea and that makes your tummy sick. Just sit on the toilet and I’ll get you cleaned up.’ Dane calls to the other educator, ‘Leah can I please have the spill kit?’ Leah quickly delivers the spill kit. Dane: ‘Thanks Leah, can you get me some warm water, a towel and some clean clothes for Edward? I also need you to call Kate (Director) and get her to cover for me in the room. She’ll also need to contact Edward’s mum or dad to collect him. Also have the children use the bathroom in the 3’s CHCECE031 Support children’s health, safety and wellbeing Page 30 of 38

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room so that Edward has some privacy.’ Dane puts on disposable gloves and a disposable apron. Talking quietly to reassure Edward, he cleans and changes him. The soiled clothing is placed in a plastic bag and sealed for Edward to take home. The bathroom is cleaned using the spill kit, following the service procedures for cleaning spills of body fluids. Dane removes his gloves and apron, places them in a bag, washes his hands and disposes of the sealed bag in the outdoor bin. Dane again washes his hands and remains isolated with Edward until his father arrives. a. With reference to the Staying Healthy guide, why did Dane put on gloves and ask for a spill kit? b. What does the Staying Healthy guide recommend be included in the spill kit? c. What is the process that should be used when cleaning up spills of faeces? CHCECE031 Support children’s health, safety and wellbeing Page 31 of 38

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d. In relation to Edward, what did Dane do that demonstrated NQS 5.1.2 The dignity and rights of every child are maintaine d? e. With reference to Regulation 77 ‘Health, hygiene and safe food practices’ , how has Dane demonstrated adequate health and hygiene practices in the scenario? f. Dane noticed that the box of gloves now only had one pair remaining, he checked the cupboard but noticed there was no more boxes. What action should Dane take? Question 32 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapters 6 and 8 (pp. 201-203, page 303) CHCECE031 Support children’s health, safety and wellbeing Page 32 of 38

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Readings Regulation 87 Incident, injury, trauma and illness record. Education and Care Services National Regulations: Division 2 Incidents, injury, trauma and illness https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/chap4/part4.2/div2 Read the scenario and answer the questions below. Responding to children who are unwell Tanin (3.4 years) has not been her usually bubbly self today. At morning tea she complains of a sore throat. Tanin is also coughing and has a temperature of 38.5 °C. You contact Tanin’s parents and they come to collect her. a. List four steps you could take to care for Tanin and reduce the possible spread of infection while you wait for her parents to collect her. b. Once her parents have collected her, you need to write a brief message in the communication book to inform the other educators. What would you write? CHCECE031 Support children’s health, safety and wellbeing Page 33 of 38

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c. Refer to Regulation 86 ‘Notification to parents of incident, injury, trauma and illness’ . What does the approved provider need to ensure in relation to notifying parents of incident, injury, trauma and illness? Question 33 Readings Regulation 87 Incident, injury, trauma and illness record. Education and Care Services National Regulations: Division 2 Incidents, injury, trauma and illness https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/chap4/part4.2/div2 Download Download the Incident, injury, trauma and illness record from the ACECQA website. https://www.acecqa.gov.au/resources/applications/sample-forms-and-templates [Or visit the ACECQA website www.acecqa.gov.au > Resources & Research> Applications and notifications forms> Sample forms and templates] Read the scenario and answer the questions below. Scraped knees The children in the 3-4 room are playing superheroes outside, when Kieran (3 years) trips and falls. He scrapes his knees on the concrete and begins to cry loudly. Educator Alistair comforts CHCECE031 Support children’s health, safety and wellbeing Page 34 of 38

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Kieran and administers first aid according to the service’s procedures, cleaning the wounds and applying band aids. Within 10 minutes, Kieran rejoins his friends in the superheroes game. a. Complete the ACECQA Incident, injury, trauma and illness record you have downloaded, including as many details as you can from the scenario. b. How would you communicate the incident to Kieran’s family? S UN SAFETY This question requires you to apply your knowledge of promoting sun safety to children and implement measures to protect children according to service policies and procedures. Question 34 Read the scenario and answer the question below. Sun smart Jett (4 years) arrives at the service dressed in a singlet top, thongs and baseball cap. It’s expected to reach 28 degrees today. Educator Pete explains to Jett’s father that the service’s Sun Smart CHCECE031 Support children’s health, safety and wellbeing Page 35 of 38

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policy requires the children to wear a top that covers their back and shoulders, as well as a broad brimmed hat. Pete asks Jett’s dad if he is happy for Jett to wear one of the service’s spare T-shirts and broad-brimmed hat. Jett’s father is apologetic. He laughs and says he will be in trouble with his wife when he gets home! Jett’s father turns to Jett, saying, ‘There you go mate, Pete says we need to keep you safe from the sun. That’s what mum says too isn’t it?’ What clothing does Jett need to wear to meet the requirements of the Sun Smart Policy? P HYSICAL ACTIVITY GUIDELINES This question requires you to demonstrate your knowledge of the recommendations for physical activity. Question 35 Readings Australian Government Department of Health. Australian 24-Hour Movement Guidelines for the Early Years (birth to 5 years) https://www.health.gov.au/sites/default/files/documents/2021/05/24-hour- movement-guidelines-birth-to-5-years-brochure.pdf [If this link does not work, visit Google www.google.com.au and type ‘Australian 24 hour movement guidelines early years’ into the search tool] Australian Government Department of Health. Australian 24-Hour Movement Guidelines for Children and Young People (5 to 17 years) https://www.health.gov.au/sites/default/files/documents/2021/05/24-hour- movement-guidelines-children-and-young-people-5-to-17-years-brochure.pdf [If this link does not work, visit Google www.google.com.au and type ‘Australian 24 hour movement guidelines children’ into the search tool] a. Why is it important to follow the guidelines for physical activity during the child’s early years? CHCECE031 Support children’s health, safety and wellbeing Page 36 of 38

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b. Fill in the table below with the recommended time for each activity (Physical, sedentary behaviour and sleep) for each age group. Age Physical activity Sedentary behaviour Sleep Babies under 1 year of age Toddlers (1-2 years) Preschoolers (3-5 years) Children and young people (5-17 years) c. Give one example of a moderate-intensity physical activity for children and young people. d. Give one example of a vigorous physical activity for children and young people. CHCECE031 Support children’s health, safety and wellbeing Page 37 of 38

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