Resubmission care and nurturing project ass.1_Sally
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TAFE NSW - Sydney Institute *
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Course
031
Subject
Health Science
Date
Dec 6, 2023
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Project Assessment Criteria
Unit code and name The following Project Assessment is for the cluster Care and Nurturing and contains:
CHCECE031 - Support children’s health, safety and wellbeing
CHCECE032 - Nurture babies and toddlers
Qualification/Course code and name CHC30121 - Certificate III in Early Childhood Education and Care Student details
Student number
808233339
Student name
Sally Snowden Assessment declaration
Note: If you are an online student, you will be required to complete this declaration on the TAFE NSW online learning platform when you upload your assessment.
This assessment is my original work and has not been: ●
plagiarised or copied from any source without providing due acknowledgement.
●
written for me by any other person except where such collaboration has been authorised by the Teacher/Assessor concerned.
Student signature and date
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28/09/2023
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Version:
20230216
Date created:
2 August 2018
Date modified:
20230216
For queries, please contact:
Health, Wellbeing & Community Services SkillsPoint Queanbeyan © 2023 TAFE NSW RTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the: Learning Bank
TAFE NSW has reproduced and contextualized parts of this work, as per the terms and conditions of the perpetual license agreement held by TAFE NSW with RTO Advice Group Pty. Ltd. For further information, please contact the Health, Wellbeing and Community Services SkillsPoint, Queanbeyan.
The contents in this document is copyright © TAFE NSW 2023 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at the time of printing: 25 November 2021. For current information please refer to our website or your Teacher/Assessor as appropriate.
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Assessment instructions
Table 1 Assessment instructions
Assessment details
Instructions
Assessment overview
The objective of this assessment is to assess your knowledge and performance required to develop relationships with babies and toddlers and their families and attend to the specific physical and emotional needs of babies and toddlers from birth to 23 months. It requires to support and promote children’s health, safety and wellbeing in relation to physical activity, healthy eating, sleep, rest
and relaxation, individual medical requirements and ability to follow individualised care routines for sleep, feeding and toileting.
Assessment event number
2 of 3
Instructions for this assessment
This is a project-based assessment that assesses your knowledge and performance of the unit.
This assessment is in three parts:
1.
Research Activities
2.
Scenarios
3.
Critical Reflection on Relationships
And is supported by:
●
Assessment feedback Note
: This assessment may contain links to external resources. If a link does not work, copy and paste the URL directly into your browser.
Submission instructions On completion of this assessment, you are required to submit it to your Teacher/Assessor for marking. Where possible, submission and upload of all required assessment files should be via the TAFE NSW online learning platform. It is important that you keep a copy of all electronic and hardcopy
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Assessment details
Instructions
What do I need to do to achieve a satisfactory result?
To achieve a satisfactory result for this assessment you must complete all tasks correctly. If a resit is required to achieve a satisfactory result it will be conducted at an agreed time after a suitable revision period. What do I need to provide?
•
TAFE NSW student account username and password. If you do not know your username and password, contact your campus or service centre on 131601.
•
Computer or other device with word processing software and internet access.
•
Writing materials, if required.
What the Teacher/Assessor will
provide
Access to this assessment and learning resources, including the student workbook and any supporting documents or links. Due date Time allowed
Location
Refer to training plan
12 hours (indicative only) Assessment is to be completed out of class. Assessment feedback, review or appeals
In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days
of the formal notification of the result of the assessment. If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher/Assessor or Head Teacher. If they are unavailable, contact the Student Administration Officer.
Contact your Head Teacher/Assessor for the assessment appeals procedures at your college/campus.
Specific task instructions
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The instructions and the criteria in the tasks and activities will be used by your Teacher/Assessor to determine if you have satisfactorily completed this assessment event. Use these instructions as a guide to ensure you demonstrate the required knowledge and skills.
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Part 1: Research activities In Part 1: Research activities, you are required to answer each of the following questions in an ‘open book’ research task.
1.
Explain childhood obesity and its associated risks. Childhood obesity is a medical condition which can lead to significant health issues in childhood through to adolescence. These health problems can include high blood pressure, diabetes, high cholesterol and not to mention the mental aspects such as; depression, anxiety, PTSD, drug abuse, body dimorphism, anorexia and self harm just to name a few.
You have not explained what obesity is, please add this to your answer and resubmit.
obesity happens because they gradually take in more energy (measured in kilojoules) from eating and drinking than the amount their bodies use to grow, play and exercise. Unused energy is turned into body fat, which over time may increase your child's body weight beyond what's healthy for their age.
2.
Refer to the Healthy Eating for Children brochure
(long URL https://www.eatforhealth.gov.au/sites/default/files/content/The
%20Guidelines/n55f_children_brochure.pdf
), which are part of the Australian Dietary
Guidelines, and plan an appropriate menu for one day for a group of 2–3-year-old children. Include breakfast, morning tea, lunch, afternoon tea and a small late snack (you can assume that they will receive dinner at home which will have 1 serve of grains and 1 serve of vegetables). For each mealtime (breakfast, morning tea etc) you must include the food to be provided, which food group/s they are from, and the serving size of that food group/s.
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Table 2 Menu plan
Meal Food, serving size, and food group Breakfast Rice puffs– 1/3 cup- grains(cereal foods)
Light milk – 1/4 cup – dairy Low fat Yoghurt x 2 tsp – dairy
Sliced banana x 50g -fruit
Water
Morning tea
Wholemeal Toast x ½ slice – grains Nuttlex x ½ tsp
Sliced tomato x 1 slice – vegetables, legumes and beans Sliced cheese x ½ slice-dairy
Sliced Apple & orange x 50g-fruit
Light milk x ¼ cup x dairy
Water
Lunch
Shredded poached Skinless Chicken breast x 80g
Corn kernels & Spinach x ½ cup
Brown Rice - 1/3 cup grains(cereal foods)
Watermelon x 50g
Water
Afternoon tea
Wholemeal blueberry muffins x ¼ cup- grains
Carrot, capsicum & cucumber ¾ cup - vegetables and legumes
Cup of milk x ¼ cup – dairy
Water
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Meal Food, serving size, and food group Small late snack Puffed corn crackers x 2 crackers - grains
Nuttlex x 1 tsp
Sliced apple x 50g – fruit
Water
✓
3.
For each medical condition listed below, identify two examples of risk management and/or exclusion requirements that you can communicate with families and children.
Table 3 Medical conditions and risk management
Medical condition
Risk management and/or exclusion requirements”
Asthma
1.
Warm up and cool down breathing before and after
play.
2.
Ensure the children have access to their medication by labelling the shelf where it is located at home or centre.
3.
Always have a asthma first aid kit available wherever
play is taking place and to communicate with each other to make sure no one forgets.
✓
As we are in a service it is important that we have the asthma action plan to refer to. Anaphylaxis
1.
Ensure the children have access to their medication by labelling the shelf where it is located at home or centre.
2.
Educators are to have their anaphylaxis and up to date first aid certificate and EPI or ANA pens are readily available in first aid kit.
3.
Staff supervising during mealtimes to ensure children aren’t sharing food.
✓
As mentioned above access to the child’s anaphylaxis plan is very important and making sure all educators are
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Medical condition
Risk management and/or exclusion requirements”
Chickenpox (varicella)
1. Communicate with parents and staff that children are to be kept at home from childcare if there is any sign of blisters
or rash’s anywhere on the body and then to return to childcare once all blisters have dried out and the child is feeling better with a doctors clearance letter.
2. Avoid being close to others and letting them have any contact as its not only in spread via skin contact but breathing/coughing/sneezing small droplets which contain the virus.
3. Educate parents how important vaccinations are and can protect us from serious illness.
✓
Hand, foot and mouth disease
1. Exclude unwell children and staff.
2. Children with hand, foot and mouth disease should stay home until they are symptom free and all blisters have completely dried out
3. The child must be fever free for at least 24 hours
✓
Impetigo (school sores)
1.
Advise the parent/carer to teach their child to practise good hygiene including regular hand washing and have a chart with stickers to encourage them.
2.
Advise the parent/carer to clip and file the child’s fingernails short.
1.
Make sure you are using soap when having a bath or
shower as this can reduce the risk of impetigo.
✓
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4.
List four
reasons for why children’s immunisation status must be monitored and what
it involves. 1.Children’s immunisation status must be monitored to manage and prevent the spread of infectious illnesses and diseases.immunisation also protects the children who are too young to be immunised or peoples whose immune systems did not respond to the vaccine.
2. All childcare services have a duty of care to ensure all children, families and educators are provided with a high level of protection during the hours of service operation hence why each individual child’s status is very important.
3. illnesses and diseases can spread rapidly when children are playing together especially
in contact with each other.Diseases such as chicken pox, whooping cough and measles just to name a few have serious health consequences for children, especially young children.
4. Staff members who work in the childcare and parents/carers who come for pick up/ drop off are also at risk of certain infectious illnesses. -Educators should have a meeting with parents/carers giving them an information pack and an understanding of the process and importance of future vaccines once child starts their care. -Regularly update staff immunisation records and have it as a requirement that all new staff has an immunisation record also.
-Educate the children also in posting colourful clear immunisation facts and information posters around centre and in the newsletter on why it is important to be vaccinated any illnesses the child has has/had in the past.
-Notify families immediately when an outbreak of an immunise-able disease occurs so they can plan accordingly.
-Families must provide an Immunisation History Statement which shows that the child is up to date with their scheduled vaccinations or if a provider has certified that the child is on a catch-up schedule or a medical exemption form which has been certified by a GP.
-Parents/carers to provide the service with an updated copy of their child’s current immunisation record every 6 months.
✓
5.
Identify and briefly explain five
key concepts of the National Health and Medical Research Council ‘Staying Healthy in Child Care 5
th
edn’
(long URL https://www.nhmrc.gov.au/sites/default/files/documents/reports/clinical
%20guidelines/ch55-staying-healthy.pdf) relevant to babies and toddlers.
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1.
Making sure hand washing facilities are easily accessible around the centre and routine hand washing should happen with liquid soap and warm running water. Hand sanitisers may be better when liquid soap and water isn’t available..
2.
Gloves should always be used appropriately on both hands whilst undertaking certain
tasks such as : handling food, nappy changing, disposing of rubbish..Cleaning all areas
including kitchen, bathroom, benches tables and chairs thoroughly with multipurpose
cleaner followed by alcohol spray which should contain at least 60% ethanol. 3.
Making sure all children are immunised unless they have an exception letter from a GP.
4.
Make sure staff and other children are practising coughing and sneezing etiquette.
5.
When supervising always keep and ear/eye out for symptoms of other children, educators or other staff leading to illness/virus and exclude immediately and especially away from babies.
✓
6.
Babies and toddlers go through stages for cognitive, emotional, language, physical and social development. a) For each of the following developmental areas, describe the stages of development and key milestones of babies and toddler. Document title: Cl_CareAndNurturing_AE_Pro2of4Page 12
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Table 4 Cognitive
Cognitive
Cognitive development refers to the process of growth and change in intellectual/mental
abilities. It includes the acquisition and consolidation of knowledge. Babies
-Pays attention to faces and begins to follow things with eyes and recognise people at a distance.
-Smiles and laughs and imitates adult tongue movements when spoken to or held.
-Shows curiosity about things and tries to get things that are out of reach.
- Starts to bring things to their mouth
✓
Toddlers
-Mimics household activities such as vacuuming, cleaning with cloth.
-eats with a spoon or fork
- throws ball and catches ball
✓
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Table 5 Emotional
Emotional
Emotional development is to identify and respond to their own needs and feelings, developing trust and creating a bond with parents and their new family. Infants social and emotional development increasing by becoming more aware of other people around them
.
Babies
-Knows familiar faces and can get excited & Begins to react to a stranger
-Knows to sleep and sucks on dummy for comfort
-Responds to other other people's emotions and often seems happy.
-Sometimes worries if parent leaves the room.
✓
Toddlers
-worries when separated from parents eg. Daycare drop off
-excited with a other children
-may have temper tantrums and has full range of emotions
-May develop a fear of a doctor or dentist
✓
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Table 6 Language
Language
Language development in children is the process through which we gain the ability to comprehend and communicate through speech.
Babies
-Coos, gurgling to communicate and responds with sounds to show they are happy or sad..
-Responds to own name
-Smiles at self in a mirror and chitter chats to themselves
-Shows signs of wanting something with gestures like, hands in air, crying, wriggling, groaning.
✓
Toddlers
-starts to say 2-4 word sentences
-Points to things including pictures in a book.
-Shakes head no.
✓
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Table 7 Physical
Physical
Physical development relates to changes, growth and skill development with the body including development of muscles and senses.
Babies
-Starts to roll over in both directions and begins to sit up without support
-Starts to crawl backwards before forward using both hands and feet.
-plays with feet and toes and brings them to mouth
✓
Toddlers
-Starts to walk and can -Kicks a ball
-Uses stairs alternating feet
-Climbs off furniture without help.
✓
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Table 8 Social
Social
Social development is things like smiling and responding to you, making eye contact or calming down when held by a familiar adult are all social skills.
.Babies
-Giggles uncontrollably or little giggles at others pulling faces, making noise or simply squeaking a toy.
- Smiles at people and mostly tries to look at parent at an early stage-Looks at themself in mirror and babble with parent while looking at reflection
✓
Toddlers
-Laughs at unusual things
-Starts to play with other children, not just beside others
-no expectations of sharing yet
-plays simple games using hands to join in ✓
b) Provide an explanation of why developmental stages and key milestones may vary
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- Some babies/toddlers are naturally quicker learners than others.
- Some babies/toddlers have older siblings who they learn from and are exposed to a extended family social lifestyle and one on one daily education/reading/playing.
-Some babies are born with developmental issues due to brain injury/ trauma during birth, smoking, drinking or substance abuse by parent during pregnancy or pre pregnancy, malnourishment, family violence or abuse and premature birth. Some babies/toddlers in general differ from others due to differences in genetics and culture or lack of social behaviour at home or poor education in daycare or family life.
7.
For each emotion listed below, identify an appropriate response to a baby
that an educator could take.
Table 9 Emotions and appropriate responses to a baby
Emotion
Identify an appropriate response to a baby
Hungry
-Talk to baby and ask if they are hungry even though they still cannot talk it is important to communicate.
Have a snack or bottle handy and some water. *Making sure to record and communicate to other educators you have fed them.
✓
Tired
-Approach slowly and calmly, rocking to sleep and singing slow softly lullaby nursing in a dark room depending how tired the baby is.
*Always communicate with other educators before attending to put baby to sleep as you may have to leave the room and need to be relieved, make sure to record time of nap and duration.
✓
Playful
-Start by saying hello in baby talk and try to get the babies attention with a soft toy or rattle, maybe on the floor and singing a song. -Try putting baby on soft mat to roll around while you chat to her/him or take baby outside in the shade on a mat on the grass with some soft toys.
✓
Over-stimulated
-Sing a soft lullaby or read a book to them, sit down with them on your lap and be calm so they can sense your behaviour too.
- Try to keep them away from bright lights or loud noises.
✓
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8.
For each emotion listed below, identify an appropriate response to a toddler
that an educator could take.
Table 10 Emotions and appropriate responses to a toddler
Emotion
Identify an appropriate response to a toddler
Tired
-Approach them slowly and communicate with them and
say “Hello would you like to read a book with me and have a nap” read the book in a comfy area out of the way
of other children and maybe with a little lamp or torch.
✓
Hungry
Have a snack handy and drink of water and ask them if they would like some fruit or crackers and if close to a mealtime explain to them we will be having yummy food soon and you will feel much better. If still wanting food, try to take their attention away until mealtime.
*Communicate to other educators they have had a snack
✓
Playful
Suggest a new game, sport or activity, ask them for their preference and gather some more children and engage with them.
-If raining maybe play some instruments or sing some songs with actions.
✓
Over-stimulated
-Ask the child to come to you and tell them you have a task for them, maybe get them to help you stack some blocks or create a track for a train, do something which will calm their body and mind.
-Ask the child/children even if it is 2 or 3 and draw their attention by doing some role-play or a puppet show with a couple of puppets or a dolly & teddies going doing a nighttime routine.
✓
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9.
Explain how service providers adhere to confidentiality and privacy requirements when communicating information about individual children between the service and families (for example medical information).
- Ensure families only have access to the files and records of their own children.
-Treat private and confidential information with respect in a professional way.
-Not to discuss/gossip other childrens information with people other than the family of that child, except if it is to do with group planning, school curriculum or group management.
✓
Also following the service policies and procedures is very important.
10.
What important information might you share with a family at the end of each day about their baby or toddler to build relationships and partnerships? Complete the table below by identifying two
examples for each activity.
Table 11 Activities and different information to share about babies, and toddlers
Activity
Information to share about babies
Information to share about toddlers
Activities engaged in -Playing peek a boo with a scarf.
-rolling a ball.
-Building a structure with different shaped blocks
- Copying drawing a shape drawn by educator.
Sleeping and sleep / rest arrangements
-Duration of sleep during the previous day.
-Any signs of excessive tiredness during the day.
-Asking what the parents nighttime routine is at home and advise accordingly to match with daily routine.
-Duration of sleep during the previous day.
-Any signs of excessive tiredness during the day.
-Any changes of behaviour may be due to lack of sleep.
-Asking what the parents routine is at home and advise accordingly to match with daily routine.
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Activity
Information to share about babies
Information to share about toddlers
Eating
-How much breast milk given and consumed during the day as recorded throughout day.
-Eating all their food
-types of food eaten during that day so the parent can switch up types of foods to try and stick to nutritional needs. E.g maybe suggest they try and give them plenty of veg at dinner as they didn’t eat any during the day.
- Starting using a spoon/fork
-Eating all their food
-types of food eaten during that day so the parent can switch up types of foods to try and stick to nutritional needs. E.g maybe suggest they try and give them plenty of veg at dinner as they didn’t eat any during the day.
✓
11.
How might you ensure you are developing strong relationships with families? Select one
of the following key points and explain how you will demonstrate this in your practice. Table 12 Points of for building strong partnerships and how to demonstrate these
Key points for building strong partnerships
How to demonstrate and achieve this in your practice
(complete one only) Trust
Open and respectful communication
-Be an active listener and speak to parents in a clear, respectful
and considerate way. Address concerns with a problem solving approach and keep a positive attitude about working together.
✓
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Key points for building strong partnerships
How to demonstrate and achieve this in your practice
(complete one only) Sharing information about the child
Having a shared understanding of family and educator perspectives and expectations
Involvement in children’s
learning and development
Shared decision making
12.
For each dietary requirement need below, identify one
common feature of each and the implication if you do not follow the child’s needs?
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Table 13 Food, dietary requirements and implications
Dietary need
Dietary requirements Implication – what may happen? Halal
Some cultures cannot eat Haram foods such as pork, alcohol and any products that contain emulsifiers made from animal fats, particularly margarines. -You will disrespect the family of the child and losing trust, therefore resulting in them withdrawing their child from the service and possibly giving you a bad public review.
Peanut allergy
Cannot eat peanuts of foods with Peanuts in them.
Potentially causing a serious reaction to the child in some cases can cause anaphylaxis and lead serious illness or death.
Your centre may be shut down as this is a very serious conditional requirement in a child cares.
Lent
May refrain from red meat during Lent. Disrespecting the religion of families is and beliefs and leading to them withdrawing their
child and giving a bad public review.
Restrictions related to Aboriginal totems
Cannot eat food that is a totem. Disrespecting the cultures of families is and beliefs and leading
to them withdrawing their child and giving a bad public revie
13.
Educators need to think about the communication method or strategy in which they will communicate with families. Not every method or strategy will work each time. Educators should consider the following:
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●
When is the best time
to communicate to the parent/caregiver?
●
Where is the best place
to communicate to the parent/caregiver?
●
What is the best mode
to communicate to the parent/caregiver?
In your own words, explain each of these considerations.
Table 14 When, where and what, and explanation
When, Where, What Your explanation
When is the best time to communicate to the parent/caregiver?
-Out of work hours, you can also ask them when is convenient to talk and make an extra effort to contact vulnerable or hard to reach families.
✓
It is important that as an educator you also respect your role and responsibilities and not to be expected to be working outside of your working hours. Usually during drop off and pick
up is not a good time to have discussions, hence setting a time for the family to come to the service for a meeting would be beneficial to all stakeholders Where is the best place to communicate to the parent/caregiver?
Use phone call/ emails if they seem like the busy type of parent however face to face is best if available in the meeting room/ office or out of the way of traffic.
✓
What is the best mode to
communicate to the parent/caregiver?
Face to face is always best
✓
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14.
Children’s health and safety is an important part of an educator’s role and is reflected in the Laws, Regulations and Standards which make up the National Quality Framework.
Complete the table below to identify: ●
One
strategy to ensure this is monitored and implemented safely
●
One
example of a risk or hazard associated with this area of health and safety
●
One
example of how services and educators can assess the risks or hazards
In your response, draw on the National Quality Framework as appropriate.
Food and Medication
Table 15 Food and medication, and areas of health and safety
Area of Health & Safety One strategy to ensure this is monitored and implemented safely One example of a risk or hazard associated with this area of health and safety
One example of how
services and educators can assess
the risks or hazards
Storage of food in an
education and care service Have signage of where different foods should be stored in refrigerator
or dry storage, eg. Red meat on the bottom shelf and if it’s a cool room no boxes on Coolroom floorHave food and safety temp record’s on all fridges and freezers mandatory and stocktake every week/month.
✓
Food not kept at the right temperature can cause illness and
even life threatening
food poisoning.
✓
Have a health and safety supervisor present and assign them to regularly checking and filing records and communicating in meetings with any updates ✓
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Area of Health & Safety One strategy to ensure this is monitored and implemented safely One example of a risk or hazard associated with this area of health and safety
One example of how
services and educators can assess
the risks or hazards
Preparation of food in an education and care service Have food and safety temp records completed 3 times daily mandatory.
Using gloves and different coloured chopping boards to suit food type eg. raw meat is red and veg is green etc.
You have used this above consider other aspects and resubmit
Food not kept at the
right temperature can cause illness and even life threatening food poisoning.
Cross contamination
happens if these precautions aren’t imet and cause serious illness even death (salmonella poisoning eg.)
Have a health and safety supervisor present and assign them to regularly checking and filing records and communicating in meetings with any updates
Observation by all and constant changing gloves between jobs and washing hands.
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Area of Health & Safety One strategy to ensure this is monitored and implemented safely One example of a risk or hazard associated with this area of health and safety
One example of how
services and educators can assess
the risks or hazards
Cooking or reheating
food in an education
and care service
Use up to date calibrated thermometer when heating and reheating foods.
Food not kept at the
right temperature can cause illness and even life threatening food poisoning.
If records aren’t up to date and filled out
on a daily basis there will be legal action taken if the FSI comes to inspect your workplac.
Have a health and safety supervisor present and assign them to regularly checking and filing records and communicating in meetings with any updates
Follow the food safety guidelines and fill out records daily when prepping, cooking, serving & reheating
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Area of Health & Safety One strategy to ensure this is monitored and implemented safely One example of a risk or hazard associated with this area of health and safety
One example of how
services and educators can assess
the risks or hazards
Thawing food in an education and care service
Follow the food safety guidelines and fill out records daily when thawing food, make sure all food is thawed in refrigerator and properly thawed before cooking.
✓
Food not kept at the
right temperature can cause illness and even life threatening food poisoning.
If food is not thawed
correctly in a refrigerator and cooked at an uneven
temperature it will enter the danger zone temps which will cause food poisoning.
Have a health and safety supervisor present and assign them to regularly checking and filing records and communicating in meetings with any updates
Have posters on coolroom/refrigerat
or doors whith cleare instructions on how to thaw.
Serving food to children in an education and care service
Follow the food safety guidelines and fill out records daily when serving, making sure to wash
hands and to wear gloves and change gloves regularly to reduce cross contamination .
✓
Cross contamination
leading to serious illness
✓
Records and toolbox
meetings weekly.
All staff must be supervising each child and colleagues to ensure procedures are met.
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Area of Health & Safety One strategy to ensure this is monitored and implemented safely One example of a risk or hazard associated with this area of health and safety
One example of how
services and educators can assess
the risks or hazards
Managing high risk foods containing allergens in an education and care service
Making sure everything is prepped on separate
chopping boards and utensils, wear gloves and always communicate with other kitchen staff.
✓
Potentially causing a child to have a severe allergic reaction and go into anaphylaxis shock.
✓
Communicate if there are any updates of attendance for new children with allergies and inform new/current staff & chef to check the records to familiarise themselves.
✓
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Area of Health & Safety One strategy to ensure this is monitored and implemented safely One example of a risk or hazard associated with this area of health and safety
One example of how
services and educators can assess
the risks or hazards
Administering medication to children in an education and care service
Check the child’s record and make sure double check you have the right dosage and make sure the medication is stored appropriately eg.fridge or room temp.
✓
The wrong medication or wrong
dose can have a significant effect in the child and could result in hospitalisation leading to potentially closing the centre.
✓
Communicate if there are any updates of attendance for new children with illnesses/conditions and inform new/current staff to check the records to familiarise themselves. Assign medication dosage to one staff member
so no one double doses the child and on that do not have a record sheet with the meds.
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Clothing and Bedding
Table 16 Clothing and bedding, and areas of health and safety
Area of Health & Safety One strategy to ensure this is monitored and implemented safely One example of a risk or hazard associated with this area of health and safety
One example of how
services and educators can assess
the risks or hazards
Clothing safety in an education and care service
Checking that children are always wearing appropriate footwear.
✓
Child could step on something sharp outside.
✓
If not wearing shoes
Check childrens footwear discreetly when child arrives at
daycare also communicate with parents that children
should avoid wearing open toed shoes at day care.
✓
Clothing suitability in an education and care service
Communicate with families in newsletter and maybe put a poster up noting what is appropriate clothing e.g. clothing which will protect the skin from sun exposure and weather appropriate clothes which are suitable &
comfortable for play.
✓
E.g if a thin singlet is the only piece of top
clothing, this child is more than likely to get too much sun exposure.
✓
Make sure all children have suitable clothing when arriving at the centre and if not, let parent know the regulations and safety risks.
✓
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Area of Health & Safety One strategy to ensure this is monitored and implemented safely One example of a risk or hazard associated with this area of health and safety
One example of how
services and educators can assess
the risks or hazards
Bedding for children in an education and care service
Have cleaning records filled out daily and bedding changed daily.
✓
Bacteria from dirty sheets can lead to serious illnesses such as MRSA.
✓
Bring up the subject in the weekly toolbox meeting with all staff and explain the severity.
✓
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Hygiene
Table 17 Hygiene, and areas of health and safety
Area of Health & Safety One strategy to ensure this is monitored and implemented safely One example of a risk or hazard associated with this area of health and safety
One example of how
services and educators can assess
the risks or hazards
Cleanliness in an education and care service
Cleaning and packing away checklist clearly posted on wall in room kitchenette with cleaning products clearly labelled and clean disposable cloth and
gloves readily available.
✓
Trip hazards and spread of bacteria leading to illness.
✓
Daily cleaning records and checklists accessible and monitored daily by nominated health
& safety educators.
✓
Personal hygiene and hygiene practices in an education and care service
Make sure there is liquid hand soap and
paper towel available next to hand wash sinks, everyone to make sure they are refilled.
✓
Spread of infection leading to centre outbreaks from skin to skin and sharing toys.
✓
Cleaning hand wash station regularly and
communicating/ supervising with children and staff about washing hands.
✓
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Area of Health & Safety One strategy to ensure this is monitored and implemented safely One example of a risk or hazard associated with this area of health and safety
One example of how
services and educators can assess
the risks or hazards
Diseases spread in an education and care service (including food-
borne, airborne and infectious)
Making sure the immunisation records are up to date.
✓
Risks of infection spreading and leading to illness outbreaks such Chickenpox, influenza and other airborne diseases.
✓
Make sure all procedures and easy
to read awareness posters are in place, also monitoring children on arrival and throughout the day to see if there are any signs of illness and act quickly to illuminate the risks.
✓
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Supervision & Environment safety
Table 18 Supervision & Environment safety, and areas of health and safety
Area of Health & Safety One strategy to ensure this is monitored and implemented safely One example of a risk or hazard associated with this area of health and safety
One example of how
services and educators can assess
the risks or hazards
Active supervision in
an education and care service
Sign in sign out folder area at front of centre incl. lunch break sign in & out sheets.
✓
If staff aren’t recording where they are and something happens to a child or staff member within the care setting no one will know where the staff member is.
✓
By observing always and updating record sheets.
✓
Resources and equipment safety in an education and care service
Have equipment locked in a cupboard
so children cannot access and or be injured. ✓
Child try’s to reach for a folder off a shelf in cupboard and it could fall on him and injure him.
✓
Keep adult access only safety locks on all cupboards ✓
15.
Ensuring baby and toddler safety is vital during their sleep and rest routines. Current research highlights several factors that can prevent sleep related deaths of babies and
toddlers and ensure their safety and wellbeing.
a)
Look at the Health Direct resource Sudden Infant Death Syndrome (SIDS)
(long URL https://www.healthdirect.gov.au/sudden-infant-death-syndrome-sids
) and describe what Sudden Infant Death Syndrome (SIDS) is in your own words. Sids (sudden infant death syndrome) is also known as cot death. Document title: Cl_CareAndNurturing_AE_Pro2of4Page 35
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It is a sudden and completely unexplainable death of a baby in their first year of their life.
It is a diagnosis of exclusion of other causes.
✓
b)
Red Nose presents a “Triple Risk model” to help understand how the risk factors for SIDS interact with the sudden and unexpected death of an infant. SIDS does not depend on any single factor but the interaction of three factors.
In your own words describe each of the three SIDS factors below. Table 19 Risk factor and example of readiness
Risk factor
Example of readiness
Critical period of development
Within the first year.
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Risk factor
Example of readiness
External stressors and environmental factors
If cot has anything inside or covering such as a blanket, pillow, teddies/toys
Vulnerable infant
Birth to one year old Baby should be placed on back and at the bottom of cot at all times.
X
Amend and resubmit
It represents a baby with a weakness or abdomality which may
only become obvious when exposed to a stressor.
16.
A family has communicated with you that their child has a long-term medical condition.
Describe what information you will request from the family in regard to the child’s long-term medical condition in order for you to ensure that the child’s health and safety is addressed while in your early childhood education and care service. Provide more information, amend and resubmit I will request a medical management plan also have the parent/carer involved in developing a risk-minimisation plan and communication plan with the service.
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17.
Identify the recommended cleaning schedule for each different surface or equipment type used in an early learning service. Access the NHMRC resource Staying Healthy Preventing Infectious diseases in early childhood education and care services
(long URL https://www.nhmrc.gov.au/about-us/publications/staying-healthy-preventing-
infectious-diseases-early-childhood-education-and-care-services#block-views-block-
file-attachments-content-block-1) (Pages 52 - 55) to assist you to complete this task.
Table 20 Cleaning schedule for different equipment or surfaces
Surface or Equipment
Cleaning Schedule Change mats
After each individual change of nappy spray with detergent and water thoroughly and paper towel
✓
Prams or strollers
After each use, sanitizer and clean and remove any items or food reminents ✓
Utensils and crockery
Pre wash cutlery with hot water and dish soap followed by dishwasher. ✓
Equipment storage areas Wash weekly with detergent and hot water plus when dirt is
visible
✓
Toileting areas
They should be cleaned once a day and plus when they are visibly dirty ✓
Soft furnishings
Carpets should be vacuumed daily and steam cleaned at least
every 6 months.
curtains should be washed every 6 months plus when visibly dirty. Spot cleaning must happen when visibly dirty. ✓
Bedding
Change sheets, linen, mattress covers and any other bedding
on stretchers and/or cots.
Place soiled linen in a plastic lined laundry bin. ✓
Cushions
Daily and also if they are visibly dirty
✓
Hard furnishings
Daily and when visibly dirty with detergent and water. ✓
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Surface or Equipment
Cleaning Schedule Cots
Daily with detergent and water and sanitiser ✓
Tables and chairs
Daily and visible dirty with detergent and water and sanitizer
✓
High chairs
After each use with detergent and water and sanitiser ✓
Change tables
Twice a day wash with detergent and water and dry in sun ✓
Toys
Wash toys daily with detergent and water and if in change room have a clean toy basket and dirty toy tub so as to not spread and bacteria. ✓
If used Art and craft supplies
Wash daily with detergent and water and supervise so that if a child sneezes on toys or a child is sick whilst playing, make sure they are washed immediately after. ✓
If used 18.
In your own words describe what a ritual is and how an educator can support them? A ritual is usually a task taken out at the same time and/or day, week,month,year.
✓
19.
In your own words outline three
key considerations for educators with regards to hand hygiene, to ensure hygiene and infection control requirements are met.
Consider having a handwashing poster above sink
Consider that the soap is clearly labelled Consider having a cleaning schedule for cleaning the sink also.
✓
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Part 2: Scenarios
1.
Read the following scenario and answer questions a) to g)
Table 21 Scenario 1 Scenario 1 - Dental
Sammy is five years old and attends your early childhood education and care service two days a week. This morning, when Sammy arrived, his mother asked if you could provide her
with some oral health recommendations for Sammy and Sammy’s one year old sister.
a)
Outline the recommendations you would provide Sammy’s mother in regard to oral health for Sammy and his younger sister.
Suggest buying a Childrens soft toothbrush and recommend that he should be brushing his teeth twice a day. Make sure he is using a sufficient amount of toothpaste and suggest not eating sugar as it is very bad for your teeth.
✓
It is asking for recommendations for Sammy’s one year old sister, possibly risks drinking with a bottle can also be considered
b)
Describe tooth decay and how it is caused. Tooth decay is the damage done by not brushing teeth, eating too much sugar or sometimes it can be a bad diet in general.
✓
c)
Describe the signs of initial, latter and advanced stages of childhood tooth decay. Document title: Cl_CareAndNurturing_AE_Pro2of4Page 41
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-Teeth begin to accumulate plaque and lose calcium.
-the bacteria from the plaque will continue to attack the enamel.
-dentin decay
-pulp decay
-abscesses can happen
✓
Tooth decay may show as: •
A dull white band on the tooth surface closest to the gum line – this is the first sign and usually remains undetected by parents (initial stages).
•
A yellow, brown or black band on the tooth surface closest to the gum line – this indicates progression to decay (latter stages).
•
Teeth that look like brownish-black stumps – this indicates that the child has advanced decay (advanced stages).
d)
Explain how to care for a baby’s gums and teeth. Use a tiny smear of toothpaste for baby’s and toddlers too up to 3 years old. Make sure you cover all surfaces and brush thoroughly with a baby toothbrush, do it at least twice a day usually just before bed and another time that suits you.
✓
Only use toothpaste after the first tooth is visible. Clean gums with a damp clean face washer or gauze. e)
Explain what constitutes good oral health.
Go to the dentist on a regular basis, brush your teeth twice daily, and floss. Eat and drink healthy foods, drink plenty of water try to avoid sugar as much as possible.
✓
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f)
Identify two
possible causes for poor oral health in children.
Not brushing teeth properly.
Eating sugary foods and drinks.
✓
g)
Explain how poor oral health impacts children’s general health.
Oral diseases can damage the tissues in the mouth and lead to physical and mental issues in the future.
✓
Such as gum disease and can also be linked to heart disease and some cancers.
2.
3.
Read the following scenario and answer questions a) to e)
Table 22 Scenario 2 Scenario 2 - Health Screen
Lily is typically a happy and healthy toddler who attends an early childhood education and care serviceon a regular basis. However, today you notice that Lily doesn’t seem quite herself. As you approach Lily, who is playing an imaginary game with Mia in the home corner, you see that her eyes are pink and puffy. Lily rubs her eyes and you ask her if you can have a closer look. As you move closer you can see that Lily’s right eye is quite red behind the eyelid and there is a yellow-green discharge.
a)
Consider Lily’s situation. Describe what common childhood medical condition Lily may have, and what are the signs, symptoms and characteristics presented by Lily.
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Lily may have conjunctivitis and the symptoms lily has are red puffy eyes, redness under the eyelid, yellow green discharge which all relate to conjunctivitis.
✓
b)
List four
associated risk management requirements that you must follow in regard to managing Lily’s symptoms and characteristics.
1.Contact lily/s parent/carer asap and have them take lily to the doctor for treatment and
stay at home until there are no further symptoms.
2.Avoid letting her touch her eyes with hands
3.Be sure to wash her hands thoroughly and regularly to prevent spreading the infection.
4.Don’t let her share anything with or touch other children eg. Towels, pillows toys.
✓
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c)
Consider your observations and the conditions that you think Lily may be suffering. Identify at least six
actions you take to support Lily while Lily is still in your care, and to support the other children after Lily leaves.
-
Give lily a cool water compress or warm water compress which ever feels better for her.(remember don’t touch both eyes with same compress if only one is infected.)
-
Wash the eye several times a day with cotton wool soaked in warm water.
-
Check lily’s temperature during the day and monitor closely.
-
Read a book with her or choose an activity not too close to other children.
-
Have all children wash their hands regularly and thoroughly throughout the day.
-
Clean all surfaces and toys which lily may have touched immediately after lily leaves.
✓
d)
Outline the service procedures that need to be followed with regards to communicating information about Lily’s condition to Lily’s parents, other families and educators.
-Ensure the families or an authorised emergency contact of the child are notified of the occurrence as soon as practicalities and in a manner that is not prejudicial to the rights of
any child, educator or staff member.
-Display a notice at the centre and send in newsletter about the occurrence at the premises.
✓
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e)
The next day Lily’s Mum phoned the service to advise that Lily has being diagnosed with conjunctivitis. What information should the service provide to Lily’s mum relating to when Lily would be allowed to return to the service? Refer to the NHMRC resource Staying Healthy in Child Care 5
th
edn (long URL https://www.nhmrc.gov.au/sites/default/files/documents/reports/clinical
%20guidelines/ch55-staying-healthy.pdf) to help guide your answer with reference to the required exclusion period and the recommended return to care procedure.
Depending on the severity, Lily will be able to to return to childcare once her eyes are clear and there is no signs of redness or mucus.
✓
4.
Read the following scenario and answer questions a) and b)
Table 23 Scenario 3
Scenario 3
You are the team leader of a room with a child who has been diagnosed with Type 1 Diabetes, and another child who has been diagnosed as having Celiac Disease, both of which are long-term medical conditions.
a)
Identify two
things you could do to support each child to be cared for in the service effectively.
Be close by each child when food is served and unobtrusively observe that they are eating correctly ,See that food items they cannot have are not close to them.
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Support both children physically eg. maybe help the child with diabetes with their medicine(insulin), and emotionally you could talk about the feelings with the coeliac that come with having a new and lasting condition, also show your interest and support, start to have an open conversation with the children about their diagnoses.
Consider what needs to be done by the educators and what needs to be considered, add to your answer and resubmit. b)
Identify and list three
hazards or risk associated with each condition (either for the child or for others).
TYPE 1 DIABETIC
1.
Eating unsuitable food for their condition 2.Not having medication for Diabetic child in an accessible location for staff or child to administer 3. Not closely supervising during mealtimes as oth
er children may share
.
CELIAC
1.Their meals must be gluten free.
2. Wheat,rye and barley all contain gluten
3 Celiacs can sometimes have diarrhoea and so be aware and sensitive to the fact.
You should have 6 points 3 for each, add to your answer and resubmit
5.
Read the following scenario and explain how you would support this family in terms of provision of food, and what you would do to support parental involvement while staying in line with requirements.
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Table 24 Scenario 4
Scenario 4
Lina has just begun in the nursery room at the age of nine months. Her parents have communicated that she doesn’t like food that isn’t made by them and that they have a very specific way of making the food. They puree the food and want to bring it into the service for the educators to feed. They have been very specific in providing direction about how and when to feed Lina. They said they would like her fed at particular times and that the food should be at 20 degrees and spoon fed to her. You check the policy and it states: Parental/caregiver involvement in children’s care routines is important and educators must
consider how they can support shared understanding of children’s care routines and accommodate their requests where it meets our guidelines and regulations.
I would suppport Lina’s family by adhering to the parents wishes and bring the food in for
her. The hospitality staff can have a conversation with the parents about how they might be able to replicate their dishes to alleviate their time.
The staff can assist in feeding lina and come up with a way of lina joining all the other children with her parents and possibly have them in for a day to see how we operate, we may have to ween slowly. It’s important to communicate with Lina’s parents on a regular basis telling them any advancements/small changes. ✓
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6.
Read the following scenario and provide four
ways the educators could comfort Tran on the first day at the service. Table 25 Scenario 5
Scenario 5
Tran is 8 months old and will be starting care at your service on Monday. You want to ensure Tran’s transition into care is as smooth as possible to reduce any fears and anxieties
Tran may have. You read the enrolment form again and make note on some personal preferences of Tran. ●
Tran has a small lion she calls Su Tu that Tran carries most places. ●
Tran enjoys listening to Vietnamese music that Tran’s parents play at home, especially to settle her. ●
Tran is now sitting unaided and loves to play with noisy toys. This brings a smile to Tran’s face as Tran delights in the sounds.
-
By Incorporating Su Tu into a small role play with Tran and another 2 animals.
-
(Eg. introducing themselves to Su Tu.)
-
Play some Vietnamese music to settle Tran just like at home as she will be comfortable and familiar making him trust the educators quickly.
-
Now that Tran is sitting unaided, you can teach her how use new items such as a few wooden instruments (tambourine, drum and xylophone) and have her hold them and
explore assisting her how they work to make music herself instead of noisy toys.
✓
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7.
Read the following scenario and answer questions a) and b)
Table 26 Scenario 6
Scenario 6 - Medication
A 3-year-old child at your early childhood education and care service has a temperature of 38.7 degrees. You (as an educator) have been given permission (written and verbally) from the child’s parents to immediately provide paracetamol in an attempt to bring the child’s temperature down. The child weighs 14kg and has not had any paracetamol that day. Paracetamol instructions have been provided.
Direction For Use
(Taken from the label of a paracetamol medication December 2021)
Shake bottle before use.
Administer in water or fruit juice if necessary.
Recommended dosages based on 15 mg of paracetamol per ky of body weight. Dose should be given every 4-6 hours as required. Do not give more that 4 doses in 24hours. Table 27 medication table
Age
Average weight
Dose
1-3 months
4-6 kg
1.2 to 1.8 ml
3-6 months
6-8 kg
1.8 to 2.4 ml
6-12 months
8-10 kg
2.4-3.0 ml
1-2 years
10-12 kg
3.0 to 3.5 ml
2-3 years
12-14 kg
3.5 to 4.0 ml
3-4 years
14-16 kg
4.0 to 5.0 ml
4-5 years
16-18 kg
5.0 to 5.5 ml
5-6 years
18-20 kg
5.5 to 6.0 ml
6-7 years
20-22 kg
6.0 to 6.5 ml
a)
Interpret medication administration instructions and;
i.
Describe what you checked on the medication packaging ii.
Identify the correct dosage of medication based on prescription instructions for the child’s age and weight and iii.
Identify how often the child is able to have the medication. 031-FS1.2)
1.
The use by date, the dosage instructions, directions of use, if I need to shake bottle before use and how many/frequency of doses to be given during the day. ✓
2.
The correct dosage for the child is 4.0-5.0ml.
✓
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3.
The child should be given the dose every 4-6 hrs and no more than 4 times within 24 hrs.
✓
b)
Using a marked measuring cup/medication syringe you will be required to measuring the appropriate amount of ‘medication’. For the purpose of the scenario water can be used in
replacement of actual medication. Once measured take a photo and copy in the space below. c)
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Part 3 Relationships
1.
Research and answer the following questions: a)
Briefly describe the key aspects of two
primary attachment theories Bowlby
The attachment theory is a psychological connectedness that occurs between humans and lasts for a long period of time. Ainsworth
The child needs an established secure base, or dependence, with their caregivers before venturing into the exploration of the world around them.
-
Need to refer to the 2 attachment theories we covered in class. Amend and resubmit
b)
Outline the links between attachment and brain development.
Secure attachments or insecure avoidance are encoded into the implicit v(proverbial and unconscious) memory systems in the limbic brain and become mindsets and expectations that guide subsequent behaviour.
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During the first three years of life attachment is the primary focus of brain development. This is when the foundation is laid in the psyche for optimism, trust, dependency, empathy, and development of conscience.
Provide more information add and resubmit c)
Outline the significance of strong, secure attachments to one or more significant adult to the development of babies and toddlers.
Children will be able to form healthy relationships with those around them. They also are
active and show confidence in their interactions with others in a healthy way.
✓
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d)
Identify how the lack of attachment can impact on the development of the child.
Lack of attachment can make a child less confident,more introverted and probably not able to communicate their feelings.
They would probably find it hard to form friendships and join in communal play.
They would probably find it hard to openly show emotions as to how they are feeling.
These children may be more prone to problems such as ADHD or conduct disorder and Unfortunately research states that such children are likely to have a caregiver who is insensitive and rejecting of their needs.
Linking this to specific neuron disorders is not relevant. Here we can look at the impact on developing trust Vs mistrust and how this can impact children in building relationships
pr developing emotional regulations. Amend and resubmit. 2.
Read and reflect on Quality Area 5 – Relationships with children referenced in in your student workbook. In your own words, briefly outline educators’ requirements in relation to this quality area. Specific Standards can also be referenced. 5.1.1
Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.
5.1.2
The dignity and rights of every child are maintained.
✓
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3.
Identify five
strategies that you as an educator would use to develop relationships with babies/toddlers and their families and briefly explain why they are important. As part of your response include how an educator would:
●
Offer relaxed physical contact.
●
Respond positively to exploratory behaviour.
●
Use comfort items from home in the care of babies and toddlers.
-Offer to have the child sit on your lap during reading -Offer to give the child a cuddle if the feeling sad and pick them up for a little bit whilst supervising. - take a ball for eg. That the child is trying to bounce or roll and join in teaching them and verbally and physically tell them what you are doing and ask them if you can show them.
- whilst sleeping always have the comforter near the child, never leave it lying around as another child may take it.
Have a conversation with the parents on pickup how the child was feeling during the day and briefly describe a couple of activities or food they enjoyed. Record all of this for the parents on a regular and daily basis on the media platform (eg.Storypark)
This is all very important as you want to gain the child and parents trust and respect from
the start.
✓
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4.
Outline and reflect on the methods you could use to develop relationships with babies
and toddlers.
.
Forming a circle and reading to the children, reflect on this by asking them if they enjoyed the story and what part they liked the best and maybe ask them what type of story they would like tomorrow?
Stacking different coloured blocks up high. Reflect on this by asking “how many block could you stack today” and we can try and beat it next time we play.
✓
As discussed in class one of the most important things we need to do as educators if to be responsive to their needs and build trust.
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Part 4: Assessment checklist
The following checklist will be used by your TAFE NSW Teacher/Assessor to mark your performance against the assessment criteria of your assessment tasks. Use this checklist to understand what skills and/or knowledge you need to demonstrate during this assessment event. All the criteria described in this assessment checklist must be met. Assessment checklist – Research activities
Table 28 Assessment checklist
TASK/
STEP #
Instructions The student:
S
U/S
Assessor comments
1
Explained childhood obesity and its associated risks
☐
☐
See comments in assessment, amend and resubmit
2
Planed an appropriate menu
☒
☐
☐
3
Identified two examples of risk management and/or exclusion requirements for each medical condition listed
☒
☐
☐
See comments in assessment 4
Listed four
reasons for why children’s immunisation status must be monitored and what it involves. ☒
☐
☐
5
Identified and briefly explained five
key concepts relevant to babies and toddlers
☒
☐
☐
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TASK/
STEP #
Instructions The student:
S
U/S
Assessor comments
6
Briefly discussed current and emerging research regarding an infant’s/toddler’s brain development
☒
☐
☐
6a
Described the stages of development and key milestones of babies and toddler for each of the following developmental areas.
☒
☐
☐
6b
Provided an explanation of why developmental stages and key milestones may vary across individual babies and toddlers.
☒
☐
☐
7
Identified an appropriate response to a baby
for each emotion listed
☒
☐
☐
8
Identified an appropriate response to a toddler
for each emotion listed
☒
☐
☐
9
Explained how service providers adhere to confidentiality and privacy requirements
☒
☐
☐
See comment in assessment 10
Identified two
examples of information for each activity to share with a family
☒
☐
☐
11
Explain for one
key point how to develop strong relationships with families ☒
☐
☐
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TASK/
STEP #
Instructions The student:
S
U/S
Assessor comments
12
Identified one
common feature and the implication for each dietary requirement listed
☒
☐
☐
13
Explained each consideration for choosing a communication method or strategy
☒
☐
☐
See comment in assessment 14
Identified one strategy for monitoring and implementation, one example of a risk or hazard and one example of how services and educators can assess the risks or hazards
☐
☐
See comment in assessment amend and resubmit the highlighted sections. You have used the same answer.
15a
Described what Sudden Infant Death Syndrome (SIDS) is
☒
☐
☐
15b
Described Red Nose presents a “Triple Risk model” to help understand how the risk factors for SIDS interact with the sudden each of the three SIDS factors
☐
☐
See comment in assessment 16
Described what information you will request from the family in regard
to the child’s long-term medical condition
☐
☐
See comment in assessment 17
Identified the recommended cleaning schedule for each different surface or equipment type used in an early learning service
☒
☐
☐
18
Described what a ritual is and how an educator can support them
☒
☐
☐
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TASK/
STEP #
Instructions The student:
S
U/S
Assessor comments
19
Outlined three
key considerations for educators with regards to hand hygiene
☒
☐
☐
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Assessment checklist – Scenarios
TASK/
STEP #
Instructions The student:
S
U/S
Assessor comments
1a
Outlined the recommendations in regard to oral health for Sammy and his younger sister
☒
☐
☐
See comment in assessment
1b
Described tooth decay and how it is caused
☒
☐
☐
See comment in assessment 1c
Described the signs of initial, latter and advanced stages of childhood tooth decay
☒
☐
☐
See comment in assessment 1d
Explained how to care for a baby’s gums and teeth
☒
☐
☐
See comment in assessment 1e
Explained what constitutes good oral health
☒
☐
☐
1f
Identify two
possible causes for poor oral health in children
☒
☐
☐
1g
Explain how poor oral health impacts children’s general health
☒
☐
☐
2a
Describe what common childhood medical condition Lily may have, and what are the signs, symptoms and characteristics presented
☒
☐
☐
2b
List four
associated risk management requirements ☒
☐
☐
2c
Identify at least six
actions must you take to support Lily while Lily is still in your care, and to support the other children after Lily leaves
☒
☐
☐
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TASK/
STEP #
Instructions The student:
S
U/S
Assessor comments
2d
Outlined the service procedures with regards to communicating information about Lily’s condition
☒
☐
☐
See comment in assessment
2e
Outlined required exclusion period and what the recommended return to care procedure is
☒
☐
☐
3a
Identified two things to support each child to be cared for in the service effectively
☐
☐
See comment and resubmit
3b
Identified and listed three
hazards or risk associated with each condition (either for the child or for others)
☐
☐
See comment and resubmit
4
Explained how to support a family in terms of provision of food, and what to do to support parental involvement while staying in line with requirements
☒
☐
☐
5
Provided four
ways the educators could comfort the child on the first day at the service
☒
☐
☐
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TASK/
STEP #
Instructions The student:
S
U/S
Assessor comments
6
a)
Interpreted medication administration instructions and;
Described what you checked on the medication packaging Identified the correct dosage of medication based on prescription instructions, for the child’s age and weight and how often the child is able to have the medication
b)
Provided a photo of 4mls of water being correctly measured
☒
☐
☐
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Assessment checklist – Relationships
TASK/
STEP #
Instructions The student:
S
U/S
Assessor comments
1a
Briefly described the key aspects of two
primary attachment theories
☐
☐
See comment in assessment and resubmit
1b
Outlined the links between attachment and brain development
☐
☐
See comment in assessment add and resubmit
1c
Outlined the significance of strong, secure attachments to one or more significant adult to the development of babies and toddlers
☒
☐
☐
1d
Identified how the lack of attachment can impact on the development
of the child
☐
☐
See comment in assessment and resubmit
2
Briefly outlined educators’ requirements in relation to Quality Area 5 – Relationships with children.
☒
☐
☐
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TASK/
STEP #
Instructions The student:
S
U/S
Assessor comments
3
Identify five
strategies that you as an educator would use to develop relationships with babies/toddlers and their families and briefly explain why they are important. As part of your response include how
an educator would:
●
Offer relaxed physical contact
●
Respond positively to exploratory behaviour
●
Use comfort items from home in the care of babies and toddlers.
☒
☐
☐
4
Outlined and reflected on the methods you could use to develop relationships with babies and toddlers
☒
☐
☐
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Assessment feedback
NOTE: This section must
have the Teacher/Assessor and student signature to complete the feedback. If you are submitting through the TAFE NSW online learning platform, your Teacher/Assessor will give you feedback via the platform.
Assessment outcome
☐
Satisfactory
☐
Unsatisfactory
Assessor feedback
☒
☐
Has the assessment declaration for this assessment event been signed and dated by the student?
☒
☐
Are you assured that the evidence presented for assessment is the student’s own work?
☒
☐
Was reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments
: Student provided with resubmission Please resubmit by Friday 3/11/23
Assessor name, signature and date
Sahar Khorrami S.K 29/10/23
Student acknowledgement of assessment outcome
Would you like to make any comments about this assessment?
Student name, signature and date
Sally Snowden 14/11/2023
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