Effective Assessment Strategies for CHCECE005 Course

CHCECE005 Provide care for babies and toddlers Assessment To achieve a competent result for this unit you must satisfactorily complete all the assessments requirements listed below. Assessments for this unit are as follows: Assessment Number Type of Assessment Description and location Assessment 1 Short Questions/Multiple Choice Questions/True or False There are short questions found in this booklet. You will be given the opportunity to respond to each question in your own words in a written format. In special cases you may respond verbally. Assessment 2 Case studies/Scenarios There are Case studies/scenarios in this booklet. Read the case studies given and answer the questions that follow. Use your own words in answering these case studies. Assessment 3 Research Activity There are research activities found in this booklet. You are required to research the topic and respond to each question in your own words in a written format. In special cases you may respond verbally. Assessment 4 Personal/Reflective Journal Instructions for the journal are in the supervised work placement booklet Assessment 5 Third Party Observation Will be performed by the workplace supervisor while the student is on Work Placement. Assessment 6 Work Place Observation Your workplace supervisor observes you in the work place setting demonstrating the practical application of the skills and knowledge that you have gained in relation to these units. Your supervisor is required to observe you performing tasks in the workplace using the checklist provided in the third party report. During the observation your assessor will make a judgment as to whether you have met the required skill level for the qualification, or if further practice is required. Instructions and checklist for work placement are in the supervised work placement booklet. When an assessor is unable to visit the workplace they shall liaise with your workplace supervisor to confirm your ability to perform the tasks as part of the training package. Assessment 7 Portfolio In your portfolio you should collect information relevant to the unit such as the Children’s Developmental Stages, Playground policies etc.

Instructions to the Student Please read all the information given to you before you start any assessment task. If you do not understand some or all of the questions, please ask your trainer/assessor for assistance. Attempt to answer ALL questions in your own words on the assessment paper provided. The questions are designed to assess your understanding of the unit as well as your underpinning knowledge.To satisfactorily complete this assessment task you are required to complete the whole assessment. To do this you will need to answer all questions correctly and demonstrate you have achieved the required knowledge to industry standards. This assessment is intended to be fair and flexible. If you feel that we should change any aspect of this assessment to be fair, equitable or flexible, immediately contact your assessor who will attempt to make alternative arrangements. Page 2 of 23

Assessment Tasks Outcome Unit: CHCECE005 Provide care for babies and toddlers Student ID: 80121 Student Name: Amandeep Kaur Assessors Feedback Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Tasks included in submission Assessment Tasks Title Satisfactory/ Not yet satisfactory Assessor Signature Date Re-submission Satisfactory/ Not yet satisfactory Short Questions Assessment 1 Case Study 1- 6 Assessment 2 Research Activity 1 Assessment 3 Satisfactory Not Yet Satisfactory Assessor Signed: Assessor Name: Date: Page left intentionally blank Page 3 of 23

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Assessment 1 Short Questions 1. a. Read the statements below and indicate whether it is True or False. Statement Answer Early brain development has a significant impact on learning and behaviour as well as later physical and mental health. True False Brain development is determined only by our genes. True False Consistency of Educators supports string attachments which in turn supports brain development. True False Human interactions and sensory stimulation have a profound effect on how the brain develops. True False All children develop in the same way at the same time. True False Brain development is not directly influenced by culture. True False During critical and sensitive periods, specific areas of the brain grow and are more active in response to sensory stimulation. True False Positive early childhood experiences are likely to prevent or reduce the likelihood of learning, social and emotional problems. True False Rest and nutrition do not affect brain development. True False The provision of warm, nurturing and responsive relationships is essential to healthy brain development. True False Reading aloud to children helps stimulate brain development. True False b. List three strategies that Educators can use to encourage children to join in an activity or experience in a relaxed manner. • Ensure children feel safe and secure. Provide different coloured toys and equipment – both bright and dark. • Follow children’s interests. Provide many opportunities for music and movement. Read aloud to children. • Provide opportunities for children to repeat experiences. Support children to develop positive relationships c. Give three examples of how Educators can build healthy and secure attachments and relationships with the infants/toddlers in their care? Page 5 of 23

• Be consistent and responsive: This helps the baby know you are a trusted person. Even if you can’t respond right away, let the baby know you hear him and you are on your way. • Encourage laughter: Laughter helps people connect with each other and signal that the environment is safe and fun. • Care for yourself: If you are tired or stressed, you are less likely to respond sensitively and consistently to the many demands babies make. Be sure you find ways to recharge. 2. Match the care descriptors to the three key components of nurturing care for infants and toddlers. Please Note: Each descriptor may match more than one component of care. Care Descriptors Relationships Physical Environmen Care Routines a. Educators respond to crying promptly and in ways that meet the baby’s need. y b. Educators reinforce and praise infant/toddlers who attempts to communicate. y c. Nappy change is used as a prime time for interactions between Educators and infants/toddlers. y y d. Educators ensure that there are peaceful, quiet places for infants and toddlers to rest and relax. y e. Educators arrange equipment so there is easy access for toddlers. y f. Educators are sensitive to cues and ‘personal’ language of each infant/toddler. y g. Educators get down to the children’s level so that it is possible to be face-to- face and have eye contact. y h. Educators are aware of each infant/toddler’s comforter such as a dummy, toy or special blanket. y i. Educators look for and respond to infant/toddlers attempts at non-verbal as well as verbal communication. y Y ‘/ 3. Read each Educator practice and complete the following table. i. Indicate whether or not the practice helps to build a respectful and trusting relationship with infants and toddlers. ii. Provide a reason for your response. Page 6 of 23

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Think about quality care practices such as:  Continuity of care.  Respect for children and families.  Acknowledgement of diversity.  Promoting self-regulation and empathy.  Toddlers are hands-on learners.  Recognising individual needs/differences.  Importance of quality interactions. Practice Supportive ? Reason Yes No Educators rotate from the infant/toddler rooms to the preschool rooms every 4 – 6 months. no Lack of continuity of care – essential for infants/toddlers emotional well-being that they form secure attachment to Educators. Page 7 of 23

All 15 toddlers are required to sit and listen quietly to the Educator read stories for around 20 minutes. no  Toddlers would find it difficult to sit passively for 20 minutes. Toddlers are hands-on learners. Educators always try to assist toddlers to see the consequences of their actions in a respectful manner. E.g. Look at Callie, she’s crying. Can you give her a hug? yes  Helps children to develop self- regulation.  Begin to be aware of how own actions impact on others. Promotes empathy. Every child has their own space to put their personal belongings. yes  Promotes sense of belonging.  Shows respect for child. Promotes care of personal belongings. Page 8 of 23

Educators use threats to gain toddlers cooperation. If you don’t pick up those blocks you can’t go outside! no  Unethical to threaten children.  Does not promote self regulation. Does not provide toddlers with acceptable choice. Educators require all infants / toddlers to follow the same sleep routine. no  Does not meet individual needs. Toddlers will need varying amount of sleep at varying times throughout the day. Educator focuses most of their time on writing programs and documenting observations, and spends little time interacting with infants/toddlers. no  Educator-child interactions are the key to quality care. 4. To complete this task refer to the following reading:  Guide to the National Quality Standard, ACECQA (2011).  See pp.56-58 NQS 2.1.2 Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation . What does Element 2.1.2 of the NQS aim to achieve? (approx. 30 words) To ensure that children’s and families’ requirements for children’s comfort and welfare in relation to daily routines, such as rest, sleep, dressing and toileting/nappy changing, vary due to a range of factors. Issues that may influence a child’s individual requirements for these routines include the child’s and family’s sociocultural background, their personal preferences and the routines and activities that are in place at home. Page 9 of 23

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Holistic approaches recognise the connectedness of mind, body and spirit. Educators and co- ordinators provide a range of active and restful experiences throughout the day and support children to make appropriate decisions regarding their participation in activities and experiences. 5. List three ways in which Educators can demonstrate good practice in relation to rest and sleep routines?  Meeting each child's individual needs for sleep.  Setting up a good daily schedule with plenty of physical activity.  Planning when rest time will take place.  Creating a calm mood for sleeping and quiet play. 6. List 5 physical indicators that a child may display that shows they are tired and in need of sleep and rest?  Crying  rubbing head  less movement or quietly sitting and staring  red eyes  inactive, irritable, yawning, and putting head down. 7 . a . The SIDS and Kids Safe Sleeping program teaches parents and Educators how to create a safe sleeping environment for babies and young children. What are the six ways to sleep babies safely?  Always put baby on their back to sleep  Keep your baby’s face and head uncovered  Use a safe mattress  Don’t use soft objects and surfaces where your baby sleeps  Dress your baby in clothing that’s warm, but not hot  Use a cot that meets current Australian safety standards Page 10 of 23

b. You need to provide a safe sleeping environment night and day. Give 4 examples of how to sleep babies safely and give an example for each?  Place your baby to sleep on their back.  Put your baby's crib in your bedroom  Don't use rolled-up blankets.  Never put your baby to sleep on a sofa, an armchair, a water bed or cushions. 8. a. There are three main steps in nappy changing, explain each one. Preparation • Wash hands and place disposable paper on the change area. • Put on disposable gloves. Changing • Remove the child’s nappy and put in a hands-free lidded bin. Place any soiled clothes in a plastic bag. • Clean the child’s bottom • Remove the paper and put it in a hands-free lidded bin • Remove disposable gloves and put them in the bin • Place a clean nappy on the child • Dress the child • Move the child away from the change table- some change tables have stairs that allow children to walk up and down with the assistance of the educator • Educator washes own hands and child’s hands Cleaning • Clean the change table with warm soapy water after each nappy change • Wash hands Page 11 of 23

b. How can Educators use nappy change times to support children’s development? Give 3 examples. • Educator uses nappy change as an opportunity to engage in one-to-one interactions using exaggerated facial expressions. • Educator positions self to maintain eye contact and physical contact with child to assist in settling to sleep – reassures child. • Educator supports toddler to walk up steps to nappy change table – promotes independence. 9. List seven characteristics that a child who is ready for toilet training may display. 1.Remain dry for about two hours at a time. 2.Urinate a good amount at any one time. 3.Show an awareness and interest in the process of elimination. 4.Have a name for urine and bowel movements. 5.Can understand and follows simple directions. 6.Has moved beyond the initial excitement of learning to walk and run. 7.Take pride in his/her accomplishments. b. List four strategies you could offer families to introduce toddlers to toilet training: 1. Naming urine and bowel movements. 2. Allowing child to watch family members using the toilet. 3. Changing a wet or soiled nappy as soon as possible and showing the child that faeces go into the toilet and are flushed away. 4. Encouraging the toddler to indicate when they have a wet or soiled nappy. c. What eight steps can Educators consider when sensitively and positively supporting children who are toilet training? 1. Keeping a running record of when the child urinates or has bowel movements so that they are aware of any pattern. 2. Introducing the potty by putting it in the bathroom and talking about it to the child. 3. Removing the child’s nappy and sitting the child on the potty several times during the day around the times established from the running record. Provide the child with a special toy or book. Page 12 of 23

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4. Giving praise and encouragement. Allow the child to flush the toilet and wash and dry hands. 5. Continuing the training process until the child has had around 10 successes. 6. Replacing nappies with training pants and later with underwear. 7. Reminding the child to use the toilet several times throughout the day. 8. Teaching the child to take responsibility for pulling their pants up and down, wiping clean from front to back, flushing the toilet and drying their hands 10. As well as needing to safely manage formula and bottle feeding, there may be times when you will be required to support a mother who wished to continue breast feeding. List three ways a service can identify as ‘breast feeding friendly’? 1. Tell parents when you first talk to them that you support breastfeeding. 2. Have a comfortable place in your centre or home for mothers who want to breastfeed or express milk. 3. Be positive about the baby’s mother leaving breast milk for her baby. 11. Education and care services must prepare and provide food in a way that is safe for the children in their care, to reduce the risk of spreading infectious diseases through food. What are the basic health principles for providing food, meals and snacks? Read each statement and indicate whether it is true or false. Statement Answer Australia’s food safety standards state that reheated food should reach 50°C. True False Always wash and dry your hands before handling food. There is no need to wear gloves when preparing food if your hands are clean and dry. True False Educators should not allow children to share individual eating or drinking utensils, or take food from other children’s plates or bowls. True False Educators can use the same spoon/utensils to feed each infant. True False Children only need wash and dry their hands before meals if they’ve been outside playing. True False Educators need to teach children to turn away from food when they cough or sneeze, and then to wash their hands. True False Keep food hot (more than 60°C) or cold (5°C or less);17 otherwise, do not keep it at all. Heating and cooling food properly will help prevent germs from growing in the food. True False Gloves can be substituted, instead of cleaning hands. True False Page 13 of 23

12. List the seven key elements that need to be considered when planning the physical environment. 1.Safety 2. Aesthetics 3. Space 4. Storage and access to materials 5. Traffic 6. Furniture 7. Boundaries and dividers 13. AnswerTrue or False Care Requirement Statement Answer a. Sleeping children  Sleeping children should always be within sight and hearing distance so that Educators can assess the child’s breathing and colour of their skin to ensure their safety and wellbeing. True b. Child Protection  The Approved Provider must ensure that all Educators and staff at the service who work with children are aware of the current child protection law in the provider’s jurisdiction and understand their obligation s under that law.  It is also an offence under the National Law to subject a child being educated and cared for by an Approved Service to any form of corporal punishment, or any discipline that is unreasonable in the circumstances. True Page 14 of 23

c. Incidents, injury, trauma and illness  An Approved Service must have in place policies and procedures in the event that a child is injured, becomes ill, or suffers a trauma. These procedures should be followed and must include the requirement that a parent be notified, as soon as possible and within 24 hours, in the event of an incident, injury, illness or trauma relating to their child. true d. Nappy change  Preparing for a nappy change is fundamental to maintaining an adequate level of supervision of children. Educators should ensure that all of the required equipment is available and within reach prior to beginning the nappy change ritual. During a nappy change, a child should never be left alone on the change table and physical contact should always be maintained with the child.  Nappy changing and toileting rituals are also valuable opportunities to promote children’s learning, meet individual needs and to develop strong relationships with children. Having their needs met in a caring and responsive way builds children’s sense of trust and security. True 14. a. Why is immunisation important? (approx. 30 words) Immunisation is a keyway of minimising the spread of many infectious diseases among children. It is very important that services maintain up to date records of children’s and adult’s immunisation status. b. How will services identify which children need to be excluded from care if there is an outbreak of immunisable disease? (approx. 20 words) Keeping a current record of all children’s immunisation records through will services identify which children need to be excluded from care if there is an outbreak of immunolabel disease? Page 15 of 23

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15. How often should you communicate with a child’s family about their food and drink intake? (approx. 20 words) That each child’s immunisation record is sighted each time they have an immunisation. Assessment 2 Case Study 1 Sara Sara (9 months) has been in care for two months. Whenever she is placed in a cot she begins screaming. She pulls herself to a standing position and sometimes flings herself backwards, arching her back as she screams. i. In the scenario, identify Sara’s needs and how she might be feeling? (approx. 30 words)  Sara is obviously frightened by being in cot and not feeling safe and secure. • Doesn’t like to be left alone maybe she sleeps with the parents at home and wants more support from educators ii. Identify how the Educator can involve Sara’s family in meeting her sleep needs. (approx. 30 words) Talk to parents about home sleeping routines and implement these within the environment • What soothes Sara at home? • Review care giving practices, don’t rush, and keep calm. • Discuss practices at home with parents. Case Study 2 Lucie Page 16 of 23

Lucie (14 months) is becoming more confident and independent each day. She insists on doing most things for herself and will persist at a task even when she becomes frustrated. When Lucie becomes tired she resists the Educator’s efforts to put her down for a sleep. Lucie’s Educators discuss the need to speak to Lucie’s parents about possible changes to sleep routine. This photograph shows a very tired Lucie who insists on finishing her lunch. What might you communicate with Lucie’s family in regard to her eating and sleeping routine and how it may be adapted? (approx. 30 words) Discuss and talk to the parent to find out about her individual needs at home and allow parent to make suggestions for adapting her routine. E.g., Having lunch a bit earlier.Adapt the routine to suit. As toddlers develop their need for independence grows. However, often their desire for independence is not matched by their physical or emotional development. What are three strategies an Educator can use to adapt experiences to meet Lucie’s needs and routines? • Try to work with Lucie – give her tasks to do while you are helping – make it a game. “Lucie’s try, ‘carers’ turn. You are clever Lucie.” • Look at an earlier lunch for Lucie or perhaps and earlier morning sleep. • Ensure parents share her previous night and wake up time. • Review Lucie’s routine, make changes to enhance sleep needs. Case Study 3 Shellbie Page 17 of 23

At lunch time the Educator serves the children their meals individually into bowls and gives them their own cutlery and sipper cups. She checks the room allergy list before each child receives their bowl. The Educator also keeps a second set of food so that she can offer food to the children learning to feed themselves, ensuring they receive enough food. Shellbie(12 months) is learning to eat and drink independently at meal times. She enjoys exploring the texture of foods and alternates between using her hands and spoon. Shellbie always enjoys her meals. When she is finished she lets the Educator know by raising her arms and saying ‘ Up ’. How have the Educators ensured Shellbie’s safety while eating her lunch? (approx. 30 words) • Shellbie is seated in a highchair with a child restraint so that she can’t stand up and fall. • Shellbie has been provided with a plastic bowl, sippy cup and a spoon that is easy for her to manage. • The Educator has checked allergy chart. • Each child is served individually. How has the Educator provided for Shellbie’s growing independence? (approx. 30 words) Shellbie is learning to eat and drink independently at mealtimes. She enjoys exploring the texture of foods and alternates between using her hands and spoon. Shellbie always enjoys her meals. When she is finished, she lets the Educator know by raising her arms and saying ‘ Up ’. What would you communicate with Shellbie’s parents about her mealtimes? (approx. 30 words) Page 18 of 23

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• Shellbie learning to feed herself. Alternates between using her hands and spoon. • Amount of food eaten. • She always enjoys her meals. When she is finished. Times that she has eaten. Case Study 4 Katie Katie (8 months)has learnt how to pull herself to a standing position and walk around furniture. When offered a walker or wheeled toy, she stands and begins to propel herself forward. What are four physical skills Katie is demonstrating? Beginning to develop locomotion skill of walking. • Static balance holding onto to items. • Beginning to master skill of Dynamic balance. • Hand –eye coordination holding the chair and grasping objects and using hands to guide walking. What will be the next major milestone in Katie’s physical development? (approx. 30 words) The next major milestone in Katies’s physical development may be walking; cruising holding on and then walking unaided. Foot –eye co-ordination, cruising on the furniture and moving with the walker/wheeled toys.Push along toys. Page 19 of 23

What equipment/experiences should the Educator provide to support Katie’s physical development? (approx. 30 words) • Provide equipment that is safe and stable that he can pull herself up and along e.g. tables and chairs. • Place equipment at a higher level e.g. on tables or away from her, so she has an incentive to want to stand up and walk. Case Study 5 Emotional Development The Educator, Jill, shows Archie (13 months) the music maker. “ I wonder what this does, Archie?” Archie looks intently but does not attempt to press any buttons. Jill pauses, allowing Archie to explore the music maker. Jill then presses one of the buttons – she continues to maintain eye contact with Archie. Educator: “Oh what’s that noise? Can you make a noise Archie? You press the buttons.” Archie places his hand on the buttons and gets an instant response. He laughs and bangs his hand on the buttons to make more sounds. The Educator smiles and responds: “Archie’s making music. Clever boy, Archie!” Jill and Archie continue to play and interact. Identify three strategies the Educator is using to support Archie’s emotional development? o The Educator gives positive reinforcement –smile and tells him he is clever. Page 20 of 23

o The Educator works alongside archie - she doesn’t hurry him and waits for him to react. o The Educator is at archies level. o The Educator uses his name. o The Educator makes eye contact. Case Study 6 For each photograph identify two aspects of the physical space that supports the child’s learning and development. Think about:  How it is arranged/organised;  Infants/toddlers feeling safe and secure;  Age appropriate;  Ease of access the equipment;  Safety;  Equipment – type – shape/colour/texture quantity;  Furniture for children and adults and  How space promotes social interactions. Photograph/Context How does this space support and stimulate children’s learning and development? Page 21 of 23

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 Soft textured flooring.  Open space.  Bright objects to attract infant.  Objects offer challenges for grasping and batting.  Objects just out of reach to encourage reaching and moving.  Age-appropriate props.  Textured flooring.  Props arranged around space and accessible to babies/toddlers, offers choice, empowers babies and toddlers.  Mat to divide space and provide physical boundary.  Child sized furniture.  Furniture allows children to climb up. Mobile adds visual interest and stimulates senses. Assessment 3 Research Activity 1 Attachment theory is an important concept for an educator to understand when working with children. Research and write approximately 100 words on attachment theory in relation to brain development in children. Secure connections formed from young age through warm and respectful relationships with families’ adults are fundamental to children’s learning and development. When a child’s needs are met constantly, they will develop a trust in others. These relationships protect, regulate, and buffer the children. Attachment theory helps to provide a secure base, giving children the confidence to explore and learn new things. This enables to develop learning programs that are Page 22 of 23

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responsive to each child and engage in conversations that are authentic and relevant to the child. A strong foundation of attachment bond enables the child to be self-confident, trusting, hopeful, comfortable in face of conflict and it also helps in his future relationship. Page 23 of 23

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CHCECE005 Provide care for babies and toddlers

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