Care and nurturing Word Doc
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TAFE NSW - Sydney Institute *
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CHC30121
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Health Science
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Jan 9, 2024
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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
Student name
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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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.
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Assessment details
Instructions
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 assessments submitted to TAFE and complete the assessment declaration when submitting the assessment. 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
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Assessment details
Instructions
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
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 where the child is above the healthy weight for
their age and height. Medically it is defined as having body mass index (BMI) at or above 95percentile on the centers for Disease Control and Prevention's (CDC) specific growth charts. Because of this complex disease children start suffering from the problems like diabetes, high BP, high cholesterol, breathing problems like asthma, sleep
apnea, hip and joint problems
,
etc. which were once considered as adult problems.
✔
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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. Table 2 Menu plan
Meal Food, serving size, and food group Breakfast 1.
Food: Raisin Toast
2.
Serving size and food group: Grains (1)
✔
Morning tea
1.
Food: Assorted Fruits with yogurt
2.
Serving size and food group:
Fruits (.5), Dairy (.75)
✔
Lunch
1.
Food: Fish/Mix Vegetable Rice+ Salad
2.
Serving size and food group:
Fish(.5), Grains (1), Vegetables (1.5), and legumes(.5)
✔
Afternoon tea
1.
Food
: Fruit Platter + Milk
2.
Serving size and food group:
Dairy (0.75), Fruits (.5)
✔
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Meal Food, serving size, and food group Small late snack 1.
Food: Rice Cake
2.
Serving size and food group:
Grain (1)
✔
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. Centre should ask for a medical action plan approved by a
doctor from the family. These action plans should be displayed in the room the child is currently in, possibly also in the staff room and the kitchen, and need to be updated every 12 months and reviewed by the doctor.
2. Ask for parent’s emergency contact details and contact details for their child’s doctor.
✔
Anaphylaxis
1. Sending out an information sheet to the parent community on severe allergy and the risk of anaphylaxis to keep ourselves updated.
2. Keep in touch with the school and tell them if your child’s health needs change.
✔
Chickenpox (varicella)
1. Children will need to be immediately separated. Exclude until all blisters have dried—this is usually at least 5 days after the rash first appeared in non-immunised children, and
less in immunised children
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Medical condition
Risk management and/or exclusion requirements”
2. Asking parents to get their kids vaccinated for chickenpox.
✔
Hand, foot and mouth disease
1. The child will need to be separated immediately for at least four to five days or until the blisters have dried.
2. Do not deliberately pierce the blisters as the fluid within the blisters is infectious.
✔
Impetigo (school sores)
1. Asking kids to wash their hands often with soap and water
2. Keep your child out of the centre until it heals.
3. Exclude until appropriate antibiotic treatment has started Any sores on exposed skin should be covered with a watertight dressing.
✔
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1.
List four
reasons for why children’s immunisation status must be monitored and what it involves. It is important to monitor children’s immunisation status because of the following reasons-
1. It is the key part of child’s health record and it is important for centre care to have prior information about child’s immunisation record to avoid any problem in future if there is any outbreak of infectious disease.
2. To protect the children in care and stop the spread of disease. If there is a disease outbreak, children who have not been immunised can be quickly identified and excluded from the care until the risk of infection has passed.
3. Keeping a close eye on children’s immunisation status helps in keeping all the children and staff safe.
4. This information also allows children at risk of catching a vaccine preventable disease to be identified if there is a case of that disease at the service.
✔
This can be done by-
1. communicating frequently with parents to stay updated on a child’s health, and making every effort to ensure records are maintained with up-to-date information.
2. working proactively with other staff members to ensure the sharing of child’s health information.
3. ensuring lines of communication are very strong between all the care givers in a child’s
life.
4. putting up wall charts about immunisation in rooms 5. reviewing which children are behind in their vaccinations each month, updating the child’s records kept in the education and care service, and sending home a reminder card.
6. putting a message about immunisation at the bottom of receipts ✔
2.
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. Effective Hand Hygiene
- very effective way to control spread of infection. Once the babies are old enough to start crawling, eating, hand wash is the simplest and most effective way to stop spread of bacteria. Wash the baby’s hand with a face washer or a baby wipe. Engage and talk to baby about what are you doing. Use small basins to encourage toddlers to wash their hands. Toddlers should be shown how to wash hands properly with regular reminders. Posters should be there in children’s bathroom illustrating steps to wash their hands so that they could learn to follow the steps while they are in the bathroom.
2. Immunisation
-
reliable way to prevent infections which makes person’s immune system respond in a similar way to how it would respond if they actually had the disease but with less severe symptoms.
3. Hygienic nappy changing and toileting
- An area should be specifically set aside for changing nappies. Ensure that the nappy change mat or surface is not torn and can be easily cleaned. Do not share the same nappy change mat with children from another room, if possible. Having separate change mats for each room can help limit the spread of an infection and contain it to a single room.
For toddlers help them to use the toilet. Ask parents to supply a clean change of clothing for children who are toilet training. Place soiled clothes in a plastic bag or alternative, and keep these bags in a designated place until parents can take them home. A
fter toileting, help the child wash their hands. Ask older children if they washed their hands. Explain to the child that washing their hands and drying them properly will stop germs that might make them ill.
4. Preparing Bottles
-
When preparing formula, we should always wash our hands first, and ensure that work surfaces, bottles and other equipment are clean. Follow the manufacturer’s instructions carefully.
5. Keeping dummies clean
- Never let children share dummies. When not in use, dummies should be stored in individual plastic containers labelled with the child’s name. Store dummies out of children’s reach, and do not let the dummies come in contact with another dummy or toy. Well done ✔
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3.
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. Table 4 Cognitive
Cognitive
Describe the stages of development:
Birth to 4 months- Babies can reach out for toys with one hand, follow moving things with their eyes, and recognise familiar people and things at a distance.
4 to 9 months- Babies can watch the path of something as it falls, look for things they see someone hide, put things in their mouth and move things from one hand to the other.
9 months to 1 year- Babies can explore things in different ways, such as by shaking, throwing,
tasting and banging. They can look at the correct object or picture when it is named. They can also follow simple directions such as ‘Hold the cup’ as they start to use objects (for example, a brush or spoon) correctly.
1 to 2 years- Toddlers can begin to sort shapes and colours. They can follow two steps in a row, such as ‘Pick up your shoes, and put them in the wardrobe’. They can name items in a picture book and build towers of four or more blocks.
✔
Table 5 Emotional
Emotional
Describe the stages of development:
Birth to 4 months- cries (peaks about six to eight weeks) and levels off about 12-14 weeks. cries when hungry or uncomfortable and usually stops when held. shows excitement as parent prepared to feed
4 to 9 months- becoming more settled in eating and sleeping patterns. laughs, especially in Document title: Cl_CareAndNurturing_AE_Pro2of4
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Emotional
social interactions. may soothe self when tired or upset by sucking thumb or dummy begins to show wariness of strangers. may fret when parent leaves the room. happy to see faces they know
9 months to 1 year- actively seeks to be next to parent or principal caregiver. shows signs of anxiety or stress if parent goes away. offers toy to adult but does not release it. shows signs of empathy to distress of another (but often soothes self) 1 to 2 years
- may show anxiety when separating from significant people in their lives. seeks comfort when upset or afraid. takes cue from parent or principal carer regarding attitude to a
stranger. may ‘lose control’ of self when tired or frustrated. assists another in distress by patting, making sympathetic noises or offering material objects
✔
Table 6 Language
Language
Describe the stages of development:
Birth to 4 months- Babies can babble with expression and can copy sounds they hear. They can also use different types of cries to show things like hunger, pain or tiredness.
4 to 9 months- Babies can understand the word ‘no’. They can make a lot of sounds like ‘mamama’ and ‘bababa’, and they can copy sounds and gestures of others. They can also use their finger to point to things they want or see.
9 months to 1 year- Babies can respond to simple spoken requests and use simple gestures such as nodding or waving. They can make sounds with changes in tone and say simple words
such as ‘mama’ and ‘dada’, and they often try to say words you say.
1 to 2 years
- Toddlers can name familiar people and body parts, speak sentences with two to four words, and follow simple instructions. They can also repeat words they hear in a conversation.
✔
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Table 7 Physical
Physical
Describe the stages of development:
Birth to 4 months- Babies can hold their head steady unsupported. They can push down on a hard surface using their legs and push themselves up using their arms. They might be able to roll over.
4 to 9 months- Babies can get themselves into a sitting position, sit without support and can often crawl or perhaps even stand while holding onto something.
9 months to 1 year
- Babies can pull themselves up and stand while holding onto things and often can take a few steps too. They may even stand without support. They can put out their arm or leg to help with dressing, and use their index finger to poke things.
1 to 2 years- Toddlers at this stage can stand on their tiptoes, kick a ball and begin to run. They can climb onto and down from furniture without help and walk up and down stairs holding on to someone’s hand.
✔
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Table 8 Social
Social
Describe the stages of development:
Birth to 4 months- They smile and laugh. make eye contact when held with face about 20cm from face of adult looking at them. alert and preoccupied with faces. moves head to sound of
voices
4 to 9 months- reacts with arousal, attention or approach to presence of another baby or young child. responds to own name smiles often and shows excitement when sees preparations being made for meals or for bath. recognises familiar people and stretches arms
to be picked up
9 months to 1 year- shows definite anxiety or wariness at appearance of strangers
1 to 2 years- begins to cooperate when playing. may play alongside other toddlers, doing what they do but without seeming to interact (parallel play) . curious and energetic, but depends on adult presence for reassurance
✔
b) Provide an explanation of why developmental stages and key milestones may vary across individual babies and toddlers. There are so many factors affecting the variations in developmental stages and key milestones across individual babies and toddlers. Some of the factors are-
1. Child’s Environment
2. Child’s Health and genetics
3. Child’s family background
Children need opportunities to expand their horizon and develop. With the varied lifestyles of the people these days impact the development of the children which results in children progressing in areas of development in their own way and pace.
✔
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1.
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
If the baby is hungry and crying, I will try to comfort the baby and convey him that I could understand that he is hungry and then will immediately go to the kitchen and bring bottle for him and feed him.
✔
Tired
I will carry the baby to comfort him. Then will take him to the cot room and rock him to make him sleep.
✔
Playful
I will provide toys to the baby or engage him in some game to play to keep the little hands and mind busy.
✔
Over-stimulated
I will try to soothe the over stimulated child. I will separate that child from the rest and provide quiet place where he can calm down (I will be there with the
child) I can sing a song with him/ give him a calming massage.
✔
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1.
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
I will help the child to put in words his feelings so that he could understand that what is to be done when he feels the same way next time. I will make a bed for him and will tell him that it is the time to go to sleep.
✔
Hungry
I will motivate him to express his feeling and ask for food. Then will give him healthy snack.
✔
Playful
I will take him to the playroom and play with him. Will use calming language to comfort him and could offer cuddles.
✔
Over-stimulated
I will try to soothe and calm the child but before that I will make sure that I am also calm. I will stop the task and try to leave the overstimulating environment and take the child where there is quiet. I will stop talking and will use some strategy to support my child (different for different child)
✔
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1.
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).
Written personal information should be kept in a safe place, not lying around for other parents or staff members to see. Digital information should be securely kept on the system with passcode and that passcode should not be shared with anyone by the centre
manager unless it is required.
Ensuring families only have access to the files and records of their own child only.
Encrypting the sensitive file also help in maintaining the confidentiality.
Securely dispose off the data, devices, and paper records.
Educators should not give the information about other children or their families to any one other than the responsible parent or guardian unless prior approval.
✔
2.
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 Did their child enjoy indulging in various activities.
Specific activity enjoyed by their child
on the day.
Did their child enjoy indulging in various activities.
Specific activity enjoyed by their child
on the day.
Did their actively participated, how he performed, his behaviour. We don’t discuss how a child performs as
this is a formal schooling term, whether they participated is an appropriate Sleeping and sleep / rest How many naps their child has taken and for how long.
How many naps their child has taken and for how long.
✔
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Activity
Information to share about babies
Information to share about toddlers
arrangements
Was it easy or not to put their child to bed.
Was it easy or not to put their child to bed. Keep it positive, you could say
“Did their child sleep or rest” for example Eating
How much food their child had- All, some or extra
What was served during the meals.
How much milk was drunk by their child and at what time.
Anything specific which their child enjoyed eating or did not enjoy.
How much food their child had- All, some or extra
What was served during the meals.
Anything specific which their child enjoyed eating or did not enjoy.
✔
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1.
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
By engaging families through informal discussions to understand their expectations, by knowing their background and culture. By providing daily reports and feedback honestly and encouraging parents to give feedbacks.
By encouraging them to reach out with any of their queries and
concerns. By being solution centric. By organising gatherings for the families like Mother’s Day / Grandparent’s day celebration.
✔
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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?
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. If the child's halal dietary needs are not followed, it will go against their religious beliefs and will cause them distress or discomfort.
✔
Peanut allergy
Cannot eat peanuts of foods with Peanuts in them.
The child may have an allergic reaction (mild to severe) and symptoms could be severe too.
✔
Lent
May refrain from red meat during Lent. If the child's lent dietary needs are
not followed, it will go against their religious beliefs and will cause them distress or discomfort.
✔
Restrictions related
to Aboriginal totems
Cannot eat food that is a totem. If the child's dietary needs related to Aboriginal totems are not followed, it will go against their religious beliefs and will cause them distress or discomfort.
✔
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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:
·
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?
We can try connecting with parents by scheduling a time when they are most available which might be during pick up or drop off times. We might call the parents during the day.
✔
Where is the best place to communicate to the parent/caregiver?
Place where is no one around, away from the children, where we can talk alone and discuss. Reception area/ visitor’s area
✔
What is the best mode to communicate to the parent/caregiver?
According to me communicating face to face is the best means of communication because we can explain things better to another person (especially when a parent has popped with a query or feedback or wants to convey something)
Apart from this if there is any emergency like if the child is unwell, got hurt then educator should immediately make a phone call to the parent.
Email is also a good way to communicate with families.
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When, Where, What Your explanation
Software like Storypark is also a very useful tool to communicate with families wherein centre share daily learning,
activities of the children along with the engaged kids. Parents can also use this tool to convey their messages, update about their child, share the pictures, etc.
✔
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
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 Food should be stored in clean and dry utensils.
Food contamination
The storage should be beyond the reach of the children
✔
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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
in an education and care service handling the food
food
before and after the food preparation and
in between that also
✔
Cooking or reheating food in an education and care service
Using food thermometer to check the temperature of the food (it should reach 75 degrees Celsius)
Food Poisoning
Do not reheat the food again and again.
Discard the leftover food if left any after the first reheat.
✔
Thawing food in an education and care service
Always thaw food in the refrigerator before cooking or reheating.
Food contamination
Do not refreeze the defrosted food
✔
Serving food to children in an education and care service
Always serve the food with gloves on and in clean dishes.
Choking of children
Food should be cut in
the small pieces to avoid choking
✔
Managing high risk foods containing allergens in an education and care service
Always read the food
labels thoroughly
Allergic reactions could take place
We should avoid using high risk foods containing allergens
✔
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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
Ensuring that the medication is given properly- correct dose, expiry of the medication is checked before giving it to the child
Death
By reading the instructions before administering the medication
✔
Table 15 Food and medication, and areas of health and safety
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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
Clothing material should protect from the sun
Sun burn
Encouraging kids to put their hats on and applying sunscreen repeatedly
✔
Clothing suitability in an education and care service
Wear the clothes which cover the whole body
Skin dryness
Encouraging kids to wear thin long sleeves clothes
✔
Bedding for children in an education and care service
Check the bedding thoroughly especially
the lock of the cots
Child may fall off from the cot and might get hurt
Check the cots every time before putting the child into the cot
✔
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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
Clean whenever and wherever we see the dirt
Spreads diseases
Mop and vacuum the
service daily
✔
Personal hygiene and
hygiene practices in an education and care service
Motivate kids to wash their hands regularly and thoroughly
They can fall sick
Regular handwashing
and use of gloves
✔
Diseases spread in an
education and care service (including food-borne, airborne
and infectious)
Cover your nose or mouth whenever you
sneeze or cough
Spread of germs and kids may fall sick
Maintain cleanliness in the service
✔
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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
Supervise the kids according to the ratio
Any accident can happen leading to injury
Educators should be trained about supervision
✔
Resources and equipment safety in an education and care service
Put clean signages/ instructions on the equipment
Workplace injury or an accident
Safety check should be done daily
✔
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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. Sudden unexplained death of a baby younger than 1year old is called sudden infant death syndrome. SIDS is diagnosed if the baby’s death cause remains unexplained even after a death scene investigation, autopsy and review of clinical history.
SIDS has no symptoms or warning signs. Babies who die because of SIDS seem healthy before being put to bed. No signs of struggles or uneasiness are shown by them before they are put to the bed.
The risk of SIDS can be lowered if the babies are placed on their backs to sleep for naps and at night.
Overheating may increase the risk of SIDS that is why it is recommended that the room temperature where baby sleeps should be kept between 20–22 degree Celsius. Correct ✔
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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
Critical developmental period for most of the infants is 2-4 months of the age when most SIDS deaths occurs. Most of the deaths occur in the first six months of life, a peak around 24 months and a few newborns in the first month of the life.
✔
External stressors and environmental factors
When babies sleep on their stomach or side may cause difficulty in breathing. Sleeping with parents on same bed also increases the chance of SIDS. Lying face down on a blanket or mattress may block the babies’ airway.
✔
Vulnerable infant
When a baby is premature/preterm or exposed to maternal smoking SIDS may occur.
✔
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1.
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. I will request the family to provide correct information about the child’s long term medical condition to ensure child’s safety and well-being. I will ask for the detailed report on child’s need and how to manage, medical treatment or monitoring required from the educators to provide to God forbidden if there is ever an emergency then what should be done by the staff in regards to that condition. Moreover, staff will be given proper training in regards to child’s need to ensure his safety during the premises.
I will also ask the family to keep the centre updated about changes in the condition of the child Very good I will also ask for the emergency contact numbers (2) along with that the contact number
of the doctor handling the case.
✔
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2.
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
should be vacuumed daily and steam cleaned at least every 6 m. After each nappy change the change mat should be cleaned with warm soapy water
Prams or strollers
daily plus when visibly dirty
Utensils and crockery
daily plus when visibly dirty
Equipment storage areas weekly plus when visibly dirty
Toileting areas
daily plus when visibly dirty
Soft furnishings
weekly plus when visibly dirty
Bedding
daily plus when visibly dirty
Cushions
daily plus when visibly dirty (cushion covers)
Hard furnishings
weekly plus when visibly dirty
Cots
daily plus when visibly dirty
Tables and chairs
daily plus when visibly dirty
High chairs
daily plus when visibly dirty
Change tables
daily plus when visibly dirty
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Toys
daily plus when visibly dirty
Art and craft supplies
Daily plus when visibly dirty Well done for including to clean surfaces when visibly dirty as well as for their scheduled clean
✔
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18. In your own words describe what a ritual is and how an educator can support them? Ritual means set of actions which are performed in a regular way. Educators need to observe the kids to understand and identify the ritual of each and every child in the service. Once we will understand their ritual it will become easy for us to take care of them and make them feel comfortable throughout the day. ✔
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.
1. Hands should be washed before and after nappy changing.
2. wash hands with warm water and soap.
3. Hands should be washed thoroughly for 20 seconds.
✔
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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.
1. to cut down their sugar intake in the form of candies.
2. brush your teeth twice a day.
3. avoid giving them drinks with high sugar level.
4. cleaning tongue is very important step during brushing.
5. let both the kids observe their parents while brushing so that they could learn the correct way of doing that.
✔
b)
Describe tooth decay and how it is caused. Tooth decay is caused by plaque which is a sticky layer of bacteria that forms on our teeth (enamel). Germs /bacteria come from our saliva and turn sugar in food and drinks into acids and in turn this acid damages our enamel.
✔
c)
Describe the signs of initial, latter and advanced stages of childhood tooth decay. Initial stage- white spots begin to form on the teeth in areas affected which reflects that enamel has started breaking down.
Latter stage- tooth looks yellow- brown or black, gums might be red and swollen
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Advanced stage- blackened holes in the teeth, cavity or broken teeth
✔
d)
Explain how to care for a baby’s gums and teeth. Everyday use a clean, damp washcloth or an infant tooth brush over the infant’s gums to clear away harmful bacteria.
Once the babies’ teeth start appearing use water and infant toothpaste on their infant toothbrush.
✔
e)
Explain what constitutes good oral health.
Good oral health comprises of clean, strong teeth, fresh breath and healthy gums. Teeth are free from plaque, no sensitivity.
✔
f)
Identify two
possible causes for poor oral health in children. 1. High intake of sugary food and drinks is the major cause of poor oral health in children.
2. Unawareness of correct way of brushing the teeth, how to remove plaque these also contributes to their poor oral health.
✔
g)
Explain how poor oral health impacts children’s general health.
Children who have poor oral health often miss school because of pain in gums, toothache, appointment with dentist, discomfort, etc. and therefore miss the learning which takes place in the class leading to lower grades as compared to the children with good oral health.
Severe decay in baby teeth have serious effect on the child’s nutrition and his speech, jaw and teeth development also. It is also linked to diabetes, heart disease and respiratory conditions.
✔
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2.
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.
Lily might be suffering from conjunctivitis- red, itch and watery eyes.
The discharge is sticky and thick.
✔
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b)
List four
associated risk management requirements that you must follow in regard to managing Lily’s symptoms and characteristics.
1. First and foremost is to seperate her from rest of the children.
2. assess her by doing a health check 3. decide if her parents need to be contacted or not
4. document the illness
✔
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.
1
. while taking care of Lily I will make sure that I am wearing gloves.
2. I will isolate her in a separate her from others because she might be suffering from a communicable disease.
3. I will wash my hands frequently.
4. I will gently clean her infected eyes with wet cotton swab soaked in warm water.
5. I will monitor her until she is picked up by her parents or any authorised person.
6. Once she will leave I will clean all the area to break the chain of the spread.
✔
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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.
1. Lily’s parents should be notified asap.
2. An educator should record the information asap within 24 hours
3. Make sure that Incident, Injury, Trauma and Illness report is filled and kept confidentially.
4. Will inform all the families and educators about the illness happened without disclosing Lily’s name and personal details and will alert them that if any symptoms appear to their children.
✔
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.
Exclusion Policy- Children should be excluded from the service until the discharge from the eyes have stopped and have got approval from the doctor to resume the service (formally)
Care procedure recommended- wash hands thoroughly especially before and after touching the eye or face.
Not to share the towels, washcloths, or anything else which is used for eye or face.
✔
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3.
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.
The child diagnosed with Type 1 Diabetes - A plan could be made and followed according
to child’s need (will involve parents for planning). As per the doctor recommendations, meals will be provided to the child. I will encourage him to exercise more because that will help to control blood sugar levels.
The child diagnosed with Celiac disease- make sure that gluten free food is given to him, his utensils are separate and labelled with his name and washed properly to avoid cross contamination.
✔
b)
Identify and list three
hazards or risk associated with each condition (either for the child or for others).
Type 1 Diabetes- heart disease, stroke, foot problems, nerve problems, kidney disease
Celiac disease- Lactose intolerance, malnutrition, bone weakening, cancer
✔
4.
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 will have a detailed conversation with Lina’s parents in order to better understand their requirements, to understand her routine, if possible will ask it in the written and then will post a note in the kitchen and will share with all the educators as well.
✔
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5.
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.
1. will request her parents to send her soft toy along with her to the centre.
2. will ask her parents if any specific Vietnamese song is there which she loves to listen.
3. will take her around and show her noisy toys available giving her options to her to play.
4. welcome her with a big smile on the face and speak to her softly and calmly.
✔
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6.
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.
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031-FS1.2)
1. will check if the following things-
medicine is age appropriate or not
expiry of the medicine
instructions to administer it
2. correct dosage will be 4ml
3. medication should be given every 4-6 hours as required but not more than 4 doses in 24 hours.
✔
a)
Using a marked /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. Correct ✔
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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's Attachment Theory- According to this theory, emotional and social development of an infant is profoundly shaped by their relationship with their primary caregivers. This theory is rooted in the belief that infants are biologically wired to form attachments, a mechanism that serves as a survival strategy. There are four basic characteristics according to this theory that basically give us a clear view of what attachment really is. They include
a safe heaven, a secure base, proximity maintenance and separation distress. These four attributes are very evident in the relationship between a child and his caregiver.
✔
Acc to this theory there are 4 stages of parent-infant attachment- •
Undiscriminating Social Responsiveness - Birth until 2 or 3 months
•
Discriminating Social Responsiveness - 2 to 3 months until 6 or 7 months
•
Active Proximity Seeking Behavior - 6 or 7 months until 3 years
•
Goal-Corrected Partnership - 3 years until adulthood
Ainsworth Attachment Theory- This theory is a culmination of work of Mary Ainsworth’s work in Uganda with the Baltimore Project, and John Bowlby’s theories of research and development. Her theory states that children and infants need to develop a secure dependence on their parents before seeking unfamiliar situations.
Research findings from the Strange Situation Test further reinforced these theories and helped to define distinct attachment styles. Based on her experiments, she concluded that early childhood experiences result in the development of attachment styles that can
affect an individual's relationships and behavioral interactions throughout the rest of their lives. She divided attachment into three different styles: secure, insecure avoidant, and insecure ambivalent/resistant. Children with secure attachment styles are confident that their attachment figure will be available to meet their needs. This attachment figure is used as a safe base for the child to explore their environment, and they will seek out this figure (usually a female or their mother) in times of distress. Results from the strange situation test show that securely attached infants are easily soothed by the attachment figure when they are upset.
✔
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b)
Outline the links between attachment and brain development.
During the first three years of the life of an individual, attachment is the primary focus of brain development. The primary need of the child is to form secure attachments, attachments on whom the child can trust which includes loving, emotional relationship with at least one of the reliable caregivers.
If this does not happen then the development of the brain is hampered, capacity for compassion, empathy towards others is damaged.
✔
c)
Outline the significance of strong, secure attachments to one or more significant adult to the development of babies and toddlers.
Strong and secure attachments cause the parts of the child’s brain responsible for social and emotional development, relationship to grow and develop in the best possible way and communication; and this relationship becomes the foundation of the child’s ability to connect with others in a healthy way.
This type of attachment helps the child to respond and develop their empathy.
✔
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d)
Identify how the lack of attachment can impact on the development of the child.
Those children who have attachment issues, they face difficulty in forming healthy relationships with others when they grow up. This is because of their past bad experiences which have taught them to believe that the people and not trustworthy.
These children display poor social and emotional affects like show tantrums, aggressive behavior, poor coping skills, etc which often impacts them throughout their developmental years.
Lack of attachment impacts their cognitive development as well in long term. ✔
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. Educators should develop a strong positive bond and respectful relationship with the children to promote their self-esteem, sense of security and belongingness. We should guide them, support them, act as their facilitator. We should allow them explore and should be very careful with every word we speak to them. We should interact with them positively. We should help them in understanding that what is right and what is not. We should make them well verse with their rights and their dignity. We should provide them with sufficient options to explore because things which they learn while playing, they never forget.
✔
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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.
If we see that the child looks little stressed or sad or is in some sort of fear then asking him if he wants cuddles, snuggle, gentle rocking, soft stroking, hold his hand to comfort him and contribute to a sense of security.
Do not impose things on him. Encourage safe exploration so that he could learn about his environment in the way he wants to. Act as a facilitator. Give him opportunities to build trust on us. Support his curiosity and never supress the questions asked by him.
Allowing bringing items like soft toy, blanket from home provides reassurance in the new
environment and makes his transition smoother.
Engage him in mutually enjoyable interactions. As we know acc to Bowlby’s attachment theory enjoyable interactions help in securing attachment, lays the strong foundation for healthy social and emotional development.
Create a care giving and responsive environment for him because that helps him to develop a sense of trust and helps him in viewing the world as a safe place.
✔
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4.
Outline and reflect on the methods you could use to develop relationships with babies
and toddlers. 1. By welcoming them with a smile on the face and speaking to them very softly.
2. By communicating with them frequently and learning about them even the minor things like what makes them happy, what do they do when they are hungry, how to bring a smile on their face even when they are sad, etc.
3. By observing them and listening to them. Everyone loves to be listened and the same thing is with the kids also. Give them opportunity to them to speak and be a good listener.
4. By giving them space and time to learn. We should respect the individual difference and should understand that learning speed, way to learn, is different for every child so, we should not be in rush and give them the time they require to build up their knowledge and understanding.
5. Always motivate them to do better. Positive reinforcement should be done to boost their confidence.
6. Do not impose things on them rather give them options to choose from so that they could pick up the things of their own choice.
✔
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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
Asses
1
Explained childhood obesity and its associated risks
☐
☐
2
Planed an appropriate menu
☐
☐
3
Identified two examples of risk management and/or exclusion requirements for each medical condition listed
☐
☐
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
☐
☐
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
☐
☐
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TASK/
STEP #
Instructions The student:
S
U/S
Asses
8
Identified an appropriate response to a toddler
for each emotion listed
☐
☐
9
Explained how service providers adhere to confidentiality and privacy requirements
☐
☐
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 ☐
☐
12
Identified one
common feature and the implication for each dietary requirement listed
☐
☐
13
Explained each consideration for choosing a communication method or
strategy
☐
☐
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
☐
☐
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
☐
☐
16
Described what information you will request from the family in regard to the child’s long-term medical condition
☐
☐
17
Identified the recommended cleaning schedule for each different surface or equipment type used in an early learning service
☐
☐
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TASK/
STEP #
Instructions The student:
S
U/S
Asses
18
Described what a ritual is and how an educator can support them
☐
☐
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
Asses
1a
Outlined the recommendations in regard to oral health for Sammy and his younger sister
☐
☐
1b
Described tooth decay and how it is caused
☐
☐
1c
Described the signs of initial, latter and advanced stages of childhood tooth decay
☐
☐
1d
Explained how to care for a baby’s gums and teeth
☐
☐
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
☐
☐
2d
Outlined the service procedures with regards to communicating information about Lily’s condition
☐
☐
2e
Outlined required exclusion period and what the recommended return to care procedure is
☐
☐
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TASK/
STEP #
Instructions The student:
S
U/S
Asses
3a
Identified two things to support each child to be cared for in the service effectively
☐
☐
3b
Identified and listed three
hazards or risk associated with each condition (either for the child or for others)
☐
☐
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
☐
☐
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
Asses
1a
Briefly described the key aspects of two
primary attachment theories
☐
☐
1b
Outlined the links between attachment and brain development
☐
☐
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
☐
☐
2
Briefly outlined educators’ requirements in relation to Quality Area 5 – Relationships with children.
☐
☐
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.
Asmita,
You have submitted an assessment that met all criteria and provided really practical and professional responses to tasks. You responded to all tasks with positive teaching methods such as role modelling and responsiveness and also focusing on key relationships with families. You also included appropriate use of different theories both developmental and care as well. I was so pleased to see your responses to hazards identification and management, you used checklists and reporting to manage these and also minimised the spread of infections with correct management protocols. All the best with your next unit,
Sophie Chrisafis
Assessor name, signature and date
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Student acknowledgement of assessment outcome
Would you like to make any comments about this assessment?
Student name, signature and date
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