CHCECE032 Short Questions (2)

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APEX Institute of Education *

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CHC30121

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Sociology

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CHCECE032 Nurture babies and toddlers Short Questions Apex Training Institute Physical address: 1374 Logan Road, Mt Gravatt, QLD 4122 Mailing address: PO Box 6803, Upper Mount Gravatt, QLD 4122 Tel: 07-3420 5861

Page 2 of 45 Email: supportteam@apex.edu.au

Cover Page Student Name: Kamaljeet Kaur Bains ___________________ Student ID: 81271 ___________________ Phone Number: 0469829378 ___________________ Organisation Name: Apex Training Institute ___________________ Supervisor Name: ___________________ Supervisor Contact: ___________________ Assessor Name: ___________________ Assessor Contact Details: ___________________ For Office Use Only Reference No. Version 000 Effective Date January 2022

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CHC30121 Certificate III in Early Childhood Education and Care Page 4 of 45 Page left intentionally blank

CHC30121 Certificate III in Early Childhood Education and Care Page 5 of 45 I NTRODUCTION This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence. CHCECE032 Nurture babies and toddlers Elements 1. Develop relationships with babies and toddlers 2. Develop effective relationships with family members 3. Provide positive nappy-changing and toileting experiences 4. Promote quality mealtime environments 5. Create a healthy and safe supporting environment How students participate in assessment You are required to read and follow the instructions below. Additional instructions may be provided via the Apex Learning Management System (LMS), the Student Handbook or other supporting documentation. Assessment conditions Assessment responses must demonstrate a capable understanding and consistent application of knowledge. 1. You MUST provide responses to all questions at a Satisfactory level 2. You MUST use the referenced learning materials to guide responses 3. You can complete the assessment in a classroom setting or self-study environment Authenticity requirements You must genuinely attempt to answer each question appropriately to demonstrate your acquired knowledge. Intentionally or unintentionally presenting answers to assessment questions that are another individuals’ work, or the work of a team as y our own is considered plagiarism and may result in exclusion from the unit. You should refer to the Student Handbook for the Assessment Escalation and Plagiarism policies and procedures. Assessment instructions

CHC30121 Certificate III in Early Childhood Education and Care Page 6 of 45 You are required to read the instructions, the question and the referenced learning materials to appropriately answer each question. Attempting assessment tasks You are required to answer the questions below via the Apex LMS. You are required to select the correct answers to every question. Marking will be done automatically via the LMS and you will have access to your results as soon as you submit all your answers. Assessment outcomes The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. If you are assessed as ‘Not Yet Satisfactory’ you will be provided with feedback regarding what needs to be re-attempted. Reasonable adjustment You can apply for reasonable adjustment to this assessment activity. Please contact supportteam@apex.edu.au to request any reasonable adjustment. Accessing, saving and/ or printing required readings You are required to access learning materials throughout the assessment process. These resources provide key information to help you provide appropriate responses to each question. You are directed to these learning materials via the list below and at the start of each question. You may choose to save these files electronically or print them. Student appeals You have the right to appeal an unfavourable decision or finding during assessment. Refer to the Student Handbook for the Appeals Against Assessment Grades Policy and Procedure .

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CHC30121 Certificate III in Early Childhood Education and Care Page 7 of 45 C HILD DEVELOPMENT This question requires you to demonstrate your knowledge of how development in babies and toddlers may vary across individuals. Question 15 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 1 (pp. 4-5, 7) a. In relation to child development, what does the concept of the ‘whole child’ remind us of? The concept reminds us that development does not occur in isolation. It occurs in adynamic social and cultural context that is unique to everyone. b. What are the three environmental factors that affect development? • Sociocultural environment – family, education, religion, culture and economic status • • Nurturing relationships with primary educators – critical to healthy development and significantly impacting the developing brain • • Physical environment – health/wellbeing, nutrition, safety and shelter, and geographic location. S OCIAL AND EMOTIONAL DEVELOPMENT The following question requires you to demonstrate your knowledge of baby and toddler social and emotional development. Question 16

CHC30121 Certificate III in Early Childhood Education and Care Page 8 of 45 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 5 (page 175) List three ways toddlers show affection for their peers. Use gestures such as ‘offering’ and tilting their head to one side • Dan ce together • Wa it for the arrival of a ‘friend’. A PPLYING ATTACHMENT THEORY The following questions require you to demonstrate your knowledge of the significance of strong, secure attachments to one or more significant adults and how lack of attachment can impact on development. Question 17 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapters 5 and 8 (pp. 186-190, 283) a. Trust and attachment are necessary for healthy brain development and form the cornerstone of social and emotional development. Describe what happens when a baby senses they are secure and valued?

CHC30121 Certificate III in Early Childhood Education and Care Page 9 of 45 Quick responses to baby cries let them know that they're safe and cared for. Babies who have secure attachments are able to form a trusting bond with their educator. They will explore their environment because they know they have a secure base to return to if the world becomes too threatening. b. What are four ways that you could provide physical comfort to a baby/toddler? Refer to page 283. • Nursing them on the lap. • A cuddle. • Putting arm around them. • Gently touch Question 18 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 5 (page 186) a. What is one consequence for children who fail to develop a sense of trust? They may minimize or exaggerate their emotional expressions, making it difficult for others to meet their needs. Children who fail to develop a sense of

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CHC30121 Certificate III in Early Childhood Education and Care Page 10 of 45 trust will not have confidence in the world around them or in their abilities to influence events. b. What determines whether babies develop a sense of trust? The positive response to babies' cries determines whether they develop a sense of trust. When the babies' need for care, familiarity, comfort and nourishment are met, they are able to 'switch off' the attachment system and focus on exploration and play. c. List three behaviours babies and toddlers might display if they haven’t developed a sense of trust? • Clingy High level of separation. • Anxiety. • Difficult to settle. • Fretful. • Watchful. • Anxious. L ANGUAGE DEVELOPMENT

CHC30121 Certificate III in Early Childhood Education and Care Page 11 of 45 These questions require you to demonstrate your knowledge of baby and toddler language and communication development. Question 19 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 3 (pp. 95-100) a. List two language skills children begin to develop from birth to six months. • Begin to 'think' and move intentionally and will purposefully reach and grasp for objects within view. • Begin to coo and make isolated sounds such as 'ah ah, oo oo 'How to change pitch and volume of the sounds they make and will use different cries or sounds to communicate different needs. b. List two language skills children begin to develop from six to nine months. • Respond to simple requests such as 'Wave bye-bye. • Recognize and respond to their own names. c. By 12 months , how many words can most babies produce? By 12 months, most children use five words consistently and understand an increasing number of words. d. List two non-verbal language skills a toddler may use to communicate how they are feeling.

CHC30121 Certificate III in Early Childhood Education and Care Page 12 of 45 • Positive: Clapping. • Negative: Crying Question 20 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 3 (pp. 105-106) Figure 3.10 ‘Strategies to support toddlers’ For each scenario, write an educator response using the strategy indicated. Two examples have been provided to help you answer this question. Scenario Strategy Educator response Toddler Ella says, ‘Daddy gone’ Extend or elaborate ‘Daddy’s gone to work. Daddy will be back this afternoon.’ Toddler Elliott points to a picture of a seal sunning itself on a rock, and says, ‘What that?’ Introduce new word ‘That’s a seal. Seals can swim!’ Ollie points to his feet and says, ‘mud’ Extend and/or elaborate 'Yes Ollie, its mud on your feet. You are standing on the muddy puddle Bella looks at baby Zennie who is crying and says, ‘Her sad’ Extend and/or elaborate: Zinnia is crying because she was upset. Shall we give her a cuddle?

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CHC30121 Certificate III in Early Childhood Education and Care Page 13 of 45 Scenario Strategy Educator response Zephie watches as mum drives away and says, ‘gone work’ Extend and/or elaborate Mummy's gone to work. Say bye and she'll be back after work. Toddler Zola watches as a ladybug flies away, and says, ‘Where gone?’ Answ er children’s questions 'That's a ladybug. It's flying home. It’s time for baby Arie to have his nappy changed. As the educator approaches Arie is busily banging a wooden spoon on a box. Explain/describe routines Its nappy time. Please put the instrument away and we can come back after your nappy change. Toddler Ria is helping the educator in the garden when a grasshopper jumps out. Ria points and says, ‘spider’ . Introduce new words 'It's a grasshopper. They hop on grass. P ROMOTING SAFE SLEEP These questions require you to demonstrate your knowledge of sleep patterns of babies and toddlers, SUDI/SIDS and safe sleep practices. Question 21

CHC30121 Certificate III in Early Childhood Education and Care Page 14 of 45 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 6 (pp. 218-220) a. List the six key practices research suggests can reduce the risk of SUDI/SIDS. • Sleep baby with head and face uncovered • Sleep baby on the back from birth, not on the tummy or side • Keep baby smoke-free before birth and after • Provide a safe sleeping environment night and day Sleep baby in their own safe sleeping. • Place in the same room as an adult caregiver for the first six to 12 months • Breastfeed baby. b. With reference to Figure 6.23 ‘Safe sleeping practices for babies’, what are the recommended dress requirements for sleeping babies? Baby should be dressed in no more than one layer of clothing without ties, draw-strings, hood Bibs and necklaces should be remove. c. With reference to Figure 6.23 ‘Safe sleeping practices for babies’, what is the recommended position to place a baby for sleep?

CHC30121 Certificate III in Early Childhood Education and Care Page 15 of 45 Lay baby on back with face and head uncovered. d. What is Sudden Unexpected Death in Infancy (SUDI) and sudden infant death syndrome? Sudden Unexpected Death in Infancy (SUDI) is a board term used to describe the sudden and unexpected death of a baby for which the cause is not immediately obvious. Sudden Infant Death Syndrome (SIDS) is a sub-set of SUDI. When no cause can be found for the death, itis called SIDS. e. Describe the three things that make up a safe sleeping environment for babies (refer to Figure 6.21). Safe cot (should meet current Australian Standard AS2172)Safe mattress (firm, clean, flat, right, size for cot)Safe bedding (Place it at least two feet away from heating vents, windows, window-blind cords. f. When should cots be cleaned, and bedding replaced? Each service will have in place a regular schedule for cleaning cots. Bed linen is typically replaced and laundered each time a cot is used by a different baby.

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CHC30121 Certificate III in Early Childhood Education and Care Page 16 of 45

CHC30121 Certificate III in Early Childhood Education and Care Page 17 of 45 Question 22 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 8 (pp. 296-299) a. Why should sleep routines for babies be flexible? Sleep routines for babies must be flexible because of some babies may be ready for a sleep as soon as they arrive at the center while others will be alert and ready for play. b. Educators need to consider that babies may have different routines and rituals as part of their sleep time. It can be difficult for an educator when they are trying assist multiple children to sleep at once. List two examples of how babies may prefer to sleep as part of their routine. • Some may want to be nursed, rocked or patted to sleep. • Some babies prefer to be placed in a cot and fall asleep when they are ready. c. Refer to Figure 8.16 ‘Average sleep requirements of children birth to 18 months’ and complete the table below. Age Day-time hours Number of naps Night-time hours Total hours over 24 hours

CHC30121 Certificate III in Early Childhood Education and Care Page 18 of 45 Birth - 3 months varies varies varies 8-18 3 – 6 months 6 3 8 14-15 6 – 12 months 2-4 1-2 11 13 12 months + 1-2 1-2 8-12 9-14

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CHC30121 Certificate III in Early Childhood Education and Care Page 19 of 45 N UTRITIONAL NEEDS These questions require you to demonstrate your knowledge of the nutritional needs of babies and toddlers. Question 23 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 8 (page 307) Figure 8.24 ‘Specific healthy eating guidelines for babies and children’ List the nutritional recommendations for babies and toddlers for each of the age groups below, according to the National Health and Medical Research Council. Age group Nutritional Needs Babies up to 6 months: ● It is recommended that babies should be exclusively breast fed to around six months ● If this is not possible baby formula should be used Babies from 6 to 12 months: ● Breastfeeding should continue until the baby is 12 months old, or for as long as the mother and baby desire If formula fed, the baby should continue to drink formula until 12 months of age Introduction of first foods should begin around six months along w ith cooled boiled water Cow’s milk should not be given as a main drink to babies under 12 months of age. By 12 months of age: ● Babies should be consuming a wide variety of nutritious foods enjoyed by the rest of the family

CHC30121 Certificate III in Early Childhood Education and Care Page 20 of 45 all milk given to children over 12 months should be pasteurized. F EEDING BABIES These questions require you to demonstrate your knowledge of breastfeeding, and preparing, heating, storing and serving formula and breast milk. Question 24 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 8 (pp. 306-307) a. List three advantages breastfeeding provides to babies. • Breast milk contains less sodium than formula milk The fat content of breastmilk is a different type from the fat content in formulas; this may have a positive effect on heart disease in later life. • Breastmilk provides antibodies that protect the baby from some infectious diseases Babies who are breastfed usually have fewer dental problems as they mature. • Breast milk can reduce the likelihood of children developing allergies where there is a family history of the Many nutrients are better absorbed from breast milk. b. List two ways breastfeeding mothers can be supported to continue breastfeeding while their child attends a service.

CHC30121 Certificate III in Early Childhood Education and Care Page 21 of 45 Mothers who are breastfeeding can be supported to continue breastfeeding while their child attends a children’s service by expressing and freezing breastmilk (according to the Australian Breastfeeding Association, breastmilk can be refrigerated for three to five days at 4degreeC or lower, or frozen for up to three months in the freezer section of a refrigerator with a separate door. Breastfeeding mothers who are able to come to the service to feed their baby should be made to feel welcome and comfortable. Question 25 Readings Staying Healthy: preventing infectious diseases in early childhood education and care services , 5th edition. National Health and Medical Research Council, Canberra. (pp. 58-59) https://www.nhmrc.gov.au/about-us/publications/staying-healthy-preventing- infectious-diseases-early-childhood-education-and-care-services a. Describe the steps you should take before preparing formula? • Wash hands • Clean the work surfaces. Ensure that the bottles and other equipment are clean. • Prepare bottle - Follow the manufacturer's instructions carefully. b. Where does formula or breast milk need to be kept?

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CHC30121 Certificate III in Early Childhood Education and Care Page 22 of 45 • Formula or breast milk needs to be kept refrigerated or frozen. • Breast milk Refrigerated for 3-5 days at 4'C or lower, always store at the back of the refrigerator Store without refrigerator (if needed) for 6-8 hours if the room temperature is less than 26'C. • All bottles need to be labeled with the child's name and the date the bottle was prepared or brought in by the parent. c. Explain how to make up and store formula. It is best to make up fresh formula for each feed and give it to the child as soon as it has cooled. If this is not possible, the freshly made formula should be cooled immediately and stored in the back of the refrigerator for no more than 24 hours. Throw away any formula that is left over. Do not freeze or reheat leftover made-up formula. d. List the five guidelines for heating bottles. 1. Stand the bottle in a container of hot water for no more than 15 minutes. 2. Before feeding the infant, check the temperature of the milk by letting a little drop onto the inside of your wrist - it should feel comfortably warm or even a little bit cool. 3. Never microwave breast milk. 4. Never refreeze thawed breast milk. 5. Only warm the milk once and discard any warmed milk that has not been used.

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CHC30121 Certificate III in Early Childhood Education and Care Page 23 of 45 Question 26 Readings Bottle-feeding babies: giving the bottle. Raisingchildren.net.au https://raisingchildren.net.au/newborns/breastfeeding-bottle-feeding/bottle- feeding/giving-the- bottle?gclid=CjwKCAjwz6_8BRBkEiwA3p02VXgk_H3lV3p545fneseRarqF0Q56NNzqZ_ c9KSyABN5yGDphF7oadxoCjf8QAvD_BwE [Or visit Google www.google.com.au and enter ‘Raising children bottle -feeding babies’ into the search tool] List four key practices that you should follow when giving a bottle to a baby. • Test the flow of formula or breastmilk before bottle-feeding. • Hold your baby close on a slight incline and keep the bottle at an angle. • Let your baby decide when they've had enough to drink. • Do not put your baby to bed with a bottle. H YGIENE AND INFECTION CONTROL These questions require you to demonstrate your knowledge of hygiene and infection control procedures. Question 27

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CHC30121 Certificate III in Early Childhood Education and Care Page 24 of 45 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 6 (page 230) Figure 6.34 ‘Cleaning and sterilizing bottle -feeding equipment’ List the six steps for cleaning and sanitising bottle-feeding equipment. Step 1: Wash your hands using correct hand-washing procedure. Step 2: Check teats for any cracks. Throw away any damaged teats - bacteria can grow in the cracks. Step 3: Wash all bottle-feeding equipment in hot, soapy water. Step 4: Use a bottle brush to scrub inside bottles. Step 5: Squirt water through teats to clear the little hole. Step 6: Rinse everything thoroughly. Question 28 Readings Staying Healthy: preventing infectious diseases in early childhood education and care services, 5th edition National Health and Medical Research Council, Canberra. (pp. 41-42)

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CHC30121 Certificate III in Early Childhood Education and Care Page 25 of 45 https://www.nhmrc.gov.au/about-us/publications/staying-healthy-preventing- infectious-diseases-early-childhood-education-and-care-services a. Describe how to wash a baby’s hands? The infant can stand at a small hand basin, wash their hands the same way you wash your own hands If the infant cannot stand at a hand basin, wash their hands with pre-moistened disposable wipes, then dry thoroughly. b. How often should babies hands be washed? Infants need their hands washed as often and as thoroughly as older children. c. Review Table 3.1, and list three occasions educators and children should perform hygiene before and after touching things. Before After Educators ● Staring work, so germs are not introduced into the service. ● Eating or handling food Giving ● medication ● Eating or handling food ● Handling garbage ● Touching animals Children • Starting the day at the service; parents can help with this. • Eating food ● Having their nappy change - their hands will become

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CHC30121 Certificate III in Early Childhood Education and Care Page 26 of 45 • Eating or handling food Going home, so germs are not taken home with them contaminated while they are on the change mat. ● Touching animals. d. List the five steps of hand washing. 1. Wet hands with running water (preferably warm water, for comfort). 2. Apply soap to hands 3. Lather soap and rub hands thoroughly, including the wrists, the palms, between the fingers, around the thumbs and under the nails. 4. Rub hands together for at least 15 seconds (for about as long as it takes to sing 'Happy birthday' once). 5. Rinse thoroughly under running water and dry thoroughly.

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CHC30121 Certificate III in Early Childhood Education and Care Page 27 of 45 Question 29 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 6 (page 211) Young children explore by putting things in their mouths and may not understand if they have a food allergy. When seating children who may have a food allergy in a highchair or at a table, what is one practice that should be put in place? Educators need to be extremely vigilant and ensure that food is not shared by other children with a child with food allergies. A safe practice is to position the child slightly away from other children so that there is no risk of food sharing or touching of foods. N APPY CHANGING These questions require you to demonstrate your knowledge of nappy changing policies and procedures. Question 30

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CHC30121 Certificate III in Early Childhood Education and Care Page 28 of 45 Readings Staying Healthy: preventing infectious diseases in early childhood education and care services, 5th edition. National Health and Medical Research Council, Canberra. (Pp 45-47) https://www.nhmrc.gov.au/about-us/publications/staying-healthy-preventing- infectious-diseases-early-childhood-education-and-care-services a. List the three stages in the nappy changing procedure? • Preparation • Changing • Cleaning b. Explain why you must place paper towel on the change table? Every time a child has their nappy changed germs are put on the changing table. Placing a piece of paper on the change table catches many of these germs so they do not reach the changing table itself. c. When should you remove the paper towel? The paper is removed in the middle of the nappy change, before the child's clean nappy are put on, and the paper and the germs are out in the bin.

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CHC30121 Certificate III in Early Childhood Education and Care Page 29 of 45 S AFE PLAY SPACES This question requires you to demonstrate your knowledge of how to create a safe environment for babies and toddlers to explore. Question 31 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 7 (page 250) List three key things you should include when planning safe play spaces for babies and toddlers. • Large play spaces for cruising and crawling babies. • Minimal use of shelving to reduce the risk of children climbing or pulling equipment from shelves. • Sturdy furniture that supports beginning walkers. • Sturdy wide-base chairs for toddlers to reduce risk of falls. O RAL HEALTH These questions require you to demonstrate a basic knowledge of good oral health for children. Question 32 Reading Dental care for babies . Raisingchildren.net.au

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CHC30121 Certificate III in Early Childhood Education and Care Page 30 of 45 https://raisingchildren.net.au/babies/health-daily-care/dental-care/dental-care- babies [or visit Google www.google.com.au and type ‘dental car e for babies raising children’ into the search tool] a. List the oral care practices that are recommended for parents to follow from about three months old? Gently wipe baby's gums using a damp, clean face washer or gauze twice a day. This helps baby get ready for brushing when the first tooth appears. b. Describe the recommendations for cleaning teeth once the first tooth appears? Clean teeth using a soft infant toothbrush designed for children under 2 years. If baby doesn't like the toothbrush in their mouth, can keep using a clean, damp face washer or gauze to wipe the front and back of each tooth. c. Explain why it is important to make even a quick attempt if the baby does not like having their teeth brushed?

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CHC30121 Certificate III in Early Childhood Education and Care Page 31 of 45 Cleaning decay-causing bacteria from baby's mouth on a daily basis by wiping the gums can act as a safeguard to help protect the tooth and preventing early tooth decay. d. How often should toothbrushes be replaced? Every 3-4 months, or when the bristles get worn or frayed. e. Explain why it is not recommended that babies be put to sleep with a bottle? When baby is sleep, there's less saliva in the mouth to protect teeth. If baby falls asleep with a bottle, milk might slowly drip into baby's mouth and soak teeth. This put baby at risk of tooth decay. Also note that putting baby to sleep with a bottle is a choking risk.

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CHC30121 Certificate III in Early Childhood Education and Care Page 32 of 45 W ORKING WITH FAMILIES These questions require to demonstrate that you can identify the practices used to communicate effectively with families of babies and toddlers. Question 33 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 8 (page 274) When enrolling babies and toddlers, information gathered from parents falls into two main categories: required information and additional information. a. Explain the meaning of required information. Compulsory information: The Regulations specify the information that must be provided by parents at the time of enrolment. b. Explain the meaning of additional information. The service may ask for a range of information in addition to the compulsory enrolment information in addition to the compulsory enrolment information to gain a better understanding of the child's development, strengths, interests and needs. Question 34

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CHC30121 Certificate III in Early Childhood Education and Care Page 33 of 45 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 8 (pp. 276- 277) Figure 8.4 ‘Examples of additional information for babies and toddlers’ a. List two questions you could ask the parent about typical sleep patterns and sleep. • How to support the child's sleep-comforter? • What is the child's sleeping habits? b. List two questions you could ask the parent about their child’s typical nappy change or toileting routine. • What is the child's toileting routine? • Any song to calm child's during nappy change? Question 35

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CHC30121 Certificate III in Early Childhood Education and Care Page 34 of 45 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 5 (page 176) Figure 5.14 ‘CARE steps to develop kindness and empathy’ Read the scenario and answer the question below. Learning to share Toddler Luna is taking a large teddy for a walk in a stroller. Toddler Evan takes the teddy saying, ‘No! My teddy!’. Evan had been playing with the teddy 20 minutes ago. Luna tries to take back the teddy and Evan pushes her away. Luna begins to cry and Evan runs off with the teddy. The educator comforts Luna and takes her to Evan. As an educator, how would you apply the CARE steps to support Evan’s development of kindness and empathy? C: Let Evan know how his behavior is uncaring or unkind (You have already played for 20 minutes and you push Luna, that was unkind) A: By letting Evan know how his behavior affects Luna (When you pushed Luna, it hurt her and made her cry. She is upset) R: Supporting Evan to consider ways of addressing his unkind behavior (You must be gentle and give Luna a cuddle to make her feel better) E: Let Evan know that his behavior have disappointed me (No more pushing. Gentle hand. Care of others feeling. Good sharing).

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CHC30121 Certificate III in Early Childhood Education and Care Page 35 of 45 Question 36 Read the scenario and answer the questions below. Secure attachment Each day when babies and toddlers arrive with their parent, they are greeted by the educator. Educator Edith smiles: Good morning Lara (almost 6 months). I’m so pleased to see you today. Edith smiles and makes eye contact with Lara, who is being carried by her father Robert. At the sound of Edith’s voice Lara responds by smiling, looking at and waving her hands towards Edith. Edith: Good morning Robert, how are you? Robert: Good morning Edith, we are both good today, aren’t we Lara? Edith: That’s good to hear. Let’s get your bag in your locker Edith and then you can say goodbye to daddy and we’ll go and play. Edith takes the bag from Robert and plac es it in Edith’s locker. As she is doing so, she talks to Robert in a friendly, relaxed and unhurried manner. Edith: Did Lara have a good sleep last night? Robert: Yes she did. She was awake at her usual time of 6:00 am but she only woke up once last night didn’t you Lara? Edith: Oh Lara you are getting to be a big girl! (Edith smiles and makes eye contact with Lara.) Lara responds by smiling at Edith. Edith: When was her last bottle? Robert: Around 6:15, so she’ll probably need a top up before her sleep. Edith: Oh we can do that can’t we Lara? Are you ready to say bye -bye to daddy? Robert gives Lara a kiss and cuddle and hands her to Edith. Lara goes to Edith and starts to babble.

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CHC30121 Certificate III in Early Childhood Education and Care Page 36 of 45 Edith smiles as she holds Lara: Are you saying bye-bye to daddy Lara? Bye daddy. Have a good day. We’ll see you this afternoon. Edith and Lara watch Robert leave. ‘Daddy’s gone to work. Let’s go and see what we can play with Lara.’ a. List two things that Edith did to reinforce her bond/relationship with Lara when she arrived at the service with her father. 1. Edith greeted Lara and her dad. 2. Edith smiles and make eye contact with Lara. b. Bowlby suggested that when the children feel secure, they are able to ‘switch off’ the attachment system and focus on exploration and play. List one thing that Edith did to support Lara’s separation from dad and switch off her attachment system. Edith verbally explains to Lara that Dad is gone to work and will be back in the afternoon: -Edith smiles as she holds Lara: Are you saying bye-bye to daddy Lara? Bye daddy. Have a good day. We’ll see you this afternoon. Edith and Lara watch Robert leave. 'Daddy's gone to work. Let's go and see what we can play with Lara.'

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CHC30121 Certificate III in Early Childhood Education and Care Page 37 of 45 c. List two behaviours shown by Lara that tell us she is securely attached to Edith. 1. At the sound of Edith's voice Lara responds by smiling, looking at and waving her hands towards Edith. 2. Lara goes to Edith and starts to babble. d. Thinking about partnerships with families, why did Edith ask dad the following questions? ‘Did Lara have a good sleep last night?’ ‘When was her last bottle?’ Edith wants to be ensured that Lara is going in the correct direction in regard to Lara’s intake of milk/bottles feeding and sleeping cycle.

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CHC30121 Certificate III in Early Childhood Education and Care Page 38 of 45 Question 37 Read the scenario and answer the question below. Toilet training Toilet training is well underway for seven of the children in the 2- 3’s room. Every hour, each child is asked if they would like to sit on the toilet. There is no pressure, but because the educators have made it a fun social time, most children happily agree. Educators praise the children when they manage to use the toilet. Educators also watch for signs that a child may need to use the toilet. When this occurs the educator usually says, ‘It looks like you might need to do a wee, let’s get you to the toilet ?’ Each day the educators enthusiastically help the children to tell mum or dad about using the toilet. List three ways in which the educator has sensitively and positively supported the child during toilet training. Every hour, each child is asked if they would like to sit on the toilet. This is no pressure. The educators have made it a fun social time, most children happily agree. Educators praise the children when they manage to use the toilet. Each day the educators enthusiastically help the children to tell mum or dad about using the toilet. Question 38 Read the scenario and answer the questions below. Sleep routine - Molly

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CHC30121 Certificate III in Early Childhood Education and Care Page 39 of 45 Molly (6 months) attends the service three days per week. She has been in care for six weeks and she and educator Sue are forming a secure and nurturing relationship. During the orientation period Molly’s mother, Kath, shared a great deal of information with Sue about Molly’s care routines. Molly likes to hold her bottle when feeding; when she is tired she rubs her eyes and pulls on her ears; when she is settling for a sleep, she likes to hold the satin edge of her baby blanket. Around 9.30 a.m. Sue notices Molly rubbing her eyes and pulling her ears. She picks Molly up and says, ‘ Are you sleepy Molly?’ Molly snuggles into Sue’s shoulder. As Sue changes Molly’s nappy, she talks softly to her. Sue sits on the lounge with Molly in her lap and gives Molly her bottle. Sue allows Molly to hold the bottle. Sue softly sings Molly’s favourite song. When Molly has finished her bottle, she is looking very drowsy. Sue places Molly in the cot with her satin edged blanket. Sue stays with Molly until she is asleep. Molly follows the service Sleep and Rest Policy checking on Molly every 10 minutes to monitor her breathing and records this on the sleep check chart. a. List one way in which educator Sue has used care information provided by the family to meet Molly’s individual care needs. Sue notices Molly rubbing her eyes and pulling her ears. She picks Molly up and says, 'Are you sleepy Molly? Sue allows Molly to hold the bottle during feeding and Sue softly sings Molly’s favorite song . Sue places Molly in the cot with her satin edged blanket. b. Explain how Sue followed the service Sleep and Rest Policy in regard to checking on sleeping children. She is checking on Molly every 10 minutes to monitor her breathing and records this on the sleep check chart.

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CHC30121 Certificate III in Early Childhood Education and Care Page 40 of 45 Question 39 Read the scenario and answer the questions below. Communicating with families Lara is the first child of mother Alexa and father Ben. Alexa and Ben are both full-time teachers. Lara has been attending the service for 10 weeks. During the orientation period, as well as completing an enrolment form, Alexa and Ben completed a detailed online questionnaire about Lara (similar in detail to the example shown in Figure 8.4, on page 276 of The Big Picture ). Lara has settled into care quickly and has an easy temperament. Lara has two sleeps each day, sleeping on average one hour in the morning and up to an hour and a half after lunch. As well as her bottles, Lara now has solid food. Educator Edith worked with Alexa to identify the foods that could be offered to Lara. On arrival to the service each morning Edith checks with Alexa as to when she had her last bottle and if there are any changes with her feeding schedule. Each day Edith records Lara’s milk, water and food intake to share with her parents via the service’s intranet. Educators also record nappy changes and sleep periods. When Alexa arrives to drop Lara at the service, she signs Lara in using the iPad and asks if she can speak privately to educator Edith. Edith can see that Alexa is upset, so she takes Alexa to the director’s office to talk. Alexa tells Edith that Ben’s mother was tak en to hospital in a critical condition last night and is not expected to survive. Alexa is worried that Lara will pick up on the family’s grief and that this will unsettle her. Edith: I’m so sorry to hear about your mother -in- law. It’s a very distressing and difficult time for the whole family. Lara may sense that you and Ben are upset and that may make her feel anxious. She knows she is loved and as long as you or Ben are around she’ll be fine. It’s important to allow yourself to grieve and take care of yourself. Lara may become a little unsettled, but young children are very resilient. Thanks for sharing this with me. I’ll keep a close eye on Lara and give her some extra cuddles. Please feel free to call me anytime if you’re worried about her.

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CHC30121 Certificate III in Early Childhood Education and Care Page 41 of 45 As Alexa is leaving she tells Edith that she has made a note in the communication book that she may ask Lara’s grandfather to collect her today, depending on how the day unfolds. Edith: That’s fine Alexa, I know your father is authorised to collect Lara. I’ll let Helen know, she’ll be here this afternoon. a. List three methods the service uses to communicate, share and exchange information with Alexa and Ben. • Enrolment form Online. • Questionnaire. • Face to face communication. • Via service's internet. b. Explain why it was important for Edith to talk to Alexa in the privacy of the director’s office? To protect and respect Alexa's privacy. c. List one thing that Edith said to reassure Alexa? Edith reassures Alexa that will keep a close eye on Lara and give her some extra cuddles. Also offer Alex feel free to call Edith anytime if she is worried about Lara.

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CHC30121 Certificate III in Early Childhood Education and Care Page 42 of 45 d. What does Edith do to share information with Alexa about Lara’s water and food intake? Edith records Lara's milk, water and food intake to share with her parents via the service’s intranet. Educators also record nappy changes and sleep periods. e. How does Edith ensure she is going in the correct direction in regard to Lara’s intake of milk/bottles feeding? Edith checks with the parent each day as to when Lara had her last bottle and if there are any changes with her feeding schedule. Question 40 Read the scenario and answer the question below. Individual differences I Educator Edith tells Dara’s (9 months) mother that she cries and becomes very distressed when placed in a cot in the cot room. Dara’s mother tells the educator that during the day Dara sleeps in a cot on the family’s enclosed verandah and that Dara settles better for her sleep when she can see and hear her twin brothers (30 months) and sister (4.6 years). In consultation with Dara’s mother, Dara now sleeps in a cot that has been placed behind a screen in a corner of the playroom. Explain how the educator accommodated the family’s care practice?

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CHC30121 Certificate III in Early Childhood Education and Care Page 43 of 45 Educator should change the sleeping environment to noisier location as Dara now sleeps in a cot that has been placed behind a screen in a corner of the playroom which is very quiet.

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CHC30121 Certificate III in Early Childhood Education and Care Page 44 of 45 Question 41 Read the scenario and answer the question below. Individual differences II Mrs Varma moved with her husband and children to Australia from India two years ago. Her son Himansh (20 months) is in the toddler room. Mrs Varma tells educator Sawsan that she is unhappy about the practice of allowing the toddlers to feed themselves at morning tea and lunch. At home Himansh is spoon fed by his mother. Mrs Varma tells educator Sawsan that she worries Himansh is not getting enough to eat. ‘In my culture we feed our children until they go to school.’ Sawsan thanks Mrs Varma for sharing her concerns. She tells Mrs Varma that the toddlers are encouraged to feed themselves using a spoon or their fingers. However, she agrees that an educator will sit with Himansh and help him with his feeding. Educator Sawsan later shares the conversation she has had with Mrs Varma with her director Helen. Helen: You did the right thing agreeing to help Himansh with his feeding. Even though we encourage the toddlers to develo p their independence by feeding themselves, it’s not something that happens in every culture. In fact, in many cultures a child Himansh’s age would not be encouraged to do anything for himself. a. State what the educator did to accommodate the family’s c are practice? Educator Sawsan agrees that an educator will sit with Himansh and help him with his feeding. b. Using this scenario as an example, explain why it is best practice to ask families to share information about their care practices for babies and toddlers? Respect for diversity includes family, cultural and language diversity to make sure that family feels welcome and support the development of the child.

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CHC30121 Certificate III in Early Childhood Education and Care Page 45 of 45

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CHCECE032 Short Questions (2)

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