Reference no: EM132633037

CHCECE005 Provide care for babies and toddlers - Job Training Institute

Assessment 1

Question

1. To complete this task refer to the following readings:
• Birth to Big School: Working in Children's Services (Chapter 1, pp. 15-29), Kearns (2013).
• Creating Healthy Attachments to the Babies in Your Care, National Association for the Education of Young Children (2011).
a. Read the statements below and indicate whether it is True or False.
b. List three strategies that Educators can use to encourage children to join in an activity or experience in a relaxed manner.
c. Give three examples of how Educators can build healthy and secure attachments and relationships with the infants/toddlers in their care?

2. Match the care descriptors to the three key components of nurturing care for infants and toddlers. Please Note: Each descriptor may match more than one component of care.

3. Read each Educator practice and:
i. Indicate whether or not the practice helps to build a respectful and trusting relationship with infants and toddlers.
ii. Provide a reason for your response.
Think about quality care practices such as:
• Continuity of care.
• Respect for children and families.
• Acknowledgement of diversity.
• Promoting self-regulation and empathy.
• Toddlers are hands-on learners.
• Recognising individual needs/differences.
• Importance of quality interactions.

4. To complete this task refer to the following reading:
• Guide to the National Quality Framework, ACECQA (2018).
• NQS 2.1.1Each child's comfort is provided for and there are appropriate opportunities to meet each child's need for sleep, rest and relaxation.

What does Element 2.1.1 of the NQS aim to achieve? (approx. 30 words)

5. List three ways in which Educators can demonstrate good practice in relation to rest and sleep routines?

6. List 5 physical indicators that a child may display that shows they are tired and in need of sleep and rest?

7.a. To complete this task refer to the following readings:
• Safe Sleeping: A Guide to Assist Sleeping Your Baby Safely, www.rednose.com.au rednose.com.au (2013).
• Tired signs in babies and children, Raising Children Network (2013).

The Red Nose Safe Sleeping program teaches parents and Educators how to create a safe sleeping environment for babies and young children.
What are the six ways to sleep babies safely?

b. You need to provide a safe sleeping environment night and day. Give 4 examples of how to sleep babies safely and give an example for each?

c. What physical indicators may a child display that shows they are tired and in need of sleep and rest?

8. a. There are three main steps in nappy changing, explain each one.

Preparation

Changing

Cleaning

b. How can Educators use nappy change times to support children's development? Give 3 examples.

9.a. List seven characteristics that a child who is ready for toilet training may display.

b. List four strategies you could offer families to introduce toddlers to toilet training:

c. What eight steps can Educators consider when sensitively and positively supporting children who are toilet training?

10. To complete this task refer to the following reading:
• Breastfeeding and Child Care: Important information for Child Care Service Providers, Australian Breastfeeding Association (2013).
As well as needing to safely manage formula and bottle feeding, there may be times when you will be required to support a mother who wished to continue breast feeding.

List three ways a service can identify as ‘breast feeding friendly'?

11. To complete this task refer to the following reading:
• Staying Healthy: Preventing infectious diseases in early childhood education and care services (pp. 56- 59), National Health and Medical Research Council (5th Edition)

12. List the seven key elements that need to be considered when planning the physical environment.

13. To complete this task refer to the following reading:
• Guide to the Education and Care Services National Law and the Education and Care Services National Regulations (Part 4.2 Page101)

14. To complete this task refer to the following reading:
• Immunisation in child care settings,National Childcare Accreditation Council (2011).

a. Why is immunisation important? (approx. 30 words)

b.How will services identify which children need to be excluded from care if there is an outbreak of immunisable disease? (approx. 20 words)

c. What is an effective way that services can use to keep an accurate record of each child's immunisation?

15. How often should you communicate with a child's family about their food and drink intake?

16. To complete this task refer to the following readings:
• Get Up and Grow: Healthy Eating and Physical Activity for Early Childhood - Staff/Carers Book (pp. 11- 13), Department of Health and Aging (2009).
• Staying Healthy: Preventing infectious diseases in early childhood education and care services (pp. 56- 59), National Health and Medical Research Council (5th edition)

Create a Children's Services handout for Educators (A4 size). Show the steps that should be followed when preparing, heating, cleaning equipment and storing baby and toddler formula for bottle feeding.
The handout should include:
• Give clear simple instructions.
• Illustrations as well as words.
• Highlight any important safety reminders.
Document your poster on the ‘Preparing and heating baby and toddler formula template'

Assessment 2 - Case Studies

Scenario/Case Study 1

Sara
Sara (9 months) has been in care for two months. Whenever she is placed in a cot she begins screaming. She pulls herself to a standing position and sometimes flings herself backwards, arching her back as she screams.
i. In the scenario, identify Sara's needs and how she might be feeling? (approx. 30 words)

ii. Identify how the Educator can involve Sara's family in meeting her sleep needs. (approx. 30 words)

Scenario/Case Study 2

Shellbie
At lunch time the Educator serves the children their meals individually into bowls and gives them their own cutlery and sipper cups. She checks the room allergy list before each child receives their bowl. The Educator also keeps a second set of food so that she can offer food to the children learning to feed themselves, ensuring they receive enough food.
Shellbie(12 months) is learning to eat and drink independently at meal times. She enjoys exploring the texture of foods and alternates between using her hands and spoon.
Shellbie always enjoys her meals. When she is finished she lets the Educator know by raising her arms and saying ‘Up'.

a. How have the Educators ensured Shellbie's safety while eating her lunch? (approx. 30 words)

b. How has the Educator provided for Shellbie's growing independence? (approx. 30 words)

c. What would you communicate with Shellbie's parents about her mealtimes? How often should you communicate this? (approx. 30 words)

Scenario /Case Study 3
Katie
Katie (8 months) has learnt how to pull herself to a standing position and walk around furniture. When offered a walker or wheeled toy, she stands and begins to propel herself forward.

a. What are four physical skills Katie is demonstrating?

b. What will be the next major milestone in Katie's physical development? (approx. 30 words)

c. What equipment/experiences should the Educator provide to support Katie's physical development? (approx. 30 words)

Scenario/Case Study 4
Emotional Development
The Educator, Jill, shows Archie (13 months) the music maker. "I wonder what this does, Archie?" Archie looks intently but does not attempt to press any buttons. Jill pauses, allowing Archie to explore the music maker.
Jill then presses one of the buttons - she continues to maintain eye contact with Archie.
Educator:"Oh what's that noise? Can you make a noise Archie? You press the buttons."
Archie places his hand on the buttons and gets an instant response. He laughs and bangs his hand on the buttons to make more sounds.
The Educator smiles and responds: "Archie's making music. Clever boy, Archie!"
Jill and Archie continue to play and interact.

Identify three strategies the Educator is using to support Archie's emotional development?

Case Study 5
For each photograph identify two aspects of the physical space that supports the child's learning and development. Think about:
• How it is arranged/organised;
• Infants/toddlers feeling safe and secure;
• Age appropriate;
• Ease of access to the equipment;
• Safety;
• Equipment - type - shape/colour/texture quantity;
• Furniture for children and adults and
• How space promotes social interactions.

Case study/Scenario 6
Molly
Practice: The Educator recognises and accommodates the specific sleep/rest patterns of babies and toddlers.
Molly's parents informed the Educator, Sue, that when she is tired she rubs her eyes and cries. When she is settling for a sleep, Molly (6 months) likes to hold the satin edge of a baby blanket.
After lunch time Sue notices Molly is restless and rubbing her eyes. 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. Molly holds the bottle and Sue sings Molly's favourite song.
When Molly has finished her bottle she is looking drowsy. Sue places Molly in the cot with her clean satin edge blanket. Sue stays with Molly until she is asleep.
In the scenario ‘Molly', how has the Educator demonstrated quality care practices?

Scenario/Case study 7
Lali
Lali's (16 months)family is from India. They have been in Australia for three months. Lali has now been at the centre for six weeks and attends two days per week. Her parents are undertaking studies at the university and will be in Australia for two years.
i's parents speak fluent English and Assamese. They speak to Lali mainly in Assamese but want her to also learn English.
When Lali is not in childcare she is cared for by her maternal grandmother who has made the trip with the family. Lali's grandmother also lived with the family in India and has always helped to care for Lali. Grandmother speaks limited English and talks to Lali in Assamese. Lali is used to the constant attention of her family and finds the unfamiliar surroundings of childcare difficult. She follows the Educator around whimpering and holding her arms up to be carried.
When is time for Lali to sleep she screams when the Educator lifts her into a cot. The Educator finds that the only way she can get Lali to sleep is to sit with her in the rocking chair and gentle rock her to sleep.

a. What factors have contributed to Lali finding it difficult to settle into childcare?

b. What could you do to support Lali to adjust to care?

Assessment 3 - Research Activity
Research Activity 1
Attachment theory is an important concept for an educator to understand when working with children. Research and write approximately 100 words on attachment theory in relation to brain development in children.

Assessment 7 - Simulations
Simulations 1
The following simulation is to be completed in class in an environment that represents the workplace. You will be paired/grouped with fellow students and your trainer will assess you performing the simulation. If not satisfactorily completed, you will have the opportunity to repeat the simulation. Discuss with your partner/group how you are going to fulfil the roles (in bold) in the scenario given. This is a class observation and your trainer will assess your abilities and use the checklist below to record their observations.

Simulation 2 - Preparing bottles and preparing and heating food
This simulation is to be done in class. Each student has to participate in the process of heating milk/formula and heating baby's food correctly.

Attachment:- Provide care for babies and toddlers.rar