files. Web viewChanges to wording and clarification of benchmarks in questions. A1,A3a,b,A14,A25,B10,C10

CHC30113 Certificate III in Early Childhood Education

and Care

Children’s Health and Safety

V3.1 Produced 8 August 2017

Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the

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prior written permission of Compliant Learning Resources

Subject 1 – Children’s Health and Safety – Assessor Guide V1.0 Produced 16 April 2014Page 2 © Compliant Learning Resources

Version control & document history

Date Summary of modifications made Version

9 December2013

Version 1 final produced following assessment validation.

v1.0

16 April 2014 Changes to wording and clarification of benchmarks in questions.

A1,A3a,b,A14,A25,B10,C10

v1.1

24 October 2014

Minor clarifications in questions A14; removed B8(a) question similar with B7(d)

v1.2

18 November 2014 Changes made throughout document V1.3

3 December 2014

Significant changes made to document following validation

V2.0

17 April 2015 Minor revisions on Questions B1 and B16 V2.1

18 July 2016 Updates made throughout document V2.2

9 August 2016Included CHCECE016 in the units of

competency of this workbook.Added assessment items in the Project.

V3.0

8 August 2017 Updated Intranet links V3.1

Assessment Workbook 1 Version No. 3.1 Produced 8 August 2017© Compliant Learning Resources Page 3

TABLE OF CONTENTSThis is an interactive table of contents. If you are viewing this document

in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control

key while clicking for this to work.

INSTRUCTIONS....................................................................................4WHAT IS COMPETENCY BASED ASSESSMENT...........................................5THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING6THE DIMENSIONS OF COMPETENCY........................................................7REASONABLE ADJUSTMENT..................................................................8CHEATING AND PLAGIARISM...............................................................10THE UNITS OF COMPETENCY..............................................................11CONTEXT FOR ASSESSMENT...............................................................16ASSESSMENT METHODS.....................................................................17RESOURCES REQUIRED FOR ASSESSMENT.............................................17PRESENTATION.................................................................................18ASSESSMENT WORKBOOK COVERSHEET...............................................19KNOWLEDGE ASSESSMENT.................................................................20CASE STUDIES – PART A....................................................................94CASE STUDIES – PART B..................................................................100PROJECT: ESTABLISH AND MAINTAIN A SAFE AND HEALTHY ENVIRONMENT FOR CHILDREN................................................................................118WORKBOOK CHECKLIST...................................................................129REQUIRED DOCUMENTS....................................................................130FEEDBACK......................................................................................132


INSTRUCTIONSThe questions in the Knowledge Assessment are all in a short answer format. They address the underpinning knowledge and concepts relevant to the units of competency in this subject.

Case Studies are longer questions requiring creative thought processes and application of concepts to theoretical situations, while the Project sets out tasks to be delivered in an actual workplace setting.

Where applicable, you must answer all questions using your own words. However you may reference your learner guide, and other online or hard copy resources to complete this assessment.

You must attempt all assessments satisfactorily to achieve an overall award of competent.

Re-read the section on Plagiarism and Copying in your Welcome pack.If you are currently working as part of an Early Childhood Education/Child Care team, you may answer these questions based on your own workplace. Otherwise consider what you should do if you were working as part of an Early Childhood Education/Child Care team you may refer to Sparkling Stars as an example.


WHAT IS COMPETENCY BASED ASSESSMENTThe features of a competency based assessment system are:

It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.

Assessment should mirror the environment the learner will encounter in the workplace.

Assessment criteria should be clearly stated to the learner at the beginning of the learning process.

Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.

In competency assessment a learner receives one of only two outcomes – competent or not yet competent.

The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.

The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.

Definition of competency

Assessment in this context can be defined as:

The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.


THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:

The principles of assessment

Assessment must be valido Assessment must include the full range of skills and

knowledge needed to demonstrate competency.o Assessment must include the combination of knowledge

and skills with their practical application.o Assessment, where possible, must include judgements

based on evidence drawn from a number of occasions and across a number of contexts.

Assessment must be reliableo Assessment must be reliable and must be regularly

reviewed to ensure that assessors are making decisions in a consistent manner.

o Assessors must be trained in national competency standards for assessors to ensure reliability.

Assessment must be flexibleo Assessment, where possible, must cover both the on and

off-the-job components of training within a course.o Assessment must provide for the recognition of

knowledge, skills and attitudes regardless of how they have been acquired.

o Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.

Assessment must be fair and equitableo Assessment must be equitable to all groups of learners.o Assessment procedures and criteria must be made clear to

all learners before assessment.o Assessment must be mutually developed and agreed upon

between assessor and the assessed.o Assessment must be able to be challenged. Appropriate

mechanisms must be made for reassessment as a result of challenge.



The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;

Valido Evidence gathered should meet the requirements of the

unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.

Sufficiento This rule relates to the amount of evidence gathered It is

imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.

Authentico When evidence is gathered the assessor must be satisfied

that evidence is the learner’s own work. Current

o This relates to the recency of the evidence and whether the evidence relates to current abilities.

o

THE DIMENSIONS OF COMPETENCYThe national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:

Task skills Task management skills Contingency management skills Job role and environment skills


REASONABLE ADJUSTMENTAdapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that learners with a disability have:

the same learning opportunities as learners without a disability

the same opportunity to perform and complete assessments as those without a disability.

Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:

customising resources and assessment activities within the training package or accredited course

modifying the presentation medium learner support use of assistive / adaptive technologies making information accessible both prior to enrolment and during

the course monitoring the adjustments to ensure learner needs continue to be

met.

Assistive / Adaptive TechnologiesAssistive/adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.


IMPORTANT NOTEReasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.


CHEATING AND PLAGIARISM

What is Cheating?

Cheating within the context of the study environment means to dishonestly present an assessment task or assessment activity as genuinely representing your own understanding of and/or ability in the subject concerned.

Some examples of cheating are:

1. Submitting someone else’s work as your own. Whether you have that persons consent or not.

2. Submitting another author’s work as your own, without proper acknowledgement of the author.

3. To allow someone else to submit your own work as theirs.4. To use any part of someone else’s work without the proper

acknowledgementThere are other forms of cheating not contained in this list. These are merely given as some examples. If you are unsure about whether any particular behaviour would constitute plagiarism or cheating, check with your trainer prior to submitting your assessment work.

What is Plagiarism?

Plagiarism is a form of cheating and includes presenting another person or organisation’s ideas or expressions as your own. This includes, however is not limited to: copying written works such as books or journals, data or images, tables, diagrams, designs, plans, photographs, film, music, formulae, web sites, and computer programs.

How do I avoid Plagiarism or Cheating?

Students are advised to note the following advice to avoid claims of plagiarism or cheating:

Always reference other people’s work. You may quote from someone else's work (for example from websites, textbooks, journals or other published materials) but you must always indicate the author and source of the material.

Always reference your sources. You should name sources for any graphs, tables or specific data, which you include in your assignment.


You must not copy someone else's work and present it as your own.

You must not falsify assessment evidence.


THE UNITS OF COMPETENCYEach unit of competency can be unbundled to reveal two key assessment components:

• the performance criteriao specifying the required level of performance

• the evidence guideo Describing the underpinning knowledge and skills that must

be demonstrated to determine competence. It provides essential advice for assessment of the unit of competency in the form of:

critical aspects of evidence the essential skills the essential knowledge

An outline of the units of competency is included below. Note that some skills that are not able to be observed in the workplace during your Vocational Placement will be assessed utilising Case Studies and/or projects.

HLTWHS001 - Participate in workplace health and safety

This unit describes the skills and knowledge required for workers to participate in safe work practices to ensure their own health and safety, and that of others.

• Follow safe work practices• Implement safe work practices• Contribute to safe work practices in the workplace• Reflect on own safe work practices

Foundation Skills Reading – in order to accurately read and interpret workplace

safety policies and procedures including safety signs, dangerous goods classifications and safety instructions

The remaining foundation skills essential to performance are explicit in the performance criteria of this unitPerformance EvidenceThe candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.


There must be demonstrated evidence that the candidate has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and workplace procedures:

contributed to a WHS meeting or inspection in workplace conducted a workplace risk assessment and recorded the results consistently applied workplace safety procedures in the day-to-day

work activities required by the job role followed workplace procedures for reporting hazards followed workplace procedures for a simulated emergency

situation.Knowledge EvidenceThe candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

state/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including:

o state/territory WHS authoritieso rights and responsibilities of employers and workers,

including duty of careo hazardous manual taskso infection control

safety signs and their meanings, including signs for:o dangerous goods classificationso emergency equipmento personal protective equipment (PPE)o specific hazards such as sharps, radiation

hazard identification, including:o definition of a hazardo common workplace hazards relevant to the industry settingo workplace procedures for hazard identification

workplace emergency procedures workplace policies and procedures for WHS

CHCECE016 Establish and maintain a safe and healthy environment for children

The unit describes the skills and knowledge to establish and maintain a safe and healthy environment for children.This unit applies to educators working in a range of education and care services.


Support each child’s health needs Provide for each child’s comfort Promote and implement effective hygiene practices Take steps to control the spread of infectious diseases Ensure adequate supervision of children Take precaution to protect children from harm Develop plans to effectively manage incidents and emergencies


Performance EvidenceThe candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

established and maintained an environment that is safe and healthy for children in at least once service, including:

o communicating hazards and safety issues to appropriate persons within the service

o coordinating emergency responses including evacuation plans

o planning and coordinating supervision of childreno promoting and monitoring safety practices, including

administration of medicines and safe handling of foodo coordinating appropriate procedures for handling infections

and illnesses, including communicating with familieso enacting strategies to support children to take increasing

responsibility for their own health and physical wellbeing.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:

how to access:o the National Quality Frameworko the National Quality Standardso the relevant approved learning framework

how to navigate through framework and standards documents to find areas relevant to this unit of competency

common childhood illnesses and appropriate responses strategies for minimising risk notifiable diseases organisational standards, policies and procedures.

CHCECE002 - Ensure the health and safety of children

This unit describes the skills and knowledge to ensure the health and safety of children.

Support each child’s health needs


Provide opportunities to meet each child’s need for sleep, rest and relaxation

Implement effective hygiene and health practices Supervise children to ensure safety Minimise risks Contribute to the ongoing management of allergies Contribute to the ongoing management of asthma

Foundation Skills Reading – in order to accurately read and interpret medication

packaging and dosage instructions Numeracy – in order to correctly calculate medication dosages for

common measurements including milligrams (mg) and millilitres (ml)

The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.Performance EvidenceThe candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:

consistently supported the health needs of the children in the service, including the following activities:

o contributing to the provision of a clean and safe environmento recognising and responding to signs of illness of children,

including signs and symptoms of asthma and anaphylaxiso reading and interpreting authorisation forms, medication

labels, medical management plans and other relevant medical information

o developing children’s awareness of safetyKnowledge EvidenceThe candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role.These include knowledge of:




how to undertake a risk analysis of toys and equipment potential hazards to children, including medical conditions children’s requirements for sleep and rest environments that promote rest and sleep including light, noise,

temperature and ventilation requirements signs, symptoms and key characteristics of allergy/anaphylaxis signs, symptoms and key characteristics of asthma how to use an adrenalin auto injector for anaphylaxis how children’s oral health impacts on their general health and well-

being, including signs of tooth decay safety issues and risk management strategies for children’s health

and safety in a variety of contexts basic home fire safety including high-risk groups, behaviour that

contributes to fire injury and fatalities, and smoke alarm placement, installation and maintenance

organisational standards, policies and procedures.

CHCECE004 - Promote and provide healthy food and drinks

This unit describes the skills and knowledge required to promote healthy eating and ensure that food and drinks provided are nutritious, appropriate for each child and prepared in a safe and hygienic manner.

Promote healthy eating Plan food and drinks that are nutritious and appropriate for each

child Maintain food safety while carrying out food-handling activities

Foundation Skills Reading – in order to accurately read and interpret food labels and

dietary requirements.The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.Performance EvidenceThe candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

planned and provided food and drink for children on at least three occasions, including:


o identifying and responding to requirements related to food allergies, medical conditions and cultural and religious requirements

o role-modelling healthy eating habits for childreno ensuring safe handling, preparation and storage of food and

drinkso creating a positive, relaxed environment during mealtimes

engaged children by involving them in menu planning and assisting in meal preparation

read and interpreted food labels to identify ingredients of concern and nutrition content.


Knowledge EvidenceThe candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:



United Nations Convention on the Rights of the Child code of ethics food allergies, food intolerances, contamination and/or allergic

reactions in meal preparation and possible reactions, including anaphylaxis

infant feeding requirements and guidelines recommendations for healthy eating – Dietary Guidelines for

Children and Adolescents in Australia and the Australian Guide to Healthy Eating, including Get Up and Grow: Healthy Eating and Physical Activity for Early Childhood resources

implications of poor diet including tooth decay, deficiencies, poor concentration, out of character behaviour

food-handling requirements, preventing microorganism contamination and/or allergic reactions

importance of addressing individual dietary needs and preferences with particular reference to specific cultural, religious or health requirements

organisational standards, policies and procedures.

Assessment for these units will be assessed through completion of Workbook One (1) and Workbook Seven (7).

CONTEXT FOR ASSESSMENTTo complete the assessment in this workbook, students need to have access to their learning materials and the internet. The written questions and case studies may be completed wholly at the student’s home, or chosen place of study.


The project may be completed in the student’s vocational work placement.


ASSESSMENT METHODSAssessment for this unit will be assessed through completion of Assessment Workbook One (1) and the relevant section of Workbook Seven (7) Skills Journal.

Workbook One (1) will focus on three assessment methods:

1. Written Questions – based on the required knowledge component as described in the Instructions for Assessment

2. Case Studies – utilising the Sparkling Stars virtual Education and Care Service and activities set out in this workbook, provides detailed scenarios designed to assist completion of relevant tasks addressing underpinning skills and/or knowledge requirements

3. Project – A set of tasks designed to address underpinning skills and/or knowledge requirements

Further Assessments:4. Workbook Seven (7) Skills Journal

Participant must attend Vocational Placement and maintain a log of tasks completed and signed off by supervisor in the workplace.

RESOURCES REQUIRED FOR ASSESSMENTTo complete the assessments in this workbook, the candidates will need access to:

1. Computer with internet access, internet browser, MS Word, and Adobe Acrobat Reader

2. One (1) piece of multimedia recording equipment such as:1. Camcorder or camera2. Voice recorder3. Mobile phone or tablet

3. One (1) volunteer to assist in minor role-play


PRESENTATION

Things to Consider:

Only submit your workbook once all activities inside are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer.

Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed.

Your final assessment result will either be competent or not yet competent.

If submitting your assessments please ensure that

1. All assessment tasks within the workbook have been completed

2. You have proof read your assessment

Answering the Questions:

1. If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.

Assessments may not be processed if the above guidelines are not adhered to. To ensure your assessment is processed as quickly as possible, please follow these instructions.


ASSESSMENT WORKBOOK COVERSHEET

WORKBOOK: WORKBOOK 1

TITLE: Children’s Health and Safety

FIRST AND SURNAME:

PHONE:

EMAIL:

Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in

the space provided.By submitting this work, I declare that: I have been advised of the assessment requirements, have

been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.

I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.

I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.

This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.

I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.

Name : Signature: Date:


KNOWLEDGE ASSESSMENT

Part A

1. You are required to demonstrate how to access the following in relevance to ensuring the health and safety of children in the workplace:

the National Quality Framework the National Quality Standards the relevant approved learning framework

Guidance: Fill out each section in the table below using relevant information from the National Quality Framework, The National Quality Standards, and the relevant approved learning framework.

a. Under the NQS there are a number of standards that are relevant to the safety of children in an Early Childhood Education and Care service. What are the 3 main Standards that support this?

i.

ii.

iii.

b. How is the health and safety of children related to the EYLF?

Guidance: Outline which of the five Outcomes addressed in the EYLF most relates to the health and safety of children and explain why.


c. What practice does the Guide to the EYLF recommend that educators use to raise and debate issues relating to curriculum quality, equity and children’s wellbeing?

d. Review the practice section outlined in the Framework for School Age Care in Australia (FSAC).

This section outlines that “nutrition and safety” are seen as important for educators to consider in relation to ___________. (fill in the gap)

Which practice does this fall under?

e. In the FSAC, it states that educators can facilitate “Children take increasing responsibility for their own health and physical wellbeing” by engaging children in what activities that relate to safety?


f. Which two National Regulations does the following statement relate to?

“minimise risks to children, an education and care service or a family day care educator must implement:

• adequate health and hygiene practices

• safe practices for handling, preparing and storing food.”

Guidance: Refer to the National Quality Framework website.

g. Which National Regulation does the below statement relate to?

“While attending an approved service, children must have access to safe drinking water at all times, and have food and drinks available throughout the day”

Guidance: Refer to the National quality framework website.


2. In your role as an Early Childhood Education and Care worker, you will need to check toys and equipment for potential risk and hazards that may cause harm to children.

a) Explain in detail the steps involved in conducting a risk analysis on toys and what you would be checking for at each step.

b) Explain what steps you would take if you identified a toy or piece of equipment that presented a WHS hazard with an extreme risk.

c) Which policy, procedure would you refer to for advice on WHS issues?

Guidance: Include reporting procedures and the designated person that you would report to according to organizational procedures. Refer to the Hierarchy of Control.


a. Steps involved in conducting a risk analysis on toys


b. Steps you would take if you identified a toy or piece of equipment that presented a WHS hazard with an extreme risk

c. Policies and/or procedures to reference for WHS issues


3. In your role as an Early Childhood Education and Care worker, you will need to implement effective hygiene and health practices in many aspects of practice.

a) Fill out the table below and explain the importance of maintaining a clean and healthy environment and the risk associated with each of the following areas:

i. The centre (overall)ii. Kitcheniii. Outdoor Environmentiv. Indoor Environmentv. Toilets

Guidance: Make sure you discuss the risks associated with not maintaining these environments and associated risks.

AreaImportance of

maintaining a clean and healthy environment

Associated Risk

i. The Centre (overall)


ii. Kitchen

iii. Outdoor Environment

iv. Indoor Environment


v. Toilets


b) Identify which sections in the following frameworks provide information and/or guidance on WHS and/or hazards and risks.

i. Education and Care Services National Regulationsii. National Quality Standards (NQS)iii. Early Years Learning Framework (EYLF)iv. Framework for School Aged Care in Australia (FSAC)

Guidance: You need to review these frameworks and identify which section, standard or outcomes, address WHS requirements, policies and procedures.

i. Education and Care Services National Regulations

ii. National Quality Standards (NQS)

iii. Early Years Learning Framework (EYLF)

iv. Framework for School Aged Care in Australia (FSAC)


4. Complete the table below explaining the cleaning procedures for each, and provide one reason for the importance of the cleaning procedure.

Items Cleaning Procedure Reason Cleaning Product

Storage of Cleaning Product

Toys




Floors




Toilets, potties and bathroom area


5. List two (2) personal hygiene policies or procedures that you must follow to limit cross-contamination when preparing food, and explain why they are important in relation to Work Health and Safety.

Personal Hygiene Procedure Explanation


6. As a child care worker, you will need to help provide suitable rest and sleep environments for children. For each of the following points, describe why these are important and what you would check to ensure the rest environment is set up appropriately:

i. Ventilationii. Lightingiii. Heating/coolingiv. Hygienev. Safety

Importance Checks that need to be done

i. Ventilation

ii. Lighting


iii.Heating / cooling

iv. Hygiene

v. Safety


7. As an Early Childhood Education and Care worker, you are required to ensure that sleep and rest opportunities are provided for, and that there are appropriate opportunities to meet each child’s need for sleep, rest, and relaxation.

a) Which standards in the NQS relate to sleep and rest?b) What section of the National Regulation covers sleep and rest?c) Outline the Six ways to promote safe sleep for babies and

reduce the risk of sudden Death Syndrome (SIDS).

Guidance: Refer to the SIDS and Kids Website.

a) Which standards in the NQS relate to sleep and rest?

b) What section of the National Regulation covers sleep and rest?

c) Ways to promote safe sleep for babies and reduce the risk of sudden Death Syndrome (SIDS)

i.

ii.

iii.

iv.

v.

vi.


8. Suppose you are an assistant educator at Sparkling Stars Childcare Centre.Write a short email below, sharing information about a child’s rest and sleep. Address the email to Mrs. Anna Parkinson, the mother of George, a four-year-old student attending your class.George is a new student who has been attending the centre for two weeks. His mother would like a general update about your observations regarding her son’s daily routines, including sleep and rest.Guidance: You may write fictional but realistic information about George that is relevant to the report you will send to his mother and within the typical scope of an assistant educator, such as George’s behaviour (such as his difficulty or ease in sleeping, attitude towards staff and other children, etc.) You do not need to send an actual email to the address indicated below.

To Anna Parkinson <[email protected]>

From Your name and email

Subject Any appropriate subject

Message



9. It is a requirement that centres must provide appropriate quiet play activities for children who do not want to sleep or rest. Describe five (5) alternative activities.

i.

ii.

iii.

iv.

v.

10. In an Early Childhood Education and Care setting, you must respect children’s needs for privacy during any toileting and dressing and undressing times. Describe three (3) ways in which you would maintain this.

i.

ii.

iii.


11. You are required to ensure children’s and families’ individual clothing needs and preferences are met, to promote children’s comfort, safety and protection within the scope of the service requirements for children’s health and safety.

a) List three (3) examples of instances where you would inform parents of clothing that the centre considers to be inappropriate or unsuitable for children to wear while attending the centre?

b) List two (2) examples of ways in which staff can ensure that children are dressed appropriately for Indoor/Outdoor Environmental conditions and temperatures.

a) Examples of instances where you would inform parents of clothing that the centre considers to be inappropriate or unsuitable for children to wear while attending the centre

i.

ii.

iii.

b) Examples of ways in which staff can ensure that children are dressed appropriately for Indoor/Outdoor Environmental conditions and temperatures

i.

ii.


12. When children are playing or travelling outdoors you must ensure they are safe at all times.

a) Describe the sun protection/safety procedures that are in place at your centre and explain what makes it sun safe for children. Guidance: If you have not been to a child care centre yet, examine the sun protection policy on the Sparkling Stars Childcare Centre intranet.

Sparkling Stars Childcare Centre Sun Care Policy(Username: learner Password: studyhard)

b) How would you explain sun safety to children using the most recent sun safe promotional campaign resources? Guidance: Refer to the Cancer Council Website.

a) Sun protection/ safety procedures

b) How to explain sun safety to children


http://compliantlearningresources.com.au/network/sparkling-stars/policies-procedures/suncare-policy/

13. As a child care worker, you will be required to set up a variety of play environments for children.

a) List five (5) checks you should perform when setting up a play environment.

b) Describe the considerations when choosing equipment that is suitable for the age group of children you’re working with.

a) Checks to perform when setting up a play environment

i.

ii.

iii.

iv.

v.

b) Considerations when choosing equipment


14. Children must be supervised by ensuring that they are in sight or hearing distance at all times.

a) What are the ratios for supervising children in an Early Education and Care setting across all age groups?

b) What process would you follow if you found that you have children with additional needs in your care (i.e. skills, age mix, dynamics, and size of the group of children), and as a result, the level of risk involved in activities was high?

c) List four (4) ways that you can ensure there is adequate supervision at all times.

Guidance: Describe how you would liaise with colleagues to ensure there was adequate supervision at all times.

a) Ratios for supervising children in an Early Education and Care setting

b) Process you would follow if you found that you have children with additional needs in your care

c) Ways that you can ensure there is adequate supervision at all times

i.

ii.

iii.

iv.


15. Describe how you can explain hazards in the environment to children. Guidance: Include in your answer how awareness of these hazards is very important in relation to a child’s health and safety, hygiene, and general wellbeing.

16. As a childcare worker, it is important to ensure that play environments are clean and safe for children.

a) Briefly explain two strategies you can use to communicate the rules for safe play to the children in the group.

b) Give an example of how you implement the rules for safe play.Guidance: Include how you discuss health and hygiene issues in relation to safe play.

a) Strategies you can use to communicate the rules for safe play to the children in the group

i.

ii.

b) How you implement the rules for safe play


17. As a child care worker, you will sometimes have to deal with children who are unwell.

a) Who is the first person you should inform if you suspect a child is sick?

b) Identify the documentation that needs to be completed when a child in your care has been unwell.

c) What policies/procedures relate to who can see this documentation?

d) Does the parent need to sign the form?

a)

b)

c)

d)

18. You are required to consistently implement the service policies for the exclusion of ill children.

a) Name five (5) infectious diseases that would cause the centre to exclude an ill child.

b) List three (3) precautions you should take if you suspect the child is infectious.

a) Infectious diseases that would cause the centre to exclude a child

i.

ii.

iii.

iv.

v.


b)Precautions to take if a child is suspected to be infectiousi.

ii.

iii.

19. As a child care worker, you will often have to deal with children who have allergies/anaphylaxis or asthma.

a) Write a brief description of what anaphylaxis.

a.

b) Write a brief description of what asthma is and describe the associated signs and symptoms.

b.

c) Identify three (3) other common allergens that may affect children in a centre.

c1.

c2.

c3.


d) Describe what should happen when enrolling a child in a centre, who has anaphylaxis/asthma or other allergies.

d.

e) List five (5) signs and symptoms that indicate a child is having an anaphylactic reaction.

e1.

e2.

e3.

e4.

e5.

f) Describe how you would use an adrenalin auto injector for anaphylaxis.

f. Adrenalin Auto Injector

How to give Anapen

How to give EpiPen


g) What are the triggers for asthma? (Provide three (3) below.)

g1.

g2.

g3.

20. As a child care worker, you will sometimes be required to assist in administering medication to children.

a) List six (6) things you will need to check before you administer medication to a child.

a1.

a2.

a3.

a4.

a5.

a6.

b) How is medication stored safely at the centre?

b.


c) Describe which documentation must be completed when you administer medication.

c.

21. Fill out the table below and explain what action you would take to reduce the risk associated with each of the hazards listed in the table below.

Hazard Action to be taken

A parent has left a bottle of antibiotics on the teacher’s desk

The rubbish bin in a room is overflowing

A colleague is serving food to children with bare hands

A child is playing in the midday sun without a hat or sunscreen

You notice during one of the meal times that a child with a nut allergy


has been given a muesli bar that may contain nuts.

You enter a room after lunch and find there is food on the floor

A cleaning product has been left on the shelf in the classroom

The collage trolley in a room is partially blocking a fire exit

During lunchtime, you notice that a child with coeliac disease has been given regular bread in their sandwich, instead of gluten free bread.


22. The National Quality Standard (NQS) Quality Area 2.3 states that “each child is protected” and Element 2.3.1 states that “Children are adequately supervised at all times”. It is critical that staff ensure that all children are in sight or hearing distance at all times. Guidance: Refer to the National Quality Standard (National Law and National Regulations).

a) Explain how you would follow service procedures for the safe collection of each child, ensuring they are released to authorised people.

a. How you would follow service procedures for the safe collection of each child


b) What must occur if a child is missing or cannot be accounted for?

b. If a child is missing or cannot be accounted for

23. List three (3) ways in which you can safely manage the use, storage and labelling of dangerous products.

i.

ii.

iii.


24. Understanding your role in fire safety is an important factor in keeping children safe in Early Childhood Education and Care.Using the table below, explain in your own words the following aspects of basic home fire safety:

Fire spread and speed

Heat transfer

Radiation

Convection

Conduction


Combustible fuels

Sources of heat

Open flames/sparks

Electrical equipment

Hot surfaces

Smoking materials


Role of fire services

Identify high-risk groups in basic home for safety

Identify behaviour that may contribute to fire injury and fatalities

(List three per category.)

Older People

Children under 5 years of age

People who experience social and financial disadvantage

People who are afflicted by alcohol and other drugs

Why smoke alarm is important


Smoke alarm placement

Installation

Maintenance


Part B

1. Research and access the following legislation, in relevance to promoting and providing healthy food and drinks:

• the National Quality Framework• the National Quality Standards• the relevant approved learning framework

Guidance: Once you have done the appropriate research, fill out the table below in the spaces provided.

a. Under the NQS there are a number of standards that are relevant to promoting and providing healthy food and drinks in an Early Childhood Education and Care service. What are the main Standards and regulations that support this?

b. Where can you access the


“Get up and Grow” resources for promoting and providing healthy food and drinks

c. Where can you access the “Australian Dietary Guidelines”

2. Describe two (2) different activities you can do with children to help them learn about healthy eating.

i.

ii.


3. Describe how you can ensure children are provided with sufficient healthy food and water in the below situations:

a) Meals are provided for the children by the centreb) Families provide food for the children

Guidance: In your answers, discuss how you will ensure individual children’s dietary and calorie intake needs are met.

a) How you can ensure meals are provided for the children by the centre

How will you ensure individual children’s dietary and calorie intake needs are met by these meals?


a) How you can ensure families provide food for the childrenHow will you ensure individual children’s dietary and calorie intake needs are met by the food provided by the family?


4. As a childcare worker, it is important to act as a role model in implementing healthy eating and nutrition practices during meal times.

a) Explain why it is important to interact with children during mealtimes.

b) Describe four (4) ways you can ensure that furniture and utensils are suitable to encourage children to be positively involved in, and enjoy mealtimes.

a) Why is it important to interact with children during meal times?

b1)

b2)

b3)

b4)


5. List three (3) strategies you could use to help educate families about healthy eating.Guidance: Provide an example of one of the strategies you suggested.

Strategies for educating families about healthy eating

i.

ii.

iii.


6. In a child care service, you will need to cater for children’s individual dietary needs.

a) Explain how the centre obtains information regarding children’s specific dietary needs, food allergies or intolerances and who the information comes from.

b) Once this information has been obtained, describe the process for identifying children who have specific dietary needs, food allergies or intolerances.

c) Explain why it is important that these children be identified.d) Explain what you would do if there was no policy to identify,

manage and monitor children who have special dietary needs.

a)

b)

c)

d)

7. Describe how children’s oral health, including signs of tooth decay


impacts on their general health and well-being.


8. Answer the following questions:a) Describe the recommended steps in preparing formula.b) What are the ‘Standards of Infant formula’ in Australia?c) What is the WHO code and how does it affect staff in an Early

Childhood Education and Care service?d) What are the recommended sterilisation methods for preparing

infant feeding equipment?e) What are the recommended formula requirements for feeding

infants?f) Allergies and food reactions in infants and children are common

and may be associated with a variety of foods including adapted cow’s milk formula. Parents often consider using special infant formulas for preventing or treating allergic disorders. What types of formula are available in these circumstances and are they effective in reducing allergic reactions?

g) What are the recommendations for minimising the risk of allergy in infants with a family history of allergies?


a) Recommended steps in preparing formula


b) Standards of Infant formula’ in Australia

c) What is the WHO code and how does it affect staff in an Early Childhood Education and Care service?

d) Recommended sterilisation methods for preparing infant feeding equipment

List the steps of the different methods.

e)

Age of baby Approximate formula requirements for infants

Days 1-4


Day 5-3 months

3 to 6 months

6 to 12 months

f) Types of formula available for treating or preventing allergic reactions

Are they effective in treating allergic reactions?


g) Recommendations for minimising the risk of allergy in infants with a family history of allergies

9. Consider a mother who wants to continue breastfeeding her baby whilst attending your child care service.

a) Suggest 3 ways you can support the mother breastfeeding her baby at your child care service.

a1.

a2.

a3.

b) Explain the benefits of breastfeeding.

b. Benefits of breastfeeding


c) What are the recommended steps for storing breast milk under the Infant Feeding Guidelines.

c. Recommended steps for storing breast milk under the Infant Feeding Guidelines


d) Complete the table below:

Breast milk status

Storage at roomtemperature

(26°C or lower)

Storage inrefrigerator

(5°C or lower)Storage in freezer

Freshly expressed into

sterile container

Previously frozen (thawed)

Thawed outside refrigerator

in warm water

Infant has begun feeding


10. List the three (3) key points to consider when introducing solid foods to infants.

i.

ii.

iii.

11. Describe two (2) ways you, as an assistant educator, can contribute to the healthy eating/nutrition policies and procedures at your child care service.

i.

ii.


12. Safe food handling is paramount in Early Childhood education and care services.

a) Describe the clothing/PPE that must be worn when preparing food. Guidance: At least two (2) must be provided.

b) List three (3) personal health symptoms that would prevent you from preparing food at a centre.

c) Provide a list of eight (8) procedures you need to follow to ensure you prepare food safely.

d) Explain how you would respond if you saw a colleague not following safe food handling practices.

a)

b1)

b2)

b3)

c1)

c2)

c3)

c4)

c5)

c6)

c7)

c8)


d)

13. Below are dietary guides of two foods. Write a paragraph to explain which food is the healthier choice.Guidance: From the two options, pick the healthier choice in respect to:

i. Saturated Fat Contentii. Salt Contentiii. Sugar Contentiv. Fibre Content

NUTRITIONAL INFORMATION NUTRITIONAL INFORMATION

KELLOGG’S NUTRI-GRAINAVERAGE SERVINGS SIZE = 30g

RICE Cakes 150gAVERAGE SERVINGS PER PACKAGE = 12.5SERVING SIZE (3 cakes) = 27g

Average Quantity per Serving

Average Quantity per Serving

ENERGY 480kJ ENERGY 578kJPROTEIN 6.6g PROTEIN 1.2gCARBOHYDRATE 20.8g GLUTEN NILSUGARS 9.6g CARBOHYDRATE 26.5gFAT 0.2g SUGARS 0.1gSATURATED <0.1g FAT 0.4gDIETARY FIBRE 0.8g SATURATED 0.1gSODIUM 180mg TRANSFATS NILPOTASSIUM 44mg DIETARY FIBRE 3.6g

SODIUM 27mgPOTASSIUM 40mg


14. List four (4) procedures that should be in place to protect children from exposure to food allergens.

i.

ii.

iii.

iv.

15. What are the ‘Five Guidelines’ from the Australian Dietary Guidelines.

1.

2.

3.

4.

5.


16. Label the different sections of the graph below indicating the recommended portions of food groups we should eat each day.Guidance: This graph was sourced from “The Australian Guide to Healthy Eating”

1

2

3

4

5


1

5

2

3

4

17. From the table below determine the minimum number of daily serves for each of the selected children.

a) How many daily sample serves of Meat, Fish, and Poultry should be provided to a five year old child?

b) How many daily sample serves of Bread should be provided to a ten year old child?

c) How many daily sample serves of Fruit should a Breastfeeding Women have?

a)

b)

c)


18. The United Nations Convention on the Rights of the Child and the ECA Code of Ethics relate to codes of practice that should be followed when working with children.

a) Outline the section in the United Nations Convention on the Rights of the Child that refers to ensuring children’s health and safety, in relation to food and water.

b) Outline the section in the ECA Code of Ethics that relates to creating safe and healthy environments for children.

Guidance: Refer to the United Nations Rights of the Child website and the ECA Code of Ethics website.

a) United Nations Convention on the Rights of the Child

b) ECA Code of Ethics


19. Give an example of each of the points below and describe in your own words why it is important to address the individual dietary needs and preferences of children in respect to:

a) specific cultural requirementsb) religious requirementsc) health requirements

a)

b)

c)


Part C

1. In the following table, name the relevant legislations, regulations, codes and standards and how they impact on WHS/OHS in the workplace:

a) The actb) workplace regulations, c) codes of practiced) industry standardse) State/territory WHS authoritiesf) Rights and responsibilities of employers and workersg) duty of careh) Hazardous manual tasksi) Infection controlj) Policies and procedures in Early Childhood Education and

Care

Regulation, Law or Code How it Impacts on WHS/OHS in the Workplace

a) The Act

b) Workplace regulations

c) Codes of practice


d) Industry standards

Give 2 examples.

i.

ii.

e) State/ territory WHS authorities

f) Rights and responsibilities of employers and workers

Give 3 examples each.

Employers

i.

ii.

iii.

Workers

i.

ii.

iii.

g) Duty of care

Give 3 examples.

i.

ii.

iii.

h) Hazardous manual tasks

Give 3 examples.

i.

ii.

iii.

i) Infection control


j) Policies/ Procedures

Give 3 examples.

i.

ii.

iii.


2. It is important that you can identify hazards in an Early Childhood Education and Care service.

a) What is the definition of a hazard?b) What is hazard identification?c) Name five (5) common workplace hazards relevant to Early

Childhood Education and Care.d) Describe two (2) workplace procedures for hazard

identification.e) Give two (2) examples of hazardous manual handling tasks.

a)

b)

c1)

c2)

c3)

c4)

c5)

d1)

d2)

e1)

e2)


3. Answer the following questions about risk.a) Provide the definition of a risk.b) Describe the risk involved with one of the hazard examples you

provided in question 2c above and how you would manage that risk.

a)

b)

4. It is every educator’s responsibility to help ensure the environment is safe for themselves, their colleagues and the children, and visitors attending the centre. Give three (3) examples of how you can fulfil this responsibility.

i.

ii.

iii.

5. Identify two (2) ways you can stay up-to-date with Workplace Health and Safety information.

i.

ii.


6. Review the environment in this picture. Complete the following table to identify 3 of the hazards present in this indoor environment:

Identified hazard Associated risk Severity of

riskControl and reporting


7. Complete the following table in relation to three (3) of the hazards present in the outdoor environment pictured:


Identified hazard Associated risk

Severity of risk

Control and reporting


8. Complete the following table in relation to three (3) of the hazards present in the storage environment pictured:


Identified hazard Associated risk

Severity of risk

Control and reporting


9. Identify the following safety signage and their meanings:a) Dangerous goods classifications. b) Common first aid and safety signage.

a) Dangerous goods classifications

i. ii. iii.

iv. v. vi.

vii. viii. ix.


b) Common first aid and safety signage

x. xi. xii.

xiii. xiv. xv.

xvi. xvii. xviii.

xix. xx. xxi.


xxii. xxiii. xxiv.

xxv. xxvi. xxvii.

xxviii. xxix. xxx.

xxxi. xxxii. xxxiii.

xxxiv. xxxv. xxxvi.


xxxvii. xxxviii. xxxix.

xl. xli. xlii.

xliii. xliv. xlv.

xlvi. xlvii. xlviii.


xlix. l. li.

10. As a child care worker, you will need to participate in regular emergency and evacuation drills.

a) List two (2) different types of emergencies that may occur at your centre and describe what would need to occur to keep the children safe and secure. Guidance: If you are not currently working at a child care service, refer to the Emergency Management Plan for Sparkling Stars Childcare Centre.

Sparkling Stars Childcare Centre(Username: learner Password: studyhard)

b) Describe an evacuation procedure at the centre.c) Provide a brief description of how you could discuss fire

evacuations with children.

a1)

a2)


http://compliantlearningresources.com.au/network/sparkling-stars/templates/

b) Evacuation procedure at the centre

c) Discussing fire evacuations with children


11. There are a number of Workplace policies and procedures that will relate to WHS. Fill out the table below, identifying the main policy that would be observed in a centre and one (1) practice for each.

Area Policy Practice

Child Protection

Supervision of Children

Provision of Food

Hygiene and cleanliness

Children’s Medications

Ill Children

Preventing accidents

Asthma/Anaphalxsis

Fire Emergency


CASE STUDIES – PART A

Case Study One

Develop a plan relating to safe workplace policies and procedures relevant to the excursion.


You are the assistant educator in the Kindy room at Sparkling Stars Childcare Centre. You can find out more about Sparkling Stars at their website:


In the coming weeks, you will be taking the children on an excursion to see a play at a local theatre, requiring travel by bus to a local mountain resort where the theatre is located, along with some walking near busy roads at the entrance to the resort.

Your Group Leader has asked you to suggest some ideas of ways you could

http://compliantlearningresources.com.au/network/sparkling-stars/


Case Study Two


You have been assigned the task of devising a menu at Sparkling Stars Childcare Centre. You can find out more about Sparkling Stars at their website:


Sparkling Stars Childcare Centre has a general menu designed for children over the age of five. However it does not take into account younger children. You have been assigned the task of developing a menu suitable for younger children.

Devise a 2 week menu (Monday to Friday), suitable for children aged 3-5 years that caters for morning tea, lunch, afternoon tea, late afternoon snack and drinks. Your menu needs to be suitable for use in a child care setting and include the following:

50-75% of the recommended number of serves for each food group each day

A variety of ingredients and texturesA range of foods from different culturesOne red meat-free day per weekVegetarian options for each meal periodNo repetition of menu items (excluding drinks)

Please view the scenario and required templates here:

Sparkling Stars Childcare Centre Brief for Two Week Menu

(Username: learner Password: studyhard)

You are required to:

a) Present your menu in an attractive, easy-to read format and submit it.

b) Choose an item from your menu that contains an ingredient that may trigger a reaction from a child who has coeliac disease. Submit the recipe for that menu item.

c) Alter the recipe for the menu item so that it would be suitable for a child with coeliac disease.

http://compliantlearningresources.com.au/network/sparkling-stars/scenarios/brief-for-two-week-menu/


a) Filename:

b) Filename:

c) Filename:

You response for this task may be placed in the same file/ document as your response in task (b) above. (In which case, simply write the same file name.)

d)


Case Study Three


This scenario involves Sparkling Stars Childcare Centre. You can find out more about Sparkling Stars at their website:


Trang is working as an assistant educator in the Sparkling Stars Early Childhood Education and Care Centre observing a group of children in the outdoor play area and notices that four of the boys are running around screaming. She monitors their behaviour for any unsafe activity but besides being very noisy their behaviour is safe.

After a few minutes of doing this the boys start pushing each other. Trang quickly tries to intervene but unfortunately Simon pushes Isaac too hard and he falls, tripping over the step rail surrounding the sand pit. You rush over and notice Isaac, holding his left arm and huffing and puffing strangely but appears to be unhurt, the next thing Trang hears is Isaac screaming as he realises there is blood on his fingers. Trang approaches Isaac to inspect his arm. She notices that he has an abrasion that is approximately 2 centimetres and a cut that is about half a centimetre.

You must answer the questions below explaining what actions Trang should take in dealing with this situation.


1. What is the immediate action Trang should take?Guidance: Describe what actions should occur if Trang is following the policies and procedures at Sparkling Stars.

2. What is the secondary action Trang should take?Guidance: Describe in your own words what actions should occur if Trang identifying the process as described in the policies and procedures at Sparkling Stars.


3. Complete the Incident/Accident Report Form located on the Sparkling Stars website and submit it to your assessor.

Sparkling Stars Childcare Centre Forms

(Username: learner Password: studyhard)

Filename:

4. If Isaac’s injury had been more severe such as a broken arm or a heavy laceration, what action should Trang take?Guidance: Describe your response in detail


http://compliantlearningresources.com.au/network/sparkling-stars/forms/incident-report/

CASE STUDIES – PART B

Case Study 1: Sleep and RestAll children have individual sleep and rest requirements. Children need a comfortable relaxing environment to enable their bodies to rest. This environment must be safe and well supervised to ensure children are safe, healthy

and secure in their environment.

Scenario 1:You are working as an early childhood educator in Sparkling Stars Childcare Centre. You are in charge of taking care of the following two children:

Tim: Tim is 3 years old. He likes to sleep with his favourite blanket that his mum packs for him when he goes to the centre. His mum has informed you that Tim gets very agitated throughout the day when he does not get his

afternoon nap, and prefers that the centre ensures he gets his nap before she picks him up in the afternoon.

Tim does not like to eat vegetables. However, his mum is very particular about his diet:

- A portion of vegetables in every meal (he is not allowed to have desert unless he finishes all his vegetables)

- He can only have desert after lunch provided he finishes all his vegetables.

- He is not allowed to have sweets between 1PM to 2PM and past 5PM

- He is lactose intolerant and very sensitive with other milk-based products

He is a very active and playful kid. He loves playing physical games with other kids such as tag, hide and seek, catch, etc. He gets easily


bored with activities like storytelling, craft making and any other activities that do not involve physical play.

Kevin: Kevin is 2 years old and is still used to sleeping in a cot. He just started going to the centre and is still afraid to be left in the centre without his mum. Hearing his mum’s voice calms him down and helps him go to sleep. So his mum provided the centre with a recording of herself reading bedtime stories to play for Kevin when he is having difficulty sleeping.

Aside from him being very shy around other kids and new people, Kevin is very easy to take care of. He follows his diet without any problem and does not require a lot of attention when he is awake. He likes to keep to himself watching educational programs for children while holding his favourite stuffed toy. He is still being potty trained, but he knows how to call an adult he is familiar with when he needs to go to the toilet. When no one familiar is around when he needs to go to the toilet, he soils himself and becomes very embarrassed and wouldn’t let anyone but his mum clean him up.

Your task: Ensure sleep and rest practices are consistent with approved standards and meet the children’s individual needs by creating a checklist that you can use for the children described above. Use the safe sleep and rest time guidelines provided in the link below as your reference:

Sleep and Rest Time Guidelines

Use the template provided in the link below to create your checklist:

Sleep and Rest Checklist

Filename:


http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Sleep-and-Rest-checklist1.docx

http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/safe-sleep-and-rest-times.pdf


Scenario 2: Tim would not go to sleep during nap time one afternoon and kept pestering the other children in the centre to play with him. You explained to Tim not to bother the other children because they are trying to take a nap. After talking to him and explaining how taking a nap would help him feel stronger and better after he wakes up, Tim still insists on not going to bed and playing instead.

Your Task: Provide three (3) options for appropriate quiet play activities for Tim by creating a plan that outlines the steps you need to take as well as the resources you will require to implement the plan. Fill out the table below to create your plan:

Quiet play

activityDescription of the activity Resources required for the

activity

1

2

3


Case Study 2: Providing Children SupervisionEnsuring the children have adequate supervision at all times is one of your responsibilities as an early childhood educator in the centre.

The Scenario: You have been taking the lead in providing care for Tim and Kevin since they started going to the centre. In two weeks you will be taking a 3-day vacation leave.

Your Task: You are required to provide detailed instructions to Jenny, the educator who will be taking the lead while you are away, and Michelle, the assistant educator you have been working with.

You have to make sure that your instructions contain all the essential information needed to ensure the children have adequate supervision at all times. Use the templates provided below to document the instructions you provide Jenny and Michelle:

1.1 Your email to Jenny Liberman:

To: Jenny Liberman

Cc: Michelle Schiffer

Subject: Instructions regarding care for Kevin and Tim

Attachments:

Message:


1.2 Your email to Michelle Schiffer:

To: Michelle Schiffer

Cc: Jenny Liberman

Subject: Instructions regarding care for Kevin and Tim

Attachments:

Message:


Case Study 3: Organisational WHSThe Occupational Health, Safety and Welfare Act, 1986, requires that anyone who can affect health and safety must protect the well-being of themselves and others.

As an early childhood educator in a childcare centre, you have an important role to play in this and should be aware that your actions at work directly influence the safety of you, your work mates, the children and their families.

Scenario 1: You are an early childhood educator working in Sparkling Stars Childcare Centre. To ensure everyone’s safety, Sparkling Stars requires all its employees to undergo a self-assessment exercise to help them understand their own levels of stress and fatigue.

Your Task: Using your own experience as an early childhood educator in your vocational workplace, answer the questionnaire below to reflect on your own levels of stress and fatigue at work:

Job demands and working conditions: Yes, regularly

No or sometimes

Do you have enough time to get your job done properly?

Are you exposed to unfavourable physical conditions in your work (for example unfavourable climate, noise, radiation, chemicals, sharp or moving objects, slippery surfaces, constant repetitive work, heavy lifting or strenuous work)

Participation and control: Yes, regularly

No or sometimes

Can you choose your own work methods, pace, and/or order?

Can you decide yourself when to take a break?

Are you involved in decision making?

Are there regular meetings to discuss work?

Can you improve any unfavourable physical loads in


your work?

Interpersonal relationships: Yes, regularly

No or sometimes

Do you receive support from your supervisor and/or colleagues?

Are you isolated from others during work?

Are you treated differently, for example, because you are your race, gender, ethnic origin or disability?

Do you experience violence from customers, clients, patients or members of the public?

Career development and job security: Yes, regularly

No or sometimes

Do you have good career prospects?

Are you able to develop your skills and intellect in your job?

Is your job security good?

Is it likely that during the next couple of years you will be in the present job with your current employer?

Working hours: Yes, regularly

No or sometimes

Do you work long hours?

Do you work evenings, nights, and/or weekends (shift work)?

Do you have irregular working hours?

Role in the company and information: Yes, regularly

No or sometimes

Do you have conflicting tasks/roles?

Do you receive enough information to do your work properly?

Do you receive feedback on your performance?


Income: Yes, regularly

No or sometimes

Is your income sufficient to support yourself and your family?

Overall Reflection:

Scenario 2:Letting the designated person know your concerns relevant to work-related stress and fatigue is an essential step in resolving potential safe work issues in the future.

Your Task: Review the relevant workplace procedures in the link provided below and follow the outlined reporting process. Use the template below to document your completion of this task:

WHS Handbook(note: use the space provided below as if you are writing the email to the

designated personnel as per the WHS Handbook requirement)

To:

Subject:

Attachments:


http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/WHS-Handbook.docx

Message:


Scenario 3:Maintaining currency of relevant safe work practices in the workplace is another excellent way of ensuring your own safety. As such, Sparkling Stars makes sure that all employees maintain their currency by conducting an annual safe work practice currency check among all its employees.

Your Task: Identify ways to maintain currency of safe work practices by listing your strategies according to the different categories and contexts outlined below: An example is provided for your reference (in blue)

Safe work practice relevant

to:

Specific example relevant to your centre:

How you maintain currency of safe work practices relevant to

each category:

Equipment Baby bottle warmers and sterilizers

I ensure that I have read and understood the manual before

operating the equipment.

Systems Security System

Equipment Bottle Feeding Equipment

Processes Menu Planning


Scenario 4: As an early childhood educator, it is also your responsibility to raise the children’s awareness of safety. The centre ensures that there are enough programs and activities that promote safety awareness among the children in the centre.

Your Task: Create a poster to help promote safety awareness among the children in the centre. You may choose any topic or theme relevant to child safety or promoting safety awareness among children. Below are some examples of topics or themes you may use for your poster:

Stranger danger Safety in the kitchen Safety in the bathroom Safety in the park Safety in the beach Safety in crossing streets Handwashing

Filename:


Case Study 4: Ensure the health and safety of childrenYou are working as an early childhood educator in Sparkling Stars Childcare Centre. You are in charge of taking care of Sophie, a four and a half year old student with severe asthma. She also has severe allergies to dust and pollen which trigger her asthma attacks.

Review Sparkling Star’s Allergy Allergy and Asthma Awareness Policy, found in the link provided below and use it as your guide as you complete the tasks that follow.

Allergy and Asthma Awareness Policy

Scenario 1: After an outdoor activity around 8:30 in the morning you noticed that Sophie started sneezing and coughing. You suspect that the dust from running around in the playground may have triggered her allergies. You checked her records to review if she

has any prescription medications for this kind of situation. Provided in the link below is Sophie’s authorisation to administer medication form:

Authorisation to administer medication – Sophie Lancaster

Your Task: You know that Sophie takes Allegra for acute allergic episodes. However, you also know that she is due for her Advair treatment in the next 30mins. Make a video recording of yourself administering the right medication to Sophie. To ensure your successful completion of this task, please see the guidelines provided below:

have a volunteer act as Sophie in your video recording

you must include in your demonstration the following:

following the standard protocol for medication administration

(Guidance: a checklist is provided in the Allergy and Asthma Awareness Policy)

administration of the correct medication (Guidance: the assessor will know which medication you administered by the administration procedure you will demonstrate in the video)

the correct administration procedure (Guidance: you must follow the prescribed administration procedure for your chosen medication to administer to Sophie)

correct storage of the medication (Guidance: your video should also show how you store the medication after administration, including proper labelling of the medication, keeping it in a


http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Authorisation-to-administer-medication-Sophy-Lancaster.docx

http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Allergy-and-Asthma-Handbook.docx

storage that is inaccessible to children, and other relevant considerations )

Print the Authorisation to administer medication for Sophie Lancaster, and fill out the relevant section at the end of the form (Child Care Program Record of Medication Administration) accordingly after your recorded demonstration. You will be required to submit this form after all tasks relevant to the case study have been completed.

Filename:

Scenario 2: An hour later, Sophie is still sneezing and coughing uncontrollably. This time she started wheezing and showing signs of difficulty in breathing. You suspect that Sophie is having an asthma attack and decided to quickly review her asthma management plan to respond appropriately. See Sophie’s asthma management plan in the link provided below:

Asthma Management Plan – Sophie Lancaster

Your Task: Make a video recording of yourself following Sophie’s asthma management plan for acute asthma attacks. To ensure successful completion of this assessment task, take note of the guidelines provided below:

Administer Sophie’s asthma medication Follow proper administration procedure (i.e., check medication

name, check medication expiry date, etc. Guidance: complete guidelines provided in the Allergy and Asthma Awareness Policy)

Follow proper storage procedure Fill out relevant fields in the authorisation to administer

medication form

Filename:



http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Asthma-care-plan-Sophie-Lancaster2.pdf

Scenario 3: Sophie fell asleep soon after her asthma symptoms have calmed down. However, half an hour into her nap, Sophie woke up coughing and wheezing uncontrollably. You rushed to her bedside and knew she required first aid for her severe asthma attack.

After administering asthma first aid to Sophie, her condition still continued to worsen. You decided to call emergency assistance. You then asked the assistant educator on duty to keep an eye on Sophie and keep giving her first aid medication according to the prescribed procedure while you contact the ambulance.

Your Task: Make a video recording of yourself demonstrating the successful completion of the following tasks:

3.1 providing first aid to Sophie as prescribed in her asthma care plan

3.2 provide instructions to the assistant educator on how to administer the first aid medication while you contact the ambulance

Filename:


Case Study 5: AnaphylaxisYou are working as an early childhood educator for Sparkling Stars Childcare Centre. One of the students under your care is Billy. Billy is a 4 year old boy with severe allergies with nuts and dairy-based foods. Review the anaphylaxis handbook provided in the link below and use it as reference as you complete the tasks that follow:

Anaphylaxis Handbook

Scenario 1: One afternoon while Billy was playing with the other kids in the playground, you noticed that he started to look pale and started to wheeze as he grasped for air. His face is slightly swollen too. Upon surveying the scenario you noticed that he has chocolate stains in his hands and shirt and appears to have dropped a chocolate bar on the ground. Upon checking the chocolate you found that it contains peanuts.

Your task: Make a video recording of yourself responding to Billy’s anaphylactic emergency. Follow the prescribed in Billy’s action plan for anaphylaxis provided in the link below:

Action Plan For Anaphylaxis – Billy Johnson

To ensure successful completion of this task, take note of the following guidelines:

1. Have a volunteer act as Billy in the recording2. Demonstrate how you survey the area and remove the hazard/s

immediately 3. Provide first aid intervention for anaphylaxis as prescribed in the

anaphylaxis handbook: a. Lay Billy flat. Do not allow him to stand or walk. If breathing is

difficult in this position, allow him to sitb. Give EpiPen® (use a makeshift EpiPen®)c. Phone ambulance d. Phone family/emergency contact

Filename:


http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Action-plan-for-anaphylaxis-billy-johnson.pdf

http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Anaphylaxis-Handbook.pdf

Scenario 2: Billy’s mum arrived immediately and the ambulance soon after. Billy’s condition improved after you administered the EpiPen®, but to make sure that Billy is out of danger, his mum had the ambulance take Billy to the hospital anyway.

Task 1: Complete the relevant forms to document the incident. Review the centre’s Incident, Accident and Trauma Policy to ensure you are compliant with the centre’s relevant workplace policies and procedures:

Incident, Accident, and Trauma Policy

Filename:

Task 2: Apply the risk management plan for Billy by completing the checklist provided in the link below. Complete the column “Detail how this will be implemented and any additional strategies” by answering according to the organisational risk-management strategies from your relevant work experience in childcare centres/vocational work experience.

Anaphylaxis Risk Management Plan – Billy Johnson

(Guidance: you may use Allergy and Asthma Awareness Policy as reference)

Filename:

Supplementary Question: The physician prescribed 6ml of dipenhydramine every hour for six hours. All required authorisation are complete. The child’s parent supplied the medication in its original packaging as well as the measuring cup for the medicine. However the bottle only has 30ml left in it.

Will you have enough medicine to follow the doctor’s prescription?

Yes No



http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Anaphylaxis-Risk-Management-Plan-Billy-Johnson.docx

http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Accident-Incident-Trauma-Policy1.pdf

Explain your answer:


Scenario 3: You are preparing snacks for Billy. Below are the food labels of the available snacks:

Snack Option A Snack Option B

3.1 Which of the two snack options is most appropriate for Billy? a. Snack option Ab. Snack option B

3.1.1Explain your answer:


3.2 Supplementary Questions: dietary requirements

3.2.1 Give an example of a common dietary restriction for children with type 1 Diabetes (Juvenile diabetes):

3.2.2 Give an example of a common dietary restriction for Jewish children:

3.2.3 Give an example of a common dietary restriction for Muslim children:


Case Study 6: Meal PlanningScenario: You are helping create a meal plan for two brothers who will start going to the centre in the next week, Johnny, 5 years old, and Lucas, 11 months old.

Johnny has no special dietary restrictions. While Lucas has just started eating solid foods. Lucas only drinks breast milk. Their mum, Kelly, expresses her breast milk in the morning and packs it for Lucas to drink in the centre.

1.1 Your Task: Create a meal plan for Johnny outlining a cycle of menus, detailing the food that will be provided to him for a week. The meal plan should include breakfast, morning snack, lunch, afternoon snack and dinner for five days.

Use the meal plan template provided in the link below:

Meal Plan TemplateGuidance: review the Australian Dietary Guidelines and make sure to follow the recommended serves for Johnny’s age for vegetables, fruits, grains, etc. in your plan.

Filename:

1.2 Your Task: Create a one-page guide for Lucas’ mother to assist her with expressing breast milk by hand and it at home to ensure food safety procedures are followed according to the relevant prescribed guidelines.Guidance: Review the Infant Feeding Guidelines provided in the link below and use it as reference as you create your hand-out

Infant Feeding Guidelines

Filename:


http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/infant_feeding_guidelines.pdf

http://compliantlearningresources.com.au/network/sparkling-stars/files/2013/12/n55_australian_dietary_guidelines_130530.pdf

http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Meal-Plan-Johnny.docx


PROJECT: ESTABLISH AND MAINTAIN A SAFE AND HEALTHY ENVIRONMENT FOR CHILDREN

PART 1 : Review and evaluate performance in establishing and maintaining a safe and healthy environment for children

If you have prior work experience in a childcare centre, you may complete this task reflecting on your experience. If you do not have prior experience working in a childcare centre, you may complete this task after you have been immersed in your vocational work placement.

You are required to review/reflect and evaluate both your performance and the service’s implementation of policies and procedures related to the establishment and maintenance of a safe and healthy environment for children attending the centre.

To document your evaluation, answer the questions below and provide the information being asked.

In supporting each child’s health and safety needs:

1. WHS policies and procedures are set in the centre you are having your vocational placement with. Yes No

Provide a brief description of the centre’s relevant policies and procedures regarding safety assessments.


2. Individual medical management plans for children with specific heath care need are in place and readily available at the service.

Yes No

Does the service have available individual medical management plan forms for children with a specific health care need?

Submit a copy of the blank form and write the filename below.

Filename:

In providing for each child’s comfort:

3. The groupings of children are configured to provide for each child’s comfort and to minimise the risk of overcrowding.

Yes No

Does the service have a specific policy or procedure in organising the groupings of children in the centre to minimise risk of overcrowding, to minimise the risk of illness and/or to minimise the risk of injuries?

Submit a copy of the centre’s policy or procedure on configuring groupings and write the filename.

Filename:


In promoting and implementing effective hygiene practices:

4. The service accesses information on current hygiene practices. Yes No

Where does the centre get current and up-to-date information on current hygiene practices?

Give at least one (1) local council/health organisation/public health unit and one (1) additional resource (website, journals, books, etc.) the centre accesses.

You may need to ask your supervisor or other educators for you to be able to complete this question.

Local council/health organisation/public health units:

Additional resource:

Provide one (1) example of the information the centre has currently researched on current hygiene practice from the sources/resources that you have written in the previous question.

Give a brief description of the information, for example: “There is new practice on how centres can actively support children to learn hygiene practices using modelling and role playing.”


In taking steps to control the spread of infectious diseases:

5. Service procedures are followed, in relation to notifying families of illness or injuries that affect children while in education and care.

Yes No

Interview an educator or your supervisor in the service who has had experience with notifying parents/primary caregiver/family of an illness or injury that affects one of the children while attending education and care at the centre.

Describe the step-by-step procedure the educator/supervisor implemented.

Obtain a copy of the centre’s procedure in notifying families of illness or injuries that affect children while in education and care. Did the educator/supervisor follow the centre’s procedure? Was there some discrepancy (specify the discrepancy)?

Submit a copy of the centre’s procedure for your assessor to review.

Filename:

6. Current records of children’s immunisation status are up-to-date and a procedure is in place to maintain the currency.

Yes No

Find out how your vocational work placement keep current records of the status of each child’s immunisations.

a) Does the service have a procedure in place to maintain the currency of immunisation records? Submit a copy of the procedure and write the filename.


Filename:

b) Does the service have a process for obtaining information from families about their children’s current immunisation status? Describe the process in detail or submit a copy of the service’s written process. Provide the filename below.

Filename:


In ensuring adequate supervision of children:

7. New or relief educators are informed of supervision arrangements and of what they are required to do in relation to supervising children.

Yes No

Were you provided with details and responsibilities of supervising children when you started in vocational work placement?

Yes No

Briefly describe the details and responsibilities provided to you below.

Were you given an induction/welcome pack on your first day of work? Yes No

Was the information regarding supervision arrangements and responsibilities included in the induction/welcome pack?

Yes No

Scan or take a picture of the page/section in your induction/welcome pack which provides the information regarding supervision arrangements and responsibilities. Submit the scanned document or photo and write the filename below.

Filename:

Were you given a copy of the centre’s supervision policy? Yes No

Submit a copy of the centre’s supervision policy and write the filename below.

Filename:


In ensuring adequate supervision of children:

8. Safety checks are consistently implemented and action is taken as a result of the checks. Yes No

a) Find out when was the last time your vocational work placement implemented safety checks and took action as a result of the checks. You need to coordinate with your supervisor or with the staff in-charge of doing the safety checks for the service.

b) Fill out the Safety Checks Log provided in Sparkling Stars intranet (Click here). (Username: learner Password: studyhard).

c) In completing the log, you may:

Ask for a copy of the safety checks log, report or document the service has. Copy the content needed to complete the log provided, or

Consult with the person or staff in-charge of the service’s safety checks and ask him/her about the following:

o Date of the last safety checko Premises/sections/rooms in the service that was checkso General remarks and results of the safety checkso Areas of concerno Actions taken and the date actions are doneo Date for the next safety checks

d) Once you have completed the log ask your supervisor or the staff you have consulted to fill out the confirmation form at the end of the document.

e) Submit the document to your assessor and provide the filename.

Filename:


http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-certificate-iii-in-early-childhood-education-and-care/course-resources-chc30113-certificate-iii-in-early-childhood-education/

9. Basic training and testing on how to move and fit car seats, restraints and booster seats is available to all educators.

Yes No

Find out how educators may avail of the basic training and testing on how to move and fit car seats, restraints and booster seats. Write down how and where they can avail of this training and testing in your vocational work placement.

You may need to consult your supervisor to be able to complete this task.


PART 2 : Implement WHS procedures and work instructions

Following the centre’s policies on conducting safety assessments, survey the children’s learning and play environments including all toys and equipment for safe use, as well as the general environment in the centre as a safe workplace for you. Once completed, write the relevant safety assessment report.

To ensure successful completion of this step, your report must include the following information:

Existing hazards identified Potential hazards identified

If the centre’s standard template for safety assessment reports do not include the required information listed above, use the space provided below:


Existing and potential hazards identified:

Safety assessment: Children’s learning and play areas

The centre as a safe workplace

environment

Existing hazards identified(list at least two)

Potential hazards identified

(list at least two)

Toys and equipment:

Are toys and equipment safe for children? Yes No

If answer is yes: Describe how toys and equipment are kept safe for children

If answer is no: Describe why the toys and equipment are not safe for children?

Are toys and equipment safe to use in their proposed areas? Yes No

If answer is yes: Describe how toys and equipment are kept safe to use in their proposed areas

If answer is no: Describe why the toys and equipment are not safe for use in their proposed areas


PART 3 : Report safety assessment result to designated person

Create an email reporting your safety assessment findings to the designated personnel indicated in the centre’s WHS policies. If there are no provisions in the centre’s WHS policies on who to report your safety assessment findings to, address the email to your vocational workplace supervisor.

To ensure successful completion of this step, your email must include:

A summary of your safety assessment findings including:o Safety assessment findings on the children’s learning and

play areaso Safety assessment findings on the centre as a safe workplace

Recommendation to help improve safe workplace policies and procedures

Write your email in the space provided below:You do not need to send an actual email to your supervisor.

To:

Subject:

Attachments:

Message:


WORKBOOK CHECKLIST

When you have completed this assessment workbook, review the candidate’s assessment against the checklist below:

The candidate has completed all the assessments in the workbook:

Knowledge Assessment Case Studies – Part A Case Studies – Part B Project

(See the following page for a complete list of documents to be submitted with this assessment)

IMPORTANT REMINDERCandidates must achieve a satisfactory result to ALL assessment tasks

to be awarded COMPETENT for the units relevant to this cluster.

To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.


REQUIRED DOCUMENTS

Case Studies – Part A Case Study Two

i. Menu ii. Recipe iii. Alternate Recipe

Case Study Three iv. Incident/Accident Report Form

Case Studies – Part B Case Study 1

v. Sleep and Rest checklist Case Study 3 Scenario 4

vi. Safety Awareness Poster Case Study 4 Scenario 1

vii. Authorisation to administer medication (Sophie Lancaster)

Case Study 4 Scenario 2 viii. Video Task: Sophie’s asthma management plan

Case Study 4 Scenario 3 ix. Video Task: Providing first aid to Sophie

Case Study 5 Scenario 1 x. Video Task: Responding to Billy’s anaphylactic

emergency Case Study 5 Scenario 2

xi. Relevant forms following Billy’s emergency xii. Anaphylaxis Risk Management Plan – Billy

Johnson Case Study 6

xiii. Meal plan for Johnny xiv. Breastfeeding guide for Lucas’ mother


Project Part 1 Question 2

xv. Individual medical management plan Part 1 Question 3

xvi. Centre’s policy or procedure on configuring groupings

Part 1 Question 6 xvii. Centre’s procedure in notifying families of

illness or injuries Part 1 Question 7

xviii. Centre’s procedure to maintain the currency of immunisation records

xix. Centre’s process for obtaining information from families about their children’s current immunisation status

Part 1 Question 8 xx. Your welcome pack xxi. Centre’s supervision policy

Part 1 Question 9 xxii. Safety Checks Log


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files. Web viewChanges to wording and clarification of benchmarks in questions. A1,A3a,b,A14,A25,B10,C10