CHC50113 Diploma of Early Childhood Education and Care Children’s Health and Safety V4.0 Produced 08 July 2020 Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this...

CHC50113

Diploma of Early Childhood Education and Care

Children’s Health and Safety

V4.0 Produced 08 July 2020

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 prior written permission of
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Table of Contents

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Table of Contents3

Instructions5

What is competency based assessment?5

The Basic Principles of Assessing Nationally Recognised Training6

The Principles of Assessment6

The Dimensions of Competency7

Reasonable Adjustment8

Cheating and Plagiarism10

What is Cheating?10

What is Plagiarism?10

How do I avoid Plagiarism or Cheating?10

The Units of Competency11

CHCECE002 - Ensure the health and safety of children11

CHCECE004 - Promote and provide healthy food and drinks13

Context for Assessment14

Assessment Methods15

Resources required for assessment15

Presentation16

Things to Consider:16

If submitting your assessments please ensure that16

Assessment Workbook Coversheet17

Knowledge Assessment18

Part A18

Part B59

Part C86

Case Studies – Part A93

Case Studies – Part B95

Workbook Checklist109

Feedback110

Instructions

The questions in this workbook are divided into two categories.

Written Questions: These questions are all in a short answer format.

Case Studies: These are longer questions requiring creative thought processes are covered in the case studies assessment.
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 assessment?

The 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 valid




• Assessment must include the full range of skills and knowledge needed to demonstrate competency.


• Assessment must include the combination of knowledge and skills with their practical application.


• Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.




• Assessment must be reliable




• Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.


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




• Assessment must be flexible




• Assessment, where possible, must cover both the on and off-the-job components of training within a course.


• Assessment must provide for the recognition of knowledge, skills, and attitudes regardless of how they have been acquired.


• 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 equitable

• Assessment must be equitable to all groups of learners.


• Assessment procedures and criteria must be made clear to all learners before assessment.


• Assessment must be mutually developed and agreed upon between assessor and the assessed.


• 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;

• Valid




• 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.




• Sufficient




• 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.




• Authentic




• When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.




• Current




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

The Dimensions of Competency

The 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 Adjustment

Adapted 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 Technologies

Assistive/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, and digital note takers.

IMPORTANT NOTE

Reasonable 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. For example, if the assessment was gathering evidence of the candidate’s 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:

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


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


• To allow someone else to submit your own work as theirs.


• To use any part of someone else’s work without the proper acknowledgement

There 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 Competency

Each unit of competency can be unbundled to reveal two key assessment components:

1. the performance criteria

• specifying the required level of performance

1. the evidence guide

• 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.

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 Evidence

The 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:




• contributing to the provision of a clean and safe environment


• recognising and responding to signs of illness of children, including signs and symptoms of asthma and anaphylaxis


• reading and interpreting authorisation forms, medication labels, medical management plans and other relevant medical information


• developing children’s awareness of safety

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:




• the National Quality Framework


• the National Quality Standards


• the relevant approved learning framework




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


• 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 Evidence

The 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:




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


• role-modelling healthy eating habits for children


• ensuring safe handling, preparation and storage of food and drinks


• 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 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:




• the National Quality Framework


• the National Quality Standards


• the relevant approved learning framework




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


• 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 Eleven (11).

Context for Assessment

To 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 Methods

Assessment for this unit will be assessed through completion of Assessment Workbook One (1) and the relevant section of Workbook Eleven (11) 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. 
   Projects
   – A set of tasks designed to address underpinning skills and/or knowledge requirements

Further Assessments:

1. 
   Workbook Eleven (11) 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 assessment

To complete the assessments in this workbook, the candidates will need access to:

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


• One (1) piece of multimedia recording equipment such as:




• Camcorder


• Camera


• Voice recorder


• Mobile phone or tablet




• 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

Assessment Workbook Coversheet

Knowledge Assessment

Part A

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


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


3. 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.

1. The risk analysis should include Hazard identification - this should include looking for any edgy object, small things that can be swallowed, heavy moving objects etc.


2. Risk assessment- Any sharp object that can let to injury any small object swallowed leads to obstruction in air ways and chocking, nay toy with toxic material or substance .


3. Control risk - storing any toy or play equipment with sharp and point ends, hooks and splintery surface out of their reach. washing toys on regular bases in order to avoid any infection. Also Toys should comply with AS/NZS ISO 8142 where applicable.
   


4. REF - https://www.education.vic.gov.au/school/students/beyond/Pages/hazidentify.aspx
   

1. If the hazard been identified - first you need to ascertain the amount of danger associated with it. If the danger is high, medium or low. After that risk assessment can be done to find out the source of hazard and what precautions or measures that can be used to remove that hazard from the environment. Application of risk controls/measures/precautions/ defences can be applied. Once the hazard has been removed, constant monitoring of the hazard area or substance should be done, incase it develops back.


2. REF- https://www.ohsinecservices.org.au/node/13

Items

Cleaning Procedure

Reason

Cleaning Product

Storage of Cleaning Product

Toys

All toys need to be washed and disinfected or if suitable wash them in the dishwasher. Mouthed toys needs to be constantly cleaned and if a toy has been mouthed and discarded, immediately wash in hot soapy water before returning them back to children.

To help prevent any kind of cross contamination.

Detergent, hot water, Gloves, buckets and soaps.

High, locked away, inside a cupboard, Inaccessible to children.

Floors

Sweep and mop floor after each meal. Regular sweeping and mooping ensures the floor is safe from slip and trip hazards which helps to prevent cross contamiation, espically for infants and toddlers, who are moving around the floor during the play. The floor should be cleaned with environmental friendly floor cleaner using the appropriate bucket and mop for area. There should be a colour code for each specific area that needs sweep and mop. Also "slipper when wet sign" should be used whilst mopping and if there is a spil.

REF - Worbook.

To help prevent spread of diseases and staff from stumbing over stuff.

Environment friendlu floor cleaner, Broom, Hot water, Disinfectants,

High, out of reach, Locked in a cupboard storage area.

Toilets, potties and bathroom area

Potties should be washed after each individual use. Toilets and the bathroom areas will need to be cleaned once in the middle of the day, again at the end of the day. All toileting accidents or water spillages that occur may require a further clean. Washroom areas need to be cleaned with hot water and detergent, followed by disinfectant to prevent cross contamination of germs from the children using the bathrooms, also ensuring floor are dried to prevent any slips.

To prevent any kind of diseases such as diarrhoe, UTI.

Hot water, soap, Disinfectant, Buckets, cleaning sprays, Toilet perfumes

Any chemical or hazardous substance should be locked outside the building in a storage area, other products which are used to constantly should be kept high and locked.

Personal Hygiene Procedure

Explanation

HAND WASHING

HAND WASHING is the single most effective of preventing food contamination in food handlers. Food preparation areas should have a separate sink available purely for hand washing tasks. Hands should be washed before and after very task is performed for instance - before handling food, after using toilet, after cleaning rubbish, handling raw food etc. By following these procedures not only there will be less chance of cross contamination, but also can kind of infection can be avoided from happening at first place.

WEARING GLOVES

Wearing gloves is also very effective method in food handeling. But changing gloves before and after every task is very important. Sometimes when gloves are worn your hands won't get sticky so a person might forget to change them. This procees needs constant reinforcement. There are lots of cuts and wounds that can happen from food handeling. wearing gloves not onlu prevents them. But also helps these cuts from getting in direct contact with the food thus preventing cross contaminations.

1. Ventilation


2. Lighting


3. Heating/cooling


4. Hygiene


5. Safety

Importance

Checks that need to be done

1. Ventilation

Be well ventilated: it helps to reduce the spread of infections and control of unpleasant odour. Good ventilation also helps in providing a comfortable environment.

Make sure windows are open and air vent from air conditioning is open. Also make sure air flow is not direct to child.

1. Lighting

Lightning can plays important role in sleeping.

1. Heating / cooling

 Often young kids are prone to overheating as there body temperature can’t adjust in the same as adults. Normal temperature around 18 degrees is ideal. This can help prevent rashes, heat exhaustion and risk of SIDS ( sudden infant death syndrome ) .

1. Hygiene

1. Safety

1. Which standards in the NQS relate to sleep and rest?


2. What section of the National Regulation covers sleep and rest


3. 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.

1. 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?


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

a)

b)

1. 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/policies-procedures/suncare-policy/

(Username: learner - Password: studyhard)

1. 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)

b)

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


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

a)

b)

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

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


2. 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?


3. 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)

b)

c)

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 well- being.

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


2. 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)

b)

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


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


3. What policies/procedures relate to who can see this documentation?


4. Does the parent need to sign the form?

a)

b)

c)

d)

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


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

a)

b)

b)

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.

Guidance: Refer to the National Quality Standard (National Law and National Regulations)

Part B

1. Meals are provided for the children by the centre


2. 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)

b)

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


2. 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)

b)

Guidance: Provide an example of one of the strategies you suggested.

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


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


3. Explain why it is important that these children be identified.


4. 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)

1. Describe the recommended steps in preparing formula.


2. What are the ‘Standards of Infant formula’ in Australia?


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


4. What are the recommended sterilisation methods for preparing infant feeding equipment? Describe the steps for each method.


5. What are the recommended formula requirements for feeding infants?


6. 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?


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

a)

b)

c)

d)

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)

g)

1. Describe the clothing/PPE that must be worn when preparing food.

Guidance: At least two must be provided.

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


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


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

b)

c)

Write a paragraph to explain which food is the healthier choice.

Guidance: From the two options, pick the healthier choice in respect to:

• 
  Saturated Fat Content
  


• 
  Salt Content
  


• 
  Sugar Content
  


• 
  Fibre Content
  

NUTRITIONAL INFORMATION

NUTRITIONAL INFORMATION

KELLOGG’S NUTRI-GRAIN

AVERAGE SERVINGS SIZE = 30gRICE Cakes 150g

AVERAGE SERVINGS PER PACKAGE = 12.5

SERVING SIZE (3 cakes) = 27g

Average Quantity per Serving

Average Quantity per Serving

ENERGY
480kJ
ENERGY
578kJ

PROTEIN
6.6g
PROTEIN
1.2g

CARBOHYDRATE
20.8g
GLUTEN
NIL

SUGARS
9.6g
CARBOHYDRATE
26.5g

FAT
0.2g
SUGARS
0.1g

SATURATED

FAT
0.4g

DIETARY FIBRE
0.8g
SATURATED
0.1g

SODIUM
180mg
TRANSFATS
NIL

POTASSIUM
44mg
DIETARY FIBRE
3.6g

SODIUM
27mg

POTASSIUM
40mg

Guidance: This graph was sourced from “The Australian Guide to Healthy Eating”

1

2

3

4

5

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


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


3. How many daily sample serves of Fruit should a Breastfeeding Women have?

1. specific cultural requirements


2. religious requirements


3. health requirements

a)

b)

c)

Part C

1. List two 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/

(Username: learner - Password: studyhard)

1. Describe an evacuation procedure at the centre.


2. Provide a brief description of how you could discuss fire evacuations with children.

a)

b)

c)

Area

Policy

Practice

Child Protection

Supervision of Children

Provision of Food

Hygiene and cleanliness

Area

Policy

Practice

Children’s Medications

Ill Children

Preventing accidents

Asthma/Anaphalxsis

Fire Emergency

Case Studies – Part A

Case Studies – Part B

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.

1. 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 activityResources required for the activity

1

2

3

Case Study 4: Ensure the health and safety of children

You 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 Stars’ 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:
The children at the centre have had a morning play activity. It finishes close to 8:30AM, and as the children prepare for the next activity, you notice that Sophie is sneezing and coughing.

An assistant educator also sees this and separates her from the rest of the group. You join them and see that Sophie is holding a stuffed toy that is not from the centre. Upon closer inspection, you see that it is dusty, leading you to believe that this has triggered her allergies.

You check her records to review what kind of medication must be administered for this situation. Provided below is a link to Sophie’s authorisation to administer medication form.

Authorisation to Administer Medication – Sophie Lancaster

For this activity, assume that today’s date is 06 August 2014.

You have also been provided with a sample packaging box of Sophie’s medication and an original packaging sticker. A link to a printable document is found below. You must use these in completing the task.

Packaging Document

Original Packaging Sticker:

Allegra Allergy Medicine Box

Close Up of Expiration Label

Your Task:
Record yourself administering the right medication to Sophie. The demonstration must begin with you discussing Sophie’s situation with your co-educator. Assume that you have already separated Sophie from the other children. She may be in the same room while the discussion takes place.

To ensure successful completion of this assessment task, take note of the guidelines provided below:

• Gather two (2) volunteers for your video recording. One will act as an assistant educator at Sparkling Stars, and another will act as Sophie. It is not required that the volunteer acting as the co-educator be an actual childcare professional. Ensure that you brief your participants accordingly.




• 
  The volunteer acting as the assistant educator
  must be informed regarding the expected actions/behaviours and demonstrate them during the recording. The volunteer must:




• Respond to the candidate’s question about whether he/she (the assistant educator) observed Sophie coughing and sneezing during their activity. The volunteer must say yes, then offer the following information – that Sophie brought a toy from home and began playing with it during the kids’ free time. She began sneezing and coughing not long afterwards.


• Request for the candidate to assist with administering medicine.


• Reach out to Sophie’s emergency contact. You must go offscreen then return with a phone (acting that the contact is on the line) or pretend to make the phone call onscreen.


• Help the candidate remove hazardous materials from the room, if necessary.


• Retrieve the necessary medicine/equipment for the candidate. For this action, it is sufficient to go offscreen and then return with the required medicine/equipment.
  




• 
  The volunteer acting as Sophie
  must be informed regarding the expected actions/behaviours and demonstrate them during the recording. The volunteer must:




• Clutch the stuffed toy while waiting for the candidate to approach and provide treatment.


• Display compliant behaviour throughout the activity – listening to instructions, responding to questions accurately, and sitting patiently while waiting for treatment.


• Demonstrate intermittent bouts of sneezing and coughing prior to receiving medication. Once medication has been administered, the volunteer must not show any signs of improvement.






• Prepare your environment for the demonstration. Aside from selecting the location, this includes preparing necessary medication, equipment, and resources.




• If you will use
  an actual workplace
  (i.e. a regulated education and care service), ensure that your demonstration is conducted at a time and location which doesn’t disrupt or inconvenience operations.


• If you will use
  a simulated environment, you must ensure that it reflects an actual workplace. It must have the relevant equipment and resources of a regulated education and care service.


• For this activity, it is required that the selected environment has:




• Relevant documentation (Allergy and Asthma Handbook, Authorisation to Administer Medication for Sophie Lancaster)


• Landline phone/mobile phone


• Medication and tools/equipment necessary for Sophie’s treatment


• A clean (i.e. no nearby messes) and comfortable location for Sophie (the volunteer) to wait


• Cleaning materials (e.g. broom, cleaning cloth)


• A stuffed toy for Sophie


• A change of clothes for Sophie (if necessary)


• A suitable location for storing medication






• Prepare the Authorisation to Administer Medication (Sophie Lancaster) required for this task.

Demonstration Notes:
Ensure that you behave respectfully and professionally throughout the activity. You must speak in a calm tone, use non-discriminatory language, and handle the child according to organisational and legal standards (e.g. maintaining appropriate physical contact, using child-friendly language).

Your demonstration must show that you have performed the following actions/behaviours. You must:

• Discuss Sophie’s situation and condition with the assistant educator




• Ask the assistant educator whether he/she noticed Sophie coughing and sneezing while they were having the activity.


• Accept the assistant educator’s request for assistance. This must be done verbally.




• Retrieve the Authorisation to Administer Medication.


• Read aloud the two (2) kinds of medication that you are authorised to give Sophie


• Request that the assistant educator reach out to Sophie’s emergency contact


• Secure the room for Sophie and minimise the risk of her being exposed to health hazards (i.e. her allergens). You are expected to remove hazardous materials
  (consider where the dust is coming from and things on her body that may have collected dust)
  and to clean the room.




• You must ensure that hazardous materials are removed. The assistant educator may assist you in performing this, but you are required to give the instructions and must personally remove at least one (1) hazardous material.


• You must clean one (1) area in the room. You must verbally state your intentions before cleaning. The intention must include an action (what you are going to do) and how it will affect Sophie’s Safety.

For example, before cleaning a certain area, you may say, “Let me clear this box of old toys so that we avoid exposing Sophie to more dust.”

• Inform the assistant educator of the name of Sophie’s emergency contact and his/her contact number




• Speak with Sophie’s emergency contact. You do not need to have another person on the line, however, you must do the following during the simulated phone call:


• Identify which medication must be given to Sophie and what signs led you to this conclusion. For example, make a statement such as, “Sophie needs to be given
  name of medication
  because
  sign 1
  and
  sign 2
  show that she is experiencing…”


• Ask for required information from the emergency contact. This is specified in the Allergy and Asthma Handbook. For the purposes of this roleplay, assume that the contact has replied, “No, she hasn’t” and has given consent to administer the medicine.
  




• Request politely for the assistant educator to retrieve the medication that you will administer to Sophie. Once received, you must inspect it. The inspection requires for you to do the following:




• 
  State that you will inspect the medication
  – you must state that you will check three (3) things – that the medication is in its original packaging, that it has the child’s (Sophie’s) name, and that it hasn’t expired


• 
  Check that the medication is supplied in its original packaging
  – this requires verbal confirmation. You must state whether the medication is still in its original packaging.

An example of a satisfactory statement is,
“Okay, this is still in its original packaging.”

• 
  Check that the medication displays the child’s name
  – this requires a verbal confirmation. The medication must already have the child’s name so you only need to read the child’s name aloud.


• 
  Check that medication hasn’t exceeded its use-by date
  – this requires a verbal confirmation. You must make a statement that includes the medication’s use-by date and your stance on whether it can still be used.

An example of a satisfactory statement is, “Great we can use this because its use-by date is (date).”

• Follow the standard protocol for administering medicine. You must read aloud the required information (dosage and special instructions) and the packaging’s directions prior to carrying it out.


• Store medication after use. Ensure that you follow the storage procedure which is indicated in the
  Allergy and Asthma Handbook
  and the medicine’s packaging.


• Fill out the
  Childcare Program of Medication Administration. This is found at the end of the Authorisation to Administer Medication for Sophie Lancaster. Once you have completed the form, end the recording.




• Use
  8:30AM
  as your time for the Childcare Program Record of Medication Administration.


• Ensure that you maintain this document, as this will be submitted along with other workbook requirements.

Case Study 5: Anaphylaxis

You are working as an early childhood educator for Sparkling Stars Childcare Centre. Once of the students under your care is Billy Johnson. He is four (4) years old and is severely allergic to nuts and dairy-based foods (i.e. milk products). Review the anaphylaxis handbook provided in the link below and use it as reference to complete the following tasks:

Anaphylaxis Handbook

Scenario 1:
It is 2:00PM and the children at the centre are enjoying a break before their next session. Some kids are playing, while others are having snacks. Just as the break is about to end, you see that Billy has left his friends in the dining area and has gone to the play area. After a few steps, Billy begins to wheeze and gasp for air. You approach him immediately and see that his face is slightly swollen. You scan the area and see that he’s dropped a granola bar on the floor. You check its label and find that it contains peanuts.

You administer the necessary medication at 2:05PM, ensuring that you follow applicable policies and procedures. Billy’s condition improves, but he is still taken to the hospital as a precaution. He is accompanied by an assistant educator, who give you the following details afterwards:

• Billy’s emergency contact arrived at the hospital around five (5) minutes after they did.


• He was attended to by Dr. Margaret Thornton. He was placed under observation, then cleared for release within the same day.


• Billy said that he’d taken the granola bar from one of his friends’ snack trays because it looked tasty. He hadn’t realised that it had nuts in it.

You have been tasked with filling out documentation regarding this incident. Use the information found in the case scenario and in
Billy’s Action Plan for Anaphylaxis
to complete this task. Assume that the date of the incident is 10 October 2014.

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

Snack Option ASnack Option B

1. Which of the two snack options is most appropriate for Billy?

1. Snack option A


2. Snack option B

• Explain your answer:

1. Supplementary Questions: dietary requirements

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

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

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

Case Study 6: Meal Planning

Scenario:
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. 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 Template

(Note: If the link is not working, copy and paste the url to your browser: http://compliantlearningresources.com.au/network/sparkling-stars/files/2018/01/Meal-Plan-Johnny-v1.2.docx)

Guidance: 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.

1. 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

(Note: If the link is not working, copy and paste the url to your browser: 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

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