CHCECE004 Assessment 1.docx CHCECE004 - Assessment 1 1. Describe how you have created a positive relaxed environment during mealtimes by finishing the following sentences. Choose one mealtime to use...

CHild Care Assesment 2 and 4


CHCECE004 Assessment 1.docx CHCECE004 - Assessment 1 1. Describe how you have created a positive relaxed environment during mealtimes by finishing the following sentences. Choose one mealtime to use as an example. Setting: · The age of the children at the meal was … · The utensils I provided included … · The furniture I provided included … 2. Refer to the mealtime identified in question 1 and summarise the following: · The nutritional foods that were implemented to reinforce healthy eating · Nutritional foods that supplemented the meal throughout the day · The times other foods were offered regularly during the day · The ways that children have ready access to water during the day and regularly offered water 3. Refer to question 1 and the meal time you used as an example and summarise the following: · the food and nutrition topics discussed during this meal · what discussion took place during this meal · observations that indicated that the children enjoyed the mealtime · how healthy eating and/or nutrition practices were modelled · two healthy recipes and their nutritional value that were discussed with the children · how the  children were involved in choosing the recipes and when to make them CHCECE004 Assessment 2.docx CHCECE004 - Assessment 2 1. Analyse the two nutritional information panels (NIPs), then answer the questions that follow. a. Which cereal is the healthier choice? b. If one of the cereals contained the additive 951, what would this additive be? What purpose does it have? c. The Infant Feeding Guidelines (2012) state: ‘First foods should be iron-rich and an increasing range and quantity of foods should be introduced so that by 12 months the infant is consuming a wide variety of family foods.’ and ‘The texture of foods should be suitable to the infant’s stage of development, progressing from pureed to lumpy to normal textures during the 6–12 month period.’ Go to a supermarket or food store and look at the baby foods. Read a range of labels and identify one food that is suitable to provide to a 6-month-old infant. Look at the nutritional elements and the texture of the food. Explain why this food is suitable 2. Read the menu, then complete the tasks that follow. Complete the following tasks: a. Identify how many serves of each food group are already included in the menu – use a table similar to the provided (download starting document) to record your calculations. Food group Number of serves shown in the menu Number of serves suggested per day for a 4 year old child Number of serves to be added to the menu Bread and cereal 4 Vegetables 4½ Fruit 1½ Dairy and alternatives 1½ to 2 Meat and alternatives 1½ b. List the remaining number of serves to be added to the menu. c. Use this information to recommend a suitable afternoon tea option to provide all the remaining food groups’ serves. 3. Read the menu, then complete the tasks that follow. If a child had an allergy to dairy products, what could you: a. provide as an alternative to dairy in the menu? b. do to ensure there was no cross-contamination between the dairy foods and other foods if you were serving breakfast? c. tell the parent if they suggested you just remove dairy from a recipe and not replace it with any substitute? d. observme that would identify the symptoms of anaphylaxis? 4. List five implications that a poor diet may have on a child. 5. Find the following answers: a. Access the Guide to the National Quality Standard for Standard 2.2.1. In regard to feeding infants, how is this standard demonstrated in your service? b. Access the Education and Care Services National Regulations, Regulation 79 (1). In your own words, describe how an approved provider can meet the regulations regarding providing food and beverages. c. Access the Early Childhood Australia Code of Ethics at: www.earlychildhoodaustralia.org.au/code_of_ethics/early_childhood_australias_code_of_ethics.html  Which point links the rights of the family to make decisions about the child? d. Access the United Nations Convention on the Rights of the Child, Article 24, at: www.unicef.org.au/Discover/What-we-do/Convention-on-the-Rights-of-the-Child.aspx . In your own words, summarise what the article says about nutrition. 6. Describe how your service develops a cycle of menus. How many weeks are in the cycle? How are they developed? How are the parents kept informed of changes? 7. Submit a copy or photograph of how menus and nutritional information are displayed in your service. If they are not, create your own samples.                         CHCECE004 Assessment 3.docx CHCECE004 - Assessment 3 Case Study Melanie works in a service where her job is to prepare and serve the children their snacks and lunch. Last night, Melanie became unwell with stomach cramps and today she is still feeling ill.   Melanie starts work and goes straight into the kitchen to start chopping fruit for the morning snack. While doing so, she remembers she needs to chop chicken for the children’s lunch. Melanie moves some of the fruit off the board and uses the space to cut up the chicken. She places the chicken pieces back on the top shelf of the fridge, then gets back to cutting the fruit on the board.   Just as Melanie is about to pick up the finished fruit plate, she sneezes, making sure she does not sneeze on the plate of food. She blows her nose, then puts her tissue in the bin and takes the fruit to serve to the children.   Melanie is planning to have the children thread the pieces of fruit onto a small skewer as a simple cooking experience. She calls the children in from play and gets them to sit at the table. She shows them how to thread by choosing a piece of fruit from the large platter, picking it up and threading it on the skewer.   The children are excited to participate. George wants to have orange on his fruit kebab, but when he picks it up he realises it is too squishy and replaces it on the plate. He chooses a piece of kiwi and threads it. He pushes it too hard and it breaks off, falling onto the floor. Melanie says she will help him. She picks up the kiwi fruit and threads it onto George’s skewer. George quickly eats the kiwi piece and asks Melanie to thread another piece of fruit for him.   Melanie’s supervisor is concerned about Melanie’s actions. He realises that food policy has not been reviewed for some time.    1. Refer to the Case study below to answer the following: Access a food handling procedure and identify the procedures that Melanie did not follow.   2. Refer to the Case study below to answer the following: List the actions that Melanie did to breach the food-handling procedure.                                   3. Refer to the Case study below to answer the following: What should she have done? 4. Refer to the Case study below to answer the following: If you were providing this cooking experience, what four safe food handling actions would you expect the children follow? 5. Refer to the Case study below to answer the following: Who would you tell if you noticed there were missing actions in the service procedure? CHCECE004 Final Assessment.docx CHCECE004 - Final Assessment 1. Copy and complete the following cycle menu for children over four years old. Add: · five different lunch choices that contain two serves of vegetables, one serve of meat (or alternatives) and one serve of bread or cereal. · six different snack choices that contain a serve of bread or cereal and either a serve of vegetables or a serve of dairy. · Include one healthy recipe that the children can cook. ·   2. Consider the ingredients from one day of the menu: a)      Which day did you choose? b)     Adapt the menu to show how a child who does not eat meat would be catered for. c)      How many ingredients in the menu are foods with labels? List the names of the foods. If none of them have labels, choose three foods with labels (not in your menu) to compare, and list the food names. ·        Which food has the greatest amount of fat according to its label? ·        Which food has the greatest amount of sugar according to its label? ·        Which food has the greatest amount of sodium/salt according to its label? 3. Create a booklet that could be presented for parent education. Include the following: a)      The menu you have developed showing the foods and drink that will be offered to children, including the water that is accessible all day b)     At least one message about why the foods in your menu were chosen; this message may include information about the: ·        nutritional value of the foods ·        ability of these foods to meet the religious or cultural needs of the children ·        ability of the foods to meet the likes or dislikes of the children ·        foods being chosen to meet the food groups. c)      Some of the effects of poor diet (for example, tooth decay, nutritional deficiency, poor concentration, out-of-character behaviour and obesity) d)     A summary of The National Quality Standard 2.2.1 e)      A summary of The Early Years Learning Framework Outcome 3: Children take increasing responsibility for their own health and physical wellbeing f)      A summary of The United Nations Convention on the Rights of the Child Article 24 g)     The Code of Ethics points 1 and 2 h)     The importance of breastfeeding 4. Develop a procedure that lists, in order, the things you need to do to provide a morning tea for children. Include: ·        food handling guidelines as noted in your service policy ·        protective clothing ·        furniture and utensils needed ·        preparation you must complete ·        the storage of foods before, during and after use – if any foods are left over. 5. Thinking about the recipe’s you chose in question 1. If you had to Implement a cooking experience in your service using the recipe you chose in Question 1 1. Explain how you would engage children in the process of making a healthy choice of this recipe?  How would you facilitate discussions regarding the nutrition benefits of the recipe. 1. What would be the expected participation of the children during the cooking experience.  Give some examples of what the children may say and do to indicate their enjoyment of the experience