Sun Safety Poster for Preschoolers

This assignment tasks you with creating a sun safety poster aimed at 4-year-old children. The poster should follow recommendations from the Cancer Council regarding sun protection, using age-appropriate language and visuals. It must be designed as an A4-sized document (either physically or digitally) and can span up to three pages. You are expected to submit your completed poster for assessment.

CHC30113
Certificate III in Early
Childhood Education &
Care
Physical and Emotional
Wellbeing
V2.1 Produced 15 July 2016
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
Compliant Learning Resources
Assessment Workbook 5

Version control & document history
Date Summary of modifications made Versio
n
18 December
2013
Version 1 final produced following
assessment validation. 1.0
16 April 2014
Rewording of questions to clarify
understanding. Q1`,9,15, Case Study One,
Case Study Two
1.1
23 January
2015
Significant changes made to document
following validation 2.0
18 July 2016 Minor changes in formatting and wording
throughout document 2.1
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TABLE OF CONTENTS
This 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.
INTRODUCTION................................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT...........................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING5
THE DIMENSIONS OF COMPETENCY........................................................6
REASONABLE ADJUSTMENT..................................................................7
CHEATING AND PLAGIARISM.................................................................8
THE UNIT OF COMPETENCY...................................................................9
CONTEXT FOR ASSESSMENT................................................................13
ASSESSMENT METHODS.....................................................................14
RESOURCES REQUIRED FOR ASSESSMENT.............................................14
INSTRUCTIONS TO ASSESSOR..............................................................15
INSTRUCTIONS TO STUDENT...............................................................16
ASSESSMENT WORKBOOK COVER SHEET..............................................17
KNOWLEDGE ASSESSMENT.................................................................18
CASE STUDY ONE..............................................................................41
CASE STUDY TWO.............................................................................49
ASSESSOR CHECKLIST.......................................................................52
FEEDBACK........................................................................................ 53
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INTRODUCTION
Assessment is a difficult process – we understand this and have
developed a range of assessment kits, such as this, to facilitate a painless
process for both the assessor and the learner being assessed.
There are a number of characteristics of assessment, ranging from
subjective assessment (which is based on opinions and feelings), to
objective assessment (which is based clearly on defined processes and
specific standards). Nearly all assessment involves a mixture of both
types of assessment because it is almost impossible to eradicate the
subjectivity humans carry into the process of assessing. The goal in
developing and implementing these assessment kits is to work towards
the objective end as far as possible and to reduce the degree of opinions
and feelings present.
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.
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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
o 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 reliable
o 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 flexible
o 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.
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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.
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 Assessment must be fair and equitable
o 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;
 Valid
o 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
o 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
o 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.
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
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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, 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. E.g. If the assessment was gathering
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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:
 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, please
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.
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 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.
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THE UNIT 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
2. 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:
o critical aspects of evidence
o the essential skills
o the essential knowledge
The associated assessment tool in this kit covers all of these components
as detailed in the matrix to follow.
For the purpose of delivering the Qualification CHC50113 Diploma
of Early Childhood Education and Care clustered assessment of
units of competency will occur.
When assessing each unit it is important to understand how they
are structured in order to meet assessment requirements.
An outline of the units of competency is included below. Please 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.
CHCECE003 Provide care for children
This unit describes the skills and knowledge required to ensure
children’s physical and emotional wellbeing is maintained and their self-
sufficiency is nurtured.
This unit applies to people who work with children in a range of early
education and care services.
Elements
1. Provide physical care
2. Promote physical activity
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3. Adapt facilities to ensure access and participation
4. Help children with change
5. Settle new arrivals
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
 Oral communication – in order to interact calmly and positively
with families and children
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:
 provided care and responded appropriately to at least three
children of varying ages, including:
o promoting physical activity and encouraging participation
o engaging children in discussions around physical health and
wellbeing
o adapting the physical environment to ensure challenge and
appropriate risk-taking
o ensuring the smooth transition of new arrivals
o supporting children through transition and change
 performed the activities outlined in the performance criteria of this
unit during a period of at least 120 hours of work in at least one
regulated education and care service.
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. This includes knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
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 how to navigate through framework and standards documents to
find areas relevant to this unit of competency
 basic principles of child physical and emotional development
 United Nations Convention on the Rights of the Child
 recommendations for physical activity for birth to 5-year-olds and
5- to 12-year-olds in the National Physical Activity Guidelines for
Australians
 impact of changes of routines and environments for children
 sun safety
 relevance of hand hygiene for minimising infectious diseases
 code of ethics
 routines and strategies to minimise distress at separation of parent
and child
 organisational standards, policies and procedures.
CHCECE005 Provide care for babies and toddlers
This unit describes the skills and knowledge required by educators
working with babies and toddlers to ensure that the children’s physical
and emotional wellbeing is maintained.
This unit applies to work with babies and toddlers from birth to 24
months in a range of early education and care contexts.
Elements
1. Promote safe sleep
2. Provide positive nappy-changing and toileting experiences
3. Promote quality mealtime environments
4. Create a healthy and safe supporting environment
5. Develop relationships with babies and toddlers
6. Develop relationships with families
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the
performance criteria of this unit of competency.
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit manage tasks
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and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks:
 provided care to at least different three babies and toddlers of
varying ages using safe and hygienic practices, including:
o assessing and responding appropriately to babies’ needs,
including hunger, distress, tiredness and pain
o setting up a safe environment conducive to rest
o changing nappies
o heating breast milk and formula, preparing bottles and
preparing and heating food
o cleaning equipment and utensils
o feeding babies
 developed a nurturing and securely attached relationship with at
least three different babies and toddlers of varying ages, including:
o settling new babies and toddlers through observing,
monitoring and appropriately interacting with them and their
caregivers
o engaging in one-to-one interactions with babies and toddlers
during daily routines
 supported the learning of at least three different babies and
toddlers of varying ages, including:
o responding appropriately to babies’ and toddlers’ cues and
language
o initiating and modelling language with babies and toddlers
o providing stimulating environments that support skill
development
o modifying the environment and interactions to support
babies/toddlers changing requirements
o encouraging their attempts to gain new skills
o providing opportunities to develop self- knowledge and
awareness
o contributing to their emotional and psychological well-being
 performed the activities outlined in the performance criteria of this
unit during a period of at least 120 hours of work in at least one
regulated education and care service
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required
to effectively do the task outlined in elements and performance criteria of
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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 Framework
o the National Quality Standards
o the relevant approved learning framework
 how to navigate through framework and standards documents to
find areas relevant to this unit of competency
 individual patterns and routines of babies and toddlers
o appropriate interactions with babies and toddlers, including:
o individual differences of babies’ and toddlers’ needs for rest,
and sleep/rest patterns
o signs of stress, distress or pain in babies and toddlers
o social development of babies and toddlers
 dietary requirements and nutritional needs of babies and toddlers
 food safety guidelines
 recommendations for oral health, including restricting bottles meal
times only
 guidelines for infection control
 safe and unsafe practices for working with babies
 different practices and routines used by various families and their
underlying cultural or personal rationale
 emotional, physical and language development of babies and
toddlers
 attachment theory
 Sudden Infant Death Syndrome
 United Nations Convention on the Rights of the Child
 brain development in babies and toddlers
 organisational standards, policies and procedures.
CONTEXT FOR ASSESSMENT
Skills must be demonstrated in a regulated education and care service.
In addition, simulations and scenarios must be used where the full range
of contexts and situations cannot be provided in the workplace or may
occur only rarely. These are situations relating to emergency or
unplanned procedures where assessment in these circumstances would
be unsafe or is impractical.
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Simulated assessment environments must simulate the real-life working
environment where these skills and knowledge would be performed, with
all the relevant equipment and resources of that working environment.
Assessment must ensure use of:
 National Quality Framework for Early Childhood Education and
Care
 the relevant approved learning framework under the National
Quality Framework for Early Childhood Education and Care.
Assessment must involve:
 interactions with actual babies and toddlers under the age of 24
months under the supervision of an early childhood educator.
Assessors must satisfy the NVR/AQTF mandatory competency
requirements for assessors
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ASSESSMENT METHODS
Assessment for this unit will be assessed through completion of
Assessment Workbook Five (5) and the relevant section of
Workbook Seven (7) Skills Journal – Physical and Emotional
Wellbeing
Workbook Five (5) will focus on two 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.
Further Assessments:
 Workbook Seven (7) Skills Journal
a) Participant must attend Vocational Placement and maintain a
log of tasks completed and signed off by a supervisor in the
workplace.
b) A series of 3rd Party reports also make up part of this
assessment where assessment must involve interactions with
actual babies and toddlers under the age of 24 months under
the supervision of an early childhood educator.
RESOURCES REQUIRED FOR ASSESSMENT
To complete the assessments in this workbook, the candidates will need
access to:
 Computer with internet access, MS Word, Adobe Acrobat Reader
 Video recording equipment such as:
o Camcorder
o Camera
o Mobile phone
 Friend or family member to assist in minor role-play
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INSTRUCTIONS TO ASSESSOR
This is a compulsory assessment to be completed by all students. This
assessment tests the student’s ability to understand apply the content
and concepts related to this unit of competency.
The assessor guide provides model answers to all the questions, setting
out which key responses must be included as well as indicating where
flexibility is acceptable. For example if a question requires the student to
list three options, then their response must include three of the items
listed in the model answer. Where a response can be more flexible,
instructions to the assessor are included.
Note to assessors: contact details are requested from observers in the
feedback forms in case you will have to call them to verify content of the
feedback forms.
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the units relevant to this cluster.
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INSTRUCTIONS TO STUDENT
The questions in this workbook are divided into two categories.
The questions in the knowledge assessment are all in a short answer
format. Case Studies 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 the front of your
Assessment Workbooks
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.
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ASSESSMENT WORKBOOK COVER SHEET
WORKBOOK: WORKBOOK 5
TITLE: Physical and Emotional Wellbeing
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:
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KNOWLEDGE ASSESSMENT
1. Access the Australian Children’s Education & Care Quality Authority
(ACECQA) website (http://www.acecqa.gov.au/) and answer the
questions below.
a) Browse the Guide to the National Quality Framework document
and search for the objectives of the NQF. List the six (6) objectives
of the NQF.
1. Ensuring the safety, health and well-being of children attending
educationa an care services
2. Improving the educational and developmental outcomes for children
attending education and care services
3. Promoting contiuous improvement in the provision of quality
education and care services
4. Establishing a system of national integration and shared responsibility
within participating jurisdictions and the Commonwealth in the
adninistration of the National Quality
5. Improving public knowledge, and accessing information, about the
education quality and care services
6. Reducing the regulatory and adminstrative burden for education and
care services
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b) List the NQS quality areas relevant to the provision of care for
babies, toddlers and children. Use the Guide to the National
Quality Standard document as a reference. Your answers must
include each quality areas’ focus.
1. Educational Program and Practice - The appr0ved provider as well as
nominated supervisors of care service are having the responsibility to
ensure that there is the designing of an approved learning structure for
taking into account the indiviual differences of every child.
2. Health and Safety of Children - The approved provider will be having
the responsibility to support the health, safety and welfare of children.
These individuals are required taking reasonable care for protecting
children from infections as well as injuries.
3. Physical Environment - The physical environment is playing an
essential role to keep children safe, lessening the threat of unintentional
injuries and to c0ntribute to their welfare, happiness, creativity as well
as development of independence.
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2. Access the Belonging, Being & Becoming – The Early Years Learning
Framework (EYLF) for Australia document in ACECQA’s website
(http://www.acecqa.gov.au/). Answer the questions below using the
EYLF document as reference.
a) What is the aim of the EYLF document?
The aim of the EYLF document is extending as well as enriching the
learning of children from birth to 5 years and through the transition to
school.
b) Which EYLF outcome best guides early childhood educators in the
provision of care for babies, toddlers, and children?
1. Children are having a strong sense of identity
2. Children are having a strong sense of wellbeing
3. Children are efficient communicators
4. Children are confident as well as involved learners
c) Early Years Learning Framework (EYLF) provides guidance to early
childhood educators in reinforcing in their daily practice the
principles laid out in the United Nations Convention on the Rights
of the Child. List the two (2) principles being reinforced by the
EYLF.
i. Continuous learning as well as reflective practice
ii. Secure, respectful and reciprocal associations
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3. What is the fundamental professional responsibility of early childhood
professionals according to the Early Childhood Australia’s Code of
Ethics?
Guidance: The fundamental professional responsibility of early
childhood professionals is mentioned in the Preamble of the Code of
Ethics.
The fundamental professional responsbility of early childhood
professionals in accord to the code of ethics is to act in the best interest
of every children as well as working in a collective manner for ensuring
that every child is thriving as well as learning.
4. Being aware of babies’ and toddlers’ sleeping patterns and routines
will help you recognise sleep/rest cues and respond to these cues
appropriately. Fill out the table below to show the different sleeping
patterns and needed hours of sleep of babies and toddlers. The first
row is completed to serve as a guide.
Age Sleep Pattern/s Needed Hours of Sleep
Newborn
 Don’t have regular sleep
patterns
 May sleep between 12 and 20
hours a day
16 to 20 hours per day
3 months
1. They have nighttime sleep
2. They take naps
15 to 16 hours per day
6 months
1. The babies sleep 4 to 5 hours
during the day
2. The day time duration for
sleep is spraed out over three
naps.
10 to 11 hours at a stretch per
day
12 months
1. The baby is having the
requirement of only 3 hours of
sleep in the day time
11 hours of sleep at night
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2. The number of naps will be
reduced to two
12 to 24 months
1. The babies need one to three-
hour nap every afternoon.
2. Some children contiues taking
two shorter daily naps till they
turn 2.
11-14 hours of sleep per day
5. Complete the table below by providing the possible meaning and
appropriate response to the given infant/toddler signs/cues.
Sign/Cue Possible meaning Appropriate response
8-month Noah has woken
from his nap and is crying.
The baby might be feeling
hungry
The baby should be given
necessary food to satisfy his
hunger cravings
12-month Briony is sitting at
the lunch table, rubbing her
eyes and yawning.
The baby might be feeling
very tired and wants to
take a nap
The baby should be gently
taken to the cot so that she
can take her nap
India, a 6-week infant,
suddenly arches her back,
throws her head back and
spread her arms out and,
started crying loudly.
The baby might want to
urinate
She should be taken to the
loo
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20-month old Kyle walks to
you crying and pulling his
nappy.
The baby might have
defecated in his nappy
The nappy is required to be
changed and fresh nappy
should be used
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6. In the table below, list one (1) appropriate interaction for babies and
toddlers, which you can use to foster the social development of babies
and toddlers.
Babies – birth to 12 months Begins to have their individual thoughts,
desires as well as feelings
Toddlers – 12 to 36 months Building confidence through positive
interactions
7. In your role as an Early Childhood Education and Care worker, you
need to understand the dietary requirements and nutritional needs of
babies and toddlers.
a. What is the perfect food and best source of nutrients for babies 0 to
6 months?
Breast milk is the best source of nutrients for babies from 0 to 6 months.
The only suitable alternative to it is infant formula.
b. What are the approximated formula requirements for bottle-fed
infants? Fill out the table to show the approximate formula
requirements for bottled-fed infants:
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Days 1 to 4
Days 5 to 3
months
3 to 6 months
6 to 12 months
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c. When is the best time to introduce solid foods to babies?
At any time around 4 to 6 months is the best time to introduce solid foods
to babies
d. To meet the nutrition and dietary needs of babies 6 months
onward, different types and consistency of food should be provided.
Identify the type and consistency of food that should be given to the
following age groups and give two (2) examples of each food
type/consistency.
Age Type & Consistency Examples
6 to 7 months Thin purees, a variety of
textures and soft finger
foods
Bananas, Avocado, Squash
and Sweet Potatoes
8 to 12 months The type of food to be
served should be soft and
about the consistency
should be of a ripe banana
Oatmeals, pancakes and
eggs
12 months The type of food to be
served should be soft and
about the consistency
should be of a ripe banana
Oatmeals, pancakes and
eggs
e. Which foods should be provided to toddlers and which foods should
be given in limited amounts?
Guidance: Use the following resource to answer the questions below,
 Healthy eating for children
Foods that should be provided to toddlers are vegetables, fruit, grain
foods, dairy and protein and foods that should be given in limited amount
are milk, cheese and yogurt since they are high protein foods that might
negatively impact the soft kidneys of the toddlers.
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f. Fill out the table to show the general dietary patterns for toddlers
aged 1 to years.
Guidance: Use the following resource to answer the questions
below,
 Eat for Health – Educator Guide
Food Serve size Serves a day
Vegetables and
legumes/beans 1/2 cup 2
Fruit 1 piece 1
Grain (cereal) foods 1/2 cup 2
Lean meats, poultry, fish, tofu,
eggs, legumes 2-3 oz 2
Milk, yoghurt, cheese and/or
alternatives 1 cup 1
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8. List five (5) food safety guidelines to implement when feeding:
a. Babies
b. Toddlers
a. Food safety guidelines to implement when feeding babies:
i. Using fresh breastmilk whenever possible
ii. Using sterile equipment and containers
iii. Thawing frozen milk in the fridge
iv. Expressed breastmilk should not be re-freezed
v. Discarding expressed milk after 4 hours at room
temperatures
b. Food safety guidelines to implement when feeding toddlers:
i. Unpasteurized milk should be avoided
ii. Unpasteurized juices should be avoided
iii. Raw sprouts should be avioded
iv. Raw or undercooked meat should be avoioded
v. Raw and undercooked fish should be avoided
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9. Carers are also tasked to promote good oral health care of babies and
toddlers by implementing oral hygiene practices and healthy eating
choices.
The Australian Dental Association (ADA) developed the following
guidelines and tips to assist in the care and promotion of good oral
health:
o Oral hygiene for babies and toddlers
o Healthy eating equals healthy teeth
Answer the succeeding questions using the above guidelines as
references.
a. How should you brush a baby’s primary teeth that have just started
to appear?
1. A soft washcloth and gentle touch can be used
2. A little distraction can be made by singing a song
3. The baby should be encouraged by allowing her to hold the brush and
examing it at her own pace.
b. What is the proper way of flossing for kids about 2 ½ years old?
List the steps.
Step 1: There is the need to hold a short length of floss between the
thumb and index finger, twining it around one finger at each end for
gaining better control. Too much pressure should not be applied
Step 2: Adjsuting the floss into a 'C' shape curve around each tooth and
sliding it up and down in a gentle manner along the side of the tooth
and below the gumline
Step 3: A new section of floss should be used in respect of every tooth for
avoiding the reinsertion of food as well as plaque
Step 4: An interdental brush should be used for cleaning between the
tooth surfaces that are having space.
c. How would you promote babies’ and toddlers’ oral health through
diet and nutrition? List two (2) ways.
i. Dairy - Choosing a low-fat or fat-free dairy products
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ii. Grains - Making sure at least half of their grains are whole
grains
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d. What is the rationale behind restricting (feeding) bottles during
meal times only?
The rationale behind restricting feeding bottles during meal times is to
avoid cavities and decaying of teeth
10. List the two (2) guidelines that can be used by educators as a basis
for implementing infection control in education and care service.
Guidance: Use Staying Healthy, 5th edition as reference.
i. On the basis of risk for infection
ii. On the basis of a recognized exposure
11. What are the most common procedures that can help prevent and
control the spread of infections in the childcare service setting?
Guidance: Use Staying Healthy, 5th edition as reference.
1. To keep the toilets and sinks clean
2. To do the proper storing of food brought in from home
3. To know whether there is the avialbility of health consultation for
dealing with outbreaks
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12. Briefly explain why hand hygiene is one of the best ways to
minimise the spread of infectious diseases.
Handwashing assists in battling the rise in antibiotic resistance and it
also prevents illnesses as well as spreading of infections to others
13. Identify whether the following practices for caring babies are safe
or unsafe. Write “S” for safe and “U” for unsafe on the space provided.
a) Putting baby on his or her side or on his or her
tummy when sleeping. S
b) Giving the baby nacho cheese corn chips for
afternoon snacks. U
c) Tucking the baby securely using lightweight
blankets for his nap. S
d) Reading the instructions carefully when
preparing to use a stroller. S
e) When changing nappy, ensure that the safety
catches of nappy with pins are on and pointing
away from the baby’s body.
S
f) Practicing hand washing before and after
feeding. S
g) Letting the toddler walk around as he or she
eats. U
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14. In order to provide appropriate activities and routines that adequately address babies’ and toddlers’
developmental needs, you must first be aware of their emotional, physical and language development.
Fill out the table with the appropriate milestones that you may observe at a certain age range. List
three (3) expectations for each area.
Guidance: Use the Developmental milestones and EYLF-MTOP as a reference.
http://compliantlearningresources.com.au/network/sparkling-stars/resource-links/ (Username: learner
Password: studyhard)
Age Range Emotional Development Physical Development Language Development
Birth to 4 months
1. Bonding
2. Shows Excitement as parent
prepared to feed
3. Cries when hungry or
uncomfortable and usually stops
when held
1. Moves whole body
2. Sucking motions with mouth
3. Begins to rol from side to side
1. Cries
2. Expresses needs
3. Coos and gurgles
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4 to 8 months
1. Laughs, particularly in social
interactions
2. Happy to see faces they know
3. Starts showing wariness of
strangers
1. Plays with feet and toes
2. Rolls from back to stomach
3. Turns head to sound of voices
1. Babbles and repeat sounds
2. Copies sounds
3. Responds to own name
8 to 12 months
1. Actively seeks to be next to
parent or principal caregiver
2. Shows signs of anxiey or
stress when parent go away
3. Offers toy to adult but does
not release it
1. Gross motor skills for siiting
without support
2. Gross motor skills for crawling
3. Fine motor skills for successfully
reaching out and grasping toy
1. Babbles tunefully
2. Imitates hand clapping
3. Imitates actions and sounds
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1 to 2 years
1. Seeks comfort when upset or
afraid
2. Takes cue from parent or
princpal carer in regard to
attitude to a stranger
3. Might be showing anxiety
when separating from
significant people in their lives
1. Gross motor skills for walking,
climbing and running
2. Gross motor skills for climbing
onto chair
3. Fine motor skills feeding
themselves
1. Says first name
2. Says many words
3. Enjoys rhymes and songs
2 to 3 years
1. Demands adult attention
2. Shows strong attachment to a
parent
3. Begins to show guilt or
remorse for misdeeds
1. Aviods obstacles
2. Stops readily
3. Able to open doors
1. Asks lots of questions
2. Labels own gender
3. Copies words and actions
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15. Explain the attachment theory. Provide the reference you used in
answering this item.
Attachment theory states that an infant instinctively behaves in various
ways for maintaining proximity to her primary caregiver and feels most
secure when in close proxmity to that individual.
16. What is SIDS (Sudden Infant Death Syndrome)? Provide a brief
description and give three (3) risk factors.
SIDS is also known as cot death or crib death, which is considered being
the sudden unexplained death of a child less than one year of age. SIDS
normally occurs during sleep.
Three risk factors of SIDS are,
1. Stomach Sleeping
2. Exposure to cigarette smoke
3. Prenatal exposure to cigarette smoke or alcohol
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17. Below are descriptions of the brain development of babies from
birth to 18 months. Write ‘True’, if the statement about brain
development is correct and ‘False’ if the statement is incorrect.
a) Vision is the most mature of the senses at birth to 2
months of age. True
b) The first sense to develop in newborns is the sense of
touch. True
c) Infants, 2 to 6 months, are already starting to hold
their head and chest up when lying on their stomach
at this stage.
False
d) 2- to 6-month old babies are now able to scan, track
and focus on objects, see in colour and perceive
distances.
False
e) 6 to 12 month old babies require repetition of
experiences for their reasoning to be developed. True
f) At 6 to 12 months, social interaction is the least
importance form of stimulation babies at this age
can receive.
True
g) ‘Deferred imitation’ where a child can recall and
imitate an action performed by another person can
occur from 12 to 18 months.
True
h) At 12 to 18 months of age, toddlers can already
recall actions and events that have occurred in the
past few hours or even possible a day earlier.
False
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18. As carers, it is important that you are aware of and able to include
familiar routines that are practiced by an infant or a toddler’s family.
In the table below, give two (2) examples of practices and routines
used by families that you are aware of or have learned about during
your vocational placement. On the next column, give the underlying
cultural or personal rationale of each practice/routine. An example is
provided as your guide.
Family routine/practice Cultural or personal rationale
behind the practice/routine
Feeding the toddler rather than
promoting independent eating
Sign of good parenting for some
culture
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19. According to the National Physical Activity Guidelines for Australia,
what are the recommendations for physical activity for children:
a. Birth to one year
b. Toddlers (1 to 3 years) and pre-schoolers (3 to 5 years)
c. 5 – 12 years
Guidance: Click here to know more about the National Physical
Activity Recommendations for Children.
a. Playing music for encouraging playful movements
b. Waking barefoot on different surfaces such as grass, carpet,
concrete or sand
c. Should accumulate at least 60 minutes of moderate to vigorous
intensity physical actvity daily
20. List five (5) impacts of changes in changes in routines and
environment that children may experience.
i.
ii.
iii.
iv.
v.
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21. All child care centres are required to follow strict sun safety
guidelines and have a policy stating the procedures for their centre.
List five (5) ways carers must implement to reduce the risk of sunburn
and future skin cancer when children are out exposed in the sun.
i. Using a sunscreen with a sun protection factor (SPF) of 30 or
higher for protecting the sensituve skins of babies and children
ii. Wearing clothes that will be covering the skin
iii. Wearing hats with wide brims
iv. Wearing sunglasses with UV protection
v. Staying in the shade
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22. List five (5) strategies and routines that you could implement to
minimise distress relating to the separation of parent and child.
i. By letting the parents know that distress at sepration is common.
ii. Reassuring them that helping children and families for undegoing
positive separation is a priority of the service.
iii. Parents should know that it is normal for them to have a feeling of
anxiety
iv. Giving famlies lots of messages, in different ways that they are the
most significant individuals in the lives of children
v. Operating with the understanding that there are no 'magic
solutions' for eliminating distress at separations and
communicating this to families.
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23. Answer the following questions about the basic principles of child
physical and emotional development.
a) What is a child’s normal
direction of growth?
Proximodistal i.e. centre of the body to the
peripheral
b) What is a child’s normal
pattern of growth?
Infancy, preschool years, middle school
years and adolescene
c) What is the normal
directional pattern of
physical development of
children?
Cephalocaudal pattern of development
Proximosital pattern of development
d) What is the core
relationship supporting
a child’s emotional
development?
Developing warm, responsive and trusting
relationships between children and
educator
e) What other key
relationships contribute
to the child’s emotional
development? Give two
(2).
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24. Fill out the table below with examples of common organisational
standards, policies and procedures related to the care of infant,
toddlers and children and are relevant to Early Childhood Education
and Care. List two (2) of each.
Guidance: Visit Sparkling Stars Childcare Centre and go to the
Resources and Policies & Procedures tabs to see examples of relevant
standards, policies and procedures.
Relevant standards i. The National Standard
ii. National Law & National Regulations
Relevant policies i. Child Protection Policy
ii. Health Hygiene and Safe Food Policy
Relevant
procedures
i. Move We Move Program
ii. Get Up & Grow : Healthy Eating and Physical
Activity For Early Childhood
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CASE STUDY ONE
1. Geri is an experienced family day care educator. Starting next
Monday, Lachie (6 months) will be in care with Geri and 2 other
children (aged 3 and 4) 3 days a week. Geri has already collected
details about Lachie’s needs, preferences and daily routine from his
mother, Sue, and is now thinking about the finishing touches she
needs to make in preparation for his arrival.
Once Geri has set up the physical environment to make it welcoming,
safe, and secure, she starts thinking about how she will help Sue deal
with dropping Lachie off for the first time. Sue and Lachie have come
to visit a few times, but this will be the first time she leaves him in
Geri’s care. Sue is a young, independent, single mum who is
commencing study on a part-time basis. Lachie is her only child.
a. List five (5) ways Geri could assist and support Sue and Lachie to
manage their first separation.
b. Describe a suitable separation routine that Geri could suggest to
Sue to manage her and Lachie’s separation.
a. Five ways Geri could support Sue and Lachie:
i. She will make them both feel comfortable
ii. She would assure Sue that Lachie will be fine
iii. She would make Lachie feel at ease
iv. She would show Sue the other kids that are there and make her
feel assured
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v. She should talk politely with Lachie and make her feel at home
b. Suitable separation routine:
The separation should happen in a very gentle manner so that
the kid should not feel bad. Lachie should be treated with
utmost care so that the child does not miss his mother when she
is not physicaly present in the care. At the time of separation,
Geri will be talking with Lachie with lot of love and affection and
also give him chocolates and Sue should also say goodbye to
Lachie with a smiling face and assure him that she will coming
very soon.
2. Lachie’s first day has arrived and he has successfully settled into care.
It is mid-morning and Geri notices that Lachie is rubbing his eyes and
is a little unsettled. Knowing that Lachie is almost due for his
morning nap, Geri decides it is probably best to change his nappy in
preparation for the nap.
a. Write a suitable nappy procedure that could be displayed in the
changing room for Geri to follow and to ensure that she practices
proper hygiene.
b. Describe how Geri should interact with Lachie to help build a
positive relationship with him while changing his nappy.
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a. Suitable nappy procedure:
Washing the hands and putting on PPE
Getting the equipments ready
Layin the baby on the mat
Removing the dirty nappy
Cleaning the area
Applying the cream
Putting the clean nappy on
Disposing off the soiled nappy
Washing the hands and cleaning the area
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b. How Geri should interact with Lachie:
Geri should interact in a very friendly and polite manner with
Lachie
She should always keep a smile on he face while interacting with
Lachie
3. Geri has organised the environment and is now ready to put Lachie
into his cot. He has his comfort item with him, a dummy, and is
sucking contentedly.
a. What are the steps that Geri must consider when putting Lachie to
sleep safely?
b. What are the things that Geri should check in order to know that
the cot Lachie sleeps on complies with the Australian Standard
AS/NZS 2172-2003?
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a. Steps that Geri must consider when putting Lachie to sleep safely:
Geri must read him a bedtime story book.
She should sing him a lullaby while patting him on his back
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b. Things that Geri should check in order to know that the cot Lachie
sleeps on complies with the Australian Standard AS/NZS 2172-
2003:
Testing, Design and construction of new cots that includes fixed
base cots and cots in the lowest base positions, cots in the upper
base position, footholds or toeholds, safety and performance,
informative labels, safety markings and so on.
4. Lachie sleeps for almost 2 hours but wakes up crying. Geri promptly
responds to Lachie’s cries, reassuring him that she is there and that
she will give him his lunch after his nappy is changed. Lachie has
recently started on solids which Geri will feed to him at this time.
a. List four (4) foods that are suitable to feed babies of Lachie’s age.
b. Describe how Geri should safely prepare Lachie’s food.
c. List the four (4) safety features of a high chair that make it suitable
for Geri to use when feeding Lachie his solids.
a. Four foods that are suitable to feed babies of Lachie’s age:
i. Pureed vegetables
ii. Pureed meat
iii. Pureed fruit
iv. Semi-liquid, iron-fortified cereal
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b. How Geri should prepare Lachie’s food:
Lachie's food should be prepared by taking very careful
consideration of the hygiene and the food should be made in
pureed form
c. Four safety features of a high chair:
i. Folds easily and compactly for storage
ii. Adjustable footrest
iii. Wipeable and machine washable seatpad
iv. 3 Recline levels
5. Lachie is still hungry after eating his solids so Geri prepares him a
bottle of infant formula.
a. Write a suitable formula preparation procedure for Geri to follow.
You must include the procedure before preparing and the actual
procedure of preparing the formula.
b. Write a suitable Expressed Breast Milk (EBM) preparation and
storage procedure for Geri to follow in case she needs to prepare
an EMB for Lachie.
c. Describe how Geri should safely store and re-heat bottles that
parents have already prepared for their child.
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a. Formula preparation procedure:
For powedered formula,
The amount of formula that needs to be prepared should be
determined by follwing the instructions on the package
A measuring cup needs to be used for measuring the amount of
water that is required and adding the water to the bottle
Using the scoop that came with the formula container. Filling the
scoop with powdered formula. Adding the number of scoops that
is required.
Pouring the scoops into the bottle
Attaching the nipple and cap and shaking well
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b. Expressed Breast Milk (EBM) preparation and storage procedure
The expiry date needs to be checked
The hands need to be washed
The bottle needs to be prepared
Water should be added to the powdered formula
The formula needs to be measured
For powedered formula,
The amount of formula that needs to be prepared should be
determined by follwing the instructions on the package
A measuring cup needs to be used for measuring the amount of
water that is required and adding the water to the bottle
Using the scoop that came with the formula container. Filling the
scoop with powdered formula. Adding the number of scoops that
is required.
Pouring the scoops into the bottle
Attaching the nipple and cap and shaking well
The formula should be stored safely,
Each bottle should be labelled with the date of preparation of the
formula
Refrigerating the extra bottles unti they are required
Discarding any prepared formula that was in the refrigerator for
more than 24 hours
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c. How Geri should safely store and re-heat bottles
The formula should be stored safely,
Each bottle should be labelled with the date of preparation of the
formula
Refrigerating the extra bottles unti they are required
Discarding any prepared formula that was in the refrigerator for
more than 24 hours
For re-heating the bottles, microwaves should not be used. Rather
it shoud be placed in a bowl of warm water and let it stand for a
few minutes and the formula shoud feel lukewarm.
CASE STUDY TWO
6. Matthew Young is almost 4 and has just started attending care in your
centre. During his transition to care, you have found him to be quite
an emotional child—particularly when separating from his mother,
Linda, who also seems to be experiencing difficulty with the process.
a. What strategies would you implement during the orientation
process to be able to build trusting relationships with Matthew and
his mother, Linda?
List five (5) strategies.
b. As Matthew’s carer in the centre, you must adopt strategies to
support his successful settling in. List three (3) settling in
strategies that you can use.
a. Five strategies to build trusting relationships
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i. To provide a place of residence that will protect the child
from physical, emotional and social harm
ii. To provide the love, security, and emotional support that is
needed for the emotional development of the kid
iii. To support him in hs activities
iv. To give him confidence
v. To have continuous inercation with him to make him feel at
ease
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b. Three strategies to support Matthew’s successful settling in:
i.
ii.
iii.
7. Matthew comes to the centre in a superhero suit he received as a
birthday gift. He clearly loves his suit and wears it all day. He comes
to care the following day wearing the same suit. Linda says he refuses
to take it off. Because it is becoming quite hot during mid-day, the
need to change Matthew’s suit to a more safe and comfortable
clothing becomes immediate.
Describe how you would encourage Matthew to take off his superhero
suit with minimal emotional upset on his part.
Matthew would be politely requested to take off his superhero suit and
would be told that he would be given chocolates if he does so. Also, he
would be told about the skin rashes that might occur in his body from the
sweat which will happen because of the superhero suit he is wearing in
such hot weather.
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8. Matthew, together with a group of 4-year olds, is scheduled to have
their outdoor play the following day at 8am. Before they go out in the
outdoor play area, you are to explain to them the importance of sun
safety and protection.
Create a poster suitable for 4-year olds promoting sun safety and
protection. In creating the poster:
 Follow the recommendations from the Cancer Council regarding
sun safety and protection
 Ensure that the language and images that you use is suitable for 4-
year-old children
 You may use any media available (e.g., magazine cut outs,
PowerPoint, etc.)
 Size of the poster should be that of an A4 paper (8.27 in x 11.02 in)
 You may create a poster with multiple pages but limit it to 3 pages
only
 Submit the poster to your assessor as part of your assessment
o If you created an actual poster, scan it and submit it with this
answered workbook
Here is an example of a sun protection poster from the Cancer Council to
give you an idea on how to create your poster.
Filename:
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ASSESSOR CHECKLIST
When you have completed this assessing the 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
Case Study 1
Case Study 2
IMPORTANT REMINDER
Candidates 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.
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