Childcare Premises Design and Regulation

This assignment focuses on designing a safe and suitable childcare premises. It delves into specific regulations (like 104, 108, 109, 110, 112, 114, 115) covering aspects like natural and artificial lighting, shading, fencing, toilet facilities, hygiene practices, ventilation, sleeping areas, and supervision. The goal is to demonstrate understanding of how these regulations contribute to a healthy and nurturing environment for children while respecting their rights and promoting independence.

CHC30113 Certificate III in Early Childhood Education and
Care
CHCECE003 Provide care for children
Student Name: Nusiba Ahmed
Student Number: XXXXXX
Assessment: 31836B/01
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CHCECE003 Provide care for children
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File naming
Once you feel confident that you have covered the learning materials for this unit,
you are ready to attempt this assessment.
To help Open Colleges manage your assessment, please use the following file-
naming convention: [student number]_[assessment]_[assessment number].doc
For example 12345678_Provide care for children_31836B_01
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Getting started
The assessment activities in this booklet have been designed to allow you to provide
evidence that demonstrates your competence in the unit CHCECE003 Provide care
for children.
Your trainer will:
 answer any questions that you might have about the assessment
 assess your competence as required by the unit of competency, by making
judgments about the evidence you have presented in line with the rules of
evidence: validity, authenticity, currency and sufficiency
 provide feedback on the outcomes of the assessment process
Introduction
For CHCECE003 Provide care for children, you are required to complete one written
assessment task, which has two components, case studies and project.
In completing the final assessments, you will show evidence of your ability to:
 provide physical care
 promote physical activity
 adapt facilities to ensure access and participation
 help children with change
 settle new arrivals.
Assessment number Assessment deliverables
31836B/01 Written assessment
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31836B/01 Written assessment
Part A – Case Studies
Student instructions Read the following case studies and then answer the questions that follow. To answer questions accurately you may refer to applicable legislation including
the National Quality Standard and Education and Care Services National
Regulations, along with the Early Childhood Australia Code of Ethics, policies and
procedures common to early childhood education and care services, position
descriptions detailing an educator’s duty of care responsibilities, and/or other
sources such as professional readings along with the course textbook and
identified key resources. When referring to workplace policies and procedures or position descriptions
please submit with your assessment to support your answer.
Case Studies
Case Study 1
Rebecca is a four-year-old child who is about to enrol in the pre-school room. She
has a physical condition known as an ‘imperforate anus’. Imperforate anus is when
there is no opening at the end of the digestive track where the anus normally is. This
condition affects about 1 in every 5000 babies, and is a defect that occurs during the
fifth to seventh weeks of fetal development. As a consequence, Rebecca
experiences trouble with bowel control and continuously leaks fluid from her anus
that can be quite strong smelling.
She has attended the service twice with her parents as part of the service’s
orientation process and has spent time in the room with the other children. She has
had bowel accidents on both occasions, which has been noticed and commented on
by the other children. With one child saying ‘Does the smelly girl have to be in our
room?’ This was asked in front of both Rebecca and her parents.
Complete the following:
 Identify two strategies you would use with the children to promote
understanding and acceptance of Rebecca and her medical condition?
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 To promote the understanding of children and to make them accept about the
medical condition of Rebecca , I will use these strategies :
 Explain the children about medical condition similar to Rebecca without
details or taking her name as it might breach her privacy
 In spite of the differences I will explain to the children that what is common
among them and the other children having additional needs or medical
condition and how we can support and help them
 Briefly describe three actions educators can take to help Rebecca manage her
toileting needs in a way that both promotes her independence and also
protects her self-esteem?
 I will make special signal with Rebecca to go to the toilet if I notice smell or
fluid leaking , so she would know about condition and her self - esteem would
not be affected .
 Providing cloths changing facility to Rebecca
 Informing Rebecca about storing the soiled or wet clothes
 State how the Early Childhood Australia Code of Ethics relate and can be
used to guide your interactions with this child?
 ((Respond to the special rights of families and children having additional
needs)) , this will guide me to interact well with Rebecca , give her the
attention and response that she needs to feel equal with other children
 Identify the policies and procedures, under the National Quality Framework,
an education and care service must have in place that will help guide your
actions in this situation.
 Providing a safe environment to child
 Determining the presence of responsible person
 Dealing to the medical condition of children
 Briefly explain how involving Rebecca’s parents in the management of her
condition at the service will reduce their anxiety about leaving her in the
mornings?
 When her parents involve in the management of her condition will reduce their
anxiety because they will know that her situation is treated well and their
daughter not discriminated , when they will come to drop her at the premise in
the morning then she feel safe, seems happy comfortable .
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Case Study 2
A family with two children attending the service send their children each day without
a hat on an ongoing basis. The parents have advised the service that they cannot get
their children to wear them so cannot see the point in sending one. On most days
both children also attend in singlet tops with small spaghetti straps.
Complete the following:
 Write a short script detailing how you would address the issue presented with
the family to ensure children are dressed in a way that protects them from the
sun, and respects the parent’s views.
 Educator : now a days it is too warm outside and its important to protect the
children from tanning or sun burnt
 Parent : we use sunscreen for children befor coming to centre
 Educator : that's fine but applying sunscreen not only means to keep children
safe from sunburn there is need to cover their back and shoulder as well
 Identify which sections of the Regulations and National Quality Standard could
be referred to when explaining your responsibilities to children with regards to
sun safety.
 National quality standard , Quality area 2 children's health and safety
minimise risks and protect children from harm , injury …
2.1 each child's heath promoted , 2.3 each child is protected , 2.3.2 every
reasonable precaution is taken to protect children from harm and any hazard
likely to cause injury
 Education and care services National law 2010 section 167 protection from
harm and hazards . education and care services national regulation 2011 ::
Teg100risk assessment for excursion
Reg 113 outdoor space , national environment
Reg 114 out door space shade
Reg 168 (2)(a)(ii) policies and procedures : sun protection
 Identify three strategies you could use to encourage the children’s cooperation
with the service’s sun safe policy?
 Talk to child how it is important to protect themselves good from the sun and
how it may affect .
 Showing animated movies to children about how to protect from the sun
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 Role modelling : child use to copy and they may adopt adult's behaviour for
sun protection .
 Identify four information resources that you could make available to all families
at your service regarding sun safety. In your answer, include the full title of
each information resource, and/or website including the web address to clearly
identify the resources you would direct the parent to.
 Keeping the children safe from sun effects in child care
 http://www.ncac.acecqa.gov.au/educator-resoar2011.pdf
 a program of sun smart for services to child care
 http://www.cancercouncil.com.au/cancerservices
 Policy guideline for sun smart early childhood
 https://www.cancetsa.org.au/assets/imagonline.pdf
 Be sun smart, play sun smart
 http://www.sunsmart.com.au/downloads/consmatr.pdf
Case Study 3
You have recently commenced work in the two to three-year-old room at an early
childhood education and care service. This service provides progressive meal times
so that children can choose to eat when they are hungry, rather than according to a
timetable. As part of this mealtime procedure, educators simply place food on a table
and move away from the area. Children approach the table at their own leisure when
they notice the snack or meal has been served. However you notice at times, not all
children eat throughout the day, and they are not encouraged to eat by the
educators.
You also notice during mealtimes educators stand to one side discussing personal
matters until the children have finished eating. Yesterday, a two-year-old choked on a
piece of meat and you were the only educator in the room who noticed.
Complete the following:
 Which part of the Regulations is being breached?
 78 food and beverages :
1- the approved provider of an education and care service must ensure that
children being educated and cared for by the services .
A- have access to safe drinking water at all time and
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B- are offered food and beverages appropriate to the needs of each child on a
regular basis throughout the day .
 Who should you consult in regards to the breaches in Regulations, and the
lack of supervision provided by educators when children are eating and
drinking at the service?
 First aid organization
 Give two examples of how children could be transitioned from their activities to
meal times.
 Provide food which are prefer by children especially desserts
 Try to make mealtime funny and joyful , for example playing music at the meal
time which may act signal for meal time .
 Outline two ways that you could include the children in the creation of a new
transition within their daily routine.
 Selecting a ((today helper)) each day who will blow a whistle or bell meal time
 Play a song at meal time to point towards meal tome
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Case Study 4
Ahmed is a three-year-old boy who has attended the education and care service
where you work since he was 18 months old. He recently moved into the pre-school
room on his birthday. The last two times his mother has dropped him off at the
service in the mornings he has become inconsolable; grabbing at his mother,
sobbing and pleading with her to not leave him.
Complete the following:
 Identify two possible reasons for Ahmed’s recent change in behavior
 . new environment new faces of children and teachers
 Changing fear
 Describe three strategies that should have been put in place prior to Ahmed’s
transition to the pre-school room to reduce his anxiety.
In spite of direct putting in pre-school this should be done slowly and let Ahmed's
mother come for a few hours so that he may get comfortable with new people in
presence of his mother .
Let Ahmed play with preschoolers before the transition,
When Ahmed get comfortable with the preschoolers then transition can come
across , and school teachers may interact with Ahmed , so that Ahmed get friendly
with the teachers prior to transition
 Describe how you would react to Ahmed’s change in behaviour to reduce his
distress?
 React friendly with Ahmed to ensure him that he is in the safe environment .
 Outline two strategies you could use to support Ahmed’s mother during this
time of transition.
 Advising parents of Ahmed to talk with him about school and how did he
spend his day in school
 To make Ahmed's mother believe that there is safe environment in the
preschool
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Case Study 5
Josh is four and a half years old and lives in an apartment. You have noticed that
Josh does not actively involve himself in ball games that his peers are playing during
outdoor play. During discussions with Josh’s mother, she tells you that Josh does not
get to play outdoors much because both his parents work long hours and he is with
an elderly grandparent during the weekend. You set up an activity with balls and
hoops and encourage Josh to participate in the game. He attempts to kick the ball
twice but misses both times. Josh’s peers laugh at him which causes Josh to pick up
a ball and throw it at his peers. He yells at them to ‘go away’, bursts into tears and
runs away. Josh’s peers yell back that ‘he is a cry baby’ and then they continue with
the game.
Complete the following:
 List five activities that you could participate in with Josh that would help
you determine what developmental level he is at with his fundamental
movement skills and which physical activities interest him.
 Test his balance act by walking on a straight line to enhance his balance
 Puzzle play
 Playing games like kickball and jumping over obstacles
 Dressing-up
 Threading beads
 Describe how you can involve Josh in setting up the outdoor learning
environment.
 Identify the location to have our outdoor learning. I will involve Josh in bringing,
materials say letting him carry sand, water and other light materials to be used. I
will as well ask him to identify any small living creature crawling so as to help
understand the natural environment.
 List three resources that you could make available in the outdoor play
environment that might encourage Josh to participate in spontaneous
physical activity.
 Magnetic wooden blocks
 Outdoor gym set
 Finder paint art paint
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 Outline how you can embed physical experiences in a daily program to
improve gross motor skills of all children. Refer to the National Physical
Activity Guidelines for Australians and the Get up and Grow: Healthy
eating and physical activity for early childhood resources to ensure that
you are meeting all the necessary requirements.
 Allowing children to get them themselves for breakfast from bed and walking
downstairs, opening and closing doors, dressing up and washing hands. Have
them jumping, throwing and catching balls and telling them to dump and fill.
 List three indoor activities that you could use to teach Josh and his peers
about the benefits of physical activity for their bodies.
 Performing puppet show
 Helping in house chores
 Reading, writing and acting out a book.
 Give an example of how you can use intentional teaching to scaffold the
fundamental movement skill of ‘jumping’.
 Skipping rope together to challenge their jumping skills.
 When setting up outdoor activities for children, what considerations need
to be made in regards to weather? Identify two considerations.
 Dress with layers during winter to keep warm
 Have sunscreens, sunglasses and hats on during summer
 How would you respond to Josh’s reaction to his peers’ taunts? Explain
what tools you could give him to deal with this situation differently if it
occurs in the future and describe two coping strategies Josh could use.
 Take taunting seriously and teach kids to respect others. Coach Josh by
exploring any of his ideas on dealing with taunting. Role playing where he
acts as a tormentor and I as peer and provide ideas. Hanging out with
others.
 How will you begin a conversation with Josh’s peers’ to make them
understand the effects of their behaviour?
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What intentional teaching strategies could you use in the program to highlight
the need to treat others with respect? Give five examples.
Give a different illustration of an instance of bullying and relate it to the event
 Respond to curiosity
 Solve problems corporately
 Exercise two way conversation
 Enable the kids to see themselves as thinkers
 Employ modelling talk
Provide the care for babies and toddlers
Put them in small groups
Comfortable environment for both adults and children
case study
 You have observed a new staff member make comments like, ‘Wow, that
stinks!’ and ‘Pooooh, what does your mother feed you?’ when they have been
helping children to use the toilet. When you have explained to them that those
types of statements are inappropriate, the staff member has declared ‘Who
cares? They are too young to understand anyway. It doesn’t matter.’
Which part of ECA code of ethics does this behavior breach !!
10 Exercise of respectful and reciprocal relationship with children
Case Study 6
Sparked by some comments that the children had made earlier in the year about
their outdoor environment being ‘boring’ and that there was ‘nothing to do’, you had a
critical look at the service’s outdoor play area and decided that the children were
right. Everything was artificial and plastic. So, in consultation with the children and
families, you embark on a project to improve your outdoor environment. Once
finished, your play area will have a ‘fairy garden’ complete with bridge, a wooden jetty
and boat, as well as a dry river bed for the children to play in. A week after your
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environment ‘makeover’ is finished, a few families (who gave no input in the planning
phase), approach you to express concern about how dangerous they feel the new
features are, and that they would like you to remove them before a serious accident
occurs.
Complete the following:
 What would be the most constructive way to respond to these families’
concerns?
 Show them that environment is save for the children and when children will
play at outdoor space then will be under supervision
 Identify five information resources that relate to risk taking, natural
environments and active physical play that you could share with families within
the service to justify the changes you have made. In your answer, include the
full title of each information resource, and/or website including the web
address to clearly identify the resources you would direct the parent to.
 Confidence & risk taking
 http://illinoisearlylearning.org/guidelines/sections/approach/confidence.htm
 Natural environment
 http://www.education.vic.gov.au/documents/childhood/providers/regulation/
pracnotesnaturalenv.pdf
 Physical activity
 http://www.health.gov.au/internet/main/publishing.nsf/content/pasb
 Building physical environment & standard
 http://deta.qld.gov.au/earlychildhood/office/national/framework/regulation/
buildingrequirements.html
 National physical recommendation
 http://healthyactive.gov.au/internet/healthyactive/publishing.nsf/content/
recommendationguidlines
 Which clause in the Regulations relates to the provision of natural
environments?
 regulation 133
 Outline three ways you can engage young children in constructing their own
play environments.
 Providing material like dolls, boxes , scarves, animal figurines … etc
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 Demonstrate understanding of children's interest and then providing mayerial
based on their interest
 Patches and sandpits digging
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Part B – Design Project
Student instructions
 You have been asked to provide an architect with a description of the
requirements that apply to indoor and outdoor space for children aged 0-2
years so that they can design new premises for an education and care
service.
 Consult the Education and Care Services Regulations 2011 as well as the
Guide to the National Quality Standard to see what legal requirements there
are in relation to facilities for children. Pay particular attention to Quality Areas
2 and 3 of the Guide to the National Quality Standard.
 Your description must include information that relates to the following:
 Unencumbered floor space indoors (requirements per age group).
 Unencumbered floor space outdoors (requirements per age group).
 Softfall.
 Lighting both natural and artificial.
 Shading.
 Fencing.
 Access to toilet facilities.
 Laundry and Hygiene facilities.
 Ventilation.
 Administrative space.
 Nappy Change facilities.
 Premises design to facilitate supervision.
 Sleeping facilities for children under two years old.
 In your own words, summarise the requirements for each of the above
components and present the information in a report for the architect. You may
either set your report out in an essay format, or in a table.
 The report should be approximately 500 words in total.
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Indoor floor space : the premises must have 3.25 sq. meter of agile infoor space .
indoor floor space shall have solid roof and floor which are protected from rain and
space ( regulation 107 )
Out door space : the premises must have 7 sq. meter of agile outdoor space . the
outdoor space shall not be used for creating . outdoor environment for playing it shall
it shall be made in such a manner that along with play activity , the space shall also
be used for creative expression , exploration … etc .( regulation 108)
Lighting artificial natural : in the premises there would be requirement for both natural
and artificial lighting so that children may feel comfortable as natural lighting can be
created by proper ventilation as through windows natural light will come and they
have adequate natural light . flat skylights can be used for natural light. Artificial lights
shall be there at the areas which are dark . ( regulation 110)
Shading : shading is required at the outdoor space where children can play and they
can protected from over exposure to UV rays .( regulation 114)
Fencing : fencing shall be done to the premises outdoor space so that children shall
play their safely and they shall not go outside while playing , as any accident may
occur if they go outside while playing . Regulation 104 states that the fencing shall be
done in such a way that children shall be able to view outside . in additional to this
the design and height of fences shall be in a manner that children may not go
through, under , or over it .( regulation 104)
Access to toilet facilities : in the premises toilet shall have a toilet pan for children and
there shall be age appropriate, toilet and the toilet facilities shall enable convenient
and save use by children . (regulation 109&112)
Hygiene and laundry facilities : in the premises the hygiene and the laundry facilities
shall be maintained and located in a manner that it shall not pose risk to the children .
in case laundry is located at in area which are easily accessible by the children then
consideration shall be done in context to storage of material which are hazardous
and supervision shall be there . (regulation 109& 112)
Ventilation : ventilation is required at the premises so that children may get fresh air
and issue related with suffocation , unpleasant doors can be handled .To provide
natural ventilation there shall be open doors and windows , AC can be used to
ventilate indoor space .(
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Administrative space : sufficient area shall be there for administration , private
conversation and discussion with staff or families .
Nappy change facilities : in the premises there would be facility of the nappy
changing in such a way that it may inhibit unsupervised entrée by children .
( regulation 109-112)
Premises design to facilitate supervision : The facilities in the premises such as
nappy changing and toilet facilities shall be in supervision so that hygiene can be
maintain as well as children's right and dignity can also be maintain . ( regulation
115)
Sleeping facilities : in the premises there would be an area of sleeping facility for the
children who are under age of 2 years , as a children feel sleepy and they need to
take rest .
Conclusion : child care is important as through providing care , child can be keep
safe from the hazards .It is concluded from the project that rights of the children shall
be promoted and their independence and self-steem shall be respected . In order to
establish a care premises for the children it is important to follow the regulation .
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