CHCECE002 Ensure the Health and Safety of Children Learner Workbook

This learner workbook is designed to guide students in completing the assessment tasks for CHCECE002. It includes instructions, assessment requirements, competency outcomes, and assessment appeals process. The assessments can be completed through observation, written or oral tasks, portfolios, or third-party evidence. The document also covers academic misconduct, special needs, and additional evidence. The workbook includes activities and checklists for the assessor.

CHCECE002
Ensure the health and
safety of children
Learner Workbook

Table of Contents
Table of Contents.............................................................................................................................1
Instructions to students:...................................................................................................................3
Assessment instructions...............................................................................................................3
Assessment Task...........................................................................................................................3
Assessment requirements............................................................................................................3
Competency outcome...................................................................................................................4
Assessment appeals process.........................................................................................................5
Special needs.................................................................................................................................5
Additional evidence......................................................................................................................5
Confidentiality...............................................................................................................................5
Academic misconduct...................................................................................................................6
Activities...........................................................................................................................................9
Activity 1A......................................................................................................................................9
Activity 1B....................................................................................................................................10
Activity 1C....................................................................................................................................12
Activity 1E....................................................................................................................................16
Activity 2A....................................................................................................................................18
Activity 2B....................................................................................................................................19
Activity 2C....................................................................................................................................21
Activity 2D...................................................................................................................................23
Activities 1A to 2D checklist – for assessor..................................................................................24
Activity 3A....................................................................................................................................25
Activity 3B....................................................................................................................................26
Activity 3C....................................................................................................................................27
Activity 3D...................................................................................................................................28
Activity 4A....................................................................................................................................29
Activity 4B....................................................................................................................................30
Activities 3A to 4B checklist – for assessor..................................................................................32
Activity 5A....................................................................................................................................33
Activity 5B....................................................................................................................................35
Activity 5C....................................................................................................................................37

Activity 5E....................................................................................................................................39
Activity 5F....................................................................................................................................40
Activity 6A....................................................................................................................................42
Activity 6B....................................................................................................................................45
Activity 7A....................................................................................................................................46
Activities 5A to 7A checklist – for assessor..................................................................................48
Summative Assessments................................................................................................................49
Knowledge Activity checklist – for assessor.................................................................................52
Section C: Performance Activity...................................................................................................53
Performance Activity checklist – for assessor..............................................................................54
Supplementary Oral Questions (optional) – for assessor................................................................55

Instructions to students:
Assessment instructions
Overview
The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide
of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided
with information relating to your assessment, including how they are to be completed and submitted.
Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid
issues such as academic misconduct, submitting past the due date and providing incomplete assessments,
which you will be required to resubmit. If you fail to understand or need more clarification on the assessments,
you are required to contact your trainer/assessor for further information.
Assessment Task
The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being
taught within a given course. This will be done by using an assessment criterion which shows what you need to
do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you
are required to:
 Complete each question, including any sub-questions;
 Provide in-depth research on the topic, using appropriate primary and secondary sources;
 Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including
references to the sources used.
All assessments required to be completed are compulsory as it is a required condition of your enrolment.
Assessment requirements
The assessments within this document can be completed through several approaches such as:
 Observation of real, indisputable actions as they occur;
 Written or oral task such as reports, role play, work samples etc;
 Portfolios;
 Questions, or third-party evidence, in which the relevant document (observation document is to be
completed by the agreed third party.

All documents relating the third-party observation is to be provided to your trainer/assessor as this will be
used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g.,
from the workplace), or clients/customers.
Please be informed that all assessments are to be typed up. Any handwritten assessments will not be
permitted unless approved by the trainer/assessor. You must also comply with assessment policy and
procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated
simulated environment.
During the simulation session, the student is required to meet the following requirements:
 Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)
 Be aware of relevant procedures in case of accident, emergencies, evacuation
 Follow the start and finish times, breaks, work routines, etc.
 Follow the policies on personal phone calls and personal emails.
 The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student
Attendance and Academic Progression policy and procedure.’
 Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct
Rules’.
 Students should come prepared for the planned activities for simulation.
Observation/demonstration/simulation (if required):
You may be required to perform tasks/works/assessments through observations, simulation, or
demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation
diary or any other related documents for tasks/works/assessments. The observation, simulation or
demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs.
During observation, demonstration or simulation, you will be provided with necessary information (e.g.,
timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task
or assessment in accordance with the required instructions.
Competency outcome
Upon completing the following assessments, your trainer will either mark the assessment indicating S for
satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory
marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for
‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit.

If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the
third attempt or (ii) redo the course unit again, which requires re-enrolment. Please be aware that the third
attempt of resubmission or re-enrolment to the course can result in additional costs/fees.
Assessment appeals process
As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made
unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If
you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course
coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and
procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
Special needs
Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability).
However, the trainer/assessor must be well informed about this so they can immediately implement the
necessary adjustments and have it ready before commencement.
Additional evidence
If at any event during or after the assessment process, the trainer/assessor requests you to provide additional
information or an alternative submission to establish your level of competency, then you are required to do so.
However, you must do so in a way that avoids any issues of privacy or confidentiality.
Confidentiality
All information provided to us regarding your job, workplace and employer will be kept confidential in
accordance with the relevant law. However, it is your responsibility to check that all information provided to us
does not involve details unrelated or not agreed upon for disclosure. For example, information about your
employer, colleagues and other related third parties who might be involved. Although we may require
information about these other parties, it is your responsibility to check that valid consent has been given from
these individuals before providing us with the requested information. This process of obtaining information
from the relevant parties must also be done in accordance with the relevant law.
Recognised prior learning
Any candidate may apply for credit transfer which they wish to count towards their course credit following the
application and assessment process of the credit transfer policy and procedure.
Academic misconduct
Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which
attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope
of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below:

Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This may include
acts such as, but not limited to:
 Copying the direct words of a sentence or paragraph presented in a source, without referencing it or
giving it proper acknowledgement. This also extends to any structure used in completing the project;
and
 Submitting the same project as another learner who either is currently or has previously completed it
and presenting it as their own work.
Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of
assessment. Examples of cheating include:
 Failing to adhere to examination conditions, for example, speaking or communicating with other
candidates in an examination, bringing unauthorised material into the examination room, reading or
attempting to read other students' answers, leaving the examination or test answer papers exposed
to another student’s view;
 Impersonating another student or arranging for someone to impersonate a student in any assessment
task;
 Purchasing assessment items from a contract cheating or ghost-writing service and presenting them
as the student’s own work;
 Allowing others to complete any assessment task and/or submit an assessment task which is not the
student’s own work;
 Fraudulent representation of any required documentation, for example, prior qualifications, or
medical certificates.
Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to
produce an assessment which is submitted as their own. This may involve two or more learners working
together to produce the content of an assessment before submission.
Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing
your assessment it is advised that you refer to our Academic Misconduct policy and procedure at
https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found
committing any of these acts, you will be investigated in which the appropriate disciplinary action will be
taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with
your trainer before submitting the final assessment.
Student Details
Student ID: _____________________________________________________________
Name: _____________________________________________________________
Phone: _____________________________________________________________

Email: _____________________________________________________________
Declaration
I declare that
 The content in this document is my own work, based on my own study and research and no part of it
has been copied from any other source, except where acknowledgement/reference has been made.
 The content in this document is my own work and no part of the work has been copied from any
other student who is currently studying or was graduated from the college.
 I have read and understood all instructions and requirements for the work, task, or assessment that is
assessed by my trainers and/or assessors. The understanding includes the submission date and time.
 I will keep a copy of my submitted work (e.g., logbook, or assessment).
I have read and understood the assessment policy and procedures, and academic misconduct policy and
procedures:
 I will perform my work to the best of my ability.
 I will not commit academic misconduct stated in academic misconduct policy and procedures.
Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.
 I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent
result for the unit of competency. This can result in work/assessment/task resubmission and re-
enrolment of the unit of competency which can incur additional costs/fees to me.
 I understand that any assessment/task/work deemed unsatisfactory will require me to undergo
reassessment which may be different to the one originally submitted.
 I give permission for my assessment/task/work to be reproduced, communicated, compared, and
archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy
and procedures
 I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the
result. I will follow the complaints and appeals policy and procedures at
https://aibtglobal.edu.au/support/student-forms/policies/.
 I take full responsibility for the correct submission of this assessment/task/work in the required
place/channel with the correct cover sheet.
Student Signature: ____________________________________________________________
Date: _____________________________________________________________
ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the
learners involved should be provided below:If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other
student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply
will result in not satisfactory result of required work, assessment, or task.

The content of this work/task/assessment is completed by the students named below. All students
acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution and in
accordance with the requirements. All students declare that no part of this assessment, task, or work is taken
from or completed by any other student. If the assessment, work, or task cites or paraphrases information
from other sources, reference and acknowledgement of those sources must be provided.
Student 1:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 2:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 3:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 4:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Activities

Activity 1A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to communicate with
families about children’s health needs.
Case scenario:
This week you are expecting to have three new children in your group. You
need to be ready to provide an environment that support children’s health
and safety in general. Also it is important that you get familiar with possible
health special requirements for individual children.
Write an introductory e-mail sample for the new families, describing how the
service provide a healthy and safe environment for children. Follow the below
structure for the e-mail.
Communicating with families
e-mail subject To provide the new families a healthy and safe
environment for children.
Welcoming
paragraph
describing the
purpose of the
email.
The purpose of email is that how the service provide a
healthy and safe environment for children.
Describe why
communication
with families
regarding
children’s health is
paramount for the
service (list three
essential factors).
The three factors are –
 To determine if the child has health condition
or concern.
 To analyse and clarify any health care needs.
 To take and initiate all possible steps to enable
full participation of the child.
Describe how the
service facilitate
that
communication
with families
(provide three
examples)
Design a
questionnaire with
at least six
questions for
families about
their children’s
individual health.
Three examples of service facilitation are –
 Taking time to communicate with families for
their welfare.
 Being non-judgemental about others and
analysing any differences.
 Listening and answering queries and concern
of the children.
The questionnaire which is being framed is –
Q1. Is there a diagnosis?
Q2. Is there any type of activities which helps in
addressing to support children?
Q3. Are there any specific requirements for care to be
provided to children?
Q4. If there is any medication taken, then how there
are concerns which are creating value for the children?

Q5. Are there any specific requirements for inclusion in
activities?
Q6. Is there any type of risks which are included in the
child’s health?
e-mail closing
words
Kindly note that there are aspects of how effectively
and in appropriate manner there are concerns of being
taking care of the children by communicating with
them.
Activity 1B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to maintain
confidentiality in relation to children’s individual health needs.
Access and read the confidentiality policy of your service or find one sample
online, then answer the below questions. Attach the sample copy of the
policy below your answer.
1. List three actions you should do to maintain confidentiality regarding
children specific health needs?
Answer- The three actions which helps in maintaining confidentiality regarding
children specific health needs are –
 Not disclosing information to any of the other individual.
 Storing the information securely and in safe manner.
 Discussing of the health problems and other personal matters which
are not to be heard by any other person.
2. Explain how the service keep information about children’s health
confidential.
Answer – The service keeps information about children’s health confidential by
not disclosing it to anyone else.
Access an online sample copy of a health plan and a medication plan and fill
up the below table with at least three components of each document. Attach
the sample copies below your answer.
Documents Components
Health plan Details of the child’s situation of health, any
other condition that has been diagnosed. There
are also recommended actions for this. It also
includes the triggers of risk which are affecting
the health. It has to be managed effectively so
that proper care of children is taken.
Medication The components are described and mentioned

management plan. as –
 Name of the person for which the plan
has been made.
 Medication currently prescribed.
 What is the medication prescribed for.
 Any known allergies which are created
due to medicines.
 Signature of the authorised doctor and
date of the plan.

Activity 1C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to assist others to
implement appropriate practices when administering medication.
Access to the administration of medication policy and procedure of your
service or find one online. Read the document and answer the following
questions
Administration of medication
1. Who is able to administer medication to a child in attendance at an
education and care service?
Parent or legal guardian is able to administer medication to child in
attendance at an education and care service. The medicines for care and
health of the children are being addressed at large scale and in appropriate
manner so that it is ensured that the child is not given any drug to which they
are allergic and are not consuming it.
2. Describe the procedures that should be followed to administer
medication.
The procedure is –
 Obtaining child’s medication and equipment which are in dispensary.
 Assessing the correct health plan or medication record for the child
and checking the medication records in an effective and proper
manner.
 Washing of hands is must before handling of any equipment for
medication.
 Taking the child to the area which is safe and is appropriate for
providing the medication and major facilities.
 Administration of the health records.
 Returning the child back to the activities which is related to service
administration.
 Removing and storing back the child into the correct area by washing
the equipment appropriately.
3. What are your duty of care requirements?
There are some legal requirements which are –
 Anti – discrimination legislation.
 Confidentiality and data privacy.
 Work Health and Safety Legislation.
 Education and Care Service National Law.
There is knowledge and understanding of –
 Ethical standards and Code of Conduct.

 Organizational procedures and policy.
 Industry standards.

Activity 1D
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to check the written
authorisation form to administer medication from the parent or guardian;
and how to check the medication does not exceed the use-by date, is supplied
in its original packaging and displays the child’s name.
A signed observation checklist must be attached to this question as evidence
of participation in the assessment task. If student is unable to attend the
session she/he needs to organise a time with the assessor to perform the
task.
Role play:
Working in pairs, one student will have the role of educator and the other of
parent. When the exercise is finished, the students must swap roles.
This morning Aleisha arrives to the service, her mum approaches you and tell
you that Aleisha was prescribed a medication (syrup, drops or topic cream).
You need to guide Aleisha’s mum in filling up the administration of
medication form. Then, when the time of medication is due, you need to
administer medication to Aleisha and complete the form. By the end of the
day, you need to return medication to Aleisha’s mum.
All the details and information of the medication about Alisha should be
analysed and collected which helps in depicting the past medication which she
has been taking. The details of the previous medication are very important to
be addressed and known so that further medication is being provided to her.
When the medication is due, there are concerns which should be mentioned
providing the time and dosage of the medicines which she has been
undertaking.
There should be written authorization of how effectively the medicines are
provided to the children.

Activity 1E
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to store medication
appropriately.
Access to the Guide to the National Laws and National Regulations and read
page 64. Fill up the below table with information about administration of
medication.
Administration of medication
What type of
medication can you
administer in a
service?
The type of medication which should be
administered in the service should be in written
authorization.
What is the main
requirement to
administer
medication to a
child?
The main requirements are –
The medication should be in the original packing and
the container. There should be authorised
instruction for the medicine to be used. The
medicines should not be used after the expiry date
which is shown on the packaging/container.
How to administer
medication in case of
emergency?
There is allotment of secure area which ensures
accountability of actions when dealing with actions
or any medical emergency.
List the
requirements to
administer
medication in a
service.
Proper medication checks should be done so that the
care is provided to the children in an appropriate and
effective manner. Original packaging of the
medicines is must.
Describe how your
service storage
medication
appropriately
Storing the medications in the correct storage
conditions which is stated by correct medication
packaging. The medication items should be stored in
clean state such that they are washed and are dried
thoroughly and are returned back to storage.

Activity 2A
Estimated Time 30-40 Minutes
Objective To provide you with an opportunity to identify how to ensure sleep and rest
practices are consistent with approved standards and meet children’s
individual needs and to identify how to share information about individual
children’s rest and sleep with families as appropriate.
Case scenario:
Today Johanna (2.0) starts to attend your room. Her mom tells you that she
usually takes a nap around 12 m. However, she is concern that Johanna does
not rest properly in the service. How can you reassure Johanna’s mum?
Fill up the below table with the information you would share with Johanna’s
mum about the service’s sleep and rest practices.
Sleep and rest practices
Briefly explain to
Johanna’s mum the
services general
approach for
children’s sleep and
rest followed in the
service.
The service general approach for children’s sleep
and rest is followed in the service which helps in
indicating and addressing to the aspects of care
provided to the Johanna’s mum. Privacy is the
major concern which should be known for the child
concern.
List five service’s good
practices to meet
individual children’s
sleep and rest needs.
Servicing good practices includes –
 Providing clean beddings and cots for
comfortable sleep.
 Speaking in quitter and softer tones.
 Reducing the levels of voice by closing the
doors and windows.
 Dimming the lights or curtains to reduce
the light levels.
 Playing soft music to introduce calm
atmosphere.
Provide five or more
points of information
that you can share
with Johanna’s mum
on her sleep and rest
during pick up time.
These are mentioned as -
 Providing opinions and viewpoints.
 Giving facts and details that are relevant to
the needs of the child.
 Discussing the actions taken for the child
sleep and rest cycles.
 Listening to the families and parents as
they provide the details and information
which is in regard to the children.
 Resolving the issues which have been
created.

Activity 2B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to provide appropriate
quiet play activities for children who do not sleep or rest.
1. List four signs of a child requiring a quiet play activity
 Children who do not want to sleep or take rest.
 Children who are actively engaged in the process of playing games.
 Different sleep routines the child have due to which they feel like
playing more.
 If the child is not sleeping at the set pattern or time, then they are
allowed to move.
2. Define quiet play and provide four example of this.
Quiet play are the activities which allows the children to play when they are not
sleeping at their rest or sleep periods.
Four examples are mentioned as – solving and completing the activities, using
colouring in books, reading or looking at books related to picture books,
Building and playing blocks.
3. How can you arrange quiet play activities so that sleeping children are not
disturbed?
By dimming the lights of the room where the children are playing, the toys
should be arranged so that incidental noise is minimal and children are able to
locate them and plan in an appropriate manner. With the help of arranging the
quite play, the sleep children are not disturbed.

Activity 2C
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to identify how to respect children’s
needs for privacy during any toileting and dressing and undressing times.
1. Fill up the below table regarding the level of support required for toileting
and dressing. Provide three examples of children from different age groups.
Toileting and dressing
Child’s age Level of support
required
How to encourage
independence
How to achieve
privacy?
Child 1 Assisting with
dressing and
undressing needs.
Self-responsibility
can be
encouraged.
By listening to
child’s request.
Child 2 Putting on clothes
and shoes and
fastening these.
By telling their
parents/carers to
motivate and
encourage the
children.
By listening to
their request.
Child 3 Helping to sit
on/access to toilet
seat.
Responsibly
working towards
taking care of self.
By listening to
the child’s needs
and
requirements.
2. Access to section 3.2 of the document Staying healthy: preventing
infectious diseases in early childhood education and care services, 5th edition.
Then design a check list including the necessary items to make nappy
changing and toileting safe.
The checklist is being framed as-
 How the nappy of the child is being safely removed?
 Is there any type of infection which the child is getting while
wearing the nappy?
 Is the child or baby being applied with the nappy cream after the
dressing up and removal of the nappy?
 Requirement of baby changing pads.
 Packs of wipes.
 Baby changing clutch.
 Hand sanitizer.

Activity 2D
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to identify how to ensure children’s and
families’ individual clothing needs and preferences are met, to promote
children’s comfort, safety and protection within the scope of the service
requirements for children’s health and safety.
Fill up the below table with information regarding appropriate clothing for
children in the service.
Appropriate clothing
1. What should be the appropriate clothing that children should wear for
the following activities
An indoor painting
craft
Outdoor active play Sleep or rest period
Clothes that protect is
hard wearing ort
doesn’t catch fire or
snag.
Clothes should be
according to the
weather. For e.g. –
sunhat or showerproof
jacket.
Loose or comfortable
clothing which is warm
or cool. This includes
appropriate sleepwear
or blanket for babies.
2. List three items of clothing that are considered safe for service activities
and three items which are deemed unsafe.
Safe items Unsafe items
o Shoes covering and
protecting the foot that
supports healthy foot
development.
o Long sleeved tops covering
from the sun rays and its
effect.
o Shorts or trousers which are
for active play.
o Long strings or necklaces.
o High heeled shoes and long
skirts.
o Decorations and designs on
clothing.

Activities 1A to 2D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
CHCECE002 - Ensure the health and safety of children
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to consistently implement
hygiene practices that reflect advice from relevant health authorities; and
how to support children to learn personal hygiene practices and to identify
how to implement the service health and hygiene policy and procedures
consistently; and how to ensure that service cleanliness is consistently
maintained.
1. Access the document Staying healthy: preventing infectious diseases in
early childhood education and care services, 5th edition, part 1 and
complete the below tasks.
a. Design a mind map explaining how do infections spread in ECEC
services.
b. Write a paragraph explaining how germs spread.
c. Create a table to explain the six ways to prevent infections in
ECEC services and provide one example of how the service can
apply every strategy.
a.
b. The germs are spread by not washing the hands properly. Germs are spread
while not blowing the nose properly. Through breathing in the air where
anyone has sneezed or coughed. By touching the changed diapers and touching
the eyes while having infections. By touching the open surfaces which is having
germs on them and through these germs are spread.
c.
Service Strategy
1.Washing hands Washing of hands should be done
before eating food, after playing
outside, touching places, touching
animals.
2.Cleaning the table To clean the table so that there is
appropriate cleanliness which is
Infection
Spread
Person to
Person
Through direct
transfer of
bacteria
Through
viruses and
germs.
By someone
who is already
infected.

being demonstrated.
3.Dressing the child Dressing of the child so that they do
not attract infections.
4.Usage of gloves. Disposing the gloves in the bin which
helps in maintaining cleanliness.
5.Food hygiene Proper food hygiene should be
incorporated.
6.Toileting Proper toileting facilities should be
there at the service centres.
Activity 3B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to discuss health and
hygiene issues with children.
1. Describe a learning experience to promote personal hygiene discussions
with children.
There is a learning experience to promote personal hygiene discussions with
children is when learning about the human body through which the children
are provided understanding and knowledge of how the children are aware in
promoting personal hygiene. There are certain situations for personal hygiene
discussions which includes –
 Before or after messy play.
 When there is high engagement in the personal hygiene routines.
 When reading stories which involve personal hygiene learning.
 In learning about the personal hygiene learning activities.
This will help in promoting the personal hygiene discussions with the children.

Activity 3C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to observe and respond
to signs of illness and injury in children and systematically record and share
this information with families.
Complete the table below with information about how the management of
illnesses and injuries of children in an ECEC service
Management of illnesses and injuries
1. Provide five signs (in children) for each of the below items
Illnesses
 Sick or feeling of being sick.
 Having diarrhoea or stomach
being upset.
 A blocked or runny nose.
 Having stomach ache or
headache.
 Child is having rash, spots or
other changes in skin.
Injuries
 Inflamed or swollen areas.
 Child is telling to hurt
themselves.
 Bruises, cuts and scratches.
 A child is in pain, showing
signs of distress.
 Child holding their part of
the body awkwardly or
protectively.
2. Describe one example for each of the items and explain how would you
manage the situations according to the services policies and procedures.
Attach a copy of an incident, injury, trauma and illness record for every
case.
Illness example:
Jim is feeling sick as having diarrhoea
due to which he is unable to get out
of bed and is feeling restless.
Management procedure:
Providing a quiet place for taking rest
and ensuring that proper care and
hygiene factors are being taken care
of for Jim.
Injury example:
Daisy is being injured as she is having
some swollen areas on her skin
which is making her get irritated and
she is also feeling uncomfortable.
Management procedure:
Proper health and safety protocols
are being taken into consideration
which helps in ensuring the concerns
of proper health related facilities and
services to be provided to Daisy.
Activity 3D
Estimated Time 10 Minutes
Objective To provide you with an opportunity to identify how to consistently implement

the service policies for the exclusion of ill children.
1. Access the document
Staying healthy: preventing infectious diseases in
early childhood education and care services, 5th edition, section 1.3.2
Exclusion of ill children, educators and other staff. Then answer the
following questions:
a. What is the aim of exclusion periods?
b. What is the procedure for exclusion periods?
c. How can you involve parents positively when exclusion of children is
required?
d. Provide five examples of illnesses and their minimum exclusion
periods.
a. To implement policies and procedures for dealing with illness children
are facing.
b. Procedure of exclusion periods is –
 Being vigilant to how the children are behaving and feeling.
 Isolating the children who are ill and are having the risk of
infections to others.
 Following the service protocols for the sick child.
 Observing the other sigs and symptoms of illness.
c. The parents are notified and are requested to pick up their child from
the service by communicating and talking to them about the illness the
child is facing. The parents are motivated by informing and providing
the facilities and services of care for the children.
d. Examples of illnesses are – having headache, having sore throat, having
high temperature, child having rashes or spots, feeling of being sick.
The minimum exclusion periods are from 10 to 15 days.
Activity 4A
Estimated Time 25 Minutes
Objective To provide you with an opportunity to know about supervising of children by
ensuring all are in sight or hearing distance at all times; and how to adjust
levels of supervision depending upon the area of the service and the skill, age
mix, dynamics and size of the group of children, and the level of risk involved
in activities.
Access the
Guide to the Education and Care National Laws and National
Regulations 2011, page 64: Adequate supervision. And fill up the below table.
Adequate supervision
What National Laws
and National
Regulations are
The national law and regulations is - The
Educational and Care Services National Regulations
which is involved in the topic of adequate

involved in the topic
of adequate
supervision?
supervision of child protection.
Provide a definition
of adequate
supervision
Adequate supervision is defined when an adult can
respond immediately including when a child is
facing some problem and is in distress or in some
hazardous situation.
How can you ensure
adequate supervision
while working with
children?
The activities of the children are being shared
between the educators. Exchange of information is
being done so that the educators are aware of the
activities of children.
Go to page 81 of the
Guide and describe
how service premises
can facilitate
supervision
The service premises can facilitate supervision by
taking concern and managing of all the activities
which are framed for the children and help them in
providing care and facilities.
Go to page 87 of the
Guide and indicate
the age requirements
for educators to
supervise children
adequately.
For the centre based services there are certain ages
of children which should be considered and these
are –
 From birth to 24 months old – 1 to 4 –
services of Queensland are approved.
 Children over 36 months and up
to/including pre-school age -
states/territories operate at a ratio of 1 to
10.
Activity 4B
Estimated Time 20-30 Minutes
Objective To provide you with an opportunity to know about exchanging information
about supervision with colleagues to ensure adequate supervision at all
times.
1. Describe a situation in which you have practice adequate supervision or
write a case scenario.
Answer – I have handled a case of child named Joe who was under my
supervision to which I was managing her daily activities and was supervising it. I
have appointed an educator for Joe was taking care of her in all regards from
handling her personal details and information to taking care of her health and
hygiene factors. I had worked and supervised all the actions and activities which
were undertaken in the case of Joe.
2. List four points of information may you need to exchange when handling
over supervision of children to another educator. Include incidents,
specific situations or special considerations.

Answer - The four points of information are –
 How many children are there in the attendance.
 What had occurred during the period of supervision.
 Any concerns regarding the children.
 Any requirement that are met with the children.
There are specific considerations which are included in the supervision and
these are mentioned as –
 To ensure that the children are not hurting themselves.
 To plan and direct the activities for them.
 To help the children by participating in the activities.
 To attend to the needs and care of the individuals.
 To take concern of the unplanned activities.

Activities 3A to 4B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
CHCECE002 - Ensure the health and safety of children
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 5A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to assist in the
implementation of safety checks and the monitoring of buildings, equipment
and the general environment and to identify how to remove any hazards
immediately or secure the area to prevent children accessing the hazard.
1. Choose a room or an environment in a ECEC service and design a daily
safety check. Consider the following items when designing your check list:
identification of hazards and possible risks, cleaning of the environment,
maintenance of equipment and areas required.
Answer – The safety checks for identification of hazards, cleaning of the
environment, maintenance of equipment and areas required and possible risks
is –
 To ensure that there are proper medical conditions for any type of
allergies and infections happening to the children.
 To ensure what are type of falling and choking hazards.
 The safety of all the choking hazards which are harmful and Are
affecting the children.
 To take concern and identify the poisons in the area where the children
are playing.
 Exposure to sources of infection should be identified such that there
are safety measures for the risks which may be created.
2. Name two hazards that may be present in the area you inspected and
how you would either remove these or secure the area.
Answer – Two hazards are – choking hazards and electric hazards. I would
remove these hazards in my area by conducting safety checks and with the help
of risk assessment tools and with the help of these I will be securing the area so
that the children are safe in the environment.
3. How can you ensure an area is secured to prevent others accessing a
hazardous area?
Answer – It can be ensured that the area is secured by analysing and
interpreting the aspects of how effectively and in appropriate manner there are
risk indication signs and symbols which are being displayed at the hazardous
area.

Activity 5B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify the need to consistently
implement policy and procedures regarding the use and storage and labelling
of dangerous products.
Consult the policy and procedure from your service or find one online,
regarding the management of
dangerous products. Then answer the below
questions:
1. Define dangerous product.
Answer – Dangerous products are the products which affects the living of
human. These include chemicals, liquids, solids and gases which causes harm to
animals, environments and people.
2. List the safety requirements to handle dangerous products in the service.
a. How to use dangerous products
b. How to store dangerous products
Answer –
a. The dangerous products are used safely and carefully such that they do
not harm any person. There should be adequate light to work in. There
should be planet of space for working safely. The dangerous area is
barricaded and sectioned off.
b. The products should be stored in safe area which is out of sight and out
of reach of children. The items should be kept in the designated storage
area which is being designed. They should be placed in shelves.

Activity 5C
Estimated
Time
15 Minutes
Objective To provide you with an opportunity to identify the need to follow service
procedures for the safe collection of each child, ensuring they are released to
authorised people and to identify how to assist in the supervision of every
person who enters the service premises where children are present.
Visit ECA website using the below link, then answer the questions.
http://www.earlychildhoodaustralia.org.au/our-publications/every-child-
magazine/every-child-index/every-child-vol-17-1-2011/can-collect-child-child-
care-legal-issues-child-care/
1. What are the general procedures recommended for safe collection of
children in a ECEC service?
Answer – The general procedure is –
 Verification of the identity.
 Checking the unauthorized individual who is coming to collect the child
from the service.
 No permission given to the child to leave with a parent or an
unauthorized person who is in influence of drugs.
 Action taken for accordance with the order in the court which prevents
the parent from collecting the child.
 Contacting the parent to pick up their child at a specified time.
2. List four procedural requirements for persons entering a service which
you think are essential for the safety of children.
Answer –
 Checking the identity or the reason for visiting the child.
 Checking forms of identification of tradespeople and work persons.
 Sign of the visitors at the entry.
 Assisting the visitor for purpose of the visit.
 Supervising the visitor for the time of meeting the child.
3. How can children be put at risk from visiting persons?
Answer –
 There can be entry of an unauthorised person which may take the child
from the premises.
 A tradesperson delivering boxes which may cause an accident or an
injury to the child.
 Children can be snatched or kidnapped.

Activity 5E
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify aspects of sun safety with
children and the need to implement appropriate measures to protect children
from over-exposure to ultraviolet radiation.
Visit the website www.cancer.org.au, prevention, sun safety. Then answer
the following questions:
1. What is sun safety, and name two aspects of sun safety you should be
aware of?
Answer – Sun safety is defined as making sure that the children are protected
and safeguarded from the UV rays at the service. The two aspects of sun safety
are mentioned as – Engagement in the sun smart program and encouraging sun
safe behaviour in children.
2. Which two types of UV rays are harmful to health?
Answer –
 UVC Rays – They are the rays which are not penetrating from the
earth’s atmosphere and are not in the sunlight which is being received.
 UVB Rays – These are stronger than other UV rays which causes
damage to the skin cells and the DNA.
3. Name four ways that children can be protected from the sun.
Answer –
 Covering of arms and legs with the clothes that are light.
 Wearing of sunglasses.
 Not being outside for prolonged period.
 Applying sun protection lotion.

Activity 5F
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify requirements to check toys
and equipment are safe for children and safe to use in their proposed area.
1. Access the document Children’s Toys, from the Office of Fair Trading,
Queensland Government. And use it as a guide to complete the below
table:
Toy safety
What to avoid? What to do?
Edges and corners being sharp. Remove the children from that area.
Hinges and fixings which may cause
traps and falls.
Eradicating and removing such
fixings which may cause trips and
falls.
Batteries which are small. Taking away the children from such
areas.
Toy containing magnets. Removing such toys.
Parts that are small or loose. Identifying and removing them.
Projectile toys. Not allowing children to play with
such toys.
Stitching on fabrics. Not allowing children to play with
such toys.
2. Access
Staying healthy: preventing infectious diseases in early childhood
education and care services, 5th edition, page 55. Then write a procedure
for a service staying how to wash toys appropriately.
Answer - Procedure –
 Collecting all the untidy toys and putting them in washer so that they
are being washed appropriately.
 After washing the toys keeping them at a place so that they dry quickly.

Activity 6A
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to know how to identify and recognise
signs, symptoms and key characteristics of allergies and anaphylaxis.
1. Fill up the table below with information about food intolerances, allergies
and anaphylaxis. You can visit the following websites to get reliable
information to complete your task:

Healthy kids Association website, food and nutrition, food allergies
and intolerances.
 Australasian Association of clinical immunology and Allergy ASCIA
Food intolerances Allergies Anaphylaxis
Definition
It is the allergy which
the person has due to
some protein found in
the make-up of the
food.
Definition
Allergies in people are
caused by the
environmental factors
such as, pollen in
grasses, food and
animal hair.
Definition
This is analysed when
the reaction to an
allergen is extreme and
the individual becomes
ill due to that.
Symptoms
 Unable to chew
the food.
 Unable to
digest the food
properly.
Symptoms
 Face swelling.
 Itchy rashes on
the skin.
 Sneezing.
Symptoms
 Difficulty in
breathing.
 Clammy skin.
 Feeling faint or
giddy.
Examples
Facing problems in
digesting the food.
Examples
Face swelling due to
allergy helps in
indicating that there
has been problem and
issue with
environmental
concerns.
Examples
Facing the difficulty
while breathing is
example that the
individual is suffering
from Anaphylaxis
situation.
Management
procedure
Ensuring that the child
is provided proper food.
Management
procedure
Protecting the child
from the risk of
allergens by not
exposing them in such
Management
procedure
Injecting EpiPen to the
person having
Anaphylaxis.

environment. Placing
information and posters
around the service and
educating them about
allergies.

Activity 6B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to apply organisational
risk-management strategies for children with severe allergies; and follow
organisational policies and legislative requirements in relation to medication
for anaphylaxis.
1. Navigate the Australasian Society of Clinical immunology and Allergy
ASCIA to get reliable information to complete and allergy management
procedure for a service.
Allergy management procedure
List strategies of how to
manage allergies in
children.
Strategies are –
 Placing information and posters around
the service so that there is education
provided to the children and this makes
them aware.
 Protecting the children from the risk
from exposure to risks and allergens.
Administration of Epipen
or Anapen auto injector
Administration of Epipen –
 Ensuring that the child is lying flat.
 If the person is having breathing
difficulties, they should be allowed to sit
up and then take deeper breaths.
Administration of Anapen auto injector –
 Pulling off the black needle shield.
 Pull the grey safety cap away from the
red button.
 Removing the pen and massaging
injection site for 10 seconds.
Storage of adrenaline
auto injector
 Keeping it from the site of light.
 Do not place in the refrigerator or
freezer.
 Never to use after it has been expired.

Activity 7A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to know how to identify signs, symptoms
and triggers of asthma and to know about children who have an asthma
management plan and follow that plan; and organisational policies and
legislative requirements in relation to medication for asthma.
1. Navigate the
Asthma Australia website to complete the below asthma
management procedure for a service.
Asthma management
What is asthma? It is the condition in the lungs where the muscles
tighten up and the airways are swollen making
difficulties in breathing.
Signs and symptoms Signs -
Breathlessness, wheezing, prolonged coughing,
tight feeling in the chest.
Symptoms –
Exhaustion, collapsing, unable to speak.
Strategies to manage
asthma Keep body fit by exercising, take asthma
medication properly.
Causes and triggers
Triggers – food or medication, chemicals, pollen,
stress and emotions, exercising etc.
Types of medication to
manage asthma Preventer medication, reliever medication acute
medication, severe asthma treatment.

Activities 5A to 7A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
CHCECE002 - Ensure the health and safety of children
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.

Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 How to access the National Quality Framework, the National Quality Standards and the
relevant approved learning framework
 How to navigate through framework and standards documents to find areas relevant to this
unit of competency
 How to undertake a risk analysis of toys and equipment
 Potential hazards to children, including medical conditions
 Children’s requirements for sleep and rest
 Environments that promote rest and sleep including light, noise, temperature and
ventilation requirements
 Signs, symptoms and key characteristics of allergy/anaphylaxis
 Signs, symptoms and key characteristics of asthma
 How to use an adrenalin auto injector for anaphylaxis
 How children’s oral health impacts on their general health and well-being, including signs of
tooth decay
 Safety issues and risk management strategies for children’s health and safety in a variety of
contexts
 Basic home fire safety including high-risk groups, behaviour that contributes to fire injury
and fatalities, and smoke alarm placement, installation and maintenance
 Organisational standards, policies and procedures
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. Fill up the below table with the components of quality Area N. 2 Children’s Health and Safety
form the National Quality Standard. Provide one example of how to apply every area
descriptor.
Quality Area: Children’s health and safety
Concept Descriptor Example
Well-being & comfort Standard 2.1 Each and every children’s
feeling so much comfortable
and including appropriate
opportunity to meet the
specific need or requirement
for children’s.

Health practices and
procedures
Standard 2.1.2 It promoted the effectiveness
in terms of illness and
management of injury,
maintain a proper hygiene
practices.
Supervision for safety aspect Standard 2.2 It should be considered the
reasonable precautions,
adequate supervision and
ensured that children are
feeling so much protected
from harm as well as hazard.
Incident & emergency
management
Standard 2.2 Making an effective plan and
managed all kind of incidents,
handling emergencies which
are developed in the
consultation with authorities,
implemented and practised.
Child protection and
management
Standard 2.2.3 Each and every staff member
aware about the significant
roles, responsibilities. In order
to determine and respond to
the every child at risk or
neglect.
Table: 1
2. Access the early years learning framework for Australia Belonging, Being and Becoming,
learning outcome:
Children have a strong sense of wellbeing. Explain how you can promote
this outcome in the daily routines of a service.
By using EYLF (early years learning framework), it has been considered he different elements
such as identity, community, well-being, communicating and learning. These are mainly used in
the children belonging and identify a strong sense of well-being. It promote the best outcomes
while acknowledging children’s interdependence with others. On the basis of relationships, it

can be identified the life of children and how they can make sense of belongingness. It is one of
the central aspect to influence or inspire children’s.
3. Identify five potential hazards for children (these should include different areas where hazards
may be found, e.g., health/medical, security and environmental).
In the context of occupational safety and health administration, it focuses on the different areas
whereas identifying the hazards and needs to be implementing actions. This will help to protect
or secure individuals.
4. How can you ensure that children are provided with adequate sleep and rest?
Consult with family members about children’s rest and sleep requirements. It ensure that
maintain a proper bed, mattresses, clean and in good way to repair everything. It wiped over the
warm water and using natural detergent. It helps to maintain a proper hygiene.
5. How can you make the service environment appropriate for sleep and rest?
It is important to arrange children’s beds & cots that allow to access staff members and
children’s. Most importantly, it will be creating a relaxing atmosphere for resting children. Some
kind of service provided such as reading stories, relaxation music, turning off lights and ensuring
that children feel so much comfortable.
6. Describe how to use an auto-injector and specify the difference between using an EpiPen and
an Anapen injector.
The difference between EpiPen and Anapen injector. It is also identifying that Anapen requires a
different kind of administration technique and behave as auto-injector which is triggered by
depressing a button with thumb. In case of EpiPen, it can be used in mid-section and triggered by
pressing outside the mid-thigh.
7. Describe how bad oral health affects a child and the signs of advanced tooth decay.
Bad oral health will be increased the chances of contracting the heart disease. If a children has
faced excessive bacteria in the mouth. In some cases, severe decay in baby teeth which are
converted into serious consequences. A longer tooth decay is untreated and children’s faced
experience of pain and discomfort.

8. List three safety issues with children at a service and provide a strategy to manage these risks
for each issue.
On the basis of analysis, it has been identified three safety issues such as cleaning the products,
chemicals, and toxic materials. Furthermore, it has been considered the effective strategy to
manage the uncertain risks or threats.
 Actively supervise – it make sure that children’s are constantly following instruction of
educator and protect or secure themselves.
 Be prepared- when children is attracted towards harmful substance so that it would
require to pay attention, all of time and focused on everything that need for maintain a
proper protection.
 Keep stored the medicines and dangerous household items in cupboards, cabinet with
children’s- resistant lock. It is also installed a proper lock on the cupboards.
9. Where should a service place its smoke alarms and how should these be maintained?
It is important to installed smoke alarm on the ceiling and mainly preferred to store from wall &
fittings. This is best location which is always leading from bedrooms, sleeping areas or places.
10. Describe a fire emergency plan for an ECEC service.
 A fire emergency plan is based on the document which includes the action and performed by
different staff members. It can be developed an effective emergency plan for ECEC service
and minimised the level of risks or threats.
 Ensuring that all risk assessment is properly conducted annually and identify the potential
emergencies.
 Trying to educate the people and designed or displayed a copy of emergency, evacuation
floor plan and instructions are properly displayed in the prominent position.
 It has been followed the emergency based evacuation floor plan in order to maintain safety
aspect and handle critical situation.

11. What types of behaviours contribute to fire injuries and fatalities?
Significantly, it contribute the different factors such as acts of omission, dangerous habitual
based behaviour, consequences of disabilities. These kind of behaviour are helping find the
major consequences and identify uncertain disabilities. In some cases, it also represents the
lower socio-economic group which are identified as rate of deaths because of fire.
12. List and shortly describe three organisational standards, policies and procedures related to
children’s health and safety?
Based on the national quality framework, it is important to designed appropriate patterns and
encourage continuous improvement in the context of care service, education across Australia. One
of the most important features are related to the setup a series of quality standards. It can be used
against the early childhood education and assessed or given a proper rating.

Knowledge Activity checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
CHCECE002 - Ensure the health and safety of children
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
 Consistently supported the health needs of the children in the service, including the following
activities:
o contributing to the provision of a clean and safe environment
o recognising and responding to signs of illness of children, including signs and symptoms of
asthma and anaphylaxis
o reading and interpreting authorisation forms, medication labels, medical management plans
and other relevant medical information
o developing children’s awareness of safety
Answer the activity in as much detail as possible, considering your organisational requirements.
1. As a workplace activity (or simulated workplace activity as directed by the assessor), support
the health needs of the children at a service, you should demonstrate your ability to work with
children in the following activities:
 Assisting in maintaining a clean and safe service environment which is safe for children to
use, including hygiene and cleaning, checking toys and equipment are safe to use, and
supervision of children.
In the workplace, it has been performed different kind of activities as directed by the
assessor and also supports in health needs of children at service level. Assisting in terms of
maintain a proper cleaning and creating safe service environment for children’s. Most
importantly, it is focused on the inspecting indoor as well as outdoor areas. It helps to
prevent injuries and accidents. Moreover, instructor will check the safe toy and materials
which includes about safety measurement.
Constant supervision is the most common approach in order to prevent chances of injuries.
Preschool children are actively participated into different activities, curious but the situation
can become unsafe (Tomokawa and et.al., 2021). Active supervision is helping to keep
children safe. Generally, it involves scanning, assessing and predicting. Moreover, it involves
moving through outdoor space, indoor space. Primarily, the safe equipment and play space
maintenance is important but nothing is possible to replace.

 Spills are cleaned up immediately, stored towel near the water or art which facilitate
a clean-up.
 It is always encouraging the children to clean up and moving towards new areas.
This kind of approach is helping children to clean up the toys. It prevent falls and
tripping kind of hazards.
 Spaces are properly cleaned and defined for play materials. It also marked the
specific areas where children may try to build with blocks or spread out dramatic
play props. This kind of thing is supporting to manage coordination between each
other’s.
 Recognising and responding to children who show signs and symptoms of illness, including
asthma and anaphylaxis, this includes working to organisational and legislative
requirements and providing a duty of care to children.
On the basis of analysis, it has been focused on the children’s and identify signs & symptoms
of illness such as anaphylaxis, asthma. Schools have a proper duty of care and keep to
protect or secure children’s. In some cases, it is also minimised the level of risks or threats
and eliminating the personal injury. Moreover, it seeks medical assistance and
administrative of emergency medication.
According to children’s service & education legislation act 2008, it provide the better
services for children’s regarding health (Bohn, Croisant and Hallberg, 2022). Usually, it can
be used the anaphylaxis management policy and identify the risks or threats of anaphylaxis.
It is an essential aspect to familiar about the ministerial order 706.
According to the health & safety act 2011, it supports the children in terms of care services.
it provide the better approach in order to fulfil all essential need or requirement for
individuals. In the context of children’s care, it must have used the health & safety act 2011
and ensure that all children’s maintain in proper manner.
Legislation related to children care is an important aspect and make sure that maintain
childcare services. it offered the best practices, standards to meet the expectation level of
children’s.

 Reading and interpreting service records and information regarding the health of children,
including authorisation forms, medication labels, medical management plans and any
other relevant medical information
In the context of children health care, it is an essential aspect to identify the service records
and information about the health of chid. That’s why, it is important to consider
authorisation form, management plan and other kind of medical information or data. It
provides brief idea about the need or requirement for children’s and also fulfilling all
essential demand in proper manner.
Medical condition policy, authorisation and management plan-
In the context of medical diagnosis, it is important to consider the level of management and
registered by medical practitioner. Usually, it is focused on the particular issues such as
diabetes, asthma and also diagnosis that a children at threat or risk of anaphylaxis.
Supervisor will establish a good coordination with staff members, volunteers of practices. In
this way, it easily managing and controlling medical condition of children’s.
Following a communication plan that help to find the relevant information about how
healthcare service will ensure that volunteers, staff member are aware about the services
(Seshadri, 2021). In certain situation, it is also diagnosed the health care requirements,
identifying the medical condition of children. It can be possible while interacting with family
members and provide accurate information of services.
Conducting self-practice approach in order to manage and control the operational activities
of administration. Any kind of practices are recording in terms of medication records.
A children need to be enrolled at service and diagnosed health care requirements, relevant
to manage the medical conditions. Usually, it has focused on the medical management plan
which provided by parents of their children and follow relevant procedures.
 Actively developing children’s awareness of safety in service activities.
Here are considered the different procedures and developing children’s awareness in
regards of safety in service based activities.
 Using fun approach and performed practical activities- Children’s are needed to
learn something about the dangerous things and try to avoid hazards
 Demonstrating the safe behaviour, attitude- it applied among children’s those are
performed a specific actions in the preference to what they can share verbally
(Bohn, Croisant and Hallberg, 2022).

 Repeat the procedure of safety and maintain consistency- it is needed to learn about
the children what they have performed, doing and using a proper language.

Performance Activity checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
CHCECE002 - Ensure the health and safety of children
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question: Is it possible that every kid is different and might have different restrictions in terms of
devices?
Learner answer:
It allows children to play with video games before completing their home-work.
Developing a comfortable environment for children’s and inspiring towards daily activities.
Assessor judgement: Satisfactory Not Satisfactory
Question: Do you think that child health & safety practices consider an important approach?
Learner answer:
Considering health & safety act, it provide the best quality of health & safety service to the
children at different areas such as playground. It applied in both indoor and outdoor activities.
Assessor judgement: Satisfactory Not Satisfactory

Question:
Do you believe that health & safety can be measured through different parameters?
Learner answer:
In order to maintain health & safety aspect for children’s, it is an essential aspect to consider
different parameters.
For example- creating appropriate management plan to give major support for children and
identifying their specific needs or requirements. Accordingly, it provide the better options to
maintain safe environment or culture.
Assessor judgement: Satisfactory Not Satisfactory
Question:------
Are you agreed that children’s always be used clean equipment’s and maintain a proper hygiene
during activities.
Learner answer:----
Yes, it is important to maintain hygiene so that needed to use cleaning equipment’s and achieved
desirable goals or objectives.
Assessor judgement: Satisfactory Not Satisfactory
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

References
Tomokawa, S. and et.al., 2021. Health screening system to ensure children's health and
development in Japan.
Pediatrics International.
63(8). pp.869-879.
Bohn, K., Croisant, S., Singleton, C. and Hallberg, L., 2022. 125 Galveston County Youth Risk Survey: A
Glimpse into Our Children’s Health and Wellbeing.
Journal of Clinical and Translational
Science.
6(s1). pp.6-7.
Seshadri, S.R., 2021. Children’s health and nutrition: mitigating the impact of COVID-19.
Learning
Curve, pp.92-94.