Assessment tasks on childcare

This document provides assessment tasks on childcare, including information on sleep routines, toileting, personal hygiene, meals, settling in, exercise, and more. It also offers resources and guidelines for caring for a pre-school child.

Running head: CHILDCARE 1
Assessment tasks on childcare
Name
Professor
Course
Date

CHILDCARE 2
Assessment tasks on childcare
Task 1: pieces of information in relation to topics
Sleep and /or rest routines and environments
 https://www.acecqa.gov.au/resources/information-sheets/safe-sleep-and-rest-practices -
online website
Toileting and nappy changing
 http://files.acecqa.gov.au/files/QualityInformationSheets/QualityArea2/
EffectiveToiletingandNappyChangingProcedure.pdf- article from Google scholar
Personal hygiene (hair, nails, teeth, bathing /showering)
 Smith, V. (2008). Clean: a history of personal hygiene and purity. Oxford University
Press- google scholar book
Meals/nutrition (including infant feeding)
 https://www.who.int/nutrition/topics/complementary_feeding/en/- website
Clothes, dressing /undressing
 https://parenting.firstcry.com/articles/clothes-dressing-and-undressing-in-toddler-
development/- journal
Settling in, arrivals, departures, transitions
 http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/12/
NQS_PLP_E-Newsletter_No70.pdf- Google scholar article
Exercise/ physical activities
 https://kidshealth.org/en/parents/exercise.html - organizational website
Task 2: Caring for a pre-school child
Maintaining a stable and predictable environment

CHILDCARE 3
 Establishing consistency in times of napping and eating
 Teaching children repeatedly on key activities in their lives such as time to play, sleep or
eat
Child’s independence
 Giving the child sometime to be alone after playing with peers
 Respecting what they do things on their own (Sylva, Melhuish, Sammons, Siraj-
Blatchford, & Taggart, 2011).
Supporting and responding to the child’s emotional feelings
 Showing empathy based on their feelings
 Teaching them how to accept the situations
Explaining children about the routine
 Ensuring consistency for different undertakings with them
 Teaching them about different tasks on the routine
Encouraging children to communicate and listen
 Through demonstration to the child on how to behave during any of the events
 Communicating with the children often
Dealing with emotional outburst
 Giving them time to cool down and then attend to the issues causing them behave this
way
 Understanding their feelings and helping them accept the situations
Comforting the child hurt or distressed
 Using stress management strategies like scheduling relaxing activities
 Encouraging the child to accept their situations (Potts, & Mandleco, 2012).

CHILDCARE 4
Demonstrating respect of the individual and cultural differences of each child
 Teaching the child on how to respect their peers as brothers and sisters
 Educating them on how to interact with their peers
Identify safety issues
 Creating games related to various safety issues that educate the children on how to
protect themselves like safety dressing
 Making them role play when they are in protective attire
 Indicating dangerous issues and materials that surround them
Task 3: Game and play experience
a. Nutrition needs- nutrition Sudoku
The game involves having a Sudoku of nutritional vocabulary for the child to identify by
using writing materials, pens and papers. For children who can read and write aged between 5
and 10 years. It encourages self-help cognitive development of children (McWilliams, Ball,
Benjamin, Hales, Vaughn, & Ward, 2009). Parental guidance required but the child is allowed to
play individually at some times. The game requires one child at a time to identify or fill a
Sudoku using words related to nutrition. No space is needed as the game can be played indoors.
The game involves taking the children through various vocabularies and then having them
compete on who identifies many words from the Sudoku. The game may involve pairs or
children working in groups to see which group of individual, outdoes the others in the game. The
parent then identifies other words not identified by the children.
Task 4: settling brochure

CHILDCARE 5
References
Blau, D., & Currie, J. (2006). Pre-school, day care, and after-school care: who's minding the
kids?. Handbook of the Economics of Education, 2, 1163-1278.
McWilliams, C., Ball, S. C., Benjamin, S. E., Hales, D., Vaughn, A., & Ward, D. S. (2009).
Best-practice guidelines for physical activity at child care. Pediatrics, 124(6), 1650-1659.
Potts, N. L., & Mandleco, B. L. (2012). Pediatric nursing: Caring for children and their
families. Cengage Learning.

CHILDCARE 6
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2011). Pre-school
quality and educational outcomes at age 11: Low quality has little benefit. Journal of
Early Childhood Research, 9(2), 109-124.