Competency Based Assessment Workbook for CHC30113 Certificate III in Early Childhood Education & Care

This assessment workbook is designed for CHC30113 Certificate III in Early Childhood Education & Care. It covers the features of a competency-based assessment system, the basic principles of assessing nationally recognized training, dimensions of competency, and reasonable adjustment. The workbook includes knowledge assessment, case studies, and an assessor checklist.

CHC30113
Certificate III in Early Childhood Education & Care
Physical and Emotional
Wellbeing
V2.3 Produced 17 September 2018
Copyright © 2016 Compliant Learning Resources. All rights
reserved. No part of this publication may be reproduced or
distributed in any form or by any means, or stored in a database
or retrieval system other than pursuant to the terms of the
Copyright Act 1968 (Commonwealth), without the prior written
permission of
Compliant Learning Resources
Assessment Workbook 5

Version control & document history
Date Summary of modifications made Versio
n
18 December
2013
Version 1 final produced following
assessment validation. 1.0
16 April 2014
Rewording of questions to clarify
understanding. Q1`,9,15, Case Study One,
Case Study Two
1.1
23 January
2015
Significant changes made to document
following validation 2.0
18 July 2016 Minor changes in formatting and wording
throughout document 2.1
23 August
2017 Added url to hyperlink 2.2
17 September
2018 updated hyperlink for question 9 2.3
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TABLE OF CONTENTS
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INTRODUCTION................................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT...........................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING5
THE DIMENSIONS OF COMPETENCY........................................................6
REASONABLE ADJUSTMENT..................................................................7
CHEATING AND PLAGIARISM.................................................................8
THE UNIT OF COMPETENCY...................................................................9
CONTEXT FOR ASSESSMENT................................................................13
ASSESSMENT METHODS.....................................................................14
RESOURCES REQUIRED FOR ASSESSMENT.............................................14
INSTRUCTIONS TO ASSESSOR..............................................................15
INSTRUCTIONS TO STUDENT...............................................................16
ASSESSMENT WORKBOOK COVER SHEET..............................................17
KNOWLEDGE ASSESSMENT.................................................................18
CASE STUDY ONE..............................................................................41
CASE STUDY TWO.............................................................................49
ASSESSOR CHECKLIST.......................................................................52
FEEDBACK........................................................................................ 53
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INTRODUCTION
Assessment is a difficult process – we understand this and have
developed a range of assessment kits, such as this, to facilitate a painless
process for both the assessor and the learner being assessed.
There are a number of characteristics of assessment, ranging from
subjective assessment (which is based on opinions and feelings), to
objective assessment (which is based clearly on defined processes and
specific standards). Nearly all assessment involves a mixture of both
types of assessment because it is almost impossible to eradicate the
subjectivity humans carry into the process of assessing. The goal in
developing and implementing these assessment kits is to work towards
the objective end as far as possible and to reduce the degree of opinions
and feelings present.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person to
perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these
exist. Where such competencies do not exist, the outcomes are
based upon those identified in a training needs analysis.
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other
learners.
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge and
skills with their practical application.
o Assessment, where possible, must include judgements based
on evidence drawn from a number of occasions and across a
number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed
to ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards
for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-
the-job components of training within a course.
o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been
acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D
Lawlor)
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the unit
of competency. This evidence should match or at least reflect
the type of performance that is to be assessed, whether it
covers knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects
of the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied
that evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment
for learners with a disability - November 2010 - Prepared by -
Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the
learning environment or making changes to the training delivered to
assist a learner with a disability. A reasonable adjustment can be as
simple as changing classrooms to be closer to amenities, or installing a
particular type of software on a computer for a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with
a disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as
those without a disability.
Reasonable adjustment applied to participation in teaching,
learning and assessment activities can include:
 customising resources and assessment activities within the
training package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and
during the course
 monitoring the adjustments to ensure learner needs continue to
be met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out
daily activities’ (World Wide Web Consortium - W3C). It includes screen
readers, magnifiers, voice recognition software, alternative keyboards,
devices for grasping, visual alert systems, digital note takers.
IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment
evidence must not impact on the standard expected by the workplace, as
expressed by the relevant Unit(s) of Competency. E.g. If the assessment
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was gathering evidence of the candidates competency in writing,
allowing the candidate to complete the assessment verbally would not be
a valid assessment method. The method of assessment used by any
reasonable adjustment must still meet the competency requirements.
CHEATING AND PLAGIARISM
What is Cheating?
Cheating within the context of the study environment, means to
dishonestly present an assessment task or assessment activity as
genuinely representing your own understanding of and/or ability in the
subject concerned.
Some examples of cheating are:
 Submitting someone else’s work as your own. Whether you have
that persons consent or not.
 Submitting another author’s work as your own, without proper
acknowledgement of the author.
 To allow someone else to submit your own work as theirs.
 To use any part of someone else’s work without the proper
acknowledgement
There are other forms of cheating not contained in this list. These are
merely given as some examples. If you are unsure about whether any
particular behaviour would constitute plagiarism or cheating, please
check with your trainer prior to submitting your assessment work.
What is Plagiarism?
Plagiarism is a form of cheating and includes presenting another person
or organisation’s ideas or expressions as your own. This includes,
however is not limited to: copying written works such as books or
journals, data or images, tables, diagrams, designs, plans, photographs,
film, music, formulae, web sites and computer programs.
How do I avoid Plagiarism or Cheating?
Students are advised to note the following advice to avoid claims of
plagiarism or cheating:
 Always reference other people’s work. You may quote from
someone else's work (for example from websites, textbooks,
journals or other published materials) but you must always indicate
the author and source of the material.
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 Always reference your sources. You should name sources for any
graphs, tables or specific data, which you include in your
assignment.
 You must not copy someone else's work and present it as
your own.
 You must not falsify assessment evidence.
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THE UNIT OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
 specifying the required level of performance
2. the evidence guide
 Describing the underpinning knowledge and skills that must be
demonstrated to determine competence. It provides essential
advice for assessment of the unit of competency in the form of:
o critical aspects of evidence
o the essential skills
o the essential knowledge
The associated assessment tool in this kit covers all of these components
as detailed in the matrix to follow.
For the purpose of delivering the Qualification CHC50113 Diploma
of Early Childhood Education and Care clustered assessment of
units of competency will occur.
When assessing each unit it is important to understand how they
are structured in order to meet assessment requirements.
An outline of the units of competency is included below. Please note that
some skills that are not able to be observed in the workplace during your
Vocational Placement will be assessed utilising Case Studies and/or
projects.
CHCECE003 Provide care for children
This unit describes the skills and knowledge required to ensure
children’s physical and emotional wellbeing is maintained and their self-
sufficiency is nurtured.
This unit applies to people who work with children in a range of early
education and care services.
Elements
1. Provide physical care
2. Promote physical activity
3. Adapt facilities to ensure access and participation
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4. Help children with change
5. Settle new arrivals
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
 Oral communication – in order to interact calmly and positively
with families and children
The remaining foundation skills essential to performance are explicit in
the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks at least once:
 provided care and responded appropriately to at least three
children of varying ages, including:
o promoting physical activity and encouraging participation
o engaging children in discussions around physical health and
wellbeing
o adapting the physical environment to ensure challenge and
appropriate risk-taking
o ensuring the smooth transition of new arrivals
o supporting children through transition and change
 performed the activities outlined in the performance criteria of this
unit during a period of at least 120 hours of work in at least one
regulated education and care service.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required
to effectively do the task outlined in elements and performance criteria of
this unit, manage the task and manage contingencies in the context of
the work role. This includes knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
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 how to navigate through framework and standards documents to
find areas relevant to this unit of competency
 basic principles of child physical and emotional development
 United Nations Convention on the Rights of the Child
 recommendations for physical activity for birth to 5-year-olds and
5- to 12-year-olds in the National Physical Activity Guidelines for
Australians
 impact of changes of routines and environments for children
 sun safety
 relevance of hand hygiene for minimising infectious diseases
 code of ethics
 routines and strategies to minimise distress at separation of parent
and child
 organisational standards, policies and procedures.
CHCECE005 Provide care for babies and toddlers
This unit describes the skills and knowledge required by educators
working with babies and toddlers to ensure that the children’s physical
and emotional wellbeing is maintained.
This unit applies to work with babies and toddlers from birth to 24
months in a range of early education and care contexts.
Elements
1. Promote safe sleep
2. Provide positive nappy-changing and toileting experiences
3. Promote quality mealtime environments
4. Create a healthy and safe supporting environment
5. Develop relationships with babies and toddlers
6. Develop relationships with families
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the
performance criteria of this unit of competency.
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit manage tasks
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and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks:
 provided care to at least different three babies and toddlers of
varying ages using safe and hygienic practices, including:
o assessing and responding appropriately to babies’ needs,
including hunger, distress, tiredness and pain
o setting up a safe environment conducive to rest
o changing nappies
o heating breast milk and formula, preparing bottles and
preparing and heating food
o cleaning equipment and utensils
o feeding babies
 developed a nurturing and securely attached relationship with at
least three different babies and toddlers of varying ages, including:
o settling new babies and toddlers through observing,
monitoring and appropriately interacting with them and their
caregivers
o engaging in one-to-one interactions with babies and toddlers
during daily routines
 supported the learning of at least three different babies and
toddlers of varying ages, including:
o responding appropriately to babies’ and toddlers’ cues and
language
o initiating and modelling language with babies and toddlers
o providing stimulating environments that support skill
development
o modifying the environment and interactions to support
babies/toddlers changing requirements
o encouraging their attempts to gain new skills
o providing opportunities to develop self- knowledge and
awareness
o contributing to their emotional and psychological well-being
 performed the activities outlined in the performance criteria of this
unit during a period of at least 120 hours of work in at least one
regulated education and care service
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required
to effectively do the task outlined in elements and performance criteria of
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this unit, manage the task and manage contingencies in the context of
the work role. These include knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 how to navigate through framework and standards documents to
find areas relevant to this unit of competency
 individual patterns and routines of babies and toddlers
o appropriate interactions with babies and toddlers, including:
o individual differences of babies’ and toddlers’ needs for rest,
and sleep/rest patterns
o signs of stress, distress or pain in babies and toddlers
o social development of babies and toddlers
 dietary requirements and nutritional needs of babies and toddlers
 food safety guidelines
 recommendations for oral health, including restricting bottles meal
times only
 guidelines for infection control
 safe and unsafe practices for working with babies
 different practices and routines used by various families and their
underlying cultural or personal rationale
 emotional, physical and language development of babies and
toddlers
 attachment theory
 Sudden Infant Death Syndrome
 United Nations Convention on the Rights of the Child
 brain development in babies and toddlers
 organisational standards, policies and procedures.
CONTEXT FOR ASSESSMENT
Skills must be demonstrated in a regulated education and care service.
In addition, simulations and scenarios must be used where the full range
of contexts and situations cannot be provided in the workplace or may
occur only rarely. These are situations relating to emergency or
unplanned procedures where assessment in these circumstances would
be unsafe or is impractical.
Simulated assessment environments must simulate the real-life working
environment where these skills and knowledge would be performed, with
all the relevant equipment and resources of that working environment.
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Assessment must ensure use of:
 National Quality Framework for Early Childhood Education and
Care
 the relevant approved learning framework under the National
Quality Framework for Early Childhood Education and Care.
Assessment must involve:
 interactions with actual babies and toddlers under the age of 24
months under the supervision of an early childhood educator.
Assessors must satisfy the NVR/AQTF mandatory competency
requirements for assessors
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ASSESSMENT METHODS
Assessment for this unit will be assessed through completion of
Assessment Workbook Five (5) and the relevant section of
Workbook Seven (7) Skills Journal – Physical and Emotional
Wellbeing
Workbook Five (5) will focus on two assessment methods:
1. Written Questions – based on the required knowledge component
as described in the Instructions for Assessment
2. Case Studies – utilising the Sparkling Stars virtual Education
and Care Service and activities set out in this workbook.
Further Assessments:
 Workbook Seven (7) Skills Journal
a) Participant must attend Vocational Placement and maintain a
log of tasks completed and signed off by a supervisor in the
workplace.
b) A series of 3rd Party reports also make up part of this
assessment where assessment must involve interactions with
actual babies and toddlers under the age of 24 months under
the supervision of an early childhood educator.
RESOURCES REQUIRED FOR ASSESSMENT
To complete the assessments in this workbook, the candidates will need
access to:
 Computer with internet access, MS Word, Adobe Acrobat Reader
 Video recording equipment such as:
o Camcorder
o Camera
o Mobile phone
 Friend or family member to assist in minor role-play
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INSTRUCTIONS TO ASSESSOR
This is a compulsory assessment to be completed by all students. This
assessment tests the student’s ability to understand apply the content
and concepts related to this unit of competency.
The assessor guide provides model answers to all the questions, setting
out which key responses must be included as well as indicating where
flexibility is acceptable. For example if a question requires the student to
list three options, then their response must include three of the items
listed in the model answer. Where a response can be more flexible,
instructions to the assessor are included.
Note to assessors: contact details are requested from observers in the
feedback forms in case you will have to call them to verify content of the
feedback forms.
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment
tasks to be awarded COMPETENT for the units relevant to this
cluster.
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INSTRUCTIONS TO STUDENT
The questions in this workbook are divided into two categories.
The questions in the knowledge assessment are all in a short answer
format. Case Studies are longer questions requiring creative thought
processes are covered in the case studies assessment. You must answer
all questions using your own words. However you may reference your
learner guide, and other online or hard copy resources to complete this
assessment.
You must attempt all assessments satisfactorily to achieve an overall
award of competent.
Re-read the section on Plagiarism and Copying in the front of your
Assessment Workbooks
If you are currently working as part of an Early Childhood
Education/Child Care team, you may answer these questions based on
your own workplace. Otherwise consider what you should do if you were
working as part of an Early Childhood Education/Child Care team you
may refer to Sparkling Stars as an example.
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ASSESSMENT WORKBOOK COVER SHEET
WORKBOOK: WORKBOOK 5
TITLE: Physical and Emotional Wellbeing
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you agree to
the terms of the declaration sign and date in the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have
been made aware of my rights and responsibilities as an
assessment candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting
according to the instructions provided and I am aware that
my assessor will not assess work that cannot be clearly
identified and may request the work be resubmitted according
to the correct process.
 This work is my own and contains no material written by
another person except where due reference is made. I am
aware that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance
or observable skills. I give my consent to contact these parties
for verification purposes.
Name : Signature: Date:
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KNOWLEDGE ASSESSMENT
1. Access the Australian Children’s Education & Care Quality Authority
(ACECQA) website (http://www.acecqa.gov.au/) and answer the
questions below.
a) Browse the Guide to the National Quality Framework document
and search for the objectives of the NQF. List the six (6)
objectives of the NQF.
1. Ensure the health, development and wellbeing of children
2. Create national quality rating and assessment process
3. Provide streamlined regulatory arrangements
4. Set framework for most long day care, preschool/kindergarten,
family day care in all states and territories
5. Collaborative partnerships with families and communities
6. Leadership and service management for Children’s health and
safety
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b) List the NQS quality areas relevant to the provision of care for
babies, toddlers and children. Use the Guide to the National
Quality Standard document as a reference. Your answers must
include each quality areas’ focus.
QA1 - Educational Program and Practice
The nominated supervisor must ensure that the program is based on a
learning framework based on the individual differences of each child.
QA2- Children's health and safety
The approved provider carries the responsibility for supporting the
health, protection, safety and wellbeing of all children and protect them
from any risks of harm, injury and infection.
QA3 - Physical environment
The physical environment plays a vital role in keeping children safe and
improve the quality of children’s learning and experiences without any
risk of injuries. The approved provider must ensure that the physical
environment contributes to the wellbeing, happiness and creativity of
children and provide them rich and diverse range of learning
experiences.
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2. Access the Belonging, Being & Becoming – The Early Years Learning
Framework (EYLF) for Australia document in ACECQA’s website
(http://www.acecqa.gov.au/). Answer the questions below using the
EYLF document as reference.
a) What is the aim of the EYLF document?
The aim of the EYLF is to create learning opportunities for children
right from birth to five years and providing the educators a framework
on how to create the right learning environment for the children to
maximise their learning potential.
b) Which EYLF outcome best guides early childhood educators in the
provision of care for babies, toddlers, and children?
EYLF outcome that best guides early childhood educators is that when
they work in partnership with families in the provision of care for
babies, toddlers, and children, they can create meaningful experiences
for children and achieve positive results.
c) . Early Years Learning Framework (EYLF) provides guidance to
early childhood educators in reinforcing in their daily practice the
principles laid out in the United Nations Convention on the Rights
of the Child. List the two (2) principles being reinforced by the
EYLF
i. Article 30 (Children of minorities/indigenous groups): Minority
or indigenous children have the right to learn about and
practice their own culture, language and religion.
ii. Article 31 (Leisure, play and culture): Children have the right
to relax and play, and to join in a wide range of cultural,
artistic and other recreational activities..
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3. What is the fundamental professional responsibility of early
childhood professionals according to the Early Childhood Australia’s
Code of Ethics?
Guidance: The fundamental professional responsibility of early
childhood professionals is mentioned in the Preamble of the Code of
Ethics.
The core principles in this Code of Ethics are based on the fundamental
values of the profession and guide the early childhood professionals
when making decisions based on ethical responsibilities. It is their
professional responsibility to maintain the rights and dignity of
children, families and communities.
4. Being aware of babies’ and toddlers’ sleeping patterns and routines
will help you recognise sleep/rest cues and respond to these cues
appropriately. Fill out the table below to show the different sleeping
patterns and needed hours of sleep of babies and toddlers. The first
row is completed to serve as a guide.
Age Sleep Pattern/s Needed Hours of
Sleep
Newborn
 Don’t have regular sleep
patterns
 May sleep between 12
and 20 hours a day
16 to 20 hours per day
3 months
 sleep approximately
for about four sleep
periods
 longer wakeful
periods for feeding
approximately 15 hours
6 months  More predictable
sleeping patterns
approximately 13-15
hours
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 Longer sleep at night
 two or three naps
during the day.
12 months
 Sleep for several
hours in each 24
hours
 one daytime nap of
one to three hours.
sleeping for 10 to 12
hours
12 to 24
months Need two shorter naps
during the day
sleeping for 10 to 12
hours
5. Complete the table below by providing the possible meaning and
appropriate response to the given infant/toddler signs/cues.
Sign/Cue Possible meaning Appropriate
response
8-month Noah has
woken from his nap
and is crying.
He may be hungry or
may be because he is
too wet or cold or hot
Check for his diaper
and if it is dry, give
him his feed.
12-month Briony is
sitting at the lunch
table, rubbing her eyes
and yawning.
This means that
Briony is sleepy and
tired.
Put Briony to sleep.
India, a 6-week infant,
suddenly arches her
It is a sign of physical
stress & if India has
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back, throws her head
back and spread her
arms out and, started
crying loudly.
just had her feed, it
could be due to
gastrooesophageal
reflux.
Cuddle India and
make her burp by
holding her upright.
20-month old Kyle
walks to you crying
and pulling his nappy.
Kyle has probably
soiled her nappy and
is wet and
uncomfortable.
Clean her and change
her nappy
6. In the table below, list one (1) appropriate interaction for babies and
toddlers, which you can use to foster the social development of
babies and toddlers.
Babies – birth to 12 months Smile a lot at the baby and use pleasant
facial expressions
Toddlers – 12 to 36 months Give him lots of cuddles and show
appreciation whenever he makes sounds
7. In your role as an Early Childhood Education and Care worker, you
need to understand the dietary requirements and nutritional needs
of babies and toddlers.
a. What is the perfect food and best source of nutrients for babies 0
to 6 months?
Breast Milk
b. What are the approximated formula requirements for bottle-fed
infants? Fill out the table to show the approximate formula
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requirements for bottled-fed infants:
Days 1 to 4 from 60-90 ml of formula per feeding
Days 5 to 3
months
75 ml - 105 ml need each feed.
3 to 6 months 105 ml - 210 ml at a feed
6 to 12 months 210 ml - 240 ml at a feed
c. When is the best time to introduce solid foods to babies?
The best time to introduce solid foods to babies as at about 6 months of
age as they need more nutrition for healthy growth.
d. To meet the nutrition and dietary needs of babies 6 months
onward, different types and consistency of food should be
provided. Identify the type and consistency of food that should be
given to the following age groups and give two (2) examples of
each food type/consistency.
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Age Type & Consistency Examples
6 to 7 months Very soft Iron fortified cereals
8 to 12 months pureed pureed legumes and
fruits
12 months Soft and lumpy Cooked and pureed
vegetables , yoghurt
e. Which foods should be provided to toddlers and which foods
should be given in limited amounts?
Guidance: Use the following resource to answer the questions below,
 Healthy eating for children
Protein-rich foods such as eggs, beans, fish, chicken, tofu and nuts
should be provided to toddlers.
Foods that should be avoided or given in very limited amounts include
the fast foods which are low in fibre and nutrients. Avoid sugary drinks
and food with caffeine.
f. Fill out the table to show the general dietary patterns for toddlers
aged 1 to years.
Guidance: Use the following resource to answer the questions
below,
 Eat for Health – Educator Guide
Food Serve size Serves a day
Vegetables and
legumes/beans 75 gm 2-3
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Fruit 150 gm 1
Grain (cereal) foods 40 gm 3-4
Lean meats, poultry, fish,
tofu, eggs, legumes 65 gm 1
Milk, yoghurt, cheese and/or
alternatives 250 gm 1-2
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8. List five (5) food safety guidelines to implement when feeding:
a. Babies
b. Toddlers
a. Food safety guidelines to implement when feeding babies:
i. wash and dry hands before feeding the baby
ii. Use fresh breastmilk whenever possible
iii. use sterile equipment and containers ash and sterilise
equipment such as bottles, teats and utensils.
iv. Discard any unused breast milk after the feed
v. Prepare infant formula as per theo manufacturer’s
instructions
b. Food safety guidelines to implement when feeding toddlers:
i. Avoid feeding young children straight from a container
ii. Avoid unpasteurized foods and beverages
iii. Avoid partially cooked or raw foods or undercooked foods
such as eggs, meat and fish.
iv. Avoid honey until the baby is an year old as it can lead to
foodborne illness
v. Always keep an eye on the toddlers while they are eating so
as to avoid risk of choking.
vi.
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9. Carers are also tasked to promote good oral health care of babies
and toddlers by implementing oral hygiene practices and healthy
eating choices.
The Australian Dental Association (ADA) developed the following
guidelines and tips to assist in the care and promotion of good oral
health:
o Oral hygiene for babies and toddlers
o Healthy eating equals healthy teeth
Answer the succeeding questions using the above guidelines as
references.
a. How should you brush a baby’s primary teeth that have just
started to appear?
When the baby's primary teeth just start to appear, get a toothbrush
specially designed for babies and brush the teeth with plain water after
every feed.
b. What is the proper way of flossing for kids about 2 ½ years old?
List the steps.
Flossing for kids about 2 ½ years old should be done once a day, preferably
after dinner.
Use thumbs and forefingers to lightly hold the floss around fingers and
use back and forth motion to guide the floss between their teeth.
Scrape the floss down very gently and repeat the process for every
tooth, without putting any pressure against the tooth.
c. How would you promote babies’ and toddlers’ oral health through
diet and nutrition? List two (2) ways.
i. Offer them fruits and vegetables to snack on
ii. Avoid sticky and chewy foods to keep their teeth intact.
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d. What is the rationale behind restricting (feeding) bottles during
meal times only?
The rationale behind restricting (feeding) bottles during meal times
only is to set a pattern for regular meal times and follow healthy eating
practices and maintain good oral health.
10. List the two (2) guidelines that can be used by educators as a
basis for implementing infection control in education and care
service.
Guidance: Use Staying Healthy, 5th edition as reference.
i. Element 2.1.3 - Effective hygiene practices are promoted and
implemented.
ii. Element 2.1.4 - Steps are taken to control the spread of
infectious diseases and to manage injuries and illness, in
accordance with recognised guidelines
iii.
11. What are the most common procedures that can help prevent and
control the spread of infections in the childcare service setting?
Guidance: Use Staying Healthy, 5th edition as reference.
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Common procedures that can help prevent and control the spread of
infections in the childcare service setting is by following good practices
like frequent washing of hands, keeping the surfaces and equipment
clean and develop an infection control plan.
12. Briefly explain why hand hygiene is one of the best ways to
minimise the spread of infectious diseases.
Hand hygiene is one of the most important steps to minimise the spread
of infectious diseases s most infections and disease spread because of
dirty hands or not washing them properly.
13. Identify whether the following practices for caring babies are safe
or unsafe. Write “S” for safe and “U” for unsafe on the space
provided.
a) Putting baby on his or her side or on his or her
tummy when sleeping. U
b) Giving the baby nacho cheese corn chips for
afternoon snacks. U
c) Tucking the baby securely using lightweight
blankets for his nap. S
d) Reading the instructions carefully when
preparing to use a stroller. S
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e) When changing nappy, ensure that the safety
catches of nappy with pins are on and pointing
away from the baby’s body.
S
f) Practicing hand washing before and after
feeding. S
g) Letting the toddler walk around as he or she
eats. U
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14. In order to provide appropriate activities and routines that adequately address babies’ and toddlers’
developmental needs, you must first be aware of their emotional, physical and language development.
Fill out the table with the appropriate milestones that you may observe at a certain age range. List
three (3) expectations for each area.
Guidance: Use the Developmental milestones and EYLF-MTOP as a reference.
http://compliantlearningresources.com.au/network/sparkling-stars/resource-links/ (Username: learner
Password: studyhard)
Age Range Emotional Development Physical Development Language Development
Birth to 4 months
smiles and responds to
affection
Rolls and tries to reach and
grasp for objects and has
good head control
babbles with expression
and smiles, laughs, squeals
to get your attention
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4 to 8 months
Has well settled eating
and sleeping patterns and
may suck thumb and
laughs
Plays with feet and toes and
tries to crawl and reaches for
and grasp objects
Enjoys games and repeat
sounds, copies sounds and
responds to own name
8 to 12 months
Shows anxiety around
strangers and shows
separations anxiety when
away from parents
Sit steadily without help and
rock back and forth. Stand
firmly on legs with help and
rake at tiny objects with
hands
Babbling long, repetitive
strings and understands
simple words and
sentences
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1 to 2 years
Needs a lot of adult
attention and is curious.
Enjoys playing with adults
and likes repetitive games.
More cooperative and
shows interest in other
children.
Push himself and is able to
walk and maintain balance.
He is able to run, without
bumping into things and can
go down stairs while help.
The speech vocabulary
increases to about 20
words and with better
understanding and is able
to tell you what he wants.
2 to 3 years
understand the emotions
of others and can often
play together and can
easily get upset and
asserts about his feeling.
More confident now, loves to
run, swing and climb and
explores more options for
play in gaming equipment
and outdoors with other
children
Able to follow an instruction
and say all of their words
clearly and speak their
minds.
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15. Explain the attachment theory. Provide the reference you used in
answering this item.
The attachment theory is based on Bowlby's initial considerations and
explores the behaviours and instinctive responses of an infant
attachment. His early and late attachment-related experiences and the
naturally selected mechanisms involved reflect an organized system of
behaviours with a predictable outcome (Cassidy, Jones, & Shaver 2013, p. 3).
16. What is SIDS (Sudden Infant Death Syndrome)? Provide a brief
description and give three (3) risk factors.
The sudden infant death syndrome (SIDS) is defined as the sudden
death of an infant who is less than 12months of age and it is associated
with a sleep period (Paterson 2013, p. 2). The death seemingly occurs
either during sleep. It is one of the leading causes of infant mortality
and the risks persist until the first year of life.
Sleeping on the stomach
Prenatal exposure to cigarette smoke or alcohol.
Exposure to cigarette smoke
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17. Below are descriptions of the brain development of babies from
birth to 18 months. Write ‘True’, if the statement about brain
development is correct and ‘False’ if the statement is incorrect.
a) Vision is the most mature of the senses at birth to 2
months of age. False
b) The first sense to develop in newborns is the sense
of touch. True
c) Infants, 2 to 6 months, are already starting to hold
their head and chest up when lying on their
stomach at this stage.
True
d) 2- to 6-month old babies are now able to scan, track
and focus on objects, see in colour and perceive
distances.
True
e) 6 to 12 month old babies require repetition of
experiences for their reasoning to be developed. True
f) At 6 to 12 months, social interaction is the least
importance form of stimulation babies at this age
can receive.
False
g) ‘Deferred imitation’ where a child can recall and
imitate an action performed by another person can
occur from 12 to 18 months.
True
h) At 12 to 18 months of age, toddlers can already
recall actions and events that have occurred in the
past few hours or even possible a day earlier.
True
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18. As carers, it is important that you are aware of and able to include
familiar routines that are practiced by an infant or a toddler’s family.
In the table below, give two (2) examples of practices and routines
used by families that you are aware of or have learned about during
your vocational placement. On the next column, give the underlying
cultural or personal rationale of each practice/routine. An example is
provided as your guide.
Family routine/practice Cultural or personal rationale
behind the practice/routine
Feeding the toddler rather than
promoting independent eating
Sign of good parenting for some
culture
Eating meals together with family
on the table
Exposure to family conversation
and bond with the family members
over food.
Family routine of reading books
together
Exposure to books, express the
importance of reading and
introduce new words and sounds.
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19. According to the National Physical Activity Guidelines for
Australia, what are the recommendations for physical activity for
children:
a. Birth to one year
b. Toddlers (1 to 3 years) and pre-schoolers (3 to 5 years)
c. 5 – 12 years
Guidance: Click here to know more about the National Physical
Activity Recommendations for Children.
a. Supervised physical activity in safe environments and can include
reaching and grasping, crawling, pushing and pulling.
b. A variety of physical activities such as running, jumping and
twirling and throwing is better.
c. Children aged 5–12 years should get at least an hour f moderate
to vigorous intensity physical activity every day. Supervised
physical activity can include aerobic activities that can
strengthen muscle and bone.
20. List five (5) impacts of changes in changes in routines and
environment that children may experience.
i. Children can get restless and threw tantrums because of the
change in environment
ii. They feel motivated to explore the new environment which may be
unsafe
iii. Play with household objects you don’t want them to
iv. Get cranky and become disobedient
v. Throw tantrums when eating
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21. All child care centres are required to follow strict sun safety
guidelines and have a policy stating the procedures for their centre.
List five (5) ways carers must implement to reduce the risk of
sunburn and future skin cancer when children are out exposed in the
sun.
Any change in environment around your child or his routines can
influence his behaviour. The change can trigger unwanted behaviour in
children
i. They may feel motivated to explore the new and unsafe
environment
ii. Throw more tantrums when tired and do not want to share their
toys
iii. Get cranky and moody and can be inconsolable.
iv. Extreme reactions can be there due to the increased stress, fear,
and anxiety
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22. List five (5) strategies and routines that you could implement to
minimise distress relating to the separation of parent and child.
i. Get familiar with the child and make him familiar with the new
place or care centre, where he would spend some time away from
his or her parent.
ii. Greet the child and parents with a warm and welcoming smile and
take the child to a room with interesting activities and toys.
iii. Let the parent spend a few days at the centre for the child’s
comfort and assurance till he settles down.
iv. Comfort and re-assure the child when the parent says good bye
and keep them engrossed in their favorite activity like playing with
a soft toy or reading a story.
v. Don’t force things on the child and let him adjust gradually at his
own pace. After all, Separation Anxiety is a hard issue to deal
with.
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23. Answer the following questions about the basic principles of child
physical and emotional development.
a) What is a child’s normal
direction of growth?
A child follows a predictable fashion
and direction of physical and
psychological
growth and in a set pattern and
orderly sequence.
b) What is a child’s normal
pattern of growth?
The child’s normal pattern of growth is in
a head-to-toe direction, or cephalocaudal,
and in an inward to outward pattern
called proximodistal.
c) What is the normal
directional pattern of
physical development of
children?
The normal directional pattern of
physical development of children
refers to growth that takes place in a
child span from birth to adolescence.
This change involves physical,
cognitive, and emotional development
changes which take place in a
predictable pattern and is age related.
d) What is the core
relationship supporting
a child’s emotional
development?
The core relationship supporting a child’s
emotional development are based on his
e social and emotional skills that the
child develops through their everyday
experiences.
e) What other key
relationships contribute
to the child’s emotional
development? Give two
(2).
Nurturing and supporting environment
A responsive, warm and trusting
relationship with the parents and staff
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24. Fill out the table below with examples of common organisational
standards, policies and procedures related to the care of infant,
toddlers and children and are relevant to Early Childhood Education
and Care. List two (2) of each.
Guidance: Visit Sparkling Stars Childcare Centre and go to the
Resources and Policies & Procedures tabs to see examples of
relevant standards, policies and procedures.
Relevant standards Standard 3.2 -The environment is inclusive,
promotes competence, independent exploration
and learning rough play
Standard 2.2 -Healthy eating and physical
activity are embedded in the program for
children.
Relevant policies i. Outdoor and indoor spaces are designed for
quality experiences
ii. promote healthy lifestyles and good nutrition
Relevant
procedures
i. minimise conflict and risk of injury between
children in both indoor and outdoor
environment
ii. supports families’ choices regarding infant
feeding, including breastfeeding and bottle
feeding
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CASE STUDY ONE
1. Geri is an experienced family day care educator. Starting next
Monday, Lachie (6 months) will be in care with Geri and 2 other
children (aged 3 and 4) 3 days a week. Geri has already collected
details about Lachie’s needs, preferences and daily routine from his
mother, Sue, and is now thinking about the finishing touches she
needs to make in preparation for his arrival.
Once Geri has set up the physical environment to make it welcoming,
safe, and secure, she starts thinking about how she will help Sue
deal with dropping Lachie off for the first time. Sue and Lachie have
come to visit a few times, but this will be the first time she leaves
him in Geri’s care. Sue is a young, independent, single mum who is
commencing study on a part-time basis. Lachie is her only child.
a. List five (5) ways Geri could assist and support Sue and Lachie to
manage their first separation.
b. Describe a suitable separation routine that Geri could suggest to
Sue to manage her and Lachie’s separation.
a. Five ways Geri could support Sue and Lachie:
i. Give Sue and Lachie a tour of the care centre and encourage
the parent to ask questions and address her concerns.
ii. Motivate Sue and Lachie to spend some time together at the
care centre to get the child a bit familiar with her new
surroundings.
iii. Ask the parent to adopt a s to adopt a calm, positive attitude to
the drop off and to display a façade of confidence in front of the
child to instil confidence in her
iv. Keep Lachie involved in her favourite playtime activities and
quickly distract the child if she asks where her mum is.
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v. Pay special attention to the child in her initial days till she
settles down in her new routine.
b. Suitable separation routine:
A suitable routine can vary with each child as some children adapt
more easily to child care. Develop customised routine for each
child based on their state of mind and needs. The first few days of
child care are filled with anxiety and tense emotions. The child
care providers can do a lot to lower the anxiety felt by families
prepare and give them all the support hat need in the initial
period.
2. Lachie’s first day has arrived and he has successfully settled into
care. It is mid-morning and Geri notices that Lachie is rubbing his
eyes and is a little unsettled. Knowing that Lachie is almost due for
his morning nap, Geri decides it is probably best to change his nappy
in preparation for the nap.
a. Write a suitable nappy procedure that could be displayed in the
changing room for Geri to follow and to ensure that she practices
proper hygiene.
b. Describe how Geri should interact with Lachie to help build a
positive relationship with him while changing his nappy.
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a. Suitable nappy procedure:
b. Prepare for the diaper change and collect all the supplies needed
and wear gloves.
c. Remove clothing and the diaper and dispose the soiled diaper
carefully in a lined, covered trash can.
d. Clean the diaper area with disposable wipes and wipe front to
back.
e. Put on the clean diaper and fasten the diaper securely, and dress
the child.
f. Remove gloves and wipe your hands.
g. Wash the child’s hands with warm soapy water.
h. Return the child to the play area and clean and disinfect the
diaper table.
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i. How Geri should interact with Lachie:
When changing the diaper, Geri should be warm and comforting
with Lachie. She should carry a pleasant and smiling expression
throughout the procedure and assure the child that he is in safe
hands.
3. Geri has organised the environment and is now ready to put Lachie
into his cot. He has his comfort item with him, a dummy, and is
sucking contentedly.
a. What are the steps that Geri must consider when putting Lachie
to sleep safely?
b. What are the things that Geri should check in order to know that
the cot Lachie sleeps on complies with the Australian Standard
AS/NZS 2172-2003?
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a. Steps that Geri must consider when putting Lachie to sleep safely:
Ensure a peaceful and calm area for the sleep and use clean
bedding for the child.
Lachie should be put on his back to sleep as this is the safest
position for babies.
Do not cover his face or head while he is sleeping
Keep the area smoke free and free of any noise or disturbances.
b. Things that Geri should check in order to know that the cot Lachie
sleeps on complies with the Australian Standard AS/NZS 2172-
2003:
The cot Lachie sleeps on must comply with the Australian
Standard AS/NZS 2172-2003 and it should be built to strict safety
standards and should have a clear label – AS/NZS 2172:2003 for
cots. It is essential to know that cots that don’t meet the
Australian standards have many risks, including large gaps, lead
paint or too low sides.
4. Lachie sleeps for almost 2 hours but wakes up crying. Geri promptly
responds to Lachie’s cries, reassuring him that she is there and that
she will give him his lunch after his nappy is changed. Lachie has
recently started on solids which Geri will feed to him at this time.
a. List four (4) foods that are suitable to feed babies of Lachie’s age.
b. Describe how Geri should safely prepare Lachie’s food.
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c. List the four (4) safety features of a high chair that make it
suitable for Geri to use when feeding Lachie his solids.
a. Four foods that are suitable to feed babies of Lachie’s age:
i. cereal
ii. pureed vegetables
iii. pureed fruits
iv. yoghurt
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b. How Geri should prepare Lachie’s food:
Geri should follow the nutrition and dietary requirements when
preparing Lachie’s food and maintain strict hygiene.
c. Four safety features of a high chair:
i. Solid and sturdy frame
ii. properly tightened bolts or screws
iii. has arm rests and removable tray
iv. meets the Australian Standard for high chairs (AS4684-
2009)
5. Lachie is still hungry after eating his solids so Geri prepares him a
bottle of infant formula.
a. Write a suitable formula preparation procedure for Geri to follow.
You must include the procedure before preparing and the actual
procedure of preparing the formula.
b. Write a suitable Expressed Breast Milk (EBM) preparation and
storage procedure for Geri to follow in case she needs to prepare
an EMB for Lachie.
c. Describe how Geri should safely store and re-heat bottles that
parents have already prepared for their child.
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a. Formula preparation procedure:
Geri should follow the written guidelines for formula
preparation. He should prepare the formula in the clean and
dedicated area for preparing and storing formula. The infant
formula should be selected based on the medical needs of the
infant. All the equipment used to prepare feeds for infants
should be thoroughly cleaned and sterilized before and after
use.
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b. Expressed Breast Milk (EBM) preparation and storage procedure
One can express breastmilk by hand or with a hand-held pump, or
with the help of an electric pump. The hands and the breast area
has to be washed and cleaned. There are special storage bags to
store expressed breastmilk. It is essential to refrigerate or freeze
after expressing. Fresh breastmilk can be stored at room
temperature for 6-8 hours and in the fridge for up to 72 hours.
c. How Geri should safely store and re-heat bottles
Geri should safely store and re-heat bottles after thorough
washing with warm soapy water and ensure that equipment and
bottles are perfectly sterilized.
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CASE STUDY TWO
6. Matthew Young is almost 4 and has just started attending care in
your centre. During his transition to care, you have found him to be
quite an emotional child—particularly when separating from his
mother, Linda, who also seems to be experiencing difficulty with the
process.
a. What strategies would you implement during the orientation
process to be able to build trusting relationships with Matthew
and his mother, Linda?
List five (5) strategies.
b. As Matthew’s carer in the centre, you must adopt strategies to
support his successful settling in. List three (3) settling in
strategies that you can use.
a. Five strategies to build trusting relationships
i. Pay special attention to the child and his needs
ii. Motivate the child to explore the new surrounding
iii. Encourage him to make new friends
iv. Speak to him with kind soothing words and keep him
involved with his favourite activities.
v. demonstrate a supportive attitude towards family and the
child
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b. Three strategies to support Matthew’s successful settling in:
i. Warmly welcome Matthew every day and with a smiling
face
ii. Get down at his level and talk with him and give him
iii. Keep him busy, happy and occupied.
7. Matthew comes to the centre in a superhero suit he received as a
birthday gift. He clearly loves his suit and wears it all day. He comes
to care the following day wearing the same suit. Linda says he
refuses to take it off. Because it is becoming quite hot during mid-
day, the need to change Matthew’s suit to a safer and comfortable
clothing becomes immediate.
Describe how you would encourage Matthew to take off his
superhero suit with minimal emotional upset on his part.
Matthews can be encouraged to remove his superhero suit by arranging
his favourite activity or paly where he needs to remove his suit. He
should be explained in impel and motivating words as to why it has
become essential for his to remove the clothing and how the suit can
make him feel very hot while playing.
8. Matthew, together with a group of 4-year olds, is scheduled to have
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their outdoor play the following day at 8am. Before they go out in the
outdoor play area, you are to explain to them the importance of sun
safety and protection.
Create a poster suitable for 4-year olds promoting sun safety and
protection. In creating the poster:
 Follow the recommendations from the Cancer Council regarding
sun safety and protection
 Ensure that the language and images that you use is suitable for
4-year-old children
 You may use any media available (e.g., magazine cut outs,
PowerPoint, etc.)
 Size of the poster should be that of an A4 paper (8.27 in x 11.02
in)
 You may create a poster with multiple pages but limit it to 3
pages only
 Submit the poster to your assessor as part of your assessment
o If you created an actual poster, scan it and submit it with
this answered workbook
Here is an example of a sun protection poster from the Cancer Council
to give you an idea on how to create your poster.
(Note: If link is not working, copy and paste this url to your browser:
http://www.cancersa.org.au/assets/images/2014%20ECH%20poster.jpg)
Filename:
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ASSESSOR CHECKLIST
When you have completed this assessing the assessment workbook,
review the candidate’s assessment against the checklist below:
The candidate has completed all the assessments in the
workbook:
Knowledge Assessment
Case Studies
Case Study 1
Case Study 2
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment
tasks to be awarded COMPETENT for the units relevant to this
cluster.
To award the candidate competent in the units relevant to this subject,
the candidate must successfully complete all the requirements listed
above according to the prescribed benchmarks.
Assessment Workbook 5 V2.3 Produced 17 September 2018
© Compliant Learning Resources Page 59

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References
Paterson D. S. (2013). Serotonin gene variants are unlikely to play a significant role in the
pathogenesis of the sudden infant death syndrome. Respiratory physiology & neurobiology,
189(2), 301-14.
Cassidy, J., Jones, J. D., & Shaver, P. R. (2013). Contributions of attachment theory and
research: a framework for future research, translation, and policy. Development and
psychopathology, 25(4 Pt 2), 1415-34.
Assessment Workbook 5 V2.3 Produced 17 September 2018
Page 60 © Compliant Learning Resources
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Assessment Workbook 5 V2.3 Produced 17 September 2018
© Compliant Learning Resources Page 61