Cluster 1 - Wellbeing & Safety
Added on 2023-01-17
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Wellbeing and safety
Cluster 1 comprises the following units of competency:
CHCECE002 Ensure the health and safety of children
CHCECE016 Establish and maintain a safe and healthy environment for children
HLTWHS003 Maintain work health and safety
CHCPRT001 Identify and respond to children and young people at risk
ECTBP Cluster 1
Cluster 1 comprises the following units of competency:
CHCECE002 Ensure the health and safety of children
CHCECE016 Establish and maintain a safe and healthy environment for children
HLTWHS003 Maintain work health and safety
CHCPRT001 Identify and respond to children and young people at risk
ECTBP Cluster 1
Cluster 1 – Wellbeing & Safety Early Childhood Teacher Bridging Program
Introduction to the Early Childhood Teacher Bridging Program
A customised Bridging Program has been developed to assist Queensland registered primary trained teachers, who wish to
work in early childhood services, gain early childhood education and care qualifications. This program recognises that the skill
set of these teachers is relevant to the early childhood education and care Vocational Education and Training qualifications.
It is acknowledged that people with primary teaching qualifications have already gained many of the critical skills and
knowledge necessary to work as an educator in an early childhood education and care or in school-age care service.
The Bridging Program is based on the current CHC Community Services Training Package. The Queensland College of
Teachers Australian Professional Standards for Teachers were mapped against units of competency in CHC50113 Diploma of
Early Childhood Education and Care. Gaps in training were identified and the missing units of competency formulate the
Bridging Program.
The Bridging Program is separated into five clusters for ease of study and assessment. Within each cluster the students must
complete a number of assessment items or apply for recognition of prior learning (RPL).
Eligibility to complete this cluster
Primary teachers are eligible to enrol in the Bridging Program cluster if they hold all of the following
a primary teaching qualification that includes at least a focus on children aged 5 to 8 years old (for example, a
qualification with a focus on children aged 3 to 8 or 5 to 12) AND
teacher registration in Australia (or accreditation in New South Wales) AND
a current first aid certificate or will gain one prior to completion of the program (HLTAID004).
On completion of the Bridging Program, registered primary teachers are awarded with a CHC50113 Diploma of Early
Childhood Education and Care, which at the time of writing will meet the qualification requirements for an educator in an early
childhood education and care service and in a school age care service. For more and/or latest information on what this
qualification means, refer to ACECQA for further information.
http://acecqa.gov.au/qualifications/approved-early-childhood-teaching-qualifications/
or
Office for Early Childhood Education and Care Teacher Recognition: http://deta.qld.gov.au/earlychildhood/service/kindy-prog-
long-care.html
Introduction to the Early Childhood Teacher Bridging Program
A customised Bridging Program has been developed to assist Queensland registered primary trained teachers, who wish to
work in early childhood services, gain early childhood education and care qualifications. This program recognises that the skill
set of these teachers is relevant to the early childhood education and care Vocational Education and Training qualifications.
It is acknowledged that people with primary teaching qualifications have already gained many of the critical skills and
knowledge necessary to work as an educator in an early childhood education and care or in school-age care service.
The Bridging Program is based on the current CHC Community Services Training Package. The Queensland College of
Teachers Australian Professional Standards for Teachers were mapped against units of competency in CHC50113 Diploma of
Early Childhood Education and Care. Gaps in training were identified and the missing units of competency formulate the
Bridging Program.
The Bridging Program is separated into five clusters for ease of study and assessment. Within each cluster the students must
complete a number of assessment items or apply for recognition of prior learning (RPL).
Eligibility to complete this cluster
Primary teachers are eligible to enrol in the Bridging Program cluster if they hold all of the following
a primary teaching qualification that includes at least a focus on children aged 5 to 8 years old (for example, a
qualification with a focus on children aged 3 to 8 or 5 to 12) AND
teacher registration in Australia (or accreditation in New South Wales) AND
a current first aid certificate or will gain one prior to completion of the program (HLTAID004).
On completion of the Bridging Program, registered primary teachers are awarded with a CHC50113 Diploma of Early
Childhood Education and Care, which at the time of writing will meet the qualification requirements for an educator in an early
childhood education and care service and in a school age care service. For more and/or latest information on what this
qualification means, refer to ACECQA for further information.
http://acecqa.gov.au/qualifications/approved-early-childhood-teaching-qualifications/
or
Office for Early Childhood Education and Care Teacher Recognition: http://deta.qld.gov.au/earlychildhood/service/kindy-prog-
long-care.html
Cluster 1 – Wellbeing & Safety Early Childhood Teacher Bridging Program
Study recommendation: If you are completing the practical components of this program through volunteer
placement, it is recommended you complete this cluster in conjunction with Cluster 2 with work placement under 2’s
to support completion of required practical hours
Instructions for assessment tasks – general information
This unit is assessed both in theory and practice. This means that you will need to complete both the theoretical assessment
(assessment of your knowledge) as well as a practical assessment in an approved workplace (assessment of the application
of your knowledge and your skills in an approved workplace).
Please note: Every assessment task must be marked as satisfactory in order for overall competency to be achieved.
No formal recognition can be awarded for partial completion of the unit eg just completing theory.
Assessment requirements for competency:
This unit contains the following assessment items to be completed in sequence as follows:
1. The student completes Theory Assessment – Short Answer and Scenario
2. The student completes On the Job Assessment as a project in the workplace.
3. The ACCCO Trainer/Assessor visits the workplace to confirm knowledge and skills.
Assessment of theory
Assessment of theory is the first stage in the assessment phase. This is Part A of your assessment. You will be required to
complete this before attempting the practical assessment.
Details of your assessment items are included in the pages to follow. Please ensure you read these carefully, complete all
sections as directed.
Once all parts of your theoretical assessment are complete, it is your responsibility to:
1. Keep the copy of your assessment until you graduate from this qualification. ACCCO has strict measures to protect
all assessment items, however acknowledges circumstances which cannot be controlled (such as postal loss,
technical, fire or accidental damage) contribute to the loss of student work. Due to meeting legislative and/or contract
requirements, ACCCO may ask for a copy of an assessment item at any time until graduation, and students will need
to comply with that request. Students who did not keep a copy of assessment items for any reason will need to re-
complete the assessment to meet their assessment obligations.
2. Sign the “Declaration of Authenticity” found on the “Overall Assessment Report” (last page of this document) and
ensure you include this when submitting your assessment. Your ACCCO Trainer/Assessor will not accept your
assessment unless this has been provided. Signing this form indicates:
a. The assessment is your own work (please read the policy on “Plagiarism” in our Student Handbook for
details of what happens if it isn’t your own work)
b. That a copy has been kept by you as per point 1 above.
Please also...
Maintain confidentiality at all times. Use first names of children only; refer to Educators by the role they hold rather by
name; and say “at the workplace” rather than specifically naming the title of the workplace.
Appropriately acknowledge other people’s work by using a Harvard referencing style. For example when quoting
work, say “Smith (2000:11) states....” and then place the full reference at the end of your assessment: Smith L.,
(2000) Children at Play, 4th edition, Lang Publishing Australia. Plagiarism is not acceptable in any form.
Abide by copyright legislation in reproducing work.
Assessment of practice
Assessment of practice includes completion of various tasks outlined in Parts B of Assessment. Please read the On the Job
Assessment requirements carefully to ensure assessment occurs in an approved workplace with an appropriately qualified
workplace supervisor.
Submitting this assessment:
Please ensure you have completed the box at the top of the “Overall Assessment Page” (the last page of this document) and
sign the declaration, then submit this entire document to your ACCCO Trainer/Assessor for marking at the next training
session or...
- post to: ACCCO, PO Box 1108, Fortitude Valley, QLD 4006
- email to: info@accco.com.au
Study recommendation: If you are completing the practical components of this program through volunteer
placement, it is recommended you complete this cluster in conjunction with Cluster 2 with work placement under 2’s
to support completion of required practical hours
Instructions for assessment tasks – general information
This unit is assessed both in theory and practice. This means that you will need to complete both the theoretical assessment
(assessment of your knowledge) as well as a practical assessment in an approved workplace (assessment of the application
of your knowledge and your skills in an approved workplace).
Please note: Every assessment task must be marked as satisfactory in order for overall competency to be achieved.
No formal recognition can be awarded for partial completion of the unit eg just completing theory.
Assessment requirements for competency:
This unit contains the following assessment items to be completed in sequence as follows:
1. The student completes Theory Assessment – Short Answer and Scenario
2. The student completes On the Job Assessment as a project in the workplace.
3. The ACCCO Trainer/Assessor visits the workplace to confirm knowledge and skills.
Assessment of theory
Assessment of theory is the first stage in the assessment phase. This is Part A of your assessment. You will be required to
complete this before attempting the practical assessment.
Details of your assessment items are included in the pages to follow. Please ensure you read these carefully, complete all
sections as directed.
Once all parts of your theoretical assessment are complete, it is your responsibility to:
1. Keep the copy of your assessment until you graduate from this qualification. ACCCO has strict measures to protect
all assessment items, however acknowledges circumstances which cannot be controlled (such as postal loss,
technical, fire or accidental damage) contribute to the loss of student work. Due to meeting legislative and/or contract
requirements, ACCCO may ask for a copy of an assessment item at any time until graduation, and students will need
to comply with that request. Students who did not keep a copy of assessment items for any reason will need to re-
complete the assessment to meet their assessment obligations.
2. Sign the “Declaration of Authenticity” found on the “Overall Assessment Report” (last page of this document) and
ensure you include this when submitting your assessment. Your ACCCO Trainer/Assessor will not accept your
assessment unless this has been provided. Signing this form indicates:
a. The assessment is your own work (please read the policy on “Plagiarism” in our Student Handbook for
details of what happens if it isn’t your own work)
b. That a copy has been kept by you as per point 1 above.
Please also...
Maintain confidentiality at all times. Use first names of children only; refer to Educators by the role they hold rather by
name; and say “at the workplace” rather than specifically naming the title of the workplace.
Appropriately acknowledge other people’s work by using a Harvard referencing style. For example when quoting
work, say “Smith (2000:11) states....” and then place the full reference at the end of your assessment: Smith L.,
(2000) Children at Play, 4th edition, Lang Publishing Australia. Plagiarism is not acceptable in any form.
Abide by copyright legislation in reproducing work.
Assessment of practice
Assessment of practice includes completion of various tasks outlined in Parts B of Assessment. Please read the On the Job
Assessment requirements carefully to ensure assessment occurs in an approved workplace with an appropriately qualified
workplace supervisor.
Submitting this assessment:
Please ensure you have completed the box at the top of the “Overall Assessment Page” (the last page of this document) and
sign the declaration, then submit this entire document to your ACCCO Trainer/Assessor for marking at the next training
session or...
- post to: ACCCO, PO Box 1108, Fortitude Valley, QLD 4006
- email to: info@accco.com.au
Cluster 1 – Wellbeing & Safety Early Childhood Teacher Bridging Program
The State of Queensland (Department of Education, Training and Employment) Page 4
Version 2.1: April 2014
Please note: ACCCO uses the Learning and Assessment Resources from the Department of Education Training and
Employment for the Early Childhood Teacher Bridging Program (ECTBP). Full acknowledgement is given for
ownership of all material outlined in this document.
ACCCO has adapted the document for delivery purposes only without changing content.
© The State of Queensland (Department of Education, Training and Employment) 2014
The Queensland Government supports and encourages the dissemination and exchange of information. However,
copyright protects this material. The State of Queensland has no objection to this material being reproduced, or made
available offline or electronically, but only if it is recognised as the owner and this material remains unaltered.
Inquiries to adapt this material should be addressed to:
Legal and Administrative Law Branch
Executive Director
Legal and Administrative Law Branch
GPO Box 15033
Brisbane City East Qld 4002
The Early Childhood Teacher Bridging Program is a key strategy within the Queensland 2011–2014 Early Childhood
Education and Care Workforce Action Plan (WAP). A Queensland Government initiative through a partnership with Centre
for Managed Strategies (Department of Education, Training and Employment), Queensland College of Teachers and the
Office of Early Childhood Education and Care.
___________________________________________________________________________________________
Acknowledgements: Alison Ford and Anna Neilsen
Early Childhood Bridging Program Team (2012)
Early Childhood Education and Care Skilling Strategies
Revised and developed by: Michelle Gossow, Project Officer
Early Childhood Teacher Bridging Program Development Team (2013/2014)
Centre for Managed Strategies
Department of Education, Training and Employment; Queensland
___________________________________________________________________________________________
Version control and document history
Document Version Release Date Summary of modifications
1.1 May 2013 Final produced following
assessment validation
2.1 April 2014 Final produced following
assessment validation
In accordance with the Standards for NVR Registered Training Organisations requirements, Standard 15.5 says assessment
‘must be systematically validated’. Therefore it is a requirement for RTOs to ensure that any assessment is validated. For
further details see:
The Australian Skills Quality Authority - http://www.asqa.gov.au/faqs/frequently-asked-questions.html
Providers can stay informed about training package updates by subscribing to updates on training.gov.au.
The State of Queensland (Department of Education, Training and Employment) Page 4
Version 2.1: April 2014
Please note: ACCCO uses the Learning and Assessment Resources from the Department of Education Training and
Employment for the Early Childhood Teacher Bridging Program (ECTBP). Full acknowledgement is given for
ownership of all material outlined in this document.
ACCCO has adapted the document for delivery purposes only without changing content.
© The State of Queensland (Department of Education, Training and Employment) 2014
The Queensland Government supports and encourages the dissemination and exchange of information. However,
copyright protects this material. The State of Queensland has no objection to this material being reproduced, or made
available offline or electronically, but only if it is recognised as the owner and this material remains unaltered.
Inquiries to adapt this material should be addressed to:
Legal and Administrative Law Branch
Executive Director
Legal and Administrative Law Branch
GPO Box 15033
Brisbane City East Qld 4002
The Early Childhood Teacher Bridging Program is a key strategy within the Queensland 2011–2014 Early Childhood
Education and Care Workforce Action Plan (WAP). A Queensland Government initiative through a partnership with Centre
for Managed Strategies (Department of Education, Training and Employment), Queensland College of Teachers and the
Office of Early Childhood Education and Care.
___________________________________________________________________________________________
Acknowledgements: Alison Ford and Anna Neilsen
Early Childhood Bridging Program Team (2012)
Early Childhood Education and Care Skilling Strategies
Revised and developed by: Michelle Gossow, Project Officer
Early Childhood Teacher Bridging Program Development Team (2013/2014)
Centre for Managed Strategies
Department of Education, Training and Employment; Queensland
___________________________________________________________________________________________
Version control and document history
Document Version Release Date Summary of modifications
1.1 May 2013 Final produced following
assessment validation
2.1 April 2014 Final produced following
assessment validation
In accordance with the Standards for NVR Registered Training Organisations requirements, Standard 15.5 says assessment
‘must be systematically validated’. Therefore it is a requirement for RTOs to ensure that any assessment is validated. For
further details see:
The Australian Skills Quality Authority - http://www.asqa.gov.au/faqs/frequently-asked-questions.html
Providers can stay informed about training package updates by subscribing to updates on training.gov.au.
Cluster 1 – Wellbeing & Safety Early Childhood Teacher Bridging Program
The State of Queensland (Department of Education, Training and Employment) Page 4
Version 2.1: April 2014
Introduction to this cluster
Welcome to Cluster 1 – Well-being and safety.
As you work through this cluster you will develop an understanding of the skills and knowledge required by
educators working with children to ensure and maintain a safe and healthy environment and adhere to safety
procedures and work practices. This cluster also explores supporting and protecting children and young people
who are at risk of harm which occurs within legislative and policy frameworks and carries a duty of care
responsibility.
Recommended texts:
Students are recommended to access the following text and identified references to support their knowledge to
complete all tasks.
Walker, L., Miller, S., & Tansey, S. 2014. The Early Childhood Educator for Certificate III. North Ryde:
McGraw-Hill Education (Australia) Pty Ltd.
Walker, L., Miller, S., & Tansey, S. 2014. The Early Childhood Educator for Diploma. North Ryde:
McGraw-Hill Education (Australia) Pty Ltd.
General Reference List
To complete the following assessments you may like to use the references listed below.
Australian Children’s Education and Care Quality Authority. (2011). Education and Care Services National
Regulations. National Regulations. Retrieved from http://www.acecqa.gov.au/national-regulations .
Australian Children’s Education and Care Quality Authority. (October 2011). Guide to the National Quality
Standard. National Quality Standard. Retrieved from http://www.acecqa.gov.au/the-national-quality-
standard
Australian Government. National Health and Medical Research Council. (2005). Staying Healthy: Preventing
infectious diseases in early childhood education and care services (5th ed). Retrieved 21 January 2014, from
http://www.nhmrc.gov.au/guidelines/publications/ch43 .
Service Policies and Procedures
Please note: This is not an exhausted list and you are required to research your answers.
Further references to specific content are included throughout each assessment task
The State of Queensland (Department of Education, Training and Employment) Page 4
Version 2.1: April 2014
Introduction to this cluster
Welcome to Cluster 1 – Well-being and safety.
As you work through this cluster you will develop an understanding of the skills and knowledge required by
educators working with children to ensure and maintain a safe and healthy environment and adhere to safety
procedures and work practices. This cluster also explores supporting and protecting children and young people
who are at risk of harm which occurs within legislative and policy frameworks and carries a duty of care
responsibility.
Recommended texts:
Students are recommended to access the following text and identified references to support their knowledge to
complete all tasks.
Walker, L., Miller, S., & Tansey, S. 2014. The Early Childhood Educator for Certificate III. North Ryde:
McGraw-Hill Education (Australia) Pty Ltd.
Walker, L., Miller, S., & Tansey, S. 2014. The Early Childhood Educator for Diploma. North Ryde:
McGraw-Hill Education (Australia) Pty Ltd.
General Reference List
To complete the following assessments you may like to use the references listed below.
Australian Children’s Education and Care Quality Authority. (2011). Education and Care Services National
Regulations. National Regulations. Retrieved from http://www.acecqa.gov.au/national-regulations .
Australian Children’s Education and Care Quality Authority. (October 2011). Guide to the National Quality
Standard. National Quality Standard. Retrieved from http://www.acecqa.gov.au/the-national-quality-
standard
Australian Government. National Health and Medical Research Council. (2005). Staying Healthy: Preventing
infectious diseases in early childhood education and care services (5th ed). Retrieved 21 January 2014, from
http://www.nhmrc.gov.au/guidelines/publications/ch43 .
Service Policies and Procedures
Please note: This is not an exhausted list and you are required to research your answers.
Further references to specific content are included throughout each assessment task
Cluster 1 – Wellbeing & Safety Early Childhood Teacher Bridging Program
The State of Queensland (Department of Education, Training and Employment) Page 4
Version 2.1: April 2014
Part A of Assessment - Theory
Assessment One: Short Answer Questions & Scenario
Learning Resources:
Australian Government. National Health and Medical Research Council. (2005). Staying Healthy: Preventing
infectious diseases in early childhood education and care services (5th ed). Retrieved 21 January 2014, from
http://www.nhmrc.gov.au/guidelines/publications/ch43 .
Australian Government. National Childcare Accreditation Council. (2009). Factsheet #18 Managing illness in
child care. Factsheet: Long Day Care Factsheets. Retrieved 20 January 2014, from
http://ncac.acecqa.gov.au/educator-resources/factsheets/qias_factsheet_18.pdf
Queensland Government. Queensland Health. (2010). Time out [poster]. Child health – contagious
conditions. Retrieved 28 January 2014, from
http://www.health.qld.gov.au/ph/documents/cdb/timeout_poster.pdf
Part A
Note: When undertaking this task you are required to address the issue within the scope of your role, skills and
knowledge as an early childhood educator.
Scenario: A baby in your service has been unwell for several days. Initially the baby had a runny nose and was
sneezing, which soon developed into bouts of coughing which appeared to be severe. At times, after a bout of
coughing, the baby will vomit or gag.
1. Outline all steps, in order of priority, your service should take to immediately care for this baby and all
other children, families and educators at the service.
The State of Queensland (Department of Education, Training and Employment) Page 4
Version 2.1: April 2014
Part A of Assessment - Theory
Assessment One: Short Answer Questions & Scenario
Learning Resources:
Australian Government. National Health and Medical Research Council. (2005). Staying Healthy: Preventing
infectious diseases in early childhood education and care services (5th ed). Retrieved 21 January 2014, from
http://www.nhmrc.gov.au/guidelines/publications/ch43 .
Australian Government. National Childcare Accreditation Council. (2009). Factsheet #18 Managing illness in
child care. Factsheet: Long Day Care Factsheets. Retrieved 20 January 2014, from
http://ncac.acecqa.gov.au/educator-resources/factsheets/qias_factsheet_18.pdf
Queensland Government. Queensland Health. (2010). Time out [poster]. Child health – contagious
conditions. Retrieved 28 January 2014, from
http://www.health.qld.gov.au/ph/documents/cdb/timeout_poster.pdf
Part A
Note: When undertaking this task you are required to address the issue within the scope of your role, skills and
knowledge as an early childhood educator.
Scenario: A baby in your service has been unwell for several days. Initially the baby had a runny nose and was
sneezing, which soon developed into bouts of coughing which appeared to be severe. At times, after a bout of
coughing, the baby will vomit or gag.
1. Outline all steps, in order of priority, your service should take to immediately care for this baby and all
other children, families and educators at the service.
Cluster 1 – Wellbeing & Safety Early Childhood Teacher Bridging Program
The State of Queensland (Department of Education, Training and Employment) Page 4
Version 2.1: April 2014
The ill baby’s parent has called the service with a diagnosis from their doctor which confirms the baby has
Pertussis.
2. Outline all steps your service must now take to ensure the health and safety of children, families and
educators at the service.
3. Using the ‘Time Out’ guidelines (Time Out poster) from the Department of Health, identify the minimum
exclusion period for Pertussis (whooping cough) and vomiting.
4. List which legislative requirements from the Education and Care Services National Regulations (2011)
are relevant to this scenario.
5. List the Quality Area/s, Standard/s and Element/s from the Guide to National Quality Standard (2011)
that are relevant to this scenario.
6. Answer the following question using Staying Healthy (5th ed.) p. 20.
What would a service do if a child’s vaccination was not up to date?
The State of Queensland (Department of Education, Training and Employment) Page 4
Version 2.1: April 2014
The ill baby’s parent has called the service with a diagnosis from their doctor which confirms the baby has
Pertussis.
2. Outline all steps your service must now take to ensure the health and safety of children, families and
educators at the service.
3. Using the ‘Time Out’ guidelines (Time Out poster) from the Department of Health, identify the minimum
exclusion period for Pertussis (whooping cough) and vomiting.
4. List which legislative requirements from the Education and Care Services National Regulations (2011)
are relevant to this scenario.
5. List the Quality Area/s, Standard/s and Element/s from the Guide to National Quality Standard (2011)
that are relevant to this scenario.
6. Answer the following question using Staying Healthy (5th ed.) p. 20.
What would a service do if a child’s vaccination was not up to date?
Cluster 1 – Wellbeing & Safety Early Childhood Teacher Bridging Program
The State of Queensland (Department of Education, Training and Employment) Page 4
Version 2.1: April 2014
Learning Resources
Australian Government. National Health and Medical Research Council. (2005). Staying Healthy: Preventing
infectious diseases in early childhood education and care services (5th ed). Retrieved 21 January 2014, from
http://www.nhmrc.gov.au/guidelines/publications/ch43 .
Australian Government. National Childcare Accreditation Council. (2011). Factsheet #22 – Supporting
children’s hygiene skills. Factsheet: Family Day Care Factsheets. Retrieved 16 December 2013
http://ncac.acecqa.gov.au/educator-resources/factsheets/fdcqa_factsheet_22.pdf
Service Policy and Procedure
Part B
1. What personal hygiene practices should you be supporting children to learn to maintain health and
safety?
2. How can educators help children to develop good hygiene habits?
Families play a very important role in maintaining the health of their children and others that attend the service.
Effectively communicating with families is vital to support the understanding and implementation of healthy
practice.
3. List two opportunities when you would discuss the services and individual children’s health
requirements and routines.
The State of Queensland (Department of Education, Training and Employment) Page 4
Version 2.1: April 2014
Learning Resources
Australian Government. National Health and Medical Research Council. (2005). Staying Healthy: Preventing
infectious diseases in early childhood education and care services (5th ed). Retrieved 21 January 2014, from
http://www.nhmrc.gov.au/guidelines/publications/ch43 .
Australian Government. National Childcare Accreditation Council. (2011). Factsheet #22 – Supporting
children’s hygiene skills. Factsheet: Family Day Care Factsheets. Retrieved 16 December 2013
http://ncac.acecqa.gov.au/educator-resources/factsheets/fdcqa_factsheet_22.pdf
Service Policy and Procedure
Part B
1. What personal hygiene practices should you be supporting children to learn to maintain health and
safety?
2. How can educators help children to develop good hygiene habits?
Families play a very important role in maintaining the health of their children and others that attend the service.
Effectively communicating with families is vital to support the understanding and implementation of healthy
practice.
3. List two opportunities when you would discuss the services and individual children’s health
requirements and routines.
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