CHC30113 Cert III Early Childhood Education CHCECE005 Assessment

This assignment solution pertains to CHCECE005 Provide care for babies and toddlers, a unit within the CHC30113 Certificate III in Early Childhood Education and Care. It addresses key areas such as understanding and mitigating the risks of SUDI (Sudden Unexpected Death in Infancy) through safe sleep practices for educators. The assignment also covers interpreting infant cues related to feelings, wants, and needs, along with outlining the correct steps for nappy changing to prevent the spread of disease. Furthermore, it emphasizes the importance of maintaining clean bedding for children during rest and sleep times and discusses the rationale behind feeding babies individually. The document provides detailed answers and resubmission responses, highlighting the iterative feedback process and improvements made based on assessor comments.

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CHC30113 Certificate III in Early Childhood Education and Care
CHCECE005 Provide care for babies and toddlers

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31835B/01 Written assessment
Part A - Short answer questions
Student instructions
 Answer each of the following questions.
 To answer questions accurately, you may refer to applicable legislation including the National
Quality Standard and Education and Care Services National Regulations, along with the
Belonging, Being and Becoming – The Early Years Learning Framework, Early Childhood Australia
Code of Ethics, policies and procedures common to early childhood education and care services,
position descriptions detailing an educator’s duty of care responsibilities, and/or other sources
such as professional readings along with the course textbook and identified key resources.
 When referring to early childhood education and care service policies and procedures or position
descriptions, please submit with your assessment to support your answer.
Assessment number Assessment deliverables
Written assessment
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Short answer questions
1. What does the acronym SUDI stand for?
Ans. SUDI stands for sudden unexpected death in infancy.
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Assessor Feedback
2. What does SUDI mean? Provide a brief description of the term, explaining how this type of
death may occur.
Ans. The SUDI is an unexpected death of the babies usually during sleep. It occurs when
there is no reason to cause death. It is sometimes called as crib death it is because the
infants often die in their cribs. SUDI involves the sudden infant death syndrome and fatal
accidents. A baby who is suffering from SUDI can die any time whether day or night but
they mostly die silently when they are sleeping.
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Assessor Feedback
3. What safe sleep practices can early childhood educators adopt to reduce the risk of SUDI?
Identify four practices.
Ans. The sleep strategies which an educator should adopt to reduce the risk of SUDI are as
mentioned:
 They should always keep their baby on their back for sleep or for nap and at night so
as to decrease the risk of developing the SUDI in infants.
 They should keep their babies smoke free prior or after birth.
 It is essential to feed their baby a breastfeeding as this can generally decrease the
risk of SUDI among babies by more than half.

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Assessor Feedback
Thank you for the start that you have made here Rosy.
Keep in mind that the question is referring to safe sleep practices that educators can implement.
Therefore, what I have highlighted in yellow within your response is more suited to families.
What other ways could educators adopt to reduce the risk of SUDI?
Kindly provide two more examples below.
RESUBMISSION RESPONSE:
The strategies of an educator which can be implemented as they must
understand the SIDS, educators must identify as well as can understand how to
implement the safe practices for babies to sleep. The educators must recognize
the ways in which they can effectively decrease the risk of developing SIDS
among infants.
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Assessor Feedback- Attempt two
Thank you for this information, Rosy, however you have not provided specific examples
of ways could educators adopt to reduce the risk of SUDI.
Please provide some EXAMPLES below.
ATTEMPT THREE RESUBMISSION RESPONSE:
Educators put the baby to sleep on their back to overcome SUDI
4. After each statement below, write what you think the baby might be feeling, wanting, and
needing.
a. A baby is pulling on his ear repeatedly.
Ans. This may be means as a baby is tired or teething. It may also be possible that baby is
feeling some ear infection.
b. A baby turns her head away while being fed at lunchtime.
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Ans. This may be possible that a baby does not the food which is present in front of them or
it may be possible that they might not be hungry or they does not want to eat that food.
c. A baby is rubbing his eyes and patting his face.
Ans. It often means that they are feeling tired or want to sleep.
d. A baby sitting on the floor reaches both arms up to the educator.
Ans. If a baby reaches their both arms up to an educator that simply means they wants to be
picked up.
e. A baby is playing with a rattle when he suddenly starts crying.
Ans. A rattle is basically used for the amusement of the babies. As it is given to the babies
in order to develop the hand eye coordination by enhancing their senses. What do you think
made the baby start crying Rosy?
RESUBMISSION RESPONSE:
While playing with rattle, babies may cry with the noise of the rattle, may be babies can
think that they get harmed with the noise of rattle.
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Assessor Feedback- Attempt two
Baby suddenly start crying when he is playing with rattle because babies think that they
get harm with the noise of rattle.
f. A baby crawls over to another child who is having a bottle, tries to take the bottle off the
other child, and then starts crying.
Ans. It simply means that a baby is hungry.

g. A baby starts putting her hand in her mouth and chewing on it and softly crying.
Ans. When a baby starts putting their hand in their mouth is means either they are hungry or
they are teething.
h. A baby points to something and makes a grunting sound.
Ans. This grunting sound indicates that a baby wants something.
i. A baby crawls over and starts hitting you on the leg with a block.
Ans. When a baby starts hitting an educator on the leg with a block it means they want to
play with them or it may be possible that babies want an educator's attention.
j. A baby is trying to get on a small trike but is having difficulty getting her leg over. She
begins to cry and looks at the educator.
Ans. This implies that they want help getting on the trike from an educator so that they can
enjoy their play.
k. A baby crawls to the couch where the educator is sitting, gives a soft grizzle, and puts his
head down on the cushion.
Ans. If babies put their head down on cushions it states that they need some rest or they feel
bored.
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Assessor Feedback
You have made a good start here Rosy.
There is one part that I would like for you to review.
Please see my guidance above in red font.
Please place your resubmission response in the orange box above provided. Please do not delete
your original response or my trainer comment.
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5. List the steps you would take to change a child’s nappy. Make sure the steps identified
outline the best way to stop disease spreading when changing nappies.
Ans. 1. An educator must wash the hands of the babies with warm running water and soap.
2. They should clean the diaper area and also clean the baby with disposable wipes
if they are out of their homes.
3. An educator must dispose of the dirty nappies in a right way according to the
nappies changing procedure.
6.
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Assessor Feedback
Thank you for this information Rosy, if we have a look at the question it is asking you for the steps
and to also outline the best way to stop disease spreading when changing nappies.
Please provide ALL the steps in the orange table below.
Please review the following as this may support you with your resubmission response:
Staying Healthy: Preventing infectious diseases in early childhood care services.
RESUBMISSION RESPONSE:
 Ensure about the physical contact as well as direct supervision with babies
throughout the nappy change experience.
 Ensure that no baby is left alone on a nappy change mat or counter.
 Keep the nappy change zones fully stocked with all needed materials at all times.
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Assessor Feedback- Attempt two
Unfortunately, Rosy, you have not provided all of the steps to complete a nappy change.
As mentioned in my previous feedback:
Please review the following as this may support you with your resubmission response:
Staying Healthy: Preventing infectious diseases in early childhood care services
ATTEMPT 3 RESUBMISSION RESPONSE:

Here are some steps which must be followed while changing diapers such as:
1. Prepare: the educators must cover the diaper changing the surface with
disposable liner.
2. Clean the child: the educators must place the child on the surface of diaper and
then unfasten the diaper, clean the diaper area of child with the disposable wipes
and can always wipe from front to back.
3. Remove the trash: the educators must place the used wipes in the removed
diaper, discard the soiled diaper as well as the wipes in the trash bin.
4. Replace the diaper: the educator must place the fresh diaper under the child and
apply the cream if required with help of tissue.
5. Wash the hands of child: the educators must wash the hands with soap and
water.
6. Clean up: the educators must remove the liner from the changing surface and
then discard it in the trash bin. The educators must wet the whole surface with
using disinfectant and must select the disinfectant suitable for the surface
material.
7. Wash hand: the educators must wash their hands thoroughly with soap and
water.
6. Describe the practices you could implementing an early childhood education and care service
to ensure that each child has clean bedding for rest and sleep times.
Ans. An educator should provide some enough space in between cots or beds to insure the
babies using them cannot physically trouble one another while sleeping.
7.
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Assessor Feedback
Rosy this question is focusing on clean bedding for rest and sleep times.
What could educators do to ensure this? For example they could wipe down mattress after each
use.
Please provide some additional examples of how educators can do this in the orange table below.
RESUBMISSION RESPONSE:
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 Meet every child's individual requirements for sleep.
 Set up a good daily schedule with the plenty of physical activities.
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Assessor Feedback- Attempt two
Thank you for your response, Rosy- however it seems that you have not referred to my
previous feedback:
this question is focusing on clean bedding for rest and sleep times.
What could educators do to ensure this? For example they could wipe down mattress
after each use.
Please provide some additional examples of how educators can do this in the orange
table below.
ATTEMPT THREE RESUBMISSION RESPONSE:
The educators must wipe down the mattress after every use for babies to their sleep.
7. Briefly outline why it is important for babies to be fed one at a time.
Ans. Feeding babies is very important as it provides nutrition to the new born. It is
important to fed one at a time because feeding each baby on an individual schedule and do
not demand all the infants to be hungry at the same time.
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Assessor Feedback
You have made a great start here. However, there is also another very important reason as to why
it is important that babies are fed one at a time.
I would like for you to consider safety aspects, especially when solids are being introduced.
Please extend in the table below.
RESUBMISSION RESPONSE:
Babies grow speedily and hunger needs change rapidly.

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Assessor Feedback- Attempt two
Rosy, I would like for you to review your response.
As mentioned in my previous feedback:
there is also another very important reason as to why it is important that babies are fed
one at a time.
I would like for you to consider safety aspects, especially when solids are being
introduced.
7.3 Promote Quality mealtime environments
Please provide an updated response in the table below.
ATTEMPT THREE RESUBMISSION RESPONSE:
It can help the babies to develop good habits of eating for life.
8. Give three examples of practices you can implement to help create a positive meal-time
environment for young children.
Ans. 1. Educators should serve foods in variety of shapes.
2. They should eat together as a family.
3. The meal time development should be there and also assure uniformity.
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Assessor Feedback
You are on the right track Rosy with point number 2.
You could also:
• Determine children’s appetites.
• Modify meals to accommodate children’s allergies/intolerances.
• Never force feed a child.
• Allow children to eat when they are hungry.
9. Outline three ways you can encourage and support the mothers at your service to continue
breastfeeding?
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Ans.
1. Educator's must provide some private spaces for mother's so that they can feed their
babies or express milk.
2. Educator's must provide the materials which supports the breast feeding.
3. Educator's should empower the mother's to continue their feeding as long as possible and
must provide refrigerators so that mothers can store their expressed milk.
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Assessor Feedback
I would also display the “breastfeeding is welcome” sign at the front of the service to inform all
who entered.
9. List the steps that must be completed to safely prepare a bottle of formula. In your answer
clearly state whether the leftover formula should be reheated after usage.
Ans. 1. In order to prepare a formula, an educator must ensure that their hands and surfaces
must be washed thoroughly.
2. The bottles and the utensils must be washed thoroughly.
3. Always make a fresh batch whenever possible of the infant’s formula before each
feed.
4. Always make ensure that the temperature of the infant formula not so cold or not so
hot it should be warm.
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Assessor Feedback
Thankyou for this information, you have made a good start here, however you are missing some
important information.
For example:
What do you add first, the formula or water?

Does it need to be mixed? How?
Do you need to do anything to the water before it is added to the bottle?
This link may also support you with your resubmission response:
https://www.pregnancybirthbaby.org.au/how-to-feed-your-baby-with-formula
Please extend in the table below.
RESUBMISSION RESPONSE:
 Wash the hands thoroughly with soap as well as warm water.
 Measure and pour the desired amount of water into the baby bottle.
 The, add unpacked, level scoop of powder formula to the bottle as directed or
mentioned on the pack.
 Put the cap on the bottle and shake well.
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Assessor Feedback- Attempt two
Thank you for this information Rosy, however you are still missing important information
in how to prepare a bottle of formula.
Please view the following weblink to support you with your resubmission response- but
your resubmission response must be IN YOUR OWN WORDS:
https://www.pregnancybirthbaby.org.au/how-to-feed-your-baby-with-formula
You have also not provided a response for the following part of the question:
In your answer clearly state whether the leftover formula should be reheated after usage.
Please provide a response for both of the above in the orange table.
ATTEMPT THREE RESUBMISSION RESPONSE:
To prepare the bottle formula, the educator must follow some of the steps such as:
1. Read the information given on the container, the formula comes in to make sure
that educators must understand how much of water as well as how much of
scoops are required to combine.
2. The educators must wash and dry their hands properly.
3. The educators must ensure that they have clean surface area where they can
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prepare the formula.
4. Boil the fresh water, cool down to room temperature and then pour it into the
sterilized bottle.
5. Make sure that educators are using the correct amount of water for the baby’s
requirement.
6. The educators can also store the sealed bottle in the main part of the refrigerator
for up to 24 hours
7. The educators must use the scoop that generally came with the formula container
as well as follow the instructions provided by manufacturer.
8. The educators must tap the bottles on the bench so that the formula powder can
settles into the water.
9. Seal the bottle with screw cap, mix it well until all the powdered formula becomes
well dissolved in the water.
10. The educators must check the temperature of the formula on their wrist before
they can offering the milk to baby.
10. In your own words, explain how expressed breast milk should be stored, heated and
temperature tested
Ans. The expressed milk should be stored in a container in the refrigerator. In order to
warm the breast milk, educator's must place a pan with warm water inside and the
temperature should not be exceeded above 120ºF for approximately 5 minutes. It should be
kept in the hard plastic bottles.
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Assessor Feedback
You have made a good start here Rosy, however I would like for you to extend on your response so
that I am able to see your understanding.
Please consider:
-Where in the refrigerator should it be stored? At what temperature? For how long?
-Can it be frozen?
-How do you temperature test?
-What should it feel like?
This link may support you:

https://raisingchildren.net.au/newborns/breastfeeding-bottle-feeding/expressing-working-
travelling/expressing-breastmilk
Please provide a response in your own words in the orange table below.
RESUBMISSION RESPONSE:
The expressed milk should be stored in a container in the refrigerator. To warm the breast
milk, educator's must place a pan with warm water inside and the temperature should not be
exceeded above 120ºF for approximately 5 minutes. It should be kept in the hard plastic
bottles.
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Assessor Feedback- Attempt two
Thank you for providing this information in your own words.
To further extend your knowledge with this question, kindly review the following
weblink:
https://raisingchildren.net.au/newborns/breastfeeding-bottle-feeding/expressing-
working-travelling/expressing-breastmilk
11. Outline some basic steps that you could implement in an early childhood setting to support a
child when they are learning to use a toilet. In your list of steps for toilet training include:
a. two ways to manage setbacks and accidents
b. two ways you could work with the family to support their child through this process.
Ans.
a) 1. Educator's should place the equipment’s or potty chair for infants in the bathroom or
where a baby spends most of their time.
2. The baby’s educator's must schedule the potty breaks at every 2 hours of intervals at
every morning and right after the nap.
b) The educators can help babies with the training process by being supporting them, get
them know about the signs of the toilet learning. As this training should be routinely done
so that children can learn how to use toilets.
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Assessor Feedback
Thank you for the start that you have made here Rosy.
If we look at the assessment question it is asking how an educator can work with the CHILD and
then also the FAMILY.
I cannot see any information on how you could work with the family to support their child through
this process.
Please provide two examples below.
RESUBMISSION RESPONSE:
Start by putting a baby in pants and display them where the potty is. Do not make too much
of a concern about it. Pause for around an hour meanwhile the baby last urinated and then
suggest that maybe a wee wee will be ready. Help the baby to understand the right signals
which their body is presentation them.
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Assessor Feedback- Attempt two
I am concerned Rosy, that you have not referred back to my previous feedback.
As mentioned, “If we look at the assessment question it is asking how an educator can
work with the CHILD and then also the FAMILY.
I cannot see any information on how you could work with the family to support their
child through this process.”.
The resubmission response you have provided is still focusing on working with the child.
Please provide two examples below of how you can work with the child’s FAMILY.
ATTEMPT THREE RESUBMISSION RESPONSE:
The child family must support them to change their clothes.
The parents must remind the baby about diaper and required to use the toilets.

12. Identify the appropriate age groups for each type of food.
Food type Appropriate age group
Full cream milk After 12 months.
Pureed food After 6 months.
Finger food After 6 months.
Mashed food (lumpy) After 6-7 months
Breast milk First 6 months up to 2 years.
Solid food Between the age of 4 to 6
months.
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Assessor Feedback
Thank you for your effort for this table.
It is important to remember that breastfeeding can continue on for as long as mum and baby can/
want.
https://www1.health.gov.au/internet/publications/publishing.nsf/Content/gug-director-toc~gug-
solids
13. Explain why it is important that babies and infants sleep as they need, rather than setting a
specific ‘sleep time’.
Ans. It is essential that babies should sleep as they need rather than a specific schedule
because babies needs more sleep during day time which make benefit in their well-being.
Educator's must not force babies to sleep at specific times.
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Assessor Feedback
Yes this is a good point. I would also add that sleep is important for the growth of babies and
infants as it helps them grow healthy. Sleeping patterns varies on each child and timing the sleep
will mean they don’t get enough rest and that can make them restless and they don’t get to do
anything but rather leave them irritated and lazy. During sleep learning is strengthened and
biological changes occur which helps the child grow, develop and stay healthy.
An educator will never force a child to stay awake when the child is clearly tired and wants to
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sleep.
https://earlychildhood.qld.gov.au/aboutUs/Documents/factsheet-sleep-infants-toddlers.pdf

Part B - Case studies
Student instructions
 Consider each of the below situations then answer the questions or complete the tasks that
follow.
 To answer questions accurately, you may refer to applicable legislation including the National
Quality Standard and Education and Care Services National Regulations, along with the
Belonging, Being and Becoming – The Early Years Learning Framework, Early Childhood Australia
Code of Ethics, policies and procedures common to early childhood education and care services,
position descriptions detailing an educator’s duty of care responsibilities, and/or other sources
such as professional readings along with the course textbook and identified key resources.
 If applicable, ensure you acknowledge and cite your sources accordingly. This is important
whether you use your own words or use the author’s own words.
 When referring to early childhood education and care service policies and procedures or position
descriptions, please submit with your assessment to support your answer.
20

Case studies
Case study 1
You have observed a new staff member make comments like, ‘Wow, that stinks! ‘and ‘Pooooh,
what does your mother feed you?’ when they have been helping children to use the toilet. When
you have explained to them that those types of statements are inappropriate, the staff member
has declared ‘Who cares? They are too young to understand anyway. It doesn’t matter.’
1. Describe why this could be considered an inappropriate way of interacting with a child.
Ans. According to the above case study, the staff member's behaviour was inappropriate as
they should not use such language in front of children's because in an early age they may
learn such things and they may adapt these things as their behaviour for lifetime.
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Assessor Feedback
You are heading in the right direction with your response Rosy.
This educator has disrespected the child making them feel that they have done something wrong,
this could lead to them not wanting to go to the bathroom at the Centre and could have medical
issues in later life. It also can be detrimental to the child’s self-identity & self-esteem.
Angela Condino 27 Oct 2021
2. Which part of the ECA Code of Ethics does this behaviour breach?
Ans. According to the code of ethics, an effective learning has been breached with this kind
of behaviour.
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Assessor Feedback
For this question Rosy, I would like for you to access the ECA Code of Ethics and provide specific
examples.
http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE-Brochure-
web-2019.pdf
Please extend below.
RESUBMISSION RESPONSE:
Effective learning and teaching is characterised by professional decisions that draw

on specialised knowledge and multiple perspectives. This code of ethics has been
breached in the above scenario.
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Assessor Feedback- Attempt two
Thank you for referring to the Code of Ethics.
3. ’What quality area, standard and element of the National Quality Standard would you share
with this staff member to help them understand that their interactions are unacceptable?
Ans. In context with the National Quality Standard, the Quality Area 3 which is about
physical environment should be shared among the staff members in order to maintain their
behaviour in front of children's.
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Assessor Feedback
I would like for you to review your response, Rosy.
If you have a look at the National Quality Standards, is there another quality area that you feel
relates back to the case study?
Anything that focuses on relationships?
Also keep in mind that the question is asking you to state the Quality Area, Standard and Element.
https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf
Kindly place this specific information below.
Angela Condino 27 Oct 2021
RESUBMISSION RESPONSE
QUALITY AREA: quality area 2
STANDARD: each child is protected.
ELEMENT: Supervision, Incident and emergency management, Child protection
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Assessor Feedback- Attempt two
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Thank you for your response Rosy, Quality Area 2 is focusing on child protection,
emergencies, incidents, risk of abuse or neglect, etc.
I would like for you to review the National Quality Standards and see if there is another
area, standard and element that is more suited to the case study.
Is there any section that focuses on relationships? It is important that you are linking back
to what is happening in the case study.
Please review and extend below.
A
ATTEMPT THREE RESUBMISSION RESPONSE:
QUALITY AREA: quality area 4 and 5.

Case study 2
Sam is an eight-month-old baby who is due to start at the centre in two weeks’ time. During the
orientation process, Sam’s mother has described Sam’s bedtime routine to you and asked that it
be implemented at the service.
According to Sam’s mother, he will only go to sleep sucking on his bottle and cuddling his favourite
teddy bear. He also requires his environment to be totally dark and silent, as the slightest noise will
wake him. She has also requested that if he does wake, that he is rocked back to sleep by a staff
member.
1. What unsafe sleep practices is Sam’s mother using?
Ans. The most unsafe sleep practice in Sam's case was sucking on his bottle as it is essential
for 8-month old baby to drink his mother's milk. The another unsafe practice was to sleep
under dark and silent environment.
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Assessor Feedback
Please keep in mind Rosy that not all babies can be breastfeed, so many babies are also formula
feed.
I can see that you have mentioned that one of the unsafe sleep practices is the bottle in bed- which
is correct, there is also another unsafe sleep practice- please review the case study and extend on
your response below.
RESUBMISSION RESPONSE:
The most unsafe sleep practice in Sam's case was sucking on his bottle as it is essential for
8-month old baby to drink his mother's milk. The another unsafe practice was to sleep under
dark and silent environment.
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Assessor Feedback- Attempt two
Rosy as mentioned not all mothers are able to breastfeed-many children are bottle fed.
This is not an unsafe sleep practice.
You are on the right track with the dark environment.
There are another 2 practices that are unsafe.
Please review and submit below.
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Angela Condino 14 Dec 2021
ATTEMPT THREE RESUBMISSION RESPONSE:
It is quite unsafe for babies to sleep sucking the milk bottle. As per the case study, baby is
choked with slight noise.
2. Identify three sleep practices in the scenario that would contravene a service’s safe sleep
policy or be impossible to implement in an early childhood setting.
Ans. 1. It is not possible in the early childhood that children can sleep at a specific time or
scheduled time.
2. It should be necessary to create a specific bedtime ritual.
3. It must be essential to keep the wake time as well as regular sleep on time.
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Assessor Feedback
Kindly review this question Rosy.
It is asking you what are the requests that Sam’s mother is asking for you to do at the centre, that
you will NOT be able to implement in the centre.
For example- you will not be able to leave a bottle in bed with Sam.
What are some other requests that you will NOT be able to implement within a centre?
Please extend below.
RESUBMISSION RESPONSE:
 For children, it is quite impossible to sleep at a specific time.
 It is important to have a particular time for sleeping as well as wakening.
 It is important to have a particular sleeping time for babies.
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Assessor Feedback- Attempt two
Rosy, I feel that you have not referred back to my previous feedback:
For example- you will not be able to leave a bottle in bed with Sam.
What are some other requests that you will NOT be able to implement within a centre?

Please extend below.
Angela Condino 14 Dec 2021
ATTEMPT THREE RESUBMISSION RESPONSE:
The educators will not be able to leave the bottle in a bed with Sam.
3. How would you explain to Sam’s mother that you are unable to follow her instructions for
settling Sam to sleep? Outline what you would say and do.
Ans. The educator's fails to follow Sam's mother instructions as they enable to provide such
conditions in which Sam can sleep. As Sam wanted his favourite teddy bear or his bottle
which he sucks before going to sleep.
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Assessor Feedback
I feel that you have misunderstood the question Rosy, the question is asking how would you
explain to Sam’s mother that you are unable to follow her instructions.
Please consider the following and extend your response:
-Where would you have this discussion with Sam’s mother?
-What tone would you use when speaking with her?
- It is important to remember that Sam’s mother may not be aware that these are unsafe. How are
you going to explain the dangers of her requests?
- Do you think it might be a good idea to mention your duty of care?
Please extend in the table below.
Angela Condino 27 Oct 2021
RESUBMISSION RESPONSE:
The instructions which the mother has provided educator are quite impossible to follow on that as
Sam could not sleep without his teddy bear and so many other things also.
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Assessor Feedback- Attempt two
Rosy, you have not referred back to my previous feedback.
Please address the below in your resubmission response:
I feel that you have misunderstood the question Rosy, the question is asking how would
26

you explain to Sam’s mother that you are unable to follow her instructions.
Please consider the following and extend your response:
-Where would you have this discussion with Sam’s mother?
-What tone would you use when speaking with her?
- It is important to remember that Sam’s mother may not be aware that these are unsafe.
How are you going to explain the dangers of her requests?
- Do you think it might be a good idea to mention your duty of care?
Please extend in the table below.
ATTEMPT THREE RESUBMISSION RESPONSE:
The educator can discuss with Sam’s mother that they will not be able to implement the
safe sleep practice as it is the educator’s duty of care to implement and promote all the
safe sleep practices.
4. In your answer identify what documents, references or resources you could you use to
support your position (name at least three).
Ans. 1. Books and Journals.
2. Policies, procedures and guidelines.
3. Previous records.
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Assessor Feedback
You will need to be specific with your responses Rosy.
What specific policy and procedure?
What books and journals?
What records?
Are there any websites that you could share that you feel could help?
Please extend below.
RESUBMISSION RESPONSE:
Under the quality area 1 it involves the educational programs and practices.
A quality area 2 which involves the child safety and health.

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Assessor Feedback- Attempt two
You are on the right track with Quality Area 2.
You could also refer to:
• Refer to the Educational Care Services National Regulations 2011.
• SIDS and Kids organisation/website.
• Raising Children Network.
• Staying Healthy: Preventing infectious diseases in early childhood education and
care services (5th Edition).
5. What alternative arrangements could you suggest?
Ans. The alternative suggestions which is given to every educator or mother that they
should set for their children's a proper time for bed every night and must not vary. The
educator's or mother's should make their children's moving and exercising also so that they
can sleep peacefully at night.
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Assessor Feedback
What suggestions could you provide to Sam’s mother Rosy as an alternative as you are not able to
implement her requests?
Could you for example, suggest to play soft music in the back ground to support Sam with self
soothing instead of rocking him back to sleep?
Please provide some additional alternative arrangements.
Angela Condino 27 Oct 2021
RESUBMISSION RESPONSE:
Other alternatives here include that educator must play some soft music in the background to
encourage the sleeping practices for Sam.
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Assessor Feedback- Attempt two
28

Rosy, you have just provided the same example that I gave to support your
understanding.
Please provide some additional alternative arrangements.
ATTEMPT THREE RESUBMISSION RESPONSE:
The educators must perform some physical activities so that children can sleep
peacefully.
6. What are the dangers to Sam if the practice of bottle feeding in bed continues?
Ans. According to the Sam's case study, it can involve a danger of bottle feeding while on
bed because most of the babies may fall asleep during feeding which can draw liquid into
their lungs. He might then inhale it which can cause harm to him. Another danger to Sam if
the practice of bottle feeding in bed continues such as a contamination of ear may also
develop. It can be possible to have a tooth decay as well as the sleeping related problems
can also arises.
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Assessor Feedback
Good start Rosy.
Sam could also develop:
-ear infection
-tooth decay
-sleep association issues

Part C - Project
Educators are required to provide a safe environment where babies can grow in confidence to
explore and learn, and practice new skills such as rolling over, sitting, crawling and walking.
Note: Your response must include all of the above skills.
You are required to design and set up a physical environment of your choice for babies aged between
birth and 15 months. The area needs to:
 be safe and secure
 provide opportunities for relaxed and physical contact with educators
 accommodate individual needs of the children in care, in particular the ages.
Draw a picture in the space below, showing how you would set up the area for this age group.
Nominate either the indoor or outdoor area, consider the layout and show the equipment and any
other furnishings such as shelving, tables and chairs, or fixed play equipment and sandpits if outside.
You may prefer to draw on a separate piece of paper and attach it to this workbook.
Students
Please attach documents here OR copy and paste a photo of your design here.
Note: When attaching separate documents, please ensure that these have your full
student name and number provided on the actual document.
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Medical shelf
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Assessor Feedback
Trainers Name, Date
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Assessor Feedback
Trainers Name, Date
FLOOR PLAN (indoor)
Toys section
Activity
table
Entrance/exit
Medical shelf
supervision
C
O
U
C
H
C
O
U
C
H
Rug
Rug
Sitting chairs
Medical shelf
C
O
U
C
H
Babies play
area
Activity rug
Toy play

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Assessor Feedback
Thank you for the effort that you have placed in to creating your floor plan. I appreciate all your
effort, and you have made a good start.
If we have a look at the assessment question it is asking for you to provide a safe environment
where babies can grow in confidence to explore and learn, and practice new skills such as rolling
over, sitting, crawling and walking.
Unfortunately, I cannot see any resources or areas within your floor plan that would support
children practicing these skills.
I can see you have mentioned a baby play area and rug- but what would you have in these areas to
support these developing skills?
For example, you could provide a tummy time area to support children with rolling over or
crawling. Perhaps some push along toys to support children that are walking, etc.
You do not have to draw your floor plan again, as I can see your understanding into creating the
floor plan, however in the RESUBMISSION RESPONSE table below I would like for you to state
specific equipment or areas that you could provide the children and where in your floorplan you
would provide these.
Please extend in the ORANGE RESUBMISSION RESPONSE box here.
RESUBMISSION RESPONSE:
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Assessor Feedback- Attempt two
You have not provided a response to this question, Rosy.
Please review my previous feedback and provide a response in the orange table below.
ATTEMPT THREE RESUBMISSION RESPONSE:
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Using the following table:
List the equipment/toys/games you used in this area
Explain what safety aspects you needed to consider for your selections such as rolling over, sitting,
crawling and walking
Identify the supervision level required for the activity and give a brief explanation.
Activity/game/toy/equipment What safety aspect(s) do
you need to consider?
Supervision Plan
High/medium/low
(Explain reason)
Rug The safety measures
which need to be
considered in the rug area
are to check whether the
carpets and padding are
not made with chemicals
and synthetic materials
because they can harm
the infants or toddlers.
Educator’s must ensure
that they must provide the
floor which is non-toxic
and baby friendly such as
wool mattress and so on.
The supervision plan is
very high in this area as
when the babies are
crawling on the rug area
all their activities were
monitored by the
educators who are sitting
right next to them.
Toy section In context with safety
measures, it should be
supervised that the toys
are not damaged. It is
also checked whether any
toy contains the sharp
edges or not. If any
plastic wrap present in
the toy section area, it
should be immediately
In this case the
supervision is very high
as all these items which
are placed under this toy
section are kind of soft
toys which do not harm
infants or toddlers.

thrown away. An
educator must read the
guidelines which are
written on the toys.
Activity table In the activity area, the
things which is required
to be considered as to
check no infant or toddler
make harm to them or
others. It is educator’s or
supervisor’s duty to
check whether the infants
or toddlers using the right
tool or not while they are
on activity table.
In this area, the
supervision level is quiet
high as the supervisor’s or
educators are also there
when they play activities
and also they check each
and every activity of
every infant.
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Assessor Feedback
As I have asked for you to add additional areas or equipment to your floor plan, kindly provide this
information into the orange table below.
Please note it is important that you address each area, resource, or equipment individually. Each
will have it’s own use, therefore have its own safety aspects and supervision plans.
I have also provided you with an example in red font for how to complete this table.
Please provide this information in the orange table below. Please do not delete any of your original
responses.
34

RESUBMISSION RESPONSE:
Activity/game/toy/equipment What safety aspect(s) do
you need to consider?
Supervision Plan
High/medium/low
(Explain reason)
EXAMPLE: Tummy time mat EXAMPLE-Any choking
hazards on or around mat
EXAMPLE
HIGH: as children practicing
tummy time may not be
able to turn themselves
around- so must monitor
for breathing.
Rug The safety measures
which need to be
considered in the rug area
are to check whether the
carpets and padding are
not made with chemicals
and synthetic materials
because they can harm the
infants or toddlers.
Educator’s must ensure
that they must provide the
floor which is non-toxic
and baby friendly such as
wool mattress and so on.
The supervision plan is
very high in this area as
when the babies are
crawling on the rug area
all their activities were
monitored by the
educators who are sitting
right next to them
Toy section In context with safety
measures, it should be
supervised that the toys
are not damaged. It is also
checked whether any toy
contains the sharp edges
or not. If any plastic wrap
present in the toy section
area, it should be
immediately thrown away.
An educator must read
the guidelines which are
written on the toys.
In this case the supervision
is very high as all these
items which are placed
under this toy section are
kind of soft toys which do
not harm infants or
toddlers.
Activity table In the activity area, the
things which is required to
be considered as to check
no infant or toddler make
harm to them or others. It
is educator’s or
In this area, the
supervision level is quiet
high as the supervisor’s or
educators are also there
when they play activities
and also they check each

supervisor’s duty to check
whether the infants or
toddlers using the right
tool or not while they are
on activity table.
and every activity of every
infant.
Babies play area The educators must ensure
that no children get harm
while playing with other
children.
High: the educators can
keep their eyes on the
children while playing.
Remove all the items or
things that can hurt
children.
Medical self Educators kept all the
necessary items or medical
aids that are needed if any
child get hurt or injured.
High: the medical self
contains all the important
equipment’s that are
required for caring a child.
Activity rug There is no choking hazard
around the activity rug as it
is kept quite safe for
babies to play with other
toddlers.
High: the activity rug is
kept safe from hazards to
meet the safe practices for
children.
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Assessor Feedback- Attempt two
Rosy, I will need for you to update this table with the additional areas, equipment or
resources that you will mention in your resubmission response for your floor plan.
“As I have asked for you to add additional areas or equipment to your floor plan, kindly provide
this information into the orange table below.
Please note it is important that you address each area, resource, or equipment individually. Each
will have it’s own use, therefore have its own safety aspects and supervision plans.
I have also provided you with an example in red font for how to complete this table.
Please provide this information in the orange table below. Please do not delete any of your original
responses.”
Please provide this information in the orange table above where I have ATTEMPT THREE
36

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Assessment Feedback
Trainer & Assessor
Result Not Yet Satisfactory
Assessor Comments and Marking
Well done on a great start that you have made with this assessment. I appreciate your hard work,
Rosy.
There are some questions that I would like for you to review- see below.
Please refer to my guidance within as this will support you with your resubmission responses.
Keep up the great work!
Withheld or Incomplete comments ONLY section:
Questions: 3,4,5,6,7,9,10,11
Case study 1 Q2,3
Case study 2 Q1,2,3,4,5
Part C Project
Please place your resubmitted responses within this marked document in the areas that I have
guided you to. Do not delete any of your original responses or my trainer comments.
Office use only
Assessment Feedback- Attempt two
Trainer &
Assessor
Date Result Not Yet Satisfactory
Assessor Comments and Marking

Office use only
Assessment Feedback- Attempt two
Trainer &
Assessor
Date Result Not Yet Satisfactory
Thank you for your resubmission responses. There are still areas that require
review. I strongly encourage you to ensure that you are reviewing my
feedback for each question, as my feedback will support you with your
resubmission responses.
Please also refer back to you online learning material.
ATTEMPT THREE WITHHELD OR INCOMPLETE:
Questions: 3,5,6,7,9,11
Case study 1 Q3
Case study 2 Q1,2,3,4,5
Part C Project
Please place your resubmitted responses within this marked document in the areas that I have
guided you to. Do not delete any of your original responses or my trainer comments.
38