Open Colleges CHC50113: Diploma - CHCECE005 Baby and Toddler Care

This document presents a completed assessment for the CHCECE005 unit, focusing on providing care for babies and toddlers. It addresses key aspects such as safe sleep practices, including the prevention of SUDI (Sudden Unexpected Death in Infancy), and provides detailed responses to questions about nappy changing procedures, creating positive mealtime environments, supporting breastfeeding mothers, and preparing formula safely. The assessment also covers strategies for toilet training and offers insights into understanding and responding to the needs of babies and toddlers, including their emotional and physical cues. The assignment reflects the student's understanding of early childhood education principles and best practices, demonstrating knowledge of relevant regulations and guidelines within the Australian context, as required by Open Colleges for the Diploma of Early Childhood Education and Care.

CHC50113 Diploma of Early Childhood Education and Care
CHCECE005 Provide care for babies and toddlers
Student Name: Mona Haddara
Student Number: E0882185
Assessment Number: 31865/01
Open Colleges
CHCECE005 Provide care for babies and toddlers
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File naming
Once you feel confident that you have covered the learning materials for this unit,
you are ready to attempt this assessment.
To help Open Colleges manage your assessment, please use the following file-
naming convention: [student number]_[assessment]_[assessment number].doc
for example 12345678_21850a_01.doc.
Assessment submission
When you are ready to submit your assessment, upload the file in OpenSpace
using the Assessment Upload links in the relevant Module of your course. If you
need further assistance, the Student Lounge provides a ‘Quick Guide to
Uploading Assessments’. Uploading assessments in OpenSpace will enable
Open Colleges to provide you with the fastest feedback and grading for your
assessment.
It is important that you keep a copy of all electronic assessments submitted to
Open Colleges.
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Getting started
The assessment activities in this booklet have been designed to allow you to provide
evidence that demonstrates your competence in the unit CHCECE005 Provide care
for babies and toddlers.
Your trainer will:
 answer any questions that you might have about the assessment
 assess your competence as required by the unit of competency, by making
judgments about the evidence you have presented in line with the rules of
evidence: validity, authenticity, currency and sufficiency
 provide feedback on the outcomes of the assessment process
Introduction
You are required to complete two separate written assessment tasks; each has two
components for CHCECE005 Provide care for babies and toddlers.
In completing the final assessments, you will show evidence of your ability to:
 promote safe sleep
 provide positive nappy-changing and toileting experiences
 promote quality mealtimes environments
 create a healthy and safe supporting environment
 develop relationships with babies and toddlers
 develop relationships with families.
Assessment number Assessment deliverables
31865/01 Written assessment
31865/02 Projects
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31865/01 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.
Short answer questions
1. What does the acronym SUDI stand for? SUDI stands for Sudden Unexpected
Death in Infancy.
2. What does SUDI mean? Provide a brief description of the term, explaining how
this type of death may occur. It is a sudden and unexpected death of a baby for which
the cause is not immediately obvious. To determine the occurrence of death, some
deaths are explained, such as accidental deaths, asphyxiation by bedclothes, pillows
and overlaying whilst co sleeping, infection, metabolic disorders, genetic disorders
3. What safe sleep practices can early childhood educators adopt to reduce the risk
of SUDI? Identify four practices.
Safe sleep practices for educators include:
 Place all healthy infants on their backs to sleep.
 A doctor's note is required if an infant need to sleep in a position other than on its
back.
 Infants are placed on safety-approved cribs and firm mattresses.
 Cribs are free of toys, stuffed animals, and extra bedding.
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 The room is kept at a temperature that is comfortable for a lightly clothed adult.
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. The baby might wanting to scrub
his/her ears because of ear infection.
b. A baby turns her head away while being fed at lunchtime. The baby might be
full and wants to play outside
c. A baby is rubbing his eyes and patting his face. The baby is tired and needs
to get some sleep
d. A baby sitting on the floor reaches both arms up to the educator. The baby
wants to be picked up
e. A baby is playing with a rattle when he suddenly starts crying. The rattle
either is annoying him and wants it to be removed or it hurt him and needs a
hug
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. The baby is hungry and
wants to be fed
g. A baby starts putting her hand in her mouth and chewing on it and softly
crying. The baby is teething and wants to chew by using he’s new tooth that’s
coming out.
h. A baby points to something and makes a grunting sound. The baby wants
this certain item or object
i. A baby crawls over and starts hitting you on the leg with a block. The baby
wants you to play and interact.
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. The baby needs help in
getting on the small trike and maybe feeling a bit nervous
k. A baby crawls to the couch where the educator is sitting, gives a soft grizzle,
and puts his head down on the cushion. The baby wants to rest or tired.
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.
 Collecting the supplies needed such as clean diaper, plastic bags, wipes,
clean clothes and latex gloves and place them near the diaper table. The
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table has to be covered with disposable covering. Disposable latex gloves
has to be covered while picking up the child.
 The soiled clothing should be sent in a bag. The diaper should ne
unfastened but should be left under the child.
 The child should be cleaned thoroughly with disposable wipes. It is
necessary to be sure about cleaning all the creases and the cracks in the
skin. The soiled diaper should be rolled up with the used wipes and tehn
disposed off in a trash can.
 The gloves are removed. Both the child’s hand and the caregiver’s hands
are wiped off.
 Diaper cream applied
 The diaper is fastened and the child is dressed.
 The hands are washed thoroughly with soap and lukewarm water.
6. Describe the practices you could implement in an early childhood education and
care service to ensure that each child has clean bedding for rest and sleep times.
 Children have different sleep, rest and relaxation needs. Children of the
same age can have different sleep patterns, which nominated supervisors
and educators need to consider within the service.
 All cots meet Australian Standards and should be in good condition, clean,
firm and flat.
 Cots and mattresses protective covers are cleaned with soap and water
are visibly soiled and as per cleaning schedule which is displayed in
rooms.
 Each child has their own bed linen. Children’s bed linen will be washed.
7. Briefly outline why it is important for babies to be fed one at a time.
Meet individual infants' needs. Feed each infant on an individual schedule and
don't expect all babies to be hungry at the same time. Babies grow rapidly and
hunger needs change quickly.
8. Give three examples of practices you can implement to help create a positive
meal-time environment for young children.
 Spend time in positive conversation and make mealtimes relaxed.
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 Plan fun food activities to encourage children to try new foods. Read a
book about a new food, and then serve the new food as a snack when
children are hungry.
 Allow children to help in preparing the food
 Provide child-sized furniture when the child is having lunch
 Consider food texture and shape
9. Outline three ways you can encourage and support the mothers at your service
to continue breastfeeding.
 Provide a comfortable and private place at the centre for the mother to
either feed or express
 Ensure the centre has procedures in place for storing and handling
breast milk and feeding breastfed infants.
 Let the family know that the centre is supportive of breastfeeding.
10. 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.
 Wash thoroughly hands and food equipment’s with soap and warm water and dry
thoroughly with disposable paper towel.
 Wash and sterilise equipment such as bottles, teats and utensils.
 Use sterile tongs to remove bottles etc to avoid re-contaminating the equipment.
 Whenever possible, make a fresh batch of infant formula before each feed.
 Prepare infant formula exactly according to manufacturer’s instructions.
 Check temperature of infant formula before feeding infants by placing a drop of
liquid on the inside of your wrist. It should feel warm.
 Avoid preparing infant formula if caregivers are suffering illnesses with vomiting or
diarrhoea and take extra care with hygiene.
Do not feed babies with leftover formulas at any circumstance as might cause
poisoning.
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11. In your own words, explain how expressed breast milk should be stored, heated
and temperature tested.
Freshly expressed breastmilk should be put into a clean, closed container or sealable
plastic bag that is not into the same container previously refrigerated or frozen milk.
Store breastmilk in
- at temperature (26C or lower) for 6-8 hrs
-in the fridge (4 C or lower ) for up to 72 hrs - best spot is the back of refrigerator
where its coldest.
-Frozen breast milk may be kept in the freezer for up to three months
-breast milk must be used within 24 hours (kept in refrigerator until use
12. 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 make sure you include:
a. two ways to manage setbacks and accidents
 Pay attention to your child if she says she needs the toilet straight away. She
might be right
 check if your child wants to go to the toilet during a long playtime or before an
outing. If she doesn’t want to go, that’s fine.
b. two ways you could work with the family to support their child through this
process.
 Ensure parents ask their child to wee just before going to bed.
 Stay positive about your child’s achievements, because he’ll get there eventually.
Too much tension or stress can lead to negative feelings and might result in your
child avoiding going to the toilet.
c.
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13. Identify the appropriate age groups for each type of food.
Food type Appropriate age group
Full cream milk 12 months
Pureed food 12 months
Finger food 7 and 8 months
Mashed food (lumpy) 6 months
Breast milk For the first 6 months till 2
years
Solid food After 4 months
14. Explain why it is important that babies and infants sleep as they need, rather than
setting a specific ‘sleep time’.
It is important for babies and infants to sleep as they need then rather having a
scheduled 'sleep time'. Young infants and babies require more sleep during the day
to benefit their wellbeing. Educators must ensure children are in good health while
they are in care and will not prevent any children from sleeping when they are clearly
tired and want to sleep. Educators will not force babies to sleep at a scheduled time
and will allow them to sleep as their need.
15. Briefly describe two ways you could support a young child's attachment needs.
Children’s attachment experiences are thought to be the foundation for their later
social, emotional and cognitive development. Ways to support a child’s
attachment needs by:
 Responding to the child with warmth and responsiveness, responding to
the cries of the child and being sensitive to show her that the child can
trust the care giver to meet her needs.
 It is necessary to be affectionate to the child. While interacting with the
child, it is necessary to follow certain kind gestures like a warm hug,
sniggles, cooing with the child.
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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 your learning materials for this
Unit of Competency, 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.
 Ensure you acknowledge and cite your sources accordingly. This is important
whether you use your own words or quote the author’s words. For more
information on referencing and plagiarism, refer to the ‘Academic reference guide’
in the Student Handbook.
 When referring to early childhood education and care service policies and
procedures or position descriptions, please submit with your assessment to
support your answer.
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.’
Complete the following:
1. Describe why this could be considered an inappropriate way of interacting with
a child. Its inappropriate because it affects the child’s personality and situation
which can lead him to no longer to be trained to use the toilet correctly. A child
needs encouragement and not discouragement.
2. Which part of the ECA Code of Ethics does this behaviour breach?
It has been clearly stated in the ECA codes of ethics, that it is necessary to
maintain a respectful and responsive relationship with the child to develop a
strong sense of belonging. Hence, commenting and discriminating children on
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the basis of their lifestyle, economic status or culture directly breaches this
ethical standard.
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?
Quality Area 5 – Relationships with children
Standard 5.1- Relationships between educators and children
Element 5.1.2- Dignity and rights of a child.
It is necessary to maintain a respectful and equitable relationship with each of the
child. The dignity and the rights of each child has to be maintained.
https://www.childabuseroyalcommission.gov.au/sites/default/files/
YMCA.8000.0003.0004_R.pdf
https://www.early-education.org.uk/sites/default/files/Code%20of%20Ethics.pdf
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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.
Complete the following:
1. What unsafe sleep practices is Sam’s mother using? Sam’s mother is trying to
make her baby go on a sleeping routine rather than leaving him to fall asleep
when he’s feeling tired, sucking bottle and dark environment for Sam to sleep
is unsafe
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.
- Creating a dark environment
- rocking back Sam to sleep when he's awake from sleeping
- let Sam cuddling his teddy bear while sleeping
- Not allowing Sam to suck his bottle while he’s sleeping
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.
In your answer identify what documents, references or resources you could
you use to support your position (name at least three).
As an educator, I should inform Sam’s mother, that there are several other
children present in the child care centre, who needs to be attended. Other
children might feel disturbed if the light are turned off. Again, it might not be
always feasible by the staff members to rock back the baby back to sleep as the
workload in a child care centre often become high to attend each and every
grievances of the child. Furthermore, child care centres follow their own routines,
meal time. Hence, allowing Sam to such his bottle while sleeping might not be
allowed by the centre’s caregivers.
https://www.careforkids.com.au/childcarenews/2011/december/sleep.html
4. What alternative arrangements could you suggest?
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- play the music in the sleep room to block out the playing noise of the
other children who are not sleeping.
- Replacing the bottle with something else
- Once Sam wakes up, take him to play with other children rather than
bringing him back to sleep
5. What are the dangers to Sam if the practice of bottle feeding in bed
continues?
 Sometimes the liquid flows fast, and your baby is still tiny and
cannot swallow milk at this rate. This is when there is a risk of
the baby getting choked.
 Your baby might fall asleep before he swallows the last gulp of
milk. The sugar in the formula would coat your baby’s gums and
tiny teeth which will later on cause tooth decay
 Can lead to ear infection due to accidently dropping gulp of milk
that may roll into his ears
https://parenting.firstcry.com
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