CHCECE005 - Provide Care for Babies and Toddlers: Knowledge Assessment

This document presents a completed knowledge assessment for the CHCECE005 unit, focusing on providing care for babies and toddlers. The assessment covers key areas including SUDI (Sudden Unexpected Death in Infants) safe sleep practices, with descriptions of ten safe sleep practices and infection control strategies for linen and mattresses. It also explores brain development, including true/false statements, strategies to support healthy brain development, and the concept of serve and return interactions. Furthermore, the assessment delves into nappy changing, toilet training, and hygiene, referencing the Education and Care National Regulations and identifying the responsibilities of an Approved Provider. The assessment is designed to evaluate the student's understanding of these crucial aspects of early childhood education and care, ensuring the physical and emotional wellbeing of babies and toddlers.

Knowledge Assessment 2
Criteria
Name of the cluster
Care for Babies
Unit code, name and release number
CHCECE005 - Provide care for babies and toddlers (2)
Qualification/Course code, name and release number
Student details
Student number
Student name
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© 2019 TAFE NSW, Sydney
RTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the: Learning Bank
The contents in this document is copyright © TAFE NSW 2019, and should not be reproduced without the
permission of the TAFE NSW. Information contained in this document is correct at time of printing: 31 August
2024. For current information please refer to our website or your teacher as appropriate.
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Assessment instructions
Table 1 Assessment instructions
Assessment details Instructions
Assessment overview The objective of this assessment is to assess your knowledge as
would be required when working with babies and toddlers to
ensure that the children’s physical and emotional wellbeing is
maintained.
Assessment Event
number
2 of 4
Instructions for this
assessment
This is a written assessment, and it will be assessing you on your
knowledge of the unit.
This assessment is in 4 parts and includes an Evidence Guide
(marking tool).
5. SUDI safe sleep practices and reaching sleep agreements
6. Brain development
7. Nappy Changing, Toilet Training and Hygiene
8. Appropriate Interactions, Relationships & Individual
Differences
You must read the entire document before commencing your
assessment so you are aware of all requirements.
Submission
instructions
On completion of this assessment, you are required to upload it
to the unit on your Online Learning Support (OLS.)
It is important that you keep a copy of all electronic and
hardcopy assessments submitted to TAFE.
Conditions of
Assessment
Assessment conditions will require you to:
 Read the learning resources on the Online Learning
support (OLS)
 Complete and submit your written assessment onto the
Online Learning Support (OLS)
Assessment must ensure the use of:
 National Quality Framework for Early Childhood
Education and Care
 The relevant approved learning framework under the
National Quality Framework for Early Childhood
Education and Care.
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Assessment details Instructions
Assessors must satisfy the Standards for Registered Training
Organisations (RTOs) 2015/AQTF mandatory competency
requirements for assessors.
What do I need to do
to achieve a
satisfactory result?
To achieve a satisfactory result for this assessment, all questions
must be answered correctly.
You must ensure your assessment responses are written in your
own words (unless otherwise specified), include APA referencing
where required
You must adhere to the word count requirements where
specified.
What do I need to
provide?
Computer and internet access
Due date and time
allowed
Due Date: Refer to your individual training plan on the OLS
Venue: To be completed online.
Note: This assessment may be completed and submitted prior to
the commencement of work placement.
Supervision The marking teacher may ask for additional evidence to verify the
authenticity of your submission and confirm that the assessment
task was completed by you.
Assessment
feedback, review or
appeals
In accordance with the TAFE NSW policy Manage Assessment
Appeals, all students have the right to appeal an assessment
decision in relation to how the assessment was conducted and
the outcome of the assessment. Appeals must be lodged within
14 working days of the formal notification of the result of the
assessment.
If you would like to request a review of your results or if you have
any concerns about your results, contact your Teacher or Head
Teacher. If they are unavailable, contact the Student
Administration Officer.
Contact your Head Teacher for the assessment appeals
procedures at your college/campus.
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Knowledge Assessment Specific Task Instructions
Introduction: This task outlines the Knowledge Evidence and Assessment Conditions your
assessor will be marking you on for Provide Care for Babies and Toddlers.
This knowledge assessment will require you to apply your knowledge of the following:
5. SUDI safe sleep practices and reaching sleep agreements
6. Brain development
7. Nappy Changing, Toilet Training and Hygiene
8. Appropriate Interactions, Relationships & Individual Differences
Your knowledge of the areas above will be assessed through a range of questions including
Multiple Choice, True or False, Agree or Disagree and Short Answer responses.
When: The knowledge assessment will take place according to the date and time on your
training plan. The knowledge assessment may be undertaken in a single session or broken
into sections with each section of the knowledge assessment conducted after the related
content topic for the unit.
Where: The assessment task will be completed digitally using a computer for online
submissions. A due date by which students must complete the assessment will be according
to the individual student training plan.
How will the task be assessed?
Each part of the knowledge assessment will have instructions that guide you on the criteria
for answering each type of question. Evidence will be collected through your responses at
the completion of the task.
The following tasks will need to be completed in full. You cannot leave questions
incomplete.
Why am I doing this task?
All the criteria must be met. Your knowledge evidence will be used as part of the overall
evidence requirements of the unit. You must achieve competency in all the assessable tasks
to satisfactorily complete the unit.
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Who will be assessing me?
Your assessor will mark your knowledge assessment and provide you with feedback at the
completion of the task.
Resources and Equipment: To complete this knowledge assessment, you will need access to
a computer or online IT device. If you are completing a hard copy of the assessment, you will
need to supply your own pens. Learners will also need access to the National Quality
Framework, National Quality Standards and Early Years Learning Framework. Other links
have been provided in each question that directs to a website link.
As you have been provided with resources to confirm or source information from to
answer the knowledge questions, it is important that all your answers are in your own
words and not copied directly from the source material. This will ensure that you
demonstrate your understanding and knowledge of the unit requirements assist in
confirming the authenticity of your work.
Submission Details
On completion of this assessment, you are required to upload it as per the instructions on
your
It is important that you keep a copy of all electronic and hardcopy assessments submitted to
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Part 5: Sudden Unexplained Death of Infants Safe Sleep
Practices and Reaching Sleep Agreements
1. Describe ten SUDI SAFE practices you will check or follow at sleep time and why.
(100-150 words)
SUDI SAFE sleeping practices Why is this
recommended?
1. Keep baby on back It provide relaxed position
to baby
2. Baby sleep must be in a safe cot It help to offer required
safety
3. The head and face of baby is uncovered It assist to take fresh air
4. Baby must have safe environment for sleeping In this baby felt more
comfort and calm.
5. Breastfeed the baby It provide required
nutrition and offer
supportive development
and growth
6. Baby must be kept free from smoke area In this baby is free from
any chemical inhaling.
7. Adequate bond is maintained with baby It offer adequate support
and safety
8. Provide comfort and convenient space to baby In this required space is
provided so that baby felt
more comfort
9. Quick response is offered to baby For this easy accessibility
and suitable connection is
developed in between
parents and baby.
10. Eliminating hazard by providing soft pillow and bumper It assist to provide a
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pads relaxed condition to baby
by which they take free
sleep at night.
2. Describe the infection control strategies you will use to clean the linen and a mattress
after a child has wet the bed.
Linen The linen cloth is washed with hote water and in washing machine as well. In this
with support of sunlight all the germs get killed.
Mattress The mattress get scrubb as with this vinegar is used at the strained area and
wiith this baking soda also get used that more often used to clear the wet bed.
Part 6: Brain Development
1. Read the statements below and identify if they are TRUE or FALSE regarding brain
development in the early years.
Statement True or
False
Connections (synapses) between neurons in the brain occur when the brain
is sending and receiving messages due to stimulation. True
The first five (5) years are the least important in early childhood years
regarding brain development. True
By age 3, a child’s brain has more connections or synapses than an adult. True
Brain development is not shaped by social experience. false
Critical periods and windows of opportunity maximise learning possibilities. True
The brain will automatically prune off (synaptic pruning) when brain cells
are not being stimulated and not used and when a poor emotional
environment of non-responsive adults exists.
True
Plasticity of the brain means that the brain is able to be reworked and
neural pathways reorganised creating structural and functional changes. True
Early stimulation does not have any effect on brain development. false
Poor nutrition, neglect, abuse, stress and trauma do not impact brain
development. false
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Statement True or
False
Attachment is one of the most powerful influences of brain growth. True
Increased stress experienced in the early years will increase higher levels of
cortisol which has a negative effect on brain growth and development. True
Healthy brain development will result from early stimulation, secure
attachments and warm responsive interactions. True
2. Describe four strategies to support healthy brain development in babies and
toddlers (50-100 words).
1. To be healthy it is required that babies stay happy and active in this health is
affected on direct basis.
2. Playing is a basic way to help babies to develop brain and in this active engagement
is processed. For toddlers, singing a song is an action through which imagination
and creativity level is increases.
3. Comfort is an aspect through which babies felt more stress free and with this
cuddling and holding of babies is easy. It helps to improvise comfort under which
responsive and loving nature is processed with consistency.
4. Reading is an effective way that usually promote and advance brain development of
children that assist to induce better level of recognition about communication and
other languages as well (McHarg, Fink and Hughes, 2019).
3. Serve and return interactions are an important pedagogical practice to support the
child’s developing brain.
a) In your own words, describe what is meant by the serve and return interaction
(25 words), and
b) Provide two (2) examples of what may happen in the absence of serve and
return interactions (25-50 words).
a) The serve and return interaction assist to shape adequate architecture of braining as
with this eye contact, hug, neural connection and words knowledge is strengthened.
b) 1. The absence of serve and return interactions persuade as “double whammy” for
this healthy development and with this brain is not able to received positive
simulation.
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b) 2. The body starts response actively and it resulted into potential harm to stress
hormones.
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Part 7: Nappy Changing, Toilet Training and Hygiene
1. Access and navigate through the Education and Care National Regulations, and use
the ‘SEARCH TITLE’ function to find the Part 4.3 which relates to the Physical
environment requirements of a service.
Scroll through section 4.3 and identify three responsibilities of an Approved Provider
that are relevant to nappy changing, toilet training and hygiene. Place the
statements in to the table below.
Person Responsibilities
a) Approved
Provider
(Nominated Supervisor,
Director or Owner)
They ensure to provide adequate and age-appropriate toilet for
suitable usage and implication of hygiene
The development, washing and drying facilities are provided
along with supportive care to children’s
The location of toilet must be easy to access and convenient for
children.
b) In the table below describe in your own words three responsibilities for each
person that are relevant to nappy changing, toilet training and hygiene. (100 words
in total).
Person Responsibilities
Educator Ensure that nappy is changed with scheduled intervals.
The hand washing procedure is displayed at nappy change area.
The nappies get checked throughout the day that is susceptible
for rash and discomfort.
Parent/Family Slowing down and provide adequate time to children as with this
they feel relaxed.
The accurate vocabulary is associated with toileting and nappy
changing.
Children must get allowed to take active participation as it
encourage to advance learning capability.
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2. Describe three hygiene and three safety practices required during nappy changing.
You need to provide a total of six responses (50-100 words in total).
Hygiene
practices
1. Clean the surface after completion of nappy change
2. Place the used wipes in soiled diaper
3. Discard the used nappy and wipes directly into trash can.
Safety
practices
1. The discard gloves get removed as after its usage
2. The surface are get cleaned with hot water and detergent
3. The barrier cream is used through which baby skin is protected
3. Outline 4 ways individual pattern or signs a child may display that they are ready
for toilet training (25-50 words).
Signs of Readiness
1 The bowel movements are quite predictable
2 The facial expression define that baby is in uncomfortable condition.
3 The sounds originating through the babies are also obvious
4 The baby might go under the table and keep shouting
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4. Describe three hygiene practices you will adhere to, to reduce cross-infection
when dealing with toileting accidents in the toddler room (50-100 words).
1. The floors, walls and doors are clean.
2. The paper towel is used along with this other trash is thrown in proper manner.
3. The disposal gloves are handled before handing soiled diapers through which basic care
is provided to babies.
5. For each of the National Quality Standard (NQS) elements describe one strategy
you would use to apply this element during a nappy change. (25-50 words for
each strategy)
Quality Area 5
Standard 5.1
How you will apply this during the nappy changing
routine?
Provide one example for each element
Element 5.1.1 Responsive and
meaningful interactions build
trusting relationships which
engage and support each child
to feel secure, confident and
included.
For example, in this suitable interaction is developed
with child so that baby felt more secure and confident
through which easy changing is processed (Ludolph,
2018).
Element 5.1.2 The dignity and
rights of every child are
maintained.
For example, as during nappy changing routine dignity is
required to maintained through which collaborative
learning is addressed with better learning.
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Quality Area 5
Standard 5.1
How you will apply this during the nappy changing
routine?
Provide one example for each element
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Part 8: Appropriate Interactions, Relationships and
Individual Differences
1. Read the following scenario.
Stephen and Melanie attend your service from 7:00 am till 5:00 pm.
Stephen is 18 months old. When the lunch is being served at 12:30pm, Stephen often only
takes a few spoonfuls of lunch before falling asleep on the table. Educators will gently wake
him and move him onto his bed. Stephen can sleep for two hours or longer if left. In the
afternoon when mum arrives, she becomes quite annoyed that Stephen has slept so long as
she experiences difficulty getting him off to bed of an evening.
Melanie is four month old baby and new to the service. Her parents have no set routine and
let her sleep when she needs it.
Respond to the following;
a. Describe how you will accommodate Stephen’s individual differences and sleep
needs. (25-50 words).
The children having different sleeping needs and that is differentiate as on the basis of other
activities that is performed in overall day. In this to accommodate Stephen’s individual sleep
educator provide suitable space that make him sleep with more comfort.
b. Outline the sleep requirements of Melanie’s age and how you would organise
and negotiate these with her family. (25-50 words).
The sleeping requirement of Melanie’s age is required to be organised as with this overall
behaviour and attribute of a baby is changed (Kovács, 2018). For this educator negotiate with her
family and under this prior schedule is designed that make her living more comfort and
convenient.
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2. Describe one way you could apply UNCROC Article 30 to support children’s transition
into care.
(100 words)
In support of UNCROC article 30 it is practices that adequate and accurate right are offered to
minority and indigenous group as with this they have easily learned about its own culture, religion
and languages. There is a convention of child that is applicable in regard of all individual’s. In
addition to this educational, legal, social service, health care and other basis is all the children
have right to survival in which harmful influence and affordable protection is considered.
Moreover, abuse, exploitation, participation and social life promotion is managed through which
accurate responsibility is exercised that is dependent as per related to right.
3. Look at the table below. The table identifies three possible emotional states and
two different age groups. For each emotional state you need to list three cues
the child might display for each age group. You must only use each cue once in
your answers.
Each example should not be duplicated and must be specific to the age specified.
Emotional
states
Babies under 12 months
List 3 possible cues for each
emotional state
Toddlers 12 months and older
List 3 possible cues for each emotional
state
Stress
signs
Hiccupping
Yawning
Sneezing
Change in sleeping and eating habits
Change in emotions
Nightmare and feat at sleeping time
Distress
signs
Frowning
Squirming
Arms and legs pushing
Physical ailment
Anxious tics
Increases in tantrums
Pain signs Crying
Breath holding
Grunting
Wrinkled forehead
Closed eyes
Angry appearance
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This Evidence Guide will be completed by the assessor when marking your assessment.
Evidence Guide
Care for Babies
Assessment 2- Knowledge Questions
CHC30113
CHC50113
Unit CHCECE005 - Provide care for babies and
toddlers (2)
Task Knowledge Questions
Student Name Student Number
Essential skills & knowledge S U Assessor comments
Part 5 SUDI and safe sleeping practices, reaching sleep agreements
Q1 The student describes ten SUDI safe
practices for a baby/toddler sleep
environment.
☐ ☐
Q2 The student describes cleanliness and
hygiene practices regarding wet/ soiled
bedding, specifically the mattress and linen.
☐ ☐
Part 6 Brain Development
Q1 The student describes correctly identifies
all the brain development statements.
☐ ☐
Q2 The student describes four ways to develop
healthy brains in babies and toddlers.
☐ ☐
Q3 The student describes what is meant by the
term ‘serve and return’ and then provides two
examples of the absence of serve and return
☐ ☐
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interactions.
Part 7 Nappy Changing, Toileting Training and Hygiene
Q1 The student was able to Access and
navigate through the Education and Care
National Regulations, describes in their own
words, three responsibilities for each person
regarding nappy changing toilet training and
hygiene.
1a. Organisational managers (Approved
Provider and Nominated Supervisor)
1b. Educator
1c. Parent/Family
☐
☐
☐
☐
☐
☐
Q2 The student describes three hygiene
strategies and three safety requirements
during nappy changing.
☐ ☐
Q3 The student describes 4 signs of readiness
for toilet training.
☐ ☐
Q4 The student describes three hygiene
practices to reduce cross-infection during
toileting accidents.
☐ ☐
Q5 The student describes one strategy for
each NQS listed
☐ ☐
Part 8 Appropriate Interactions, Relationships & Individual Differences
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Q1a & b The student describes individual sleep
differences and needs of 2 children and how
this will be accommodated.
☐ ☐
Q2 The student describes one way you could
apply UNCROC Article 30 to support children’s
transition into care.
☐ ☐
Q3 The student identifies cues that a child
(across two different age groups) might display
for three possible emotional states; stress,
distress and pain
☐ ☐
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Assessment Feedback
Assessment outcome
☐ Satisfactory
☐ Unsatisfactory
Assessor feedback:
☐ Was a reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments:
Assessor name and date:
Resubmission Feedback (if required)
Assessment outcome
☐ Satisfactory
☐ Unsatisfactory
Assessor feedback:
☐ Was a reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments:
Assessor name and date:
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