CHC30113 Certificate III: Physical and Emotional Wellbeing V2.1

This assessment workbook for the CHC30113 Certificate III in Early Childhood Education and Care focuses on evaluating competency in physical and emotional wellbeing. It includes an introduction to competency-based assessment, outlining its principles, dimensions, and the rules of evidence. The workbook covers reasonable adjustments for learners with disabilities, addresses cheating and plagiarism, and details the unit of competency, including performance criteria and evidence guides. The assessment methods include knowledge assessments and case studies designed to evaluate the learner's understanding and application of key concepts. The document provides instructions for both assessors and students, along with an assessor checklist and feedback section to ensure a fair, valid, reliable, and flexible assessment process. Desklib provides access to this document and other study resources.

CHC30113
Certificate III in Early
Childhood Education &
Care
Physical and Emotional
Wellbeing
V2.1 Produced 15 July 2016
Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication
may be reproduced or distributed in any form or by any means, or stored in a database or
retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth),
without the prior written permission of
Compliant Learning Resources
Assessment Workbook 5

Version control & document history
Date Summary of modifications made Versio
n
18 December
2013
Version 1 final produced following
assessment validation. 1.0
16 April 2014
Rewording of questions to clarify
understanding. Q1`,9,15, Case Study One,
Case Study Two
1.1
23 January
2015
Significant changes made to document
following validation 2.0
18 July 2016 Minor changes in formatting and wording
throughout document 2.1
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TABLE OF CONTENTS
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INTRODUCTION................................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT...........................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING5
THE DIMENSIONS OF COMPETENCY........................................................6
REASONABLE ADJUSTMENT..................................................................7
CHEATING AND PLAGIARISM.................................................................8
THE UNIT OF COMPETENCY...................................................................9
CONTEXT FOR ASSESSMENT................................................................13
ASSESSMENT METHODS.....................................................................14
RESOURCES REQUIRED FOR ASSESSMENT.............................................14
INSTRUCTIONS TO ASSESSOR..............................................................15
INSTRUCTIONS TO STUDENT...............................................................16
ASSESSMENT WORKBOOK COVER SHEET..............................................17
KNOWLEDGE ASSESSMENT.................................................................18
CASE STUDY ONE..............................................................................41
CASE STUDY TWO.............................................................................49
ASSESSOR CHECKLIST.......................................................................52
FEEDBACK........................................................................................ 53
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INTRODUCTION
Assessment is a difficult process – we understand this and have
developed a range of assessment kits, such as this, to facilitate a painless
process for both the assessor and the learner being assessed.
There are a number of characteristics of assessment, ranging from
subjective assessment (which is based on opinions and feelings), to
objective assessment (which is based clearly on defined processes and
specific standards). Nearly all assessment involves a mixture of both
types of assessment because it is almost impossible to eradicate the
subjectivity humans carry into the process of assessing. The goal in
developing and implementing these assessment kits is to work towards
the objective end as far as possible and to reduce the degree of opinions
and feelings present.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person to
perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these
exist. Where such competencies do not exist, the outcomes are
based upon those identified in a training needs analysis.
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other
learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge and
skills with their practical application.
o Assessment, where possible, must include judgements based
on evidence drawn from a number of occasions and across a
number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed
to ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards
for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-
the-job components of training within a course.
o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been
acquired.
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o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D
Lawlor)
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the unit
of competency. This evidence should match or at least reflect
the type of performance that is to be assessed, whether it
covers knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects
of the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied
that evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland
VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the
learning environment or making changes to the training delivered to
assist a learner with a disability. A reasonable adjustment can be as
simple as changing classrooms to be closer to amenities, or installing a
particular type of software on a computer for a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with
a disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as
those without a disability.
Reasonable adjustment applied to participation in teaching,
learning and assessment activities can include:
 customising resources and assessment activities within the
training package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and
during the course
 monitoring the adjustments to ensure learner needs continue to
be met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out
daily activities’ (World Wide Web Consortium - W3C). It includes screen
readers, magnifiers, voice recognition software, alternative keyboards,
devices for grasping, visual alert systems, digital note takers.
IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence
must not impact on the standard expected by the workplace, as expressed by
the relevant Unit(s) of Competency. E.g. If the assessment was gathering
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evidence of the candidates competency in writing, allowing the candidate to
complete the assessment verbally would not be a valid assessment method. The
method of assessment used by any reasonable adjustment must still meet the
competency requirements.
CHEATING AND PLAGIARISM
What is Cheating?
Cheating within the context of the study environment, means to
dishonestly present an assessment task or assessment activity as
genuinely representing your own understanding of and/or ability in the
subject concerned.
Some examples of cheating are:
 Submitting someone else’s work as your own. Whether you have
that persons consent or not.
 Submitting another author’s work as your own, without proper
acknowledgement of the author.
 To allow someone else to submit your own work as theirs.
 To use any part of someone else’s work without the proper
acknowledgement
There are other forms of cheating not contained in this list. These are
merely given as some examples. If you are unsure about whether any
particular behaviour would constitute plagiarism or cheating, please
check with your trainer prior to submitting your assessment work.
What is Plagiarism?
Plagiarism is a form of cheating and includes presenting another person
or organisation’s ideas or expressions as your own. This includes,
however is not limited to: copying written works such as books or
journals, data or images, tables, diagrams, designs, plans, photographs,
film, music, formulae, web sites and computer programs.
How do I avoid Plagiarism or Cheating?
Students are advised to note the following advice to avoid claims of
plagiarism or cheating:
 Always reference other people’s work. You may quote from
someone else's work (for example from websites, textbooks,
journals or other published materials) but you must always indicate
the author and source of the material.
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 Always reference your sources. You should name sources for any
graphs, tables or specific data, which you include in your
assignment.
 You must not copy someone else's work and present it as
your own.
 You must not falsify assessment evidence.
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THE UNIT OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
 specifying the required level of performance
2. the evidence guide
 Describing the underpinning knowledge and skills that must be
demonstrated to determine competence. It provides essential
advice for assessment of the unit of competency in the form of:
o critical aspects of evidence
o the essential skills
o the essential knowledge
The associated assessment tool in this kit covers all of these components
as detailed in the matrix to follow.
For the purpose of delivering the Qualification CHC50113 Diploma
of Early Childhood Education and Care clustered assessment of
units of competency will occur.
When assessing each unit it is important to understand how they
are structured in order to meet assessment requirements.
An outline of the units of competency is included below. Please note that
some skills that are not able to be observed in the workplace during your
Vocational Placement will be assessed utilising Case Studies and/or
projects.
CHCECE003 Provide care for children
This unit describes the skills and knowledge required to ensure
children’s physical and emotional wellbeing is maintained and their self-
sufficiency is nurtured.
This unit applies to people who work with children in a range of early
education and care services.
Elements
1. Provide physical care
2. Promote physical activity
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3. Adapt facilities to ensure access and participation
4. Help children with change
5. Settle new arrivals
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
 Oral communication – in order to interact calmly and positively
with families and children
The remaining foundation skills essential to performance are explicit in
the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks at least once:
 provided care and responded appropriately to at least three
children of varying ages, including:
o promoting physical activity and encouraging participation
o engaging children in discussions around physical health and
wellbeing
o adapting the physical environment to ensure challenge and
appropriate risk-taking
o ensuring the smooth transition of new arrivals
o supporting children through transition and change
 performed the activities outlined in the performance criteria of this
unit during a period of at least 120 hours of work in at least one
regulated education and care service.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required
to effectively do the task outlined in elements and performance criteria of
this unit, manage the task and manage contingencies in the context of
the work role. This includes knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
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 how to navigate through framework and standards documents to
find areas relevant to this unit of competency
 basic principles of child physical and emotional development
 United Nations Convention on the Rights of the Child
 recommendations for physical activity for birth to 5-year-olds and
5- to 12-year-olds in the National Physical Activity Guidelines for
Australians
 impact of changes of routines and environments for children
 sun safety
 relevance of hand hygiene for minimising infectious diseases
 code of ethics
 routines and strategies to minimise distress at separation of parent
and child
 organisational standards, policies and procedures.
CHCECE005 Provide care for babies and toddlers
This unit describes the skills and knowledge required by educators
working with babies and toddlers to ensure that the children’s physical
and emotional wellbeing is maintained.
This unit applies to work with babies and toddlers from birth to 24
months in a range of early education and care contexts.
Elements
1. Promote safe sleep
2. Provide positive nappy-changing and toileting experiences
3. Promote quality mealtime environments
4. Create a healthy and safe supporting environment
5. Develop relationships with babies and toddlers
6. Develop relationships with families
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the
performance criteria of this unit of competency.
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit manage tasks
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and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks:
 provided care to at least different three babies and toddlers of
varying ages using safe and hygienic practices, including:
o assessing and responding appropriately to babies’ needs,
including hunger, distress, tiredness and pain
o setting up a safe environment conducive to rest
o changing nappies
o heating breast milk and formula, preparing bottles and
preparing and heating food
o cleaning equipment and utensils
o feeding babies
 developed a nurturing and securely attached relationship with at
least three different babies and toddlers of varying ages, including:
o settling new babies and toddlers through observing,
monitoring and appropriately interacting with them and their
caregivers
o engaging in one-to-one interactions with babies and toddlers
during daily routines
 supported the learning of at least three different babies and
toddlers of varying ages, including:
o responding appropriately to babies’ and toddlers’ cues and
language
o initiating and modelling language with babies and toddlers
o providing stimulating environments that support skill
development
o modifying the environment and interactions to support
babies/toddlers changing requirements
o encouraging their attempts to gain new skills
o providing opportunities to develop self- knowledge and
awareness
o contributing to their emotional and psychological well-being
 performed the activities outlined in the performance criteria of this
unit during a period of at least 120 hours of work in at least one
regulated education and care service
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required
to effectively do the task outlined in elements and performance criteria of
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this unit, manage the task and manage contingencies in the context of
the work role. These include knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 how to navigate through framework and standards documents to
find areas relevant to this unit of competency
 individual patterns and routines of babies and toddlers
o appropriate interactions with babies and toddlers, including:
o individual differences of babies’ and toddlers’ needs for rest,
and sleep/rest patterns
o signs of stress, distress or pain in babies and toddlers
o social development of babies and toddlers
 dietary requirements and nutritional needs of babies and toddlers
 food safety guidelines
 recommendations for oral health, including restricting bottles meal
times only
 guidelines for infection control
 safe and unsafe practices for working with babies
 different practices and routines used by various families and their
underlying cultural or personal rationale
 emotional, physical and language development of babies and
toddlers
 attachment theory
 Sudden Infant Death Syndrome
 United Nations Convention on the Rights of the Child
 brain development in babies and toddlers
 organisational standards, policies and procedures.
CONTEXT FOR ASSESSMENT
Skills must be demonstrated in a regulated education and care service.
In addition, simulations and scenarios must be used where the full range
of contexts and situations cannot be provided in the workplace or may
occur only rarely. These are situations relating to emergency or
unplanned procedures where assessment in these circumstances would
be unsafe or is impractical.
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Simulated assessment environments must simulate the real-life working
environment where these skills and knowledge would be performed, with
all the relevant equipment and resources of that working environment.
Assessment must ensure use of:
 National Quality Framework for Early Childhood Education and
Care
 the relevant approved learning framework under the National
Quality Framework for Early Childhood Education and Care.
Assessment must involve:
 interactions with actual babies and toddlers under the age of 24
months under the supervision of an early childhood educator.
Assessors must satisfy the NVR/AQTF mandatory competency
requirements for assessors
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ASSESSMENT METHODS
Assessment for this unit will be assessed through completion of
Assessment Workbook Five (5) and the relevant section of
Workbook Seven (7) Skills Journal – Physical and Emotional
Wellbeing
Workbook Five (5) will focus on two assessment methods:
1. Written Questions – based on the required knowledge component
as described in the Instructions for Assessment
2. Case Studies – utilising the Sparkling Stars virtual Education
and Care Service and activities set out in this workbook.
Further Assessments:
 Workbook Seven (7) Skills Journal
a) Participant must attend Vocational Placement and maintain a
log of tasks completed and signed off by a supervisor in the
workplace.
b) A series of 3rd Party reports also make up part of this
assessment where assessment must involve interactions with
actual babies and toddlers under the age of 24 months under
the supervision of an early childhood educator.
RESOURCES REQUIRED FOR ASSESSMENT
To complete the assessments in this workbook, the candidates will need
access to:
 Computer with internet access, MS Word, Adobe Acrobat Reader
 Video recording equipment such as:
o Camcorder
o Camera
o Mobile phone
 Friend or family member to assist in minor role-play
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INSTRUCTIONS TO ASSESSOR
This is a compulsory assessment to be completed by all students. This
assessment tests the student’s ability to understand apply the content
and concepts related to this unit of competency.
The assessor guide provides model answers to all the questions, setting
out which key responses must be included as well as indicating where
flexibility is acceptable. For example if a question requires the student to
list three options, then their response must include three of the items
listed in the model answer. Where a response can be more flexible,
instructions to the assessor are included.
Note to assessors: contact details are requested from observers in the
feedback forms in case you will have to call them to verify content of the
feedback forms.
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the units relevant to this cluster.
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INSTRUCTIONS TO STUDENT
The questions in this workbook are divided into two categories.
The questions in the knowledge assessment are all in a short answer
format. Case Studies are longer questions requiring creative thought
processes are covered in the case studies assessment. You must answer
all questions using your own words. However you may reference your
learner guide, and other online or hard copy resources to complete this
assessment.
You must attempt all assessments satisfactorily to achieve an overall
award of competent.
Re-read the section on Plagiarism and Copying in the front of your
Assessment Workbooks
If you are currently working as part of an Early Childhood
Education/Child Care team, you may answer these questions based on
your own workplace. Otherwise consider what you should do if you were
working as part of an Early Childhood Education/Child Care team you
may refer to Sparkling Stars as an example.
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ASSESSMENT WORKBOOK COVER SHEET
WORKBOOK: WORKBOOK 5
TITLE: Physical and Emotional Wellbeing
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been
made aware of my rights and responsibilities as an assessment
candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according
to the instructions provided and I am aware that my assessor
will not assess work that cannot be clearly identified and may
request the work be resubmitted according to the correct
process.
 This work is my own and contains no material written by
another person except where due reference is made. I am aware
that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name : Signature: Date:
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KNOWLEDGE ASSESSMENT
1. Access the Australian Children’s Education & Care Quality Authority
(ACECQA) website (http://www.acecqa.gov.au/) and answer the
questions below.
a) Browse the Guide to the National Quality Framework document
and search for the objectives of the NQF. List the six (6) objectives
of the NQF.
1. To enhance the development and educational outcomes for the
children that attend education and care services
2. To lay a system of shared responsibility and national integration
between the commonwealth and participating jurisdiction
3. To ensure continuous improvement in rendering quality education and
care services
4. To emphasise on the health and safety of children(Pejovic and
Herlenius, 2013)
5. To minimise and mitigate the regulatory burden in this sector by
enabling information share
6. To enhance the access of information and public knowledge
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b) List the NQS quality areas relevant to the provision of care for
babies, toddlers and children. Use the Guide to the National
Quality Standard document as a reference. Your answers must
include each quality areas’ focus.
There are seven quality areas that should be focuses and falls under The
National Quality Standard which includes:
 Relationship with children
 Physical environment
 Children’s health and safety
 Staffing arrangements
 Collaborative partnership with families and communities
 Leadership and service management
 Educational program and practice
 Leadership and service management (Pejovic and Herlenius, 2013)
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2. Access the Belonging, Being & Becoming – The Early Years Learning
Framework (EYLF) for Australia document in ACECQA’s website
(http://www.acecqa.gov.au/). Answer the questions below using the
EYLF document as reference.
a) What is the aim of the EYLF document?
The aim is to expand and enrich the learning in children since their birth
till five years by transition to school (Chris, 2015).
b) Which EYLF outcome best guides early childhood educators in the
provision of care for babies, toddlers, and children?
The EYLF outcome 2 that is Children are connected with and contribute to their
world is te outcome that best guides early childhood (National, 2005).
c) Early Years Learning Framework (EYLF) provides guidance to early
childhood educators in reinforcing in their daily practice the
principles laid out in the United Nations Convention on the Rights
of the Child. List the two (2) principles being reinforced by the
EYLF.
i. The principle named secure, respect and reciprocal
relationships that gives priority to strong relationships with
children
ii. Another principle is the respect for the diversity that promotes
better understanding for the aboriginals (Chris, 2015)
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3. What is the fundamental professional responsibility of early childhood
professionals according to the Early Childhood Australia’s Code of
Ethics?
Guidance: The fundamental professional responsibility of early
childhood professionals is mentioned in the Preamble of the Code of
Ethics.
The fundamental responsibility is to support the learning of the early
childhood through various activities that meets the specific ad cultural
needs (National, 2005).
4. Being aware of babies’ and toddlers’ sleeping patterns and routines
will help you recognise sleep/rest cues and respond to these cues
appropriately. Fill out the table below to show the different sleeping
patterns and needed hours of sleep of babies and toddlers. The first
row is completed to serve as a guide.
Age Sleep Pattern/s Needed Hours of Sleep
New born
 Don’t have regular sleep
patterns
 May sleep between 12 and 20
hours a day
16 to 20 hours per day
3 months
 They may sleep nearly 15-
16 hours a day
 They start to develop
regular sleep pattern and
drops night feedings
12-15 hours per day
6 months
 They may sleep over 11
hours
 They may wake 1-2 times
for eating at night
(Chris, 2015)
13-15 hours a day
12 months  He becomes a god sleeper
at this age
12-15 hours
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 He may take two naps at
this age
12 to 24 months
 He can now skip his
afternoon nap while some
may give up the morning
nap
 Some take a long nap in
middle of day
11 -14 hours
5. Complete the table below by providing the possible meaning and
appropriate response to the given infant/toddler signs/cues.
Sign/Cue Possible meaning Appropriate response
8-month Noah has woken
from his nap and is crying. May be Noah is hungry Provide Noah milk
12-month Briony is sitting at
the lunch table, rubbing her
eyes and yawning.
May be improper sleep or
eye irritation Consult doctor
India, a 6-week infant,
suddenly arches her back,
throws her head back and
spread her arms out and,
started crying loudly.
May be there is body pain Should consult a doctor
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20-month old Kyle walks to
you crying and pulling his
nappy.
Irritation from wet nappy
or may feeling discomfort
Should immediately change
nappy
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6. In the table below, list one (1) appropriate interaction for babies and
toddlers, which you can use to foster the social development of babies
and toddlers.
Babies – birth to 12 months Interacting with gestures, smiles and signs
Toddlers – 12 to 36 months Interaction with other children and
community (National, 2005)
7. In your role as an Early Childhood Education and Care worker, you
need to understand the dietary requirements and nutritional needs of
babies and toddlers.
a. What is the perfect food and best source of nutrients for babies 0 to
6 months?
The perfect food will be rich in minerals and the best source of
nutritional needs is breast feeding (Pejovic and Herlenius, 2013)
b. What are the approximated formula requirements for bottle-fed
infants? Fill out the table to show the approximate formula
requirements for bottled-fed infants:
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Days 1 to 4 2- 3 ounces
Days 5 to 3
months
At least 4 ounces
3 to 6 months 6-8 ounces (National, 2005)
6 to 12 months 7-8 ounces
c. When is the best time to introduce solid foods to babies?
4 to 6 months
d. To meet the nutrition and dietary needs of babies 6 months
onward, different types and consistency of food should be provided.
Identify the type and consistency of food that should be given to the
following age groups and give two (2) examples of each food
type/consistency.
Age Type & Consistency Examples
6 to 7 months Small amount of boiled and
cooled tap water can be
given to child and it should
contain fluoride which will
save child from tooth
decay (National, 2005).
Infant cereals mixed with
breast milk
Finely mashed ripe banana
8 to 12 months It should be mashed food
and should be soft food
that is into small bite size
Mashed fruits
Porridge
12 months Cow’s milk or full cream
milk should be given until
age of two years
Iron rich food
Wholegrain cereal and
vegetables
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e. Which foods should be provided to toddlers and which foods should
be given in limited amounts?
Guidance: Use the following resource to answer the questions below,
 Healthy eating for children
Children should be encouraged to eat food that are rich in nutrients and
should meet energy needs like fruits, grains, and lean meat and milk
products.
The food intakes that must be restricted include the drinks and food with
added salt and the high saturated fat food like chips, pizza and others
(French, et al. 2001)
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f. Fill out the table to show the general dietary patterns for toddlers
aged 1 to years.
Guidance: Use the following resource to answer the questions
below,
 Eat for Health – Educator Guide
Food Serve size Serves a day
Vegetables and
legumes/beans 75g 2-3
Fruit 150g 1.5
Grain (cereal) foods 40g bread equivalent 4
Lean meats, poultry, fish, tofu,
eggs, legumes 65g 1
Milk, yoghurt, cheese and/or
alternatives 250ml 1-1.5
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8. List five (5) food safety guidelines to implement when feeding:
a. Babies
b. Toddlers
a. Food safety guidelines to implement when feeding babies:
i. Read the instructions before serving and storing food
packages
ii. Never reheat the already heated products
iii. Ensure effective temperature of the food (French, et al. 2001)
iv. Ensure suitable food cooking temperature
v. Put the baby food in a spate bowl or cup instead of jars
b. Food safety guidelines to implement when feeding toddlers:
i. Encourage nutritious food and drinks
ii. Use from a wide variety of food including plenty vegetables,
cereals, fish, eggs and milk (French, et al. 2001)
iii. Some food must be limited like the high saturated food and
the drinks and foods containing added salt and sugar
iv. Encourage breastfeeding
v. Care for the food and store it safely
9. Carers are also tasked to promote good oral health care of babies and
toddlers by implementing oral hygiene practices and healthy eating
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choices.
The Australian Dental Association (ADA) developed the following
guidelines and tips to assist in the care and promotion of good oral
health:
o Oral hygiene for babies and toddlers
o Healthy eating equals healthy teeth
Answer the succeeding questions using the above guidelines as
references.
a. How should you brush a baby’s primary teeth that have just started
to appear?
Child teeth should be cleaned from time to time from a moistened soft
cloth and no toothpaste should be used (French, et al. 2001).
b. What is the proper way of flossing for kids about 2 ½ years old?
List the steps.
Slide the floss between the teeth of your kid and then work it down
gently up and down against the surfaces of each tooth. After flossing
you should rinse with water and then brush for it (National, 2005).
c. How would you promote babies’ and toddlers’ oral health through
diet and nutrition? List two (2) ways.
i. Encourage the whole foods diets and lean protein foods and
fresh vegetables
ii. Take fish oil and avoid processed food.
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d. What is the rationale behind restricting (feeding) bottles during
meal times only?
As it may cause poor appetite for food and also prevent the daily
essential nutrients of a child (Spodek and Saracho, 2014).
10. List the two (2) guidelines that can be used by educators as a basis
for implementing infection control in education and care service.
Guidance: Use Staying Healthy, 5th edition as reference.
i. The best way is to prevent disease through preventing the share
of food and plates to ensure hygiene
ii. Food preparation areas should be routinely cleaned with
detergents and hot water (Spodek and Saracho, 2014)
11. What are the most common procedures that can help prevent and
control the spread of infections in the childcare service setting?
Guidance: Use Staying Healthy, 5th edition as reference.
Anyone with cold sore should not contact with infants and should also
teach the children regarding the etiquettes of cough and sneeze. One
should follow the hand washing procedure and should wash toys of
children and store dummles separately (Spodek and Saracho, 2014).
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12. Briefly explain why hand hygiene is one of the best ways to
minimise the spread of infectious diseases.
Hand hygiene is most common way to reduce infections as casually by
touching another person one can catch germs and when one touches the
contaminated objects then later touches the face then germs spreads
(Wortham and Hardin, 2015).
13. Identify whether the following practices for caring babies are safe
or unsafe. Write “S” for safe and “U” for unsafe on the space provided.
a) Putting baby on his or her side or on his or her
tummy when sleeping. U
b) Giving the baby nacho cheese corn chips for
afternoon snacks. U
c) Tucking the baby securely using lightweight
blankets for his nap. S
d) Reading the instructions carefully when
preparing to use a stroller. S
e) When changing nappy, ensure that the safety
catches of nappy with pins are on and pointing
away from the baby’s body.
S
f) Practicing hand washing before and after
feeding. S
g) Letting the toddler walk around as he or she
eats. U
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14. In order to provide appropriate activities and routines that adequately address babies’ and toddlers’
developmental needs, you must first be aware of their emotional, physical and language development.
Fill out the table with the appropriate milestones that you may observe at a certain age range. List
three (3) expectations for each area.
Guidance: Use the Developmental milestones and EYLF-MTOP as a reference.
http://compliantlearningresources.com.au/network/sparkling-stars/resource-links/ (Username: learner
Password: studyhard)
Age Range Emotional Development Physical Development Language Development
Birth to 4 months
Emotional development will
include the bonding and the
cries when the kid feels
uncomfortable
Another is when he shows
excitement when parent
prepares him to feed (Wortham
and Hardin, 2015).
He physical development shows
when he moves his whole body and
develops a strong sense of identity
and displays delight.
It is when children effectively
communicate and interact with
various means.
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4 to 8 months
It will cover the reactions when
it develops strong sense of
identity and develops relations
with others.
Physical development is when
children are more involved and
confident and develop learning
When children effectively
communicates and engages
itself through verbal and non-
verbal communication
8 to 12 months
When child actively seek
principal caregiver and shows
signs such as stress and anxiety
when care giver goes away.
When he raises self to sitting
position and sits without support.
When he stands by pulling himself
by using furniture.
When he start to response to his
own name and bubbles
tunefully. When he utter few
words and waves goodbye. He
also shouts to attract attention
and enjoy finger rhymes
(Wortham and Hardin, 2015).
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1 to 2 years
When he shows signs of anxiety
of separation and loses control
when tired or frustrated. He
also makes sympathetic noises.
When he learns to walk, climb and
dance and he also learn to roll
large ball and drink from a cup and
feed themselves.
When he says first name and
says many words. He also learns
to reciprocal imitation of
another toddler.
2 to 3 years
When he shows attachment to
family and begins to depict guilt
and shows dislike towards
sharing his toys with peers
(Wortham and Hardin, 2015).
When he learns to walk, run and
jump easily and catches the ball
and attempts to balance on the
foot.
When he refers to self and
starts asking lot of questions
and make music and sing. He
also likes to listening stories
and books.
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15. Explain the attachment theory. Provide the reference you used in
answering this item.
Attachment theory is that one that states an attachment in the form of
physical and emotional form and involves development of psychology of
the child by using several backgrounds. It is important for personal
development and focus on emotional bonds (Chris, 2015).
16. What is SIDS (Sudden Infant Death Syndrome)? Provide a brief
description and give three (3) risk factors.
Sudden Infant death Syndrome is a sudden unexplained death of infants
which is also known as cot deaths. The reason for death does not involve
any syndrome and usually take place in sleep.
The risk factor for this includes demographic factors, sleep environment,
genetic factors, infections and infections.
Infections
Due to the viral respiratory infections the cardiovascular and respiratory
system gets affected.
Genetic factors
Due to the gene that is Polymorphism serotonin transporter gene present
in the infants’ leads to sudden death.
Sleep environment
The quality of bed and sleep position and the sharing of bed will affect
the infants sleep and will be vulnerable to sudden death (Yikilkan, et al.
2011).
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17. Below are descriptions of the brain development of babies from
birth to 18 months. Write ‘True’, if the statement about brain
development is correct and ‘False’ if the statement is incorrect.
a) Vision is the most mature of the senses at birth to 2
months of age. True
b) The first sense to develop in new born is the sense of
touch. True
c) Infants, 2 to 6 months, are already starting to hold
their head and chest up when lying on their stomach
at this stage.
True
d) 2- to 6-month old babies are now able to scan, track
and focus on objects, see in colour and perceive
distances.
True
e) 6 to 12 month old babies require repetition of
experiences for their reasoning to be developed. True
f) At 6 to 12 months, social interaction is the least
importance form of stimulation babies at this age
can receive.
False
g) ‘Deferred imitation’ where a child can recall and
imitate an action performed by another person can
occur from 12 to 18 months.
True
h) At 12 to 18 months of age, toddlers can already
recall actions and events that have occurred in the
past few hours or even possible a day earlier.
True
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18. As carers, it is important that you are aware of and able to include
familiar routines that are practiced by an infant or a toddler’s family.
In the table below, give two (2) examples of practices and routines
used by families that you are aware of or have learned about during
your vocational placement. On the next column, give the underlying
cultural or personal rationale of each practice/routine. An example is
provided as your guide.
Family routine/practice Cultural or personal rationale
behind the practice/routine
Feeding the toddler rather than
promoting independent eating
Sign of good parenting for some
culture
Encouraging toddler to explore and
try new things (Wortham and
Hardin, 2015).
This will help in enhancing the
development and shows an
exploratory culture of family
Encouraging toddler and teaching
him to self-dress himself and to
practice self-eating
It is a sign of the culture that seek
to enhance the independence in
child and toddler
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19. According to the National Physical Activity Guidelines for Australia,
what are the recommendations for physical activity for children:
a. Birth to one year
b. Toddlers (1 to 3 years) and pre-schoolers (3 to 5 years)
c. 5 – 12 years
Guidance: Click here to know more about the National Physical
Activity Recommendations for Children.
a. The physical activity recommendation includes physical activity
through floor-based play in safe environment and 30 minutes of
tummy time should be encouraged.
b. They should spent at least 180 minutes per day on running, twirling
and jumping throughout day (Weber, et al. 2014)
c. They are recommended to spend at least 180 minutes per day on
physical activities and out of which 60 minutes should be spend
on kicking, jumping and throwing activities that should be
spread throughout the day.
20. List five (5) impacts of changes in changes in routines and
environment that children may experience.
i. The physical environment changes may impact the health and
wellbeing of children that influences the quality of parenting
through the housing facilities health care and other space
surrounding.
ii. The societal relationship will develop supportive environment but
any changes in these relationship will create stress and anxiety in
the children
iii. The personal circumstances of individual will influence the resources
access for the children and will find difficulty to get involved in
community.
iv. Due to the family vacations and school break children may relax
which may impact mind stability when they are back to their
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normal routine
v. Any changes in the time table and schedule of the children will
impact his behaviour and mind state as it affects the flexible
routine (Weber, et al. 2014).
21. All child care centres are required to follow strict sun safety
guidelines and have a policy stating the procedures for their centre.
List five (5) ways carers must implement to reduce the risk of sunburn
and future skin cancer when children are out exposed in the sun.
i. Use cool and loose fitting clothing that will cover the skin of child
ii. Use broad-brimmed and bucket style hat to protect the neck, earns
and face from sun
iii. Use shade in order to protect the child from the UV radiation
iv. Use sunglasses that will protect the area of eyes as much as
possible
v. Use sunscreen before 20 minutes they step outside in sun (Weber,
et al. 2014)
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22. List five (5) strategies and routines that you could implement to
minimise distress relating to the separation of parent and child.
i. One can have an arrival routine
ii. One can get the child involved in the morning activities
iii. One should always ensure the child before leaving that he/she will
be back soon
iv. One should encourage children to wave goodbye to their parents
through the window (Ahluwalia, et al. 2016)
v. One should engage same environment by tracing out all possible
information from his relatives and parents so that needs can be
fulfilled
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23. Answer the following questions about the basic principles of child
physical and emotional development.
a) What is a child’s normal
direction of growth?
The normal direction to growth of a child
is proximidistal.
b) What is a child’s normal
pattern of growth?
The child’s normal pattern of growth is
from the head to toe and in a pattern of
cephalocaudal.
c) What is the normal
directional pattern of
physical development of
children?
The normal directional pattern of physical
development of children is Cephalocaudal
that starts at top of body and another is
Proximidistal which have tendency for
growth from centre of body to outwards.
d) What is the core
relationship supporting
a child’s emotional
development?
The relationship between the child and the
parents (Ahluwalia, et al. 2016)
e) What other key
relationships contribute
to the child’s emotional
development? Give two
(2).
Social interactions with staff development
and support.
Relationship between children and
educators
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24. Fill out the table below with examples of common organisational
standards, policies and procedures related to the care of infant,
toddlers and children and are relevant to Early Childhood Education
and Care. List two (2) of each.
Guidance: Visit Sparkling Stars Childcare Centre and go to the
Resources and Policies & Procedures tabs to see examples of relevant
standards, policies and procedures.
Relevant standards i. The educators are focussed on delivering
effective program for children
ii. Physical activities and healthy eating habits
Relevant policies i. Collaboration with children
ii. Adopting leisure activities (Ahluwalia, et al.
2016)
Relevant
procedures
i. Code of ethics
ii. United Nations Convention on rights of child
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CASE STUDY ONE
1. Geri is an experienced family day care educator. Starting next
Monday, Lachie (6 months) will be in care with Geri and 2 other
children (aged 3 and 4) 3 days a week. Geri has already collected
details about Lachie’s needs, preferences and daily routine from his
mother, Sue, and is now thinking about the finishing touches she
needs to make in preparation for his arrival.
Once Geri has set up the physical environment to make it welcoming,
safe, and secure, she starts thinking about how she will help Sue deal
with dropping Lachie off for the first time. Sue and Lachie have come
to visit a few times, but this will be the first time she leaves him in
Geri’s care. Sue is a young, independent, single mum who is
commencing study on a part-time basis. Lachie is her only child.
a. List five (5) ways Geri could assist and support Sue and Lachie to
manage their first separation.
b. Describe a suitable separation routine that Geri could suggest to
Sue to manage her and Lachie’s separation.
a. Five ways Geri could support Sue and Lachie:
i. Geri could reassure Sue and Lachie that she will positively
render her services
ii. She will encourage her family to share the ideas that will help
their child to separate easily (Vijayalakshmi, et al. 2015)
iii. She could grab as much information as she can and send clear
messages so as to know the family wants.
iv. She should try to spend majority of time with the child until it
feels secure
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v. She should negotiate the setting in process with the family so
that the relationship with both of them can be achieved.
b. Suitable separation routine:
Separation routine for Sue to manage the separation from
Lachie that is suggested by Geri is to help by keeping Lachie’s
belongings away and the be a part of her activity for five
minutes till Lachie gets comfortable and then remind Lachie
before leaving that she will be back soon (Vijayalakshmi, et al.
2015).
2. Lachie’s first day has arrived and he has successfully settled into care.
It is mid-morning and Geri notices that Lachie is rubbing his eyes and
is a little unsettled. Knowing that Lachie is almost due for his
morning nap, Geri decides it is probably best to change his nappy in
preparation for the nap.
a. Write a suitable nappy procedure that could be displayed in the
changing room for Geri to follow and to ensure that she practices
proper hygiene.
b. Describe how Geri should interact with Lachie to help build a
positive relationship with him while changing his nappy.
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a. Suitable nappy procedure:
Firstly you should place a paper on change mat and then pick
child up to mat meanwhile the wipes should be kept ready and the
next process is to remove the bottom half cloths of child and then
remove nappy and keep it in appropriate bin. Then clean the child
with wipe and then place new hygienic nappy on child then put
back the bottom half cloths back on child and hen help the child
to lay down and then put those papers in bin and wipe the mat too
and lastly wash your own hands (Weber, et al. 2014).
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b. How Geri should interact with Lachie:
Geri should keep her interaction open and in a friendly way. She
should be focussed on social interaction with positive attitude to
care.
3. Geri has organised the environment and is now ready to put Lachie
into his cot. He has his comfort item with him, a dummy, and is
sucking contentedly.
a. What are the steps that Geri must consider when putting Lachie to
sleep safely?
b. What are the things that Geri should check in order to know that
the cot Lachie sleeps on complies with the Australian Standard
AS/NZS 2172-2003?
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a. Steps that Geri must consider when putting Lachie to sleep safely:
 She should ensure that Lachie must be placed at cot by his
feet at the bottom and his head and face uncovered.
 The bedclothes must be tucked in securely and bedding
should not be loose (Phillips and Shonkoff, 2000).
 The bedding and quilts and cot bumpers should not be
suffocating.
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b. Things that Geri should check in order to know that the cot Lachie
sleeps on complies with the Australian Standard AS/NZS 2172-
2003:
 She should check the material, construction, design,
marking requirement and labelling so as to check its
compliances with the Australian Standard (Phillips and
Shonkoff, 2000).
4. Lachie sleeps for almost 2 hours but wakes up crying. Geri promptly
responds to Lachie’s cries, reassuring him that she is there and that
she will give him his lunch after his nappy is changed. Lachie has
recently started on solids which Geri will feed to him at this time.
a. List four (4) foods that are suitable to feed babies of Lachie’s age.
b. Describe how Geri should safely prepare Lachie’s food.
c. List the four (4) safety features of a high chair that make it suitable
for Geri to use when feeding Lachie his solids.
a. Four foods that are suitable to feed babies of Lachie’s age:
i. Milk
ii. Bread
iii. Cereals (Hesse and Main, 2000)
iv. Biscuits
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b. How Geri should prepare Lachie’s food:
 She should prepare the food keeping in concern the good
hygiene practices and storing feeds
 She should ensure the left over milk is thrown away.
c. Four safety features of a high chair:
i. It should be able to render safety to a six month child from the
risk of falling (Hesse and Main, 2000)
ii. It should be fitted with a 5 point adjustable harness
iii. Make sure that the high chair has arm rests
iv. Check the high chair has strong legs and has secure straps
5. Lachie is still hungry after eating his solids so Geri prepares him a
bottle of infant formula.
a. Write a suitable formula preparation procedure for Geri to follow.
You must include the procedure before preparing and the actual
procedure of preparing the formula.
b. Write a suitable Expressed Breast Milk (EBM) preparation and
storage procedure for Geri to follow in case she needs to prepare
an EMB for Lachie.
c. Describe how Geri should safely store and re-heat bottles that
parents have already prepared for their child.
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a. Formula preparation procedure:
The procedure before preparing formula will include the
equipment cleaning process through sterilising and keeping them
safe.
The procedure to make up infant formula is to boil fresh water
and then allow cooling and in next step checking the instruction
on formula and put this in cooled boiled water and then in next
step checks instructions for scoops of powder and then mix it in
bottle (NICHD Early Child Care Research Network, 2005).
Next is to keep ready the bottle by swirling the bottle so that
powder and water gets mixed. Then to heat the milk evenly
microwave it and shake bottle and then squeeze a drop on wrist
so as to check temperature. The keep the boiled water in
insulated bag and then bottle is ready (Phillips and Shonkoff,
2000).
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b. Expressed Breast Milk (EBM) preparation and storage procedure
 EBM should be stored in a sterile single use container and
must be labelled
 It must be stored in PN milk room and it should also be
stored in SCN milk room (Britto, et al. 2017).
c. How Geri should safely store and re-heat bottles
 Geri should safely store the bottle in room temperature at
26 degree Celsius or lower and it should not be thaw in a
microwave and it should be placed in container of Luke
warm water (Hesse and Main, 2000).
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CASE STUDY TWO
6. Matthew Young is almost 4 and has just started attending care in your
centre. During his transition to care, you have found him to be quite
an emotional child—particularly when separating from his mother,
Linda, who also seems to be experiencing difficulty with the process.
a. What strategies would you implement during the orientation
process to be able to build trusting relationships with Matthew and
his mother, Linda?
List five (5) strategies.
b. As Matthew’s carer in the centre, you must adopt strategies to
support his successful settling in. List three (3) settling in
strategies that you can use.
a. Five strategies to build trusting relationships
i. Self-awareness
ii. Peer relationship (Britto, et al. 2017)
iii. Physical skills
iv. Self-helping skills
v. Moral judgements
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b. Three strategies to support Matthew’s successful settling in:
i. The transition program activities must be organised
ii. The home language of Matthew should be used (Britto, et al.
2017)
iii. A familiar playmate should be present in the same class
7. Matthew comes to the centre in a superhero suit he received as a
birthday gift. He clearly loves his suit and wears it all day. He comes
to care the following day wearing the same suit. Linda says he refuses
to take it off. Because it is becoming quite hot during mid-day, the
need to change Matthew’s suit to a more safe and comfortable
clothing becomes immediate.
Describe how you would encourage Matthew to take off his superhero
suit with minimal emotional upset on his part.
I can encourage Mathew in simple words about the side effects of
wearing this costume and explain the reasons to take it off. I can arrange
for activities so that he can take part after removing his costume (Britto,
et al. 2017).
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8. Matthew, together with a group of 4-year olds, is scheduled to have
their outdoor play the following day at 8am. Before they go out in the
outdoor play area, you are to explain to them the importance of sun
safety and protection.
Create a poster suitable for 4-year olds promoting sun safety and
protection. In creating the poster:
 Follow the recommendations from the Cancer Council regarding
sun safety and protection
 Ensure that the language and images that you use is suitable for 4-
year-old children
 You may use any media available (e.g., magazine cut outs,
PowerPoint, etc.)
 Size of the poster should be that of an A4 paper (8.27 in x 11.02 in)
 You may create a poster with multiple pages but limit it to 3 pages
only
 Submit the poster to your assessor as part of your assessment
o If you created an actual poster, scan it and submit it with this
answered workbook
Here is an example of a sun protection poster from the Cancer Council to
give you an idea on how to create your poster.
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References
 Ahluwalia, N., Herrick, K.A., Rossen, L.M., Rhodes, D., Kit, B., Moshfegh, A. and Dodd, K.W., 2016.
Usual nutrient intakes of US infants and toddlers generally meet or exceed Dietary Reference Intakes:
findings from NHANES 2009–2012. The American journal of clinical nutrition, 104(4), pp.1167-1174.
 American Academy of Pediatrics, National Resource Center for Health, Safety in Child Care (US),
American Public Health Association, United States. Maternal and Child Health Bureau, 2002. Caring
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
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