Reference no: EM133604176

CAN01 Care and nurturing cluster

PART1:NAPPY CHANGING AND TOILETING ACTIVITIES

Task 1.1 Prepare to change nappies and assist toddlers with toilet

Task overview

For this task you will be documenting your knowledge of toileting toddlers and changing nappies.
Task instructions
1. In preparation for the observation task, you must complete the Task 1.1 Toileting Toddlers Questions to demonstrate your understanding. Show this to your Workplace Supervisor to confirm your understanding is correct.

Task 1.1 Toileting Toddlers Questions
Toileting Toddlers
1. (i) What information do you gather from the family to assist in the transition process for babies and toddlers just starting at the service?
Illustrate your response by providing one example.

1. (ii) How do you assist in the transition from home to care process for babies and toddlers? Give one (1) example.

2. Explain how you work with a toddler's family as well as other educators to support toilet training. You must ensure that you include the following:
• What kind of information would you ask the families to share?
• What kind of consistent approached would you use to support toilet training?
• What would you do for the consistent efforts showed by the toddler?

3. When are you required to wash your hands in the workplace?

4. Describe the method you use to wash your hands.

Task 1.2 Performing nappy changes and toileting

Task overview
For this part of the assessment, you will be observed conducting nappy changing and toileting activities in a regulated education and care service in Australia.
Task instructions
1. Perform the tasks outlined in the Task 1.2 Observation Checklist (Nappy changing and toileting) with your supervisor.
• If you are not permitted to assist with changing nappies or assist with toileting toddlers (check the Student Workplace Permissions: Supervisor Declaration Form at the beginning of this assessment) you may simulate this activity, however you must use all the same resources and equipment as you would a real child
• The activities being signed off by your Workplace Supervisor do not have to all be conducted during the same shift
2. Repeat the tasks outlined in the Task 1.2 Observation Checklist (Nappy changing and toileting), this time recorded so that your assessor can directly observe you completing the tasks.
• You MUST use dolls to simulate babies and toddlers for video recorded component of this task
• Please complete all tasks in one video, explaining verbally to the camera where necessary. This video will need to be uploaded with your assessment using the Task 1.2 Video Submission form included with this assessment
• Note: You only need to film ONE simulated instance of assisting with toileting for the video assessment

Task resource requirements
To complete this task, you will require:
» Access to a regulated education and care service in Australia
» Depending on what your workplace permits regarding performing care tasks with children, you will need:
» Access to 2 babies and 3 toddlers
» Babies must be under 12 months of age
» Toddlers must be aged between 13 and 23 months
» OR a simulated baby or toddler, such as a doll
» Dolls are mandatory to simulate babies and toddlers for the video recording
» A Workplace Supervisor to observe you conducting the activities
» Nappy Changing and Toileting Policy and Procedure (workplace or Little.Ly)
» Handwashing Policy and Procedure (workplace or Little.Ly)
» Access to the following workplace equipment and resources to allow for successful nappy changing and toileting activities including:
» Nappy changing equipment such including:
» Nappies
» Wipes
» Change table
» Receptacle
» Gloves
» Nappy Bags
» Bins
» Paper towels
» Hand washing facilities
» Bathroom equipped with age-adjusted toileting equipment
» Access to video recording equipment to record one (1) video

Task 1.3: Reflection activity

Task overview

For this part of the assessment, you be reflecting on practices used in your organisation and practices that you used during your observation activities.
Task Instructions
1. Complete the Task 1.3 Reflection Activity - Attachment form (below in this section).
• This is your reflection on how you understand and applied the principles of attachment theory and building positive relationships while caring for the basic needs of children
• Present your answers to your Workplace Supervisor for review and sign off

Task 1.3 Reflection Activity - Attachment
Caring for the basic needs of babies and toddlers can be a first ways we develop positive relationships and ensure children can become securely attached.
In this reflection, consider the methods that you use while interacting with children (while caring for their basic needs) to help them feel safe, secure and attached.

2. Consider whether the above research might change your approach/thoughts on developing relationships with babies and toddlers.

3. Read and then reflect on the importance of services upholding Quality Area 5 - Relationships with children.

4. Identify and reflect on three (3) ways in which relationships are developed between educators with babies/toddlers and their families.

5. Identify and explain three (3) methods that you used to develop relationships with babies and toddlerswhile caring for their basic needs (changing nappies, toileting etc).
6. Identify and the reflect on three (3) different approaches that you have seen your colleagues use to develop relationships with babies and toddlers. Do you think they were good methods? Why or why not?
7. Describe a situation where the health or safety of the children may have been compromised during nappy change and toileting activities.
8. Outline any corrective action taken in line with workplace policies and procedures to maintain the child's safety during nappy change and toileting activities. If none needed you must explain why.
9. Explain your legal obligations for nappy changing and toileting activities such as; parent communication and/or responsibilities; documentation and record-keeping.
10. Explain the steps you took to ensure toileting areas were clean.
11. Explain the steps you took to ensure that the equipment storage area was clean, and no risk comes to children from use of chemicals in the business.

PART 2: NURSERY ROOM MEALTIME AND BABY SLEEP ROUTINES

Task 2.1 Prepare to feed babies and assist with sleeptime routines
Task instructions
In preparation for the observation task, you must complete the Task 2.1 Feeding and Sleeping Questions document (below) to demonstrate your understanding. Show this to you Workplace Supervisor to confirm your understanding is correct.
Task 2.1 Feeding and Sleeping Questions
1. How do you support mothers who are breastfeeding while their child attends the centre/service?

2a. How do you store breast milk and formula at your centre/service?
2b. Explain how you would thaw frozen breast milk at your centre/service.
2c. How can frozen breast milk, cooled breastmilk and formula be transported?

3. Describe the method you would use to sterilise bottles if required, at your workplace.

4. Name three (3) iron-rich foods that can be given to a baby.

5. Name seven (7) foods and/or drinks that must not be given to a baby under 12 months of age.
6. How can an unsuitable feeding position (e.g. lying down or in a cot) cause risks such as choking and tooth decay?
7. Explain the meaning of food intolerances and list possible symptoms.

8. Give one (1) example of how you honour cultural practices in care routines for babies.
9. Name the various types of information you seek from parents when developing sleep routines for babies and/or toddlers.
10. What is SIDS? Name the precautions you take in relations to this risk.
11. Why should you consider baby development when swaddling babies for sleep? When should babies stop being swaddled?
12. Describe how you would safely pick up and hold a newborn baby with low neck control.

Task 2.2 Feed babies and assist with sleep routines

Task overview

For this task, you will be observed conducting nursery room mealtime and sleep routine activities in a regulated education and care service in Australia.

Task 2.3: Complete documentation for baby

Task instructions
Complete the Task 2.3 Baby Daily Report (below) based on the care provided to one baby you worked with.
• Do not use identifying details of real children in your report
• Ensure all sections are filled out accurately
• Present this to your Workplace Supervisor to confirm that all details are correct by signing the bottom of the report

Task 2.4 Reflection Activity - Health and Safety
a. Describe a situation where the health or safety of children may be compromised during mealtime and sleep routines
b. Outline any corrective action taken in line with workplace policies and procedures.
c. Explain how the service fulfilstheir legal obligations regarding parent communication, documentation and record-keeping.
d. How would you manage risk during meal times involving a food allergy (eggs, milk, nuts) as per workplace policy/procedures?

PART 3: TODDLER MEALTIME ROUTINE AND TRANSITIONS TO SLEEP
Task 3.1 Prepare to feed toddlers
1. In preparation for the observation task, you must complete the Task 3.1 Feeding Toddlers Questions (below) to demonstrate your understanding.
• Show this to your Workplace Supervisor to confirm your understanding is correct

Task 3.1 Feeding Toddlers Questions
1. Give one example of how you support learning during mealtimes for toddlers in the following areas:
2. Identify three (3) ways you support a toddler's cognitive, language and social development on a day-to-day basis.
3. Explain how you gently and safely pick up and hold a toddler.

Task: 3.2 Feed toddlers and assist with sleep and rest time

Task 3.3: Complete documentation for toddler
Task instructions
Following on from your demonstrations you must complete the Toddler Daily Report (below) for one (1) Toddler that you worked with
• Do not use identifying details of real children in your report
• Ensure all sections are filled out accurately
• Present this to your Workplace Supervisor confirming all details are correct

Task 3.4: Reflection activity
Task Instructions
Thoroughly read and answer all sections of the Task 3.4 Reflection Activity - Food allergies (below)
Present your answers to your Workplace Supervisor for review and sign off
In your documentation, children are not to be identifiable.

Task 3.4 Reflection Activity - Food Allergies
a. How did you manage risk involving a food allergy (eggs, milk, nuts) as per workplace policy/procedures? If no children had an allergy, what would you have done to manage risk if a child had a peanut allergy?

PART 4: PLAYTIME
Task 4.1: Plan and implement physical play experiences
1. Complete the Task 4.1 Movement and Physical Education Activities form (below).
• This is for you to plan activities or experiences with toddlers while on placement. It is also a place for you to record any spontaneous activities that you assisted to implement in the moment
• When completing the form, please indicate whether the activity was spontaneous or planned. At least one activity must be planned, and at least one must be spontaneous
• The play activities do not have to occur at the same time, they can happen over the course of your placement
• The toddlers must be between 13 - 23 months of age
• You do not need to film these activities
If some tasks cannot be demonstrated due to lack of opportunities (e.g. there are no illnesses, accidents etc.) please conduct a simulation or role play that allows you to demonstrate what you would do to respond to that situation.

2. Complete the tasks outlined in Task 4.1: Observation Checklist with your supervisor.
3. Complete the Task 4.1 Incident, Accident or Illness Form(below) based on an actual incident you witnessed while at the service. Do not use any identifying details for this form.
• If you do not witness an incident, complete the form based on an incident your Workplace Supervisor has witnessed previously. All fields are required to be completed

Task 4.2: Reflection activity
Task Instructions
Thoroughly read and answer all sections of the Task 4.2 Reflection Activity - Movement and Physical Education template (below).
• Present your answers to your Workplace Supervisor for review and sign off
• In your documentation, children are not to be identifiable

Task 4.2 Reflection Activity - Movement and Physical Education
a. Reflect on the importance of sun safety and explain how you promote this to children.

b. (i)Give an example of an occasion when you were required to liaise with a family about the health of their child. For example: a child who displayed signs of illness. Outline the situation, as well as actions taken in relation to centre/service policies and procedures. Make sure you include the following key points in your response:
• Your initial response to the child's illness
• Contact made with the child's family
• Exclusion of the child due to illness
• Measures are taken to prevent cross-contamination
• Reporting process followed
• Cleaning and infection control procedures
If you were not permitted or able to do this you can reflect based on how a colleague did this, or how you assisted someone to do this, or how you would do this if a child at your service developed a high temperature, runny nose, cough and lethargy.
b. (ii)The child in question needed to be picked up and taken home. Explain the steps you would take to ensure that the child is:
• Collected safely
• Handed over to an authorised person
• What monitoring you conducted when this person was present on site
c. Reflect on the importance and benefits of physical activity for children.
d. Read the recommendations for physical activity for birth to five-year-olds and five to twelve-year-olds in the National Physical Activity and Sedentary Behaviour Guidelines for Australians and Australian 24-Hour Movement Guidelines for the Early Years (Birth to 5 years).
Reflect on this information and how the National Physical Activity and Sedentary Behaviour Guidelines applies in relation to different age groups (birth to five years) and current practices in your centre/service. Are they doing enough? What would you change?

e. Outline how you organised, promoted, and participated in movement and physical education experiences with children. Illustrate your response by describing one planned and one spontaneous physical activity/opportunity you have carried out.
One planned activity
You must provide at least one (1) example of a planned activity and include information such as:
• What activity was planned?
• How did you plan?
• What did you do to promote the activity to the children?
• Did you use any resources or equipment? If yes, please list the items used.
• Did you require assistance from any other educator? One spontaneous physical activity/opportunity
You must provide at least one (1) example of a spontaneous physical activity/opportunity and include information such as:
• What was the spontaneous activity?
• How did the planned activity turn to a spontaneous activity?
• Did you use any resources/equipment spontaneously during the activity? If yes, please list the items used.

f. Answer the following questions:
i. Why is it important to talk with children about how their bodies work and the importance of physical activity?

ii. Name one example of an occasion when you did this to promote children's overall health and wellbeing.

g. Answer the following questions:
i. Reflect on ways information can be provided to parents about the importance of physical activity for children.
ii. Give one example of how this is done in your centre/service, or how you would do this at your centre/service.

PART 5: FAMILY INTERACTIONS AND MEDICATION HANDLING

Task 5.1 Role Play
Task instructions
1. For this task you will be interacting with families to gather information about health needs and simulating the administration of medication.
For the purpose of this assessment you will be conducting a short role play with your supervisor where you will take information from a parent about a child's medication needs and then demonstrate calculating the correct dose.
2. Provide the Role Play Details to your Workplace Supervisor and role-play an interaction with Sharyn who is dropping off her son Billy who needs Panadol during the day to manage teething pain. Complete the Task 5.1 Medication Record (below) with the correct details.
3. Then, demonstrate to your Workplace Supervisor the steps you would take to administer medication to Billy, including calculating the correct dose. Have them complete Task 5.1 Observation Checklist (Medication Administration).
4. Complete the Task 5.1 Relationships with Families Template (below), reflecting on your performance.

Scenario:
Sharyn is the mother of Billy a 10 month old baby.
Sharyn advises you on drop off that Billy has been to the doctor this morning, and needs Panadol twice today. He needs it once at 10 AM and once at 4 PM. She has given you the box of Children's Panadol.

Task 5.1 Children's Panadol Label
Directions for use:
• Shake the bottle well.
• Use the oral dosing device provided to accurately measure.
• Measure the correct dose based on the child's weight. If the weight is unknown, use the child's age.

Workplace Supervisor feedback about the student's overall performance during this task. Comments must describe what the student actually did and how they met the requirements of each observable task. Feedback can be specific to the tasks.

Task 5.1 Relationships with Families Template
a. What information relating to medicationmust you gather from parents of children to ensure you receive and store the medication correctly?

b. In relation to the role play you have conducted with your supervisor about administering Panadol, explain the steps you took to calculate and administer the medicine to the child including the dosage required for the child.

c. Read the scenario provided for this question and explain how you would respond to this situation in your workplace.
d. Reflect on the importance of communicating daily with families about baby and toddler activities and how you support this in your centre/service.
e. Explain how you maintain the confidentiality of a child's health needs.
f. Give an example of a situation when you were required to follow service risk-management strategies for a child with a long-term medical condition.
g. Explain how you assist in the supervision of short-term and long-term medical needs of children.
• Give one example of each
• Outline the situation as well as action taken in relation to legislative requirements/National Regulations and centre/service policies and procedures