Case Studies – Part B
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Case Study 1: Sleep and Rest All children have individual sleep and rest requirements. Children need a comfortable relaxing environment to enable their bodies to rest. This environment must be safe and well supervised to ensure children are safe, healthy and secure in their environment. Scenario 1: You are working as an early childhood educator in Sparkling Stars Childcare Centre. You are in charge of taking care of the following two children: Tim: Tim is 3 years old. He likes to sleep with his favourite blanket that his mum packs for him when he goes to the centre. His mum has informed you that Tim gets very agitated throughout the day when he does not get his afternoon nap, and prefers that the centre ensures he gets his nap before she picks him up in the afternoon. Tim does not like to eat vegetables. However, his mum is very particular about his diet: A portion of vegetables in every meal (he is not allowed to have desert unless he finishes all his vegetables) He can only have desert after lunch provided he finishes all his vegetables. He is not allowed to have sweets between 1PM to 2PM and past 5PM He is lactose intolerant and very sensitive with other milk-based products He is a very active and playful kid. He loves playing physical games with other kids such as tag, hide and seek, catch, etc. He gets easily bored with activities like storytelling, craft making and any other activities that do not involve physical play. Kevin: Kevin is 2 years old and is still used to sleeping in a cot. He just started going to the centre and is still afraid to be left in the centre without his mum. Hearing his mum’s voice calms him down and helps him go to sleep. So his mum provided the centre with a recording of herself reading bedtime stories to play for Kevin when he is having difficulty sleeping. Aside from him being very shy around other kids and new people, Kevin is very easy to take care of. He follows his diet without any problem and does not require a lot of attention when he is awake. He likes to keep to himself watching educational programs for children while holding his favourite stuffed toy. He is still being potty trained, but he knows how to call an adult he is familiar with when he needs to go to the toilet. When no one familiar is around when he needs to go to the toilet, he soils himself and becomes very embarrassed and wouldn’t let anyone but his mum clean him up. |
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Your task: Ensure sleep and rest
practices are consistent with approved standards and meet the
children’s individual needs by creating a checklist that you
can use for the children described above. Use the safe sleep
and rest time guidelines provided in the link below as your
reference:
Sleep
and Rest Time Guidelines
(Note: If the link is not working, copy and paste the url to your browser: http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/safe-sleep-and-rest-times.pdf) Use the template provided in the link below to create your checklist: Sleep and Rest Checklist (Note: If the link is not working, copy and paste the url to your browser: http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Sleep-and-Rest-checklist1.docx) |
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Scenario 2: Tim would not go to sleep during nap time one afternoon and kept pestering the other children in the centre to play with him. You explained to Tim not to bother the other children because they are trying to take a nap. After talking to him and explaining how taking a nap would help him feel stronger and better after he wakes up, Tim still insists on not going to bed and playing instead. |
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| Your Task: Provide three (3) options for appropriate quiet play activities for Tim by creating a plan that outlines the steps you need to take as well as the resources you will require to implement the plan. Fill out the table below to create your plan: Quiet play activity Description of the activity Resources required for the activity 1 2 3 |
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Case Study 2: Providing Children Supervision Ensuring the children have adequate supervision at all times is one of your responsibilities as an early childhood educator in the centre. The Scenario: You have been taking the lead in providing care for Tim and Kevin since they started going to the centre. In two weeks you will be taking a 3-day vacation leave. |
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Your Task: You are required to
provide detailed instructions to Jenny, the educator who will be
taking the lead while you are away, and Michelle, the assistant
educator you have been working with.
You have to make sure that your
instructions contain all the essential information needed to
ensure the children have adequate supervision at all times. Use
the templates provided below to document the instructions you
provide Jenny and Michelle:
Your email to Jenny Liberman: To: Jenny Liberman Cc: Michelle Schiffer Subject: Instructions regarding care for Kevin and Tim Attachments: Message: Your email to Jenny Liberman: To: Michelle Schiffer Cc: Jenny Liberman Subject: Instructions regarding care for Kevin and Tim Attachments: Message: |
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Case Study 3: Organisational WHS The Occupational Health, Safety and Welfare Act, 1986, requires that anyone who can affect health and safety must protect the well-being of themselves and others. As an early childhood educator in a childcare centre, you have an important role to play in this and should be aware that your actions at work directly influence the safety of you, your work mates, the children and their families. Scenario 1: You are an early childhood educator working in Sparkling Stars Childcare Centre. To ensure everyone’s safety, Sparkling Stars requires all its employees to undergo a self-assessment exercise to help them understand their own levels of stress and fatigue. |
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Your
Task: Using your own experience as an early childhood educator
in your vocational workplace, answer the questionnaire below to
reflect on your own levels of stress and fatigue at work:
Job demands and working conditions: Yes, regularly No or sometimes Do you have enough time to get your job done properly? Are you exposed to unfavourable physical conditions in your work (for example unfavourable climate, noise, radiation, chemicals, sharp or moving objects, slippery surfaces, constant repetitive work, heavy lifting or strenuous work) Participation and control: Yes, regularly No or sometimes Can you choose your own work methods, pace, and/or order? Can you decide yourself when to take a break? Are you involved in decision making? Are there regular meetings to discuss work? Can you improve any unfavourable physical loads in your work? Interpersonal relationships: Yes, regularly No or sometimes Do you receive support from your supervisor and/or colleagues? Are you isolated from others during work? Are you treated differently, for example, because you are your race, gender, ethnic origin or disability? Do you experience violence from customers, clients, patients or members of the public? Career development and job security: Yes, regularly No or sometimes Do you have good career prospects? Are you able to develop your skills and intellect in your job? Is your job security good? Is it likely that during the next couple of years you will be in the present job with your current employer? Working hours: Yes, regularly No or sometimes Do you work long hours? Do you work evenings, nights, and/or weekends (shift work)? Do you have irregular working hours? Role in the company and information: Yes, regularly No or sometimes Do you have conflicting tasks/roles? Do you receive enough information to do your work properly? Do you receive feedback on your performance? Income: Yes, regularly No or sometimes Is your income sufficient to support yourself and your family? Overall Reflection: |
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Scenario 2: Letting the designated person know your concerns relevant to work-related stress and fatigue is an essential step in resolving potential safe work issues in the future. |
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Your
Task: Review the relevant workplace procedures in the link
provided below and follow the outlined reporting process. Use
the template below to document your completion of this task:
WHS
Handbook
(note:
use the space provided below as if you are writing the email to
the designated personnel as per the WHS Handbook requirement)
To:
Subject:
Attachments:
Message:
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Scenario 3: Maintaining currency of relevant safe work practices in the workplace is another excellent way of ensuring your own safety. As such, Sparkling Stars makes sure that all employees maintain their currency by conducting an annual safe work practice currency check among all its employees. |
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Your
Task: Identify ways to maintain currency of safe work practices
by listing your strategies according to the different
categories and contexts outlined below: An example is provided
for your reference (in
blue)
Safe
work practice relevant to:
Specific
example relevant to your centre:
How
you maintain currency of safe work practices relevant to each
category:
Equipment
Baby
bottle warmers and sterilizers
I
ensure that I have read and understood the manual before
operating the equipment.
Systems
Security
System
Equipment
Bottle
Feeding Equipment
Processes
Menu
Planning
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Scenario 4: As an early childhood educator, it is also your responsibility to raise the children’s awareness of safety. The centre ensures that there are enough programs and activities that promote safety awareness among the children in the centre. |
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| Your Task: Create a poster to help promote safety awareness among the children in the centre. You may choose any topic or theme relevant to child safety or promoting safety awareness among children. Below are some examples of topics or themes you may use for your poster: Stranger danger Safety in the kitchen Safety in the bathroom Safety in the park Safety in the beach Safety in crossing streets Handwashing |
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Case Study 4: Ensure the health and safety of children You are working as an early childhood educator in Sparkling Stars Childcare Centre. You are in charge of taking care of Sophie, a four and a half year old student with severe asthma. She also has severe allergies to dust and pollen which trigger her asthma attacks. Review Sparkling Star’s Allergy Allergy and Asthma Awareness Policy, found in the link provided below and use it as your guide as you complete the tasks that follow. Allergy and Asthma Awareness Policy (Note: If the link is not working, copy and paste the url to your browser: http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Allergy-and-Asthma-Handbook.docx) Scenario 1: After an outdoor activity around 8:30 in the morning you noticed that Sophie started sneezing and coughing. You suspect that the dust from running around in the playground may have triggered her allergies. You checked her records to review if she has any prescription medications for this kind of situation. Provided in the link below is Sophie’s authorisation to administer medication form: Authorisation to administer medication – Sophie Lancaster (Note: If the link is not working, copy and paste the url to your browser: http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Authorisation-to-administer-medication-Sophy-Lancaster.docx) |
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| Your Task: You know that Sophier takes Allegra for acute allergic episodes. However, you also know that she is due for her Advair treatment in the next 30mins. Make a video recording of yourself administering the right medication to Sophie. To ensure your successful completion of this task, please see the guidelines provided below: have a volunteer act as Sophie in your video recording you must include in your demonstration the following: following the standard protocol for medication administration (Guidance: a checklist is provided in the Allergy and Asthma Awareness Policy) administration of the correct medication (Guidance: the assessor will know which medication you administered by the administration procedure you will demonstrate in the video) the correct administration procedure (Guidance: you must follow the prescribed administration procedure for your chosen medication to administer to Sophie) correct storage of the medication (Guidance: your video should also show how you store the medication after administration, including proper labelling of the medication, keeping it in a storage that is inaccessible to children, and other relevant considerations ) Print the Authorisation to administer medication for Sophie Lancaster, and fill out the relevant section at the end of the form (Child Care Program Record of Medication Administration) accordingly after your recorded demonstration. You will be required to submit this form after all tasks relevant to the case study have been completed. |
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Scenario 2: An hour later
Sophie is still sneezing and coughing uncontrollably. This time
she started wheezing and showing signs of difficulty in
breathing. You suspect that Sophie is having an asthma attack and
decided to quickly review her asthma management plan to respond
appropriately. See Sophie’s asthma management plan in the link
provided below:
Asthma
Management Plan – Sophie Lancaster (Note: If the link is not working, copy and paste the url to your browser: http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Asthma-care-plan-Sophie-Lancaster2.pdf) |
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| Your task: Make a video recording of yourself following Sophie’s asthma management plan for acute asthma attacks. To ensure successful completion of this assessment task, take note of the guidelines provided below: Administer Sophie’s asthma medication Follow proper administration procedure (i.e., check medication name, check medication expiry date, etc. Guidance: complete guidelines provided in the Allergy and Asthma Awareness Policy) Follow proper storage procedure Fill out relevant fields in the authorisation to administer medication form |
| Scenario 3: Sophie fell asleep soon after her asthma symptoms have calmed down. However, half an hour into her nap, Sophie woke up coughing and wheezing uncontrollably. You rushed to her bedside and knew she requires first aid for her severe asthma attack. After administering asthma first aid to Sophie, her condition still continued to worsen. You decided to call emergency assistance. You then asked the assistant educator on duty to keep an eye on Sophie and keep giving her first aid medication according to the prescribed procedure while you contact the ambulance. |
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| Your task: Make a video recording of yourself demonstrating the successful completion of the following tasks: providing first aid to Sophie as prescribed in her asthma care plan provide instructions to the assistant educator on how to administer the first aid medication while you contact the ambulance |
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Case Study 5: Anaphylaxis
You are working as an early childhood
educator for Sparkling Stars Childcare Centre. One of the
students under your care is Billy. Billy is a 4 year old boy with
severe allergies with nuts and dairy-based foods. Review the
anaphylaxis handbook provided in the link below and use it as
reference as you complete the tasks that follow:
Anaphylaxis
Handbook (Note: If the link is not working, copy and paste the url to your browser: http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Anaphylaxis-Handbook.pdf) Scenario 1: One afternoon while Billy was playing with the other kids in the playground, you noticed that he started to look pale and started to wheeze as he grasped for air. His face is slightly swollen too. Upon surveying the scenario you noticed that he has chocolate stains in his hands and shirt and appears to have dropped a chocolate bar on the ground. Upon checking the chocolate you found that it contains peanuts. |
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Your task: Make a video recording
of yourself responding to Billy’s anaphylactic emergency.
Follow the prescribed in Billy’s action plan for anaphylaxis
provided in the link below:
Action
Plan For Anaphylaxis – Billy Johnson (Note: If the link is not working, copy and paste the url to your browser: http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Action-plan-for-anaphylaxis-billy-johnson.pdf) To ensure successful completion of this task, take note of the following guidelines: Have a volunteer act as Billy in the recording Demonstrate how you survey the area and remove the hazard/s immediately Provide first aid intervention for anaphylaxis as prescribed in the anaphylaxis handbook: Lay Billy flat. Do not allow him to stand or walk. If breathing is difficult in this position, allow him to sit Give EpiPen® (use a makeshift EpiPen®) Phone ambulance Phone family/emergency contact |
| Scenario 2: Billy’s mum arrived immediately and the ambulance soon after. Billy’s condition improved after you administered the EpiPen®, but to make sure that Billy is out of danger, his mum had the ambulance take Billy to the hospital anyway. |
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Your task: Complete the relevant
forms to document the incident. Review the centre’s Incident,
Accident and Trauma Policy to ensure you are compliant with the
centre’s relevant workplace policies and procedures:
Incident,
Accident and Trauma Policy (Note: If the link is not working, copy and paste the url to your browser: http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Accident-Incident-Trauma-Policy1.pdf) Your task: Apply the risk management plan for Billy by completing the checklist provided in the link below. Complete the column “Detail how this will be implemented and any additional strategies” by answering according to the organisational risk-management strategies from your relevant work experience in childcare centres/vocational work experience. Anaphylaxis Risk Management Plan – Billy Johnson (Note: If the link is not working, copy and paste the url to your browser: http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Anaphylaxis-Risk-Management-Plan-Billy-Johnson.docx) (Guidance: you may use Allergy and Asthma Awareness Policy as reference) Supplementary Question: The physician prescribed 6ml of dipenhydramine every hour for six hours. All required authorisation are complete. The child’s parent supplied the medication in its original packaging as well as the measuring cup for the medicine. However the bottle only has 30ml left in it. Will you have enough medicine to follow the doctor’s prescription? Yes No Explain your answer: |
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Scenario 3: You are preparing snacks for Billy. Below are the food labels of the available snacks: Snack Option A Snack Option B |
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Which
of the two snack options is most appropriate for Billy?
Snack
option A
Snack
option B
Explain your answer: Snack B is most appropriate. So, I would choose mixed fruits based on the fact that it has 0% saturated fat, lower carb content, and lower sugars. It also has less additives Supplementary Questions: dietary requirements Give an example of a common dietary restriction for children with type 1 Diabetes (Juvenile diabetes): It contains wheat and soy. Some children may have allergies from them. Give an example of a common dietary restriction for Jewish children: Give an example of a common dietary restriction for Muslim children: |
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Case Study 6: Meal Planning Scenario: You are helping create a meal plan for two brothers who will start going to the centre in the next week, Johnny, 5 years old, and Lucas, 11 months old. Johnny has no special dietary restrictions. While Lucas has just started eating solid foods. Lucas only drinks breast milk. Their mum, Kelly, expresses her breast milk in the morning and packs it for Lucas to drink in the centre. |
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Your Task: Create a meal plan for
Johnny outlining a cycle of menus, detailing the food that will
be provided to him for a week. The meal plan should include
breakfast, morning snack, lunch, afternoon snack and dinner for
five days.
Use the meal plan template provided
in the link below:
Meal
Plan Template (Note: If the link is not working, copy and paste the url to your browser: http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Meal-Plan-Johnny.docx) Guidance: review the Australian Dietary Guidelines* and make sure to follow the recommended serves for Johnny’s age for vegetables, fruits, grains, etc. in your plan. Your Task: Create a one-page guide for Lucas’ mother to assist her with expressing breast milk by hand and it at home to ensure food safety procedures are followed according to the relevant prescribed guidelines. Guidance: Review the Infant Feeding Guidelines provided in the link below and use it as reference as you create your hand-out Infant Feeding Guidelines (Note: If the link is not working, copy and paste the url to your browser: http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/infant_feeding_guidelines.pdf) *http://compliantlearningresources.com.au/network/sparkling-stars/files/2013/12/n55_australian_dietary_guidelines_130530.pdf |
Project
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Project 1: WHS in the Childcare Centre Project Requirement: This project requires you to complete the relevant tasks in your vocational workplace. This project requires you to complete a safety assessment in a childcare centre. To ensure successful completion of this project, follow the steps outlined below: Step 1: Identify WHS procedures and work instructions Although WHS policies are generally standardised across states and territories, different childcare centres typically have their own WHS policies and procedures. Your task is to review the WHS policies and procedures of the centre you are having your vocational placement with and answer the relevant questions below: |
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| You will be asked to conduct a safety assessment in the centre. This includes assessing the safety of the children’s learning and play environments. Review the centre’s WHS policies and provide a brief description of the centre’s relevant policies and procedures regarding safety assessments. |
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Step 2: Implement WHS procedures and work instructions Following the centre’s policies on conducting safety assessments, survey the children’s learning and play environments including all toys and equipment for safe use, as well as the general environment in the centre as a safe workplace for you. Once completed, write the relevant safety assessment report. To ensure successful completion of this step, your report must include the following information: Existing hazards identified Potential hazards identified If the centre’s standard template for safety assessment reports do not include the required information listed above, use the space provided below: |
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Existing and potential hazards
identified:
Safety
assessment:
Children’s
learning and play areas
The
centre as a safe workplace environment
Existing
hazards identified
(list
at least two)
Potential
hazards identified
(list
at least two)
Toys and equipment: Are toys and equipment safe for children? Yes No If answer is yes: Describe how toys and equipment are kept safe for children If answer is no: Describe why the toys and equipment are not safe for children? Are toys and equipment safe to use in their proposed areas? Yes No If answer is yes: Describe how toys and equipment are kept safe to use in their proposed areas If answer is no: Describe why the toys and equipment are not safe for use in their proposed areas |
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Step 3: Report safety assessment result to designated person Create an email reporting your safety assessment findings to the designated personnel indicated in the centre’s WHS policies. If there are no provisions in the centre’s WHS policies on who to report your safety assessment findings to, address the email to your vocational workplace supervisor. To ensure successful completion of this step, your email must include: A summary of your safety assessment findings including: Safety assessment findings on the children’s learning and play areas Safety assessment findings on the centre as a safe workplace Recommendation to help improve safe workplace policies and procedures |
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Write your email in the space
provided below:
To:
Subject:
Attachments:
Message:
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