CHC30113 Certificate III in Early Childhood

Assessment Workbook 1

CHC30113 Certificate III in Early Childhood Education and Care

Children’s Health and Safety

V3.1 Produced 8 August 2017

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Compliant Learning Resources

Version control & document history

Date Summary of modifications made Version
9 December 2013 Version 1 final produced following assessment validation. v1.0
16 April 2014 Changes to wording and clarification of benchmarks in questions. A1,A3a,b,A14,A25,B10,C10 v1.1
24 October 2014 Minor clarifications in questions A14; removed B8(a) question similar with B7(d) v1.2
18 November 2014 Changes made throughout document V1.3
3 December 2014 Significant changes made to document following validation V2.0
17 April 2015 Minor revisions on Questions B1 and B16 V2.1
18 July 2016 Updates made throughout document V2.2
9 August 2016 Included CHCECE016 in the units of competency of this workbook. Added assessment items in the Project. V3.0
8 August 2017 Updated Intranet links V3.1

Table of Contents

This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work.

Instructions 4

What is competency based assessment 5

The basic principles of assessing nationally recognised training 6

The dimensions of competency 7

Reasonable Adjustment 8

Cheating and Plagiarism 10

The Units of Competency 11

Context for Assessment 16

Assessment Methods 17

Resources required for assessment 17

Presentation 18

Assessment Workbook Coversheet 19

Knowledge Assessment 20

Case Studies – Part A 94

Case Studies – Part B 100

Project: Establish and Maintain A safe and healthy Environment for Children 118

Workbook Checklist 129

Required documents 130

Feedback 132

Instructions

The questions in the Knowledge Assessment are all in a short answer format. They address the underpinning knowledge and concepts relevant to the units of competency in this subject.

Case Studies are longer questions requiring creative thought processes and application of concepts to theoretical situations, while the Project sets out tasks to be delivered in an actual workplace setting.

Where applicable, 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 your Welcome pack.

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.

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.

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
    • Assessment must include the full range of skills and knowledge needed to demonstrate competency.
    • Assessment must include the combination of knowledge and skills with their practical application.
    • 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
    • Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
    • Assessors must be trained in national competency standards for assessors to ensure reliability.
  • Assessment must be flexible
    • Assessment, where possible, must cover both the on and off-the-job components of training within a course.
    • Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.
    • Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.
  • Assessment must be fair and equitable
    • Assessment must be equitable to all groups of learners.
    • Assessment procedures and criteria must be made clear to all learners before assessment.
    • Assessment must be mutually developed and agreed upon between assessor and the assessed.
    • 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
    • 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
    • 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
    • When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.
  • Current
    • 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

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 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:

  1. Submitting someone else’s work as your own. Whether you have that persons consent or not.
  2. Submitting another author’s work as your own, without proper acknowledgement of the author.
  3. To allow someone else to submit your own work as theirs.
  4. 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, 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.
  • 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.

The Units of Competency

Each unit of competency can be unbundled to reveal two key assessment components:

  • the performance criteria
  • specifying the required level of performance
  • 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:
    • critical aspects of evidence
    • the essential skills
    • the essential knowledge

An outline of the units of competency is included below. 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.

HLTWHS001 – Participate in workplace health and safety

This unit describes the skills and knowledge required for workers to participate in safe work practices to ensure their own health and safety, and that of others.

  • Follow safe work practices
  • Implement safe work practices
  • Contribute to safe work practices in the workplace
  • Reflect on own safe work practices

Foundation Skills

  • Reading – in order to accurately read and interpret workplace safety policies and procedures including safety signs, dangerous goods classifications and safety instructions

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 in line with state/territory WHS regulations, relevant codes of practice and workplace procedures:

  • contributed to a WHS meeting or inspection in workplace
  • conducted a workplace risk assessment and recorded the results
  • consistently applied workplace safety procedures in the day-to-day work activities required by the job role
  • followed workplace procedures for reporting hazards
  • followed workplace procedures for a simulated emergency situation.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

  • state/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including:
    • state/territory WHS authorities
    • rights and responsibilities of employers and workers, including duty of care
    • hazardous manual tasks
    • infection control
  • safety signs and their meanings, including signs for:
    • dangerous goods classifications
    • emergency equipment
    • personal protective equipment (PPE)
    • specific hazards such as sharps, radiation
  • hazard identification, including:
    • definition of a hazard
    • common workplace hazards relevant to the industry setting
    • workplace procedures for hazard identification
  • workplace emergency procedures
  • workplace policies and procedures for WHS

CHCECE016 Establish and maintain a safe and healthy environment for children

The unit describes the skills and knowledge to establish and maintain a safe and healthy environment for children.

This unit applies to educators working in a range of education and care services.

  • Support each child’s health needs
  • Provide for each child’s comfort
  • Promote and implement effective hygiene practices
  • Take steps to control the spread of infectious diseases
  • Ensure adequate supervision of children
  • Take precaution to protect children from harm
  • Develop plans to effectively manage incidents and emergencies

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:

  • established and maintained an environment that is safe and healthy for children in at least once service, including:
  • communicating hazards and safety issues to appropriate persons within the service
  • coordinating emergency responses including evacuation plans
  • planning and coordinating supervision of children
  • promoting and monitoring safety practices, including administration of medicines and safe handling of food
  • coordinating appropriate procedures for handling infections and illnesses, including communicating with families
  • enacting strategies to support children to take increasing responsibility for their own health and physical wellbeing.

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. These include knowledge of:

  • how to access:
  • the National Quality Framework
  • the National Quality Standards
  • the relevant approved learning framework
  • how to navigate through framework and standards documents to find areas relevant to this unit of competency
  • common childhood illnesses and appropriate responses
  • strategies for minimising risk
  • notifiable diseases
  • organisational standards, policies and procedures.

CHCECE002 – Ensure the health and safety of children

This unit describes the skills and knowledge to ensure the health and safety of children.

  • Support each child’s health needs
  • Provide opportunities to meet each child’s need for sleep, rest and relaxation
  • Implement effective hygiene and health practices
  • Supervise children to ensure safety
  • Minimise risks
  • Contribute to the ongoing management of allergies
  • Contribute to the ongoing management of asthma

Foundation Skills

  • Reading – in order to accurately read and interpret medication packaging and dosage instructions
  • Numeracy – in order to correctly calculate medication dosages for common measurements including milligrams (mg) and millilitres (ml)

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:

  • consistently supported the health needs of the children in the service, including the following activities:
    • contributing to the provision of a clean and safe environment
    • recognising and responding to signs of illness of children, including signs and symptoms of asthma and anaphylaxis
    • reading and interpreting authorisation forms, medication labels, medical management plans and other relevant medical information
    • developing children’s awareness of safety

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.

These include knowledge of:

  • how to access:
    • the National Quality Framework
    • the National Quality Standards
    • the relevant approved learning framework
  • how to navigate through framework and standards documents to find areas relevant to this unit of competency
  • how to undertake a risk analysis of toys and equipment
  • potential hazards to children, including medical conditions
  • children’s requirements for sleep and rest
  • environments that promote rest and sleep including light, noise, temperature and ventilation requirements
  • signs, symptoms and key characteristics of allergy/anaphylaxis
  • signs, symptoms and key characteristics of asthma
  • how to use an adrenalin auto injector for anaphylaxis
  • how children’s oral health impacts on their general health and well-being, including signs of tooth decay
  • safety issues and risk management strategies for children’s health and safety in a variety of contexts
  • basic home fire safety including high-risk groups, behaviour that contributes to fire injury and fatalities, and smoke alarm placement, installation and maintenance
  • organisational standards, policies and procedures.

CHCECE004 – Promote and provide healthy food and drinks

This unit describes the skills and knowledge required to promote healthy eating and ensure that food and drinks provided are nutritious, appropriate for each child and prepared in a safe and hygienic manner.

  • Promote healthy eating
  • Plan food and drinks that are nutritious and appropriate for each child
  • Maintain food safety while carrying out food-handling activities

Foundation Skills

  • Reading – in order to accurately read and interpret food labels and dietary requirements.

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:

  • planned and provided food and drink for children on at least three occasions, including:
    • identifying and responding to requirements related to food allergies, medical conditions and cultural and religious requirements
    • role-modelling healthy eating habits for children
    • ensuring safe handling, preparation and storage of food and drinks
    • creating a positive, relaxed environment during mealtimes
  • engaged children by involving them in menu planning and assisting in meal preparation
  • read and interpreted food labels to identify ingredients of concern and nutrition content.

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. These include knowledge of:

  • how to access:
    • the National Quality Framework
    • the National Quality Standards
    • the relevant approved learning framework
  • how to navigate through framework and standards documents to find areas relevant to this unit of competency
  • United Nations Convention on the Rights of the Child
  • code of ethics
  • food allergies, food intolerances, contamination and/or allergic reactions in meal preparation and possible reactions, including anaphylaxis
  • infant feeding requirements and guidelines
  • recommendations for healthy eating – Dietary Guidelines for Children and Adolescents in Australia and the Australian Guide to Healthy Eating, including Get Up and Grow: Healthy Eating and Physical Activity for Early Childhood resources
  • implications of poor diet including tooth decay, deficiencies, poor concentration, out of character behaviour
  • food-handling requirements, preventing microorganism contamination and/or allergic reactions
  • importance of addressing individual dietary needs and preferences with particular reference to specific cultural, religious or health requirements
  • organisational standards, policies and procedures.

Assessment for these units will be assessed through completion of Workbook One (1) and Workbook Seven (7).

Context for Assessment

To complete the assessment in this workbook, students need to have access to their learning materials and the internet. The written questions and case studies may be completed wholly at the student’s home, or chosen place of study.

The project may be completed in the student’s vocational work placement.

Assessment Methods

Assessment for this unit will be assessed through completion of Assessment Workbook One (1) and the relevant section of Workbook Seven (7) Skills Journal.

Workbook One (1) will focus on three 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, provides detailed scenarios designed to assist completion of relevant tasks addressing underpinning skills and/or knowledge requirements
  3. Project – A set of tasks designed to address underpinning skills and/or knowledge requirements

Further Assessments:

  1. Workbook Seven (7) Skills Journal

Participant must attend Vocational Placement and maintain a log of tasks completed and signed off by supervisor in the workplace.

Resources required for assessment

To complete the assessments in this workbook, the candidates will need access to:

  1. Computer with internet access, internet browser, MS Word, and Adobe Acrobat Reader
  2. One (1) piece of multimedia recording equipment such as:
    1. Camcorder or camera
    2. Voice recorder
    3. Mobile phone or tablet
  3. One (1) volunteer to assist in minor role-play

Presentation

Things to Consider:

Only submit your workbook once all activities inside are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer.

Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed.

Your final assessment result will either be competent or not yet competent.

If submitting your assessments please ensure that

  1. All assessment tasks within the workbook have been completed
  2. You have proof read your assessment
Answering the Questions:
If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.





Assessments may not be processed if the above guidelines are not adhered to. To ensure your assessment is processed as quickly as possible, please follow these instructions.

Assessment Workbook Coversheet

WORKBOOK: WORKBOOK 1
TITLE: Children’s Health and Safety
FIRST AND SURNAME: NADEE VIDANA GAMAGE
PHONE: 0432261647
EMAIL: [email protected]

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 :Nadee Signature:       Date:      

Knowledge Assessment

Part A

1. You are required to demonstrate how to access the following in relevance to ensuring the health and safety of children in the workplace: the National Quality Framework the National Quality Standards the relevant approved learning framework Guidance: Fill out each section in the table below using relevant information from the National Quality Framework, The National Quality Standards, and the relevant approved learning framework.

a. Under the NQS there are a number of standards that are relevant to the safety of children in an Early Childhood Education and Care service. What are the 3 main Standards that support this? i. Each child’s health is promoted. ii. Healthy eating and physical activity are embedded in the program for children. iii. Each child is protected.
b. How is the health and safety of children related to the EYLF?

Guidance: Outline which of the five Outcomes addressed in the EYLF most relates to the health and safety of children and explain why.


If children are provided with health and safety standard they will have string sense of wellbeing which contribute to children’s ability to concentrate, cooperate and learn, enable them to actively participate in play and leisure as well as promote children’s confidence and optimism.
c. What practice does the Guide to the EYLF recommend that educators use to raise and debate issues relating to curriculum quality, equity and children’s wellbeing?

Practices relates to how we put our Principles into action by working together with children. The Early. Holistic approaches Responsiveness to children Learning through play Intentional teaching Learning environments
d. Review the practice section outlined in the Framework for School Age Care in Australia (FSAC). This section outlines that “nutrition and safety” are seen as important for educators to consider in relation to ___________. (fill in the gap) Which practice does this fall under?





Cultural competence


e. In the FSAC, it states that educators can facilitate “Children take increasing responsibility for their own health and physical wellbeing” by engaging children in what activities that relate to safety? Let Children to participate physical activities like Dance, Drama, and Games. Providing materials (Like Building blocks, Toys, puzzles) to involve with activities to develop their skills. Discuss with children about health and safety issues and arrange to involve them to teach the guidelines to keep environment safe. Arranging nutrition and personal hygiene practices
f. Which two National Regulations does the following statement relate to? “minimise risks to children, an education and care service or a family day care educator must implement:adequate health and hygiene practicessafe practices for handling, preparing and storing food.” Guidance: Refer to the National Quality Framework website.





National regulations – 77 and 168
g. Which National Regulation does the below statement relate to? “While attending an approved service, children must have access to safe drinking water at all times, and have food and drinks available throughout the day” Guidance: Refer to the National quality framework website.





National regulations – 78 – 80 and 168
2. In your role as an Early Childhood Education and Care worker, you will need to check toys and equipment for potential risk and hazards that may cause harm to children. Explain in detail the steps involved in conducting a risk analysis on toys and what you would be checking for at each step. Explain what steps you would take if you identified a toy or piece of equipment that presented a WHS hazard with an extreme risk. Which policy, procedure would you refer to for advice on WHS issues? Guidance: Include reporting procedures and the designated person that you would report to according to organizational procedures. Refer to the Hierarchy of Control.

a. Steps involved in conducting a risk analysis on toys 1. Hazard Identification Identify all toys which are possible for hazard considering child safety and age-appropriateness categories. Risk Assessments; Identified toys need to categorize according to risk level(Low, medium or high) Control the risk Applying following type of procedures to control and eliminate identified risks. Storing any toy or item of play equipment that contains sharp edges, sharp points or hooks, splintery surfaces Evaluate the risk Evaluate the effectiveness of the control applications to eliminate the risk
b. Steps you would take if you identified a toy or piece of equipment that presented a WHS hazard with an extreme risk 1. Actions to be taken immediately to minimize the risk 2. Eliminate substitute or implement engineering control measures 3. Remove the Hazard at the source.
c. Policies and/or procedures to reference for WHS issues      
3. In your role as an Early Childhood Education and Care worker, you will need to implement effective hygiene and health practices in many aspects of practice.
Fill out the table below and explain the importance of maintaining a clean and healthy environment and the risk associated with each of the following areas: i. The centre (overall) ii. Kitchen iii. Outdoor Environment iv. Indoor Environment v. Toilets Guidance: Make sure you discuss the risks associated with not maintaining these environments and associated risks.

Area Importance of maintaining a clean and healthy environment Associated Risk




i. The Centre (overall)
Keeping children of all ages safe and healthy is the most important task. Good hygiene methods will ensure to protect children and adults in the centre by infections and diseases. Spreading of Inspections and diseases





ii. Kitchen
Food safety and hygiene and also food catering is extremely important. Food contaminated with a virus or bacteria can cause sickness that will spread rapidly among children.




iii. Outdoor Environment
The outdoor environment is very important to facilitate to children’s wellbeing, happiness, creativity and developing process.





Food poisoning is a real risk. Interactions with dirty and mud areas can be caused to get diseases. Unsafe chemical or gases can be interacted with children








iv. Indoor Environment
Clean and healthy Indoor environment will be supported to develop the Children’s emotional, physical, social, cognitive and spiritual happiness conditions. Unexpected injuries and diseases by inspections.





v. Toilets
Toilets are one way in which germs are being moved from one place to another, therefore toilets should be cleaned every day. Spreading Infections and diseases like Rashes, diarrhoea, vomiting etc.
Identify which sections in the following frameworks provide information and/or guidance on WHS and/or hazards and risks. i. Education and Care Services National Regulations ii. National Quality Standards (NQS) iii. Early Years Learning Framework (EYLF) iv. Framework for School Aged Care in Australia (FSAC) Guidance: You need to review these frameworks and identify which section, standard or outcomes, address WHS requirements, policies and procedures.

i. Education and Care Services National Regulations Reg 101: Conduct a risk assessment for excursion
ii. National Quality Standards (Ec) Quality Area 2 – Children’s health and safety. Standard 2.3 Each child is protected. Element 2.3.1 Children are adequately supervised at all times. Element 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.
iii. Early Years Learning Framework (EYLF) Outcome 3: Children become strong in their social and emotional wellbeing.
iv. Framework for School Aged Care in Australia (FSAC) Outcome 3: Children have a strong sense of wellbeing Outcome 4: Children are confident and involved learners
4. Complete the table below explaining the cleaning procedures for each, and provide one reason for the importance of the cleaning procedure.

Items Cleaning Procedure Reason Cleaning Product Storage of Cleaning Product
Toys At every end of the day in childcare centre all the toys wash using by suitable dishwasher. Mouthed toys need to be washed immediately using by hot soapy water before providing children Washing and cleaning of toy will reduce the risk of cross infections Soap, cloths. Out of children reach at secured cupboard
Items Cleaning Procedure Reason Cleaning Product Storage of Cleaning Product
Floors Every day It need to ensure floors cleaning by moping using environment friendly cleaning materials. Always keep slippery wet sign notice while mopping is under process to show the risky condition. Also it need to ensure to arrange similar cleaning after each meal and especially after messy activity. Regular sweeping and mopping ensures the floor is safe from slip and trip hazard at all times. Environment friendly floor cleaning liquids, Mop Basket
Out of children reach at secured cupboard
Items Cleaning Procedure Reason Cleaning Product Storage of Cleaning Product
Toilets, potties and bathroom area Toilets and bathroom areas will need to be cleaned two times of everyday day, it will be middle of the day and end of the day. Any toileting accidents or water spillages that occur may require a further clean. Bathroom areas need to be cleaned with hot water and detergent. Also need to ensure that area floors are dry to prevent by slippery conditions. Potties to be washed properly after each individual use. Toilets, potties and bathroom areas can be made germs which germs are being moved from one place to another, therefore toilets should be cleaned every day Soap, mop, detergent, cleaning cloths etc. Out of children reach at secured cupboard
5. List two (2) personal hygiene policies or procedures that you must follow to limit cross-contamination when preparing food, and explain why they are important in relation to Work Health and Safety.

Personal Hygiene Procedure Explanation
Hand and body washing It is very important to regularly wash your hands when caring for children to stop the spread of germs of bacteria.
Covering the head, nose and mouth. When coughing or sneezing droplets of liquid containing germs from the nose and mouth will be get onto the food and it will spread of germs of bacteria.
6. As a child care worker, you will need to help provide suitable rest and sleep environments for children. For each of the following points, describe why these are important and what you would check to ensure the rest environment is set up appropriately: i. Ventilation ii. Lighting iii. Heating/cooling iv. Hygiene v. Safety


Importance Checks that need to be done
i. Ventilation Ventilation is important with the good flow of fresh air to reduce the build-up of allergens, pollutants and germs. Ensure window is open or air ventilation from air conditioning is open. Ensure the air flow is not directed directly at the child.
ii. Lighting The rooms to be darkened but small amount of light for safety reasons. Ensure to have adequate natural light
iii. Heating / cooling Rooms that children use should be heated and cooled to keep the temperature comfortable. Electrical heaters must meet the relevant state territory regulations to maintain child care facilities. Ensure the temperature is comfortable
iv. Hygiene It is important to protect children by inspections and bacteria germs while taking sleep rest.


Ensure to provide cleaned and own set of bed linen, blanket and sleeping mat to each individual child separately. Also it better to arrange.
Bed linen must be washed between each child use.
Cot mattresses and linen to be washed between each use or at the end of the each week.
v. Safety It is important to provide maximum safety for children while their sleeping to avoid unexpected accidents.
Ensure to sleep babies on the back from birth Arrange to sleep babies with head and face uncovered Keep babies from smoke free before and after sleep Ensure safe sleeping environment It also need to ensue all the furniture and equipment in the child care centre meets Australian standards.
7. As an Early Childhood Education and Care worker, you are required to ensure that sleep and rest opportunities are provided for, and that there are appropriate opportunities to meet each child’s need for sleep, rest, and relaxation. Which standards in the NQS relate to sleep and rest? What section of the National Regulation covers sleep and rest? Outline the Six ways to promote safe sleep for babies and reduce the risk of sudden Death Syndrome (SIDS). Guidance: Refer to the SIDS and Kids Website.

a) Which standards in the NQS relate to sleep and rest? National Quality standards and Elements, Quality Area2 2.1.2 Each Child comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation.
b) What section of the National Regulation covers sleep and rest? National Regulations 81 Sleep and Rest, The approved provider of an education and care service must take responsible steps to ensure that the need for sleep and rest of children being educated and cared by the service are met.
c) Ways to promote safe sleep for babies and reduce the risk of sudden Death Syndrome (SIDS) i. Sleep baby on the back from birth, not on the tummy or side ii. Sleep baby with head and face uncovered iii. Keep baby smoke free before birth and after iv. Provide a Safe Sleeping Environment night and day v. Sleep baby in their own safe sleeping place in the same room as an adult care giver for the first six to twelve months vi. Breastfeed baby
8. Suppose you are an assistant educator at Sparkling Stars Childcare Centre. Write a short email below, sharing information about a child’s rest and sleep. Address the email to Mrs. Anna Parkinson, the mother of George, a four-year-old student attending your class. George is a new student who has been attending the centre for two weeks. His mother would like a general update about your observations regarding her son’s daily routines, including sleep and rest. Guidance: You may write fictional but realistic information about George that is relevant to the report you will send to his mother and within the typical scope of an assistant educator, such as George’s behaviour (such as his difficulty or ease in sleeping, attitude towards staff and other children, etc.) You do not need to send an actual email to the address indicated below.

To Anna Parkinson <[email protected]>
From Your name and email
Subject Any appropriate subject
Message      
9. It is a requirement that centres must provide appropriate quiet play activities for children who do not want to sleep or rest. Describe five (5) alternative activities.

i. Teddy bears picnic ii. puzzles iii. playdough iv. collage v. threading
10. In an Early Childhood Education and Care setting, you must respect children’s needs for privacy during any toileting and dressing and undressing times. Describe three (3) ways in which you would maintain this.

i. Only named staff who identified by child care centre should undertake the close care of children ii. The management of child care centre must ensure that all staff undertaking the intimate care children are familiar with, and understand the intimate care policy and guidelines Together with associated policy and procedure. iii. Intimate care arrangements must be recorded in the child’s personal file and consent forms signed by the parents and child.
11. You are required to ensure children’s and families’ individual clothing needs and preferences are met, to promote children’s comfort, safety and protection within the scope of the service requirements for children’s health and safety. a) List three (3) examples of instances where you would inform parents of clothing that the centre considers to be inappropriate or unsuitable for children to wear while attending the centre? b) List two (2) examples of ways in which staff can ensure that children are dressed appropriately for Indoor/Outdoor Environmental conditions and temperatures.

a) Examples of instances where you would inform parents of clothing that the centre considers to be inappropriate or unsuitable for children to wear while attending the centre i. Clothing that poses a potential health and safety risk. ii. Clothing that restrict movements, the child’s ability to play or inhibits the Development of self-help skills. iii. Clothing that is too revealing and may potentially place a child at risk.
b) Examples of ways in which staff can ensure that children are dressed appropriately for Indoor/Outdoor Environmental conditions and temperatures i. Sun hats and lightweight long sleeved clothing for outside in summer ii. Beanies and jackets for outside in winter
12. When children are playing or travelling outdoors you must ensure they are safe at all times. Describe the sun protection/safety procedures that are in place at your centre and explain what makes it sun safe for children. Guidance: If you have not been to a child care centre yet, examine the sun protection policy on the Sparkling Stars Childcare Centre intranet. Sparkling Stars Childcare Centre Sun Care Policy (Username: learner Password: studyhard) How would you explain sun safety to children using the most recent sun safe promotional campaign resources? Guidance: Refer to the Cancer Council Website.

a) Sun protection/ safety procedures Children will be required to wear a hat, which protects the face, neck and ears, whenever they are outside. Children will not share hats to minimize the spread of infections such as head lice, impetigo and ring worm. Children who do not have their hats will be asked to play in an area protected from the sun. Outdoor Activities will be scheduled before 10am and after 2pm whenever possible during months from October through to March SPF30+ broad-spectrum water resistant sunscreen will be provided for children, and applied 15 minutes before going outside. Sunscreen is to be used only as a supplement to clothing and hats; it is not to be used by itself. Parents written permission will be required if sunscreen is provided by the center. Staff will ensure that sunscreen is not out of date




b) How to explain sun safety to children We can show the video (slip, slop, slap ,seek, slide ) and explain simply sun safety.
13. As a child care worker, you will be required to set up a variety of play environments for children. a) List five (5) checks you should perform when setting up a play environment. b) Describe the considerations when choosing equipment that is suitable for the age group of children you’re working with.

a) Checks to perform when setting up a play environment i. Set up indoor play areas in ways that discourage running and rough and tumble play, for instance create small rooms within the environment using shelving and dividers rather than having large open areas that just ask to be used for running games ii. Keep areas uncluttered to minimise collisions, falls and trips iii. Limit the number of children that can be in an area at one time iv. Ensure you provide large spaces for large block construction v. Outside – remember climbing equipment needs to be on soft fall and keep adequate space around climbing equipment to minimise a child hitting something if they do fall. Also need to check the hazardous areas and ensure to implement risk minimizing strategies.
b) Considerations when choosing equipment If both the inside and outside equipment and furnishing that is purchased meets Australian Safety standards then the likelihood of incidents and accidents arising is reduced. All equipment must be used as per manufacturer’s instructions. Storage, use and weight limits must be followed. Also it need to consider the age group of the children, some items may be safe for one age group to use, but it be a hazardous for younger children, Also need to ensure to provide equipment for correct development level.
14. Children must be supervised by ensuring that they are in sight or hearing distance at all times. What are the ratios for supervising children in an Early Education and Care setting across all age groups? What process would you follow if you found that you have children with additional needs in your care (i.e. skills, age mix, dynamics, and size of the group of children), and as a result, the level of risk involved in activities was high? List four (4) ways that you can ensure there is adequate supervision at all times. Guidance: Describe how you would liaise with colleagues to ensure there was adequate supervision at all times.

a) Ratios for supervising children in an Early Education and Care setting Staff to Child Ratio / Long day care center Birth to 24 months : 1:4 25 to 35 Months : 1:5 35 months to School Age : 1:11
b) Process you would follow if you found that you have children with additional needs in your care If there is a child in my care with additional needs I would need to show a genuine desire and ability to work with the child, Childs family and other associated professionals and support services. It need to discuss the details such as child’s main needs are and how these affect their daily lives and experiences, any strategies that the parents may use at home and may be useful at childcare (ie. behaviour guidance), strengths, interests, routines in place, whether any changes to the physical environment are needed. Following special strategies may be support them Using picture and words signs to label different areas Use visual cues around the room Offer a quiet space for children to spend some time doing individual activities Place toys and activities on easily accessible shelves
c) Ways that you can ensure there is adequate supervision at all times i. Direct and constant monitoring by carers in close proximity to children is useful ii. Careful positioning of carers to allow them to observe the maximum area possible iii. Scanning or regularly looking around the area to observe all the children iv. Listening closely to children near and far will help to supervise
15. Describe how you can explain hazards in the environment to children. Guidance: Include in your answer how awareness of these hazards is very important in relation to a child’s health and safety, hygiene, and general well- being.

     
16. As a childcare worker, it is important to ensure that play environments are clean and safe for children. Briefly explain two strategies you can use to communicate the rules for safe play to the children in the group. Give an example of how you implement the rules for safe play. Guidance: Include how you discuss health and hygiene issues in relation to safe play.

a) Strategies you can use to communicate the rules for safe play to the children in the group i. Washing hands after playing in the sand ii. Keeping hats on while outside
b) How you implement the rules for safe play 1. Set up rules around the room with photos to help remind children 2. Arranging by group discussions on expectations before play
17. As a child care worker, you will sometimes have to deal with children who are unwell. Who is the first person you should inform if you suspect a child is sick? Identify the documentation that needs to be completed when a child in your care has been unwell. What policies/procedures relate to who can see this documentation? Does the parent need to sign the form?

a) The parent of child
b) b) Following documents to be arranged – Procedure for a Child Requiring an Ambulance – Hospital Transfer Form – Incident, Injury, Trauma and Illness Record – Procedure for Dealing with a High Temperature – Emergency Paracetamol Medication Register – Illness Register
c) – isolate and comfort the child – Record child’s temperature, if the temperature higher than 37.8°C refer Procedure with High Temperature – Inform the Nominated Supervisor of the child’s condition. – Find a quiet area where the child can rest comfortably, escalating of further symptoms. – Inform the Parents/Guardians/Emergency Contacts of the child’s health status. — Place Illness details into the Illness Register – Important that information of children’s health, learning, behavior and other sensitives are kept confidential.


d)      
18. You are required to consistently implement the service policies for the exclusion of ill children. Name five (5) infectious diseases that would cause the centre to exclude an ill child. List three (3) precautions you should take if you suspect the child is infectious.

a) Infectious diseases that would cause the centre to exclude a child i. Chickenpox ii. Impetigo iii. Influenza iv. Measles v. Hand foot and mouth
b)Precautions to take if a child is suspected to be infectious i. Isolate the child from others and keep the child calm, and contact parents as soon as possible. ii. Good hygiene practices (particularly washing of hands before and after touching of the child,) to minimize or prevent the transmission of infection. iii. Wash hands before touching another child.
19. As a child care worker, you will often have to deal with children who have allergies/anaphylaxis or asthma.
Write a brief description of what anaphylaxis.

An acute allergic reaction to an antigen (e.g. bee sting) to which the body has become hypersensitive. Anaphylaxis is the most severe from of allergic reaction and is potentially life threatening .It must be treated as a medical emergency. Requiring immediate treatment and urgent medical attention. Anaphylaxis is a generalised allergic reaction, which often involves more than one body system. (e.g. skin,respiratory..etc. )A severe allergic reaction or anaphylaxis usually occurs within 20 minutes to 2 hours of exposure to the trigger and can rapidly become life threatening.
Write a brief description of what asthma is and describe the associated signs and symptoms.

b. Asthma is a common chronic inflammatory disease of the airways characterized by variable and recurring symptoms, reversible airflow obstruction and bronchospasm. Asthma symptoms are breathlessness, wheezing, tight feeling in the chest, continuing cough e.t.c
Identify three (3) other common allergens that may affect children in a centre.

c1. Pollens c2. House dust mites c3. Food allergy
Describe what should happen when enrolling a child in a centre, who has anaphylaxis/asthma or other allergies.



When a child has been enrolled at the centre and it is noted on their enrolment form that they have anaphylaxis/asthma or other allergies a staff member (director) should speak with the parents about the triggers for their condition, the signs that they are having a reaction and treatment process. It may be a case that if a child does excessive physical activity they become wheezy and need their Ventolin, or a child is anaphylactic to eggs with the first signs of a reactions being that they break out in a rash. In this case you could go over the centres menu with the parents and explain what types of meals that will be provided. From here see if there are any meals that need to be alternated to suit the child or if the parents would like any meals that they have at home included in the menu plan. This information will need to be promptly communicated to all educators (including relief educations), volunteers and also the centres chef. This could be done by holding a brief staff meeting before the child commences at the centre. Also do up a display poster that includes a photo of the child, their allergy and treatment plan. This should then be displayed in each play room, outdoors, kitchen and staff room. Parents also need to provide the centre with: * A signed Medical Management Plan from their doctor * A care plan must be put in place * An Emergency Action plan that has been developed in consultation with parents and their child’s doctor * An auto-injector or asthma medication for emergency use for their child. These should be checked by staff to make sure they have valid use by dates and stored in the child’s room in a place that is secure, dry and cool but can be very easily accessed by educators.
List five (5) signs and symptoms that indicate a child is having an anaphylactic reaction.

e1. Swelling of face, lips and/or eyes e2. Abdominal pain, vomiting ,diarrhoea e3. Hives or welts (a red lumpy rash ) e4. Facial swelling e5. A tingling feeling in or around the mouth
Describe how you would use an adrenalin auto injector for anaphylaxis.

f. Adrenalin Auto Injector
How to give Anapen *Remove the anapen device from its carton or other protective storage . *Check that the device is in date by reading the white label on the upper body of the device. *Shows the batch number and expiry date . *Detach the black boot, boot remover at the base of the device by gripping if firmly and pulling gently outwards. *Look to see that a grey needle sheath has come out having been removed from the inside by the black boot remover. *Remove the black safety cap from the top of the device exposing the red activation button. *Place the device gently but firmly on the outer – upper thigh ensuring that the red activation button is away from the thigh. *Hold the device steady and press the red button. *You will hear a “click” this is the moment of the injection. *The action of pressing the red button releases the needle in to the muscle of the upper thigh. *This injects a dose of adrenaline (also known as epinephrine) *You can safely inject through light clothing , including denim *Hold the device in place and count to ten immediately after pressing the red button. *Having counted to ten, remove the device and gently massage the injection site. *Tap down the small amount of protruding needle on a hard surface.to avoid any accidental injury.
How to give EpiPen      
What are the triggers for asthma? (Provide three (3) below.)

g1. Nuts or any foods g2. Bee stings g3. Latex and seafood
20. As a child care worker, you will sometimes be required to assist in administering medication to children.
List six (6) things you will need to check before you administer medication to a child.

a1. Right child- check the child’s name and date of birth on the medication label. a2. Right medication – read the label to make sure you have correct medication. a3. Check the medication is in the original labelled container and expiration date is not exceeded. a4. Right dose- check dose on label and authorization from .use proper measuring device. Check measuring device carefully and have another educator double check dose. a5. Right time- check the permission form to match the time with the label. a6. Right way- is the way and place that a medication is given. Ex: orally or inhaled
How is medication stored safely at the centre?

b. Medication needs to be stored appropriately, away from children and in childproof containers. Most childcare centres have detailed policies and procedures. Medication will only be administered by the centre staff, It is prescribed by a doctor and has the original label detailing the child’s name and required dosage. Parent has completed and signed an authority to give medication form. Medication must be given directly to the staff member and not left in the child’s bag.
Describe which documentation must be completed when you administer medication.

c. Parent has completed and signed an authority to give medication form. Parent name, child name ,Name of medication, prescribed, dosage, time to be given , medication last given date time dosage, reason for medication ,
21. Fill out the table below and explain what action you would take to reduce the risk associated with each of the hazards listed in the table below.

Hazard Action to be taken
A parent has left a bottle of antibiotics on the teacher’s desk Once I have identified the hazard I would assess the risk and implement the most effective control measure. In this case it is Eliminate so I will take the bottle and make sure it is out of reach of children. I will report it to my supervisor. He/she needs to make sure that the medication record form was filled in and make sure the medicine is stored securely (out of children’s access) and at the recommended temperature (e g in the locked fridge, cupboard etc.) I would include this on our Risk assessment from so we could keep record and reviving control measures.
The rubbish bin in a room is overflowing I make sure that there is appropriate ratio in the room and will remove the rubbish from the room (empty the bin). All educators should be advised to check the bin regularly make sure that the bin is emptied after each session. It should be discussed during staff meeting and included in a Health and Safety Policy. After identifying hazard and eliminating it I would put it in writing on a Risk Assessment Form and inform others so they could be aware that the overflowing bin is also a hazard to children and adults. When we keep records for our hazards we can evaluate and review control measures.
A colleague is serving food to children with bare hands I ask that person to properly wash their hands and wear gloves and apron or use a spoon for serving the food to prevent from cross-infection. We should have a clear Policy in place regarding handling food and make sure all educators are familiar with these. We should discuss the issue during staff meeting and also we could have posters in the kitchen or near dining area to remind all educators about a healthy food handling. The issue should be reported to the supervisor.
A child is playing in the midday sun without a hat or sunscreen I will follow the settings sun protection policy and make sure that the child applies the sun-scream. Also I will check if the child has his own sun hat in a bag and make sure he plays in a shady place away from sun. If the child has no hat I would give him the spare one from the setting if that’s what the policy says and at the end of the day that hat would be washed to prevent cross-infection. Every time before we go outside all educators should be aware to check if all the children had the suns cream applied (ask parents when they drop-off the child), make sure all children are wearing hats. Educators need to be reminded about sun safety during staff meetings especially during summer. They should be familiar with centres sun – protection policy. They should be posters on the wall or the door so the educators can see it.
You notice during one of the meal times that a child with a nut allergy has been given a muesli bar that may contain nuts. Apart from immediately removing the muesli bar from the child.
You enter a room after lunch and find there is food on the floor I make sure that all the mess is cleaned up. I sweep the floor and mop and dry if necessary. Also making sure there is enough staff in a room to look after children while I am cleaning. Make sure the educators follow the routine, remind them about health and safety in a classroom during staff meeting. Also I would talk to my colleagues about the issue and ask them to make sure the floor is clean after each meal. (should I include this in a risk assessment form)
A cleaning product has been left on the shelf in the classroom Once I have identified the hazard I would assess the risk and implement the most effective control measure. In this case it is Eliminate so I take the product straight away and make sure is out of reach of children. I would include this on our Risk Assessment form so we could keep result and reviewing control measures. I report it to my room leader and put the product in a laundry or other safe place where the cleaning products are kept. We should have a clear policy regarding cleaning products, how to use them, when and where to store them. There should be an appropriate routine and we should talk about this issue during staff meeting. Also simple safety signs should be available and in a visible place.
The collage trolley in a room is partially blocking a fire exit After identifying hazard I need to Eliminate it so I make sure that the trolley is moved in the other safe place and the fire exit is unblocked at all times. I ask colleague to help me out if necessary. I include this in a Risk Assessment Form and report it to my supervisor. We keep record of the hazard so we can evaluate and review control measures. There should be a clear sign on the fire exit door so the educators know the door should not be obstructed. Also we should have a clear fire emergency policy and discuss the issue during staff meeting.
During lunchtime, you notice that a child with coeliac disease has been given regular bread in their sandwich, instead of gluten free bread.      
22. The National Quality Standard (NQS) Quality Area 2.3 states that “each child is protected” and Element 2.3.1 states that “Children are adequately supervised at all times”. It is critical that staff ensure that all children are in sight or hearing distance at all times. Guidance: Refer to the National Quality Standard (National Law and National Regulations).
a) Explain how you would follow service procedures for the safe collection of each child, ensuring they are released to authorized people.

a. How you would follow service procedures for the safe collection of each child All childcare service providers must have a policy that clearly sets out procedural arrangements for the collection of children. State and territory licensing and regulatory processes for the provision of childcare services stipulate that a child may only be collected from a childcare service by a parent or authorised person. The National Quality Standards under the National Quality Framework reiterate this position. Childcare service enrolment forms should therefore require detailed written information about each person authorised to collect a child, including the person’s full name, residential address, telephone number and relationship to the child. Children should only be released from the Childcare service to the parents and authorised persons. Children should not be released to anyone who doesn’t have authorisation written down on the records at the service. It is very important that carers are vigilant about this as The National Regulations (Regulation 99) states that: A child should never be released into the care of someone you don’t know or you haven’t seen at the service before, even if the child does seem to know them. The only people authorised to pick up the child are the persons stated on the enrolment form. If you are unsure or have any concerns it is important to call the parent or authorised person to clarify.

b) What must occur if a child is missing or cannot be accounted for?

b. If a child is missing or cannot be accounted for Responding quickly and appropriately when a child is missing is vital, even for short periods. It is important the child’s direct carer initiates action that a reasonable parent would take, to secure the safe and timely return of the child. As soon as possible after all reasonable attempts to find the child have failed, the child must be reported as missing to the police.
23. List three (3) ways in which you can safely manage the use, storage and labelling of dangerous products.

i.       ii.       iii.      
24. Understanding your role in fire safety is an important factor in keeping children safe in Early Childhood Education and Care. Using the table below, explain in your own words the following aspects of basic home fire safety:

Fire spread and speed Fire will spreads very quickly and it will take minutes to develop to large area, from the start of a house fire to full environment of the fire in the room of origin.
Heat transfer The transfer of heat causes a fire to spread from one point to another.
Radiation Radiation is the transfer of heat energy by rays.
Convection Convection is the transfer of heat through a liquid or gas due to the circulation of the fluid.
Conduction Conduction refers to the transfer of heat through a solid material from a region of higher temperature to a region of lower temperature.
Combustible fuels Fire supporting fuels such as wood, leaves, grass, scrub, rubber and paper. Flammable liquids such as diesel, petrol, kerosene and alcohol Also some gases like petroleum gas, natural gas acetylene and hydrogen gases.
Sources of heat The source which causing to start the fire with sufficient heat. A key to actions need to prevent fire are eliminate the heat sources or keep them away from combustible fuels.
Open flames/sparks The items with open flame like candles, fireplaces, kerosene lamps, welding equipment etc. can be causing to ignite common combustibles.
Electrical equipment Certain amount of heat generation from Electrical equipment such as generators, overloaded and poorly maintained electrical equipment can cause to start fire.
Hot surfaces Generally in home areas following hot surfaces are commonly identified Oven, Hot water services, heaters (gas or Electrical) and appliances which are continuously running. (Computers, Televisions, electrical iron media players etc.)
Smoking materials Smoking materials are include cigarettes, cigars and matches. They are a common cause of ignition, especially when they have been disposed of carelessly.
Role of fire services Prevention, preparation , response, recovery
Identify high-risk groups in basic home for safety Greater risk of Dying People aged 65 years and over Children aged between 0-4 years, Adults affected by alcohol consumption.
Identify behaviour that may contribute to fire injury and fatalities (List three per category.) Older People They may affect by memory loss or poor cognition They will face to difficulties to install and maintain working smoke alarm systems and it will cause for fire and injuries. Also due to impaired hearing, diminished and poorer sense of smell will affect to identify fire. Children under 5 years of age Unsupervised near cooking and heating sources Parents who are unable to access mainstream fire safety information due to their cultural and linguistic background Higher risk due to their access to cigarette lighters, matches, candles and other sources of ignition. People who experience social and financial disadvantage Consider fire safety to be a low priority. Use old appliances , which are unsafe Participate in activities that increase their fire risk

People who are afflicted by alcohol and other drugs Fail to properly extinguish butts Have a diminished capacity to identify if a fire has started Be unable to evacuate safely in a fire
Why smoke alarm is important Smoke alarms save lives and protect property from the powerful destruction of fire. Every year many more injured from house fires where no smoke alarms were installed.
Smoke alarm placement A smoke alarm should be installed in homes on the ceiling away from a wall. Outside bedroom area or sleeping area Where the primary carer sleep in separate room, outside the room where the primary carer sleeps. Where a person sleeps with the door closed, inside the bedroom. Between kitchen , living areas and bedrooms Common hallway that connects bedrooms At separate ends of the house if sleeping areas exist in both areas.
Installation Advice client to test their smoke alarm once a month by pressing the test button with a broom handle to make sure the battery and the alarm sounder are operating. Dust or vacuum around the smoke alarm vents once a year in accordance with the manufacturer’s instructions. Notice that a client’s smoke alarm is not working. Change their smoke alarm battery once a year at a designated time such as the end of daylight saving.
Maintenance It is important that all smoke alarms are tested and batteries replaced on a regular basis. Smoke alarms have a limited working life and need to be replaced every 10 years to provide adequate protection for your home and family.

Part B

1. Research and access the following legislation, in relevance to promoting and providing healthy food and drinks: the National Quality Framework the National Quality Standards the relevant approved learning framework Guidance: Once you have done the appropriate research, fill out the table below in the spaces provided.

a. Under the NQS there are a number of standards that are relevant to promoting and providing healthy food and drinks in an Early Childhood Education and Care service. What are the main Standards and regulations that support this?
Each child’s health is promoted Each Child’s health needs are supported 2.2 Healthy eating and physical activity are embedded I the program for children. 2.2.1. Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.
b. Where can you access the “Get up and Grow” resources for promoting and providing healthy food and drinks Get up and grow directors book Get up and grow family book Get up and Grow resources can be accessed online at http://www.health.gov.au/internet/main/ … -resources
c. Where can you access the “Australian Dietary Guidelines” The Australian Dietary Guidelines can be accessed online at http://www.eatforhealth.gov.au/guidelin … guidelines
2. Describe two (2) different activities you can do with children to help them learn about healthy eating.

i. Food balance game. This game allows children to choose healthy foods from the five food groups for meals and Snacks for the whole day.
ii. Create a vegetable person Create a ‘vegetable person’ using real vegetables or pictures of vegetables. Help children use toothpicks to make their vegetable person stand up and be three dimensional. If using real vegetables, encourage children to eat their vegetable person for morning or afternoon tea
3. Describe how you can ensure children are provided with sufficient healthy food and water in the below situations: Meals are provided for the children by the centre Families provide food for the children Guidance: In your answers, discuss how you will ensure individual children’s dietary and calorie intake needs are met.

a) How you can ensure meals are provided for the children by the center How will you ensure individual children’s dietary and calorie intake needs are met by these meals?

Child care need to provide regular healthy meals, snacks and drinks, this can be done by ensuring the center has healthy eating policies and healthy menu plans, suitable to the developmental stages of different age groups. Children with special dietary needs should be taken into consideration and catered for. Healthy fluids should not only be provided at meal times but available throughout the day
a) How you can ensure families provide food for the children How will you ensure individual children’s dietary and calorie intake needs are met by the food provided by the family? Ensuring families follow the current centre policies e.g. water only -Encouraging families that the food provided is consistent with – Australian government guidelines get up and grow: Healthy Eating and physical Activity for Early Childhood -Discussing the importance of the correct age dietary intake for healthy growth and development -Nutrition websites -Pamphlets -Discussing/information relating to the dangers of unhealthy food
4. As a childcare worker, it is important to act as a role model in implementing healthy eating and nutrition practices during meal times. Explain why it is important to interact with children during mealtimes. Describe four (4) ways you can ensure that furniture and utensils are suitable to encourage children to be positively involved in, and enjoy mealtimes.

a) Why is it important to interact with children during meal times? Mealtimes provide an opportunity for children to develop good eating behaviors, as well as learn about nutrition and food variety. They are also an important time for social interaction. It is important to sit with children at meal and snack times, and talk with them in a relaxed way.
b1) Have table and chairs that suit children, Low child’s table and chairs, and join them at their level. b2) Plastic plates b3) Plastic knives and forks b4) Plastic cups
5. List three (3) strategies you could use to help educate families about healthy eating. Guidance: Provide an example of one of the strategies you suggested.

Strategies for educating families about healthy eating To achieve and maintain a healthy weight, be physically active and choose amounts of nutritious which need to meet their energy needs Enjoy a wide variety of nutritious foods from these five food groups every day Limit intake of foods containing saturated fat, added salt, added sugar and alcohol.


6. In a child care service, you will need to cater for children’s individual dietary needs. Explain how the centre obtains information regarding children’s specific dietary needs, food allergies or intolerances and who the information comes from. Once this information has been obtained, describe the process for identifying children who have specific dietary needs, food allergies or intolerances. Explain why it is important that these children be identified. Explain what you would do if there was no policy to identify, manage and monitor children who have special dietary needs.

a) Centre need to arrange record the child’s name and their individual diet needs on a “food considerations” form, they also can include the child’s photo on this form, in addition to that most important thing to include the allergies or intolerance as well.
b) Once completed the above process that updated form should be given to the cook in the kitchen so they are aware and can make alternative arrangements and also a copy can be given to the educators within the room, this should then be placed in the child’s individual file
c) Some children may have very specific food requirements due to issues such as allergies/food intolerance, cultural background or their family’s lifestyle preferences.
d)
7. Describe how children’s oral health, including signs of tooth decay impacts on their general health and well-being.

Poor oral health at a young age can have serious consequences. Imagine the pain and difficulty involved in eating with cavity-stricken teeth Poor nutrition caused by a child’s inability to properly chew and extract the maximum nutrients from food is often understated.
Children who cannot properly chew their food tend to “gulp” their food, which dramatically affects weight gain and thus self-esteem. Again, the medical, social, and psychological effects of these problems are apparent.
Learning suffers due to lack of mental acuity and concentration, not to mention the negative psychological effect of not being able to keep up with the rest of the class. Children may become withdrawn. Consequently, their social experiences may be minimized.

8. Answer the following questions: Describe the recommended steps in preparing formula. What are the ‘Standards of Infant formula’ in Australia? What is the WHO code and how does it affect staff in an Early Childhood Education and Care service? What are the recommended sterilisation methods for preparing infant feeding equipment? What are the recommended formula requirements for feeding infants? Allergies and food reactions in infants and children are common and may be associated with a variety of foods including adapted cow’s milk formula. Parents often consider using special infant formulas for preventing or treating allergic disorders. What types of formula are available in these circumstances and are they effective in reducing allergic reactions? What are the recommendations for minimising the risk of allergy in infants with a family history of allergies?
a) Recommended steps in preparing formula 1. Wash baby bottles before every use in hot, soapy water. Rinse thoroughly. 2. Sterilise bottles and teats. Boil bottle, teat and ring in water for five minutes. 3. Keep children away from boiling water. To avoid scalding yourself, let equipment cool in the pot until you can touch it
b) Standards of Infant formula’ in Australia Australia New Zealand Food Standards Code – Standard 2.9.1 – Infant Formula Products This Standard provides for the compositional, and labelling requirements for foods intended or represented for use as a substitute for breast milk, herein referred to as ‘infant formula products’. This Standard applies to all infant formula products whether in powder, liquid concentrate or ‘ready to drink’ forms.
c) What is the WHO code and how does it affect staff in an Early Childhood Education and Care service? The WHO Code is the abbreviated name for the International Code of Marketing Breastmilk Substitutes developed in 1981 by the General Assembly of the World Health Organization. The staff of childhood education centers need to make sure that the mothers are given the opportunity to feed their child the way they wish (breastfeeding or bottle feeding). There should be a special, private room where mothers can feed their babies if breast feeder and childcare worker need to follow the instructions when the child is on formula milk.
d) Recommended sterilisation methods for preparing infant feeding equipment List the steps of the different methods. Place clean bottles, teats, caps and utensils in a large saucepan on the back burner of the stove. Add enough water to cover all the equipment, making sure there are no air bubbles. Bring water to the boil, and boil rapidly for 5 minutes. Turn off the stove and allow the water to cool down.
e) Age of baby Approximate formula requirements for infants Days 1-4 Commence at 30–60 mL/kg/day and increase over the next few days Day 5-3 months 150 mL/kg/day Some infants, especially those who were preterm, will require up to 180–200 mL/kg/day 3 to 6 months 120 mL/kg/day 6 to 12 months 100 mL/kg/day Some infants may reduce to 90 mL/kg/day Infants of this age also take solid foods

f) Types of formula available for treating or preventing allergic reactions Are they effective in treating allergic reactions? Soy-based formula – Hypoallergenic formulas (protein hydrolysate formulas) – Lactose-free formulas – Special formulas prescribed by your doctor e.g. reflux formulas. The variety of formulas are effective, although ensuring you use the correct formula for the particular affecting allergy is a must
g) Recommendations for minimising the risk of allergy in infants with a family history of allergies If the infant has a family history of allergies, it’s recommended that you breastfeed your baby exclusively for the first six months. If you’re not breastfeeding, ask your doctor, or clinic for advice on what kind of formula to give your baby.
9. Consider a mother who wants to continue breastfeeding her baby whilst attending your child care service.
Suggest 3 ways you can support the mother breastfeeding her baby at your child care service.

a1. Provide a comfortable and private place at the centre for the mother to either feed or express a2. Let the family know that the centre is supportive of breastfeeding a3. Ensure the centre has procedures in place for storing and handling breast milk and feeding breastfed infants.
Explain the benefits of breastfeeding.

b. Benefits of breastfeeding Breast milk contains antibodies that help your baby fight off viruses and bacteria. Breastfeeding lowers your baby’s risk of having asthma or allergies. Plus, babies who are breastfed exclusively for the first 6 months, without any formula, have fewer ear infections, respiratory illnesses.
What are the recommended steps for storing breast milk under the Infant Feeding Guidelines?

c. Recommended steps for storing breast milk under the Infant Feeding Guidelines Wash hands thoroughly with soap and water – hands must be thoroughly dried With a clean towel, single use towel or hand dryer. Refrigerate or freeze milk after expressing Use fresh milk whenever possible Freeze milk that will not be used within 2 days Date the container at the time of collection and use the oldest milk first
Complete the table below:

Breast milk status Storage at room temperature (26°C or lower) Storage in refrigerator (5°C or lower) Storage in freezer
Freshly expressed into sterile container 6–8 hrs (26ºC or lower). If refrigeration is available store milk there No more than 72 hours. Store in back, where it is coldest 2 weeks in freezer compartment inside refrigerator (-15°C)
3 months in freezer section of refrigerator with separate door (–18°C)
6–12 months in deep freeze (–20°C**
Previously frozen (thawed) 4 hours or less (I e the next feeding) Store in refrigerator 24 hours Do not refreeze
Thawed outside refrigerator in warm water For completion of feeding Hold for 4 hours or until next feeding Do not refreeze
Infant has begun feeding
Only for completion of feeding, then discard Discard Discard
10. List the three (3) key points to consider when introducing solid foods to infants.

i Introduce purees ii. Introduce lumps iii. Finger foods
11. Describe two (2) ways you, as an assistant educator, can contribute to the healthy eating/nutrition policies and procedures at your child care service.

i. I can help child care educators in sitting with children during meal times and making them relax and discuss the importance of healthy eating. ii. I can avoid eating unhealthy snacks and role model appropriate table manners in front of the children.
12. Safe food handling is paramount in Early Childhood education and care services. Describe the clothing/PPE that must be worn when preparing food. Guidance: At least two (2) must be provided. List three (3) personal health symptoms that would prevent you from preparing food at a centre. Provide a list of eight (8) procedures you need to follow to ensure you prepare food safely. Explain how you would respond if you saw a colleague not following safe food handling practices.

a) Personal protective equipment that must be worn when preparing food. Two cloths are apron and glues are very important.
b1) vomiting b2) diarrhoea b3) sore throat with a fever
c1) building requirements of kitchens and food preparation facilities c2) equipment requirements of food preparation areas within the centre c3) policies and procedures required for the centre in relation to food handling and practices. c4) maintain the cleanliness and tidiness of all areas for food handling, preparation and storage c5) comply with personal hygiene standards c6) comply with workplace measures to prevent pests entering food premises c7) identify and report any indicators of pest presence c8) dispose of food safely, according to food safety program requirements.
To be explained to colleague the correct procedures which must be followed-up under food handling and practices for serving food to children as it very strict to protect children by personal hygiene issues. Also need to follow-up to keep observation to ensure that colleague is succeeding, otherwise an alternative action to be taken by informing to child centre administration.
13. Below are dietary guides of two foods. Write a paragraph to explain which food is the healthier choice. Guidance: From the two options, pick the healthier choice in respect to: i. Saturated Fat Content ii. Salt Content iii. Sugar Content iv. Fibre Content


NUTRITIONAL INFORMATION




NUTRITIONAL INFORMATION KELLOGG’S NUTRI-GRAIN AVERAGE SERVINGS SIZE = 30g RICE Cakes 150g AVERAGE SERVINGS PER PACKAGE = 12.5 SERVING SIZE (3 cakes) = 27g
Average Quantity per Serving

Average Quantity per Serving ENERGY 480kJ ENERGY 578kJ PROTEIN 6.6g PROTEIN 1.2g CARBOHYDRATE 20.8g GLUTEN NIL SUGARS 9.6g
CARBOHYDRATE 26.5g FAT 0.2g SUGARS 0.1g SATURATED <0.1g FAT 0.4g DIETARY FIBRE 0.8g SATURATED 0.1g SODIUM 180mg TRANSFATS NIL POTASSIUM 44mg DIETARY FIBRE 3.6g

SODIUM 27mg

POTASSIUM 40mg
Rice cakes 150g is the healthy choice as it shows less sugar and less salt. This chart shows high fibre and young children need lots of fibre for their development.
14. List four (4) procedures that should be in place to protect children from exposure to food allergens.

i. Teaching children not to eat other children foods ii. Supporting the child with allergies and allowing them to only eat food prepared and or checked by their parents iii. Ensuring that both adults and children wash their hands before and after eating iv. Educating all children about food allergy
15. What are the ‘Five Guidelines’ from the Australian Dietary Guidelines?

1. To achieve and maintain a healthy weight, be physically active and choose amounts of nutritious food and drinks to meet your energy needs. 2. Enjoy a wide variety of nutritious foods from these five food groups every day. 3. Limit intake of foods containing saturated fat, added salt, added sugars and alcohol. 4. Encourage and support breastfeeding. 5. Care for your food and store it safely.
16. Label the different sections of the graph below indicating the recommended portions of food groups we should eat each day. Guidance: This graph was sourced from “The Australian Guide to Healthy Eating”

1 Vegetables and legumes/beans
5 1
4 3 2
2 Fruit
3 Milk, yoghurt, cheese and/or alternatives, mostly reduced fat
4 Lean meats and poultry, fish, eggs, tofu, nuts and seeds and legumes/beans
5 Grain (cereal) foods, mostly wholegrain and/or high cereal fibre varieties.
17. From the table below determine the minimum number of daily serves for each of the selected children.



How many daily sample serves of Meat, Fish, and Poultry should be provided to a five year old child? How many daily sample serves of Bread should be provided to a ten year old child? How many daily sample serves of Fruit should a Breastfeeding Women have?

a) 0.5 Serves
b) 3 Serves
c) 5 Serves
18. The United Nations Convention on the Rights of the Child and the ECA Code of Ethics relate to codes of practice that should be followed when working with children. a) Outline the section in the United Nations Convention on the Rights of the Child that refers to ensuring children’s health and safety, in relation to food and water. b) Outline the section in the ECA Code of Ethics that relates to creating safe and healthy environments for children. Guidance: Refer to the United Nations Rights of the Child website and the ECA Code of Ethics website.

a) United Nations Convention on the Rights of the Child Article 6 (Survival and development): Children have the right to live. Governments should ensure that children survive and develop healthily.
b) ECA Code of Ethics Article 24 (Health and health services): Children have the right to good quality health care – the best health care possible – to safe drinking water, nutritious food, a clean and safe environment, and information to help them stay healthy. Rich countries should help poorer countries achieve this. Article 27 (Adequate standard of living): Children have the right to a standard of living that is good enough to meet their physical and mental needs. Governments should help families and guardians who cannot afford to provide this, particularly with regard to food, clothing and housing.
19. Give an example of each of the points below and describe in your own words why it is important to address the individual dietary needs and preferences of children in respect to: a) specific cultural requirements b) religious requirements c) health requirements

a) People from different cultural backgrounds eat different foods. The ingredients, methods of preparation, preservation techniques, and types of food eaten at different meals vary among cultures.


b) For religious requirement it is important for many of the same reasons as cultural requirement. Showing acceptance and encouraging religious beliefs to give them a sense of belonging as well as acceptance and encouragement of following parent’s requests. This also shows a sense of acceptance of the parent’s religious beliefs.
c) It is very important because if a child is given something that they are allergic to it can cause a reaction. If parents have just requested to not give them particular food for health reasons it should follow-up strictly to ensure not to give that food. The child may also not be allowed to have types of food because it causes them to become extra hyper which can cause a child to misbehave.

Part C

1. In the following table, name the relevant legislations, regulations, codes and standards and how they impact on WHS/OHS in the workplace: a) The act b) workplace regulations, c) codes of practice d) industry standards e) State/territory WHS authorities f) Rights and responsibilities of employers and workers g) duty of care h) Hazardous manual tasks i) Infection control j) Policies and procedures in Early Childhood Education and Care


How it Impacts on WHS/OHS in the Workplace
a) Work Health and Safety Act 2011 (NSW). The objective of “The Act” is to provide for a balanced and nationally consistent framework to secure the health and safety of workers and workplace by. – Protecting Workers – Provide for fair and effective work place representations – Promoting the provision of advice, information and education – Provide frame work – Maintain laws relating to work health and safety
b) Workplace Regulations are set out of specific rules and standards regarding hazards or risks that must be followed; non-compliance can result in – prosecution, – a prohibition notice, – an improvement notice, and – in some states, on the spot fines
c) A Code of Practice is a practical guide to achieve the standards of health and safety required under the model Work Health and Safety (WHS) Act and model WHS Regulations. Codes of Practice provide duty holders with guidance on effective ways to manage work health and safety risks.
d)
i. Australia standards system is made up of national organisations complied by legal authorities. It is responsible for accreditation and certification of bodies for management system. Industry standards are met, usually by non-government standards organisation charged by the Australian government to meet Australias need for contemporary, nationally aligned standards and related services. Examples can be – Scheme System for Child Care Centres – Accreditation of Child Care education providers
f)

Employers – Rights Determine whether the person can perform the inherent Requirements of the job. Identify any reasonable adjustments may be needed Establish facts for entitlements such as sick leave, Superannuation and other insurances. Employers – Responsibilities Provide equal opportunities Provide safe work place Protect employees privacy Prevent harassment Workers – Rights Rights for anti-discrimination. Rights for privacy Rights to healthy safe work place Workers – Responsibilities i. Identify of the job requested is reasonable. ii. Notify work relates incidents iii. Must cooperate with employer in matters of health and safety
g) Duty of care
Give 3 examples.


i.       ii.       iii.      
h) Hazardous manual tasks
Give 3 examples.
i. repetitive or sustained force ii. high or sudden force iii. repetitive movement
i) Infection control Infection Control in a health care facility is the prevention of the spread of microorganisms from: • Patient to patient • Patient to Staff member • Staff member to patient
j) Policies/ Procedures
Give 3 examples.
i.       ii.       iii.      
2. It is important that you can identify hazards in an Early Childhood Education and Care service. What is the definition of a hazard? What is hazard identification? Name five (5) common workplace hazards relevant to Early Childhood Education and Care. Describe two (2) workplace procedures for hazard identification. Give two (2) examples of hazardous manual handling tasks.

a) A hazard is anything that could hurt someone else. Dictionary defines hazard as “a danger or risk” which helps explain why many people Use the terms interchangeably. There are many definitions for hazard. Most common definition When talking about workplace health and safety. A hazard is any source of potential damage.








b) During work experience, you must remain alert to anything that may be dangerous. If you see, hear or smell anything odd, take note. If you think it could be a hazard, tell someone.

c1) • Broken toys- can cut or hurt a child and cause more damage. c2) • Sliding door- fingers can get caught. c3) • Not wearing a hat- sun burn dehydration, heat stroke c4) • Heater- a child can get burnt by the heater a heater can also cause fires. c5) • Chemicals- children can drink them get chemical burns from then.
d1)
e1)       e2)      
3. Answer the following questions about risk. a) Provide the definition of a risk. b) Describe the risk involved with one of the hazard examples you provided in question 2c above and how you would manage that risk.

a) a situation involving exposure to danger.
b)      
4. It is every educator’s responsibility to help ensure the environment is safe for themselves, their colleagues and the children, and visitors attending the centre. Give three (3) examples of how you can fulfil this responsibility.

i.       ii.       iii.      
5. Identify two (2) ways you can stay up-to-date with Workplace Health and Safety information.

i. Work Safe regularly run free events and work safe week events. ii. newsletters
6. Review the environment in this picture. Complete the following table to identify 3 of the hazards present in this indoor environment:

Identified hazard Associated risk Severity of risk Control and reporting
Scissors scissor left on table children could cut their skin Remove and store in correct place
Bin Bin without lid Infection could spread from place the bin with lid
Chair chair in pathway trip hazard Remove the chair from pathway and place at Appropriate place.
7. Complete the following table in relation to three (3) of the hazards present in the outdoor environment pictured:


Identified hazard Associated risk Severity of risk Control and reporting

                 
Cleaning product (mop) Children can touch it chemicle Keep it proper please
gate Children can go outside Trip hazard Close the gate every time
8. Complete the following table in relation to three (3) of the

hazards present in the storage environment pictured:
Identified hazard Associated risk Severity of risk Control and reporting
                       
                       
                       
9. Identify the following safety signage and their meanings: a) Dangerous goods classifications. b) Common first aid and safety signage.

a) Dangerous goods classifications
i. ii. iii.
Explosive Flammable Oxidising
iv. v. vi.
Gases under pressure Acute toxicity Health hazards
vii. viii. ix.
Corrosive Chronic health hazards Environmental
b) Common first aid and safety signage
x. xi. xii.
Automated External Defibrillator Emergency Breathing Apparatus Emergency Eye washer
xiii. xiv. xv.
Emergency Shower Emergency Stretcher Emergency Phone
xvi. xvii. xviii.
First Aid Electrical Hazard Biochemical Hazard
xix. xx. xxi.
Beware of lifting Beware of Vehicles/Traffic Radiation
xxii. xxiii. xxiv.
Poisonous Materials Slip Hazard Trip Fall Hazard
xxv. xxvi. xxvii.
Beware steps Beware Pedestrians Beware Wet Paint
xxviii. xxix. xxx.
Fire Blankat Fire Telephone Fire Hose Reel
xxxi. xxxii. xxxiii.
Fire Hose Reel Fire Equipment Fire Stairs
xxxiv. xxxv. xxxvi.
Earmuffs must be Worn Protective Eye wear must be Worn all the times Face Masks must be worn
xxxvii. xxxviii. xxxix.
Child Supervision required Gloves must be worn Must remain locked at all times
xl. xli. xlii.
Safety Clothing must be worn Safety vest required No Alcoholic Beverages
xliii. xliv. xlv.
No unauthorised Access No Cameras No smoking
xlvi. xlvii. xlviii.
Drinkable water Non Drinkable water Fire Extiguisher
xlix. l. li.
Fire Exit direction Wheelchair access No sharp needles
10. As a child care worker, you will need to participate in regular emergency and evacuation drills. List two (2) different types of emergencies that may occur at your centre and describe what would need to occur to keep the children safe and secure. Guidance: If you are not currently working at a child care service, refer to the Emergency Management Plan for Sparkling Stars Childcare Centre. Sparkling Stars Childcare Centre (Username: learner Password: studyhard) Describe an evacuation procedure at the centre. Provide a brief description of how you could discuss fire evacuations with children.

a1) Bush fire in the area a2) Water begins to enter the building – Flood
Evacuation procedure at the centre due to bush fire in the area If educators or other staff become aware of a bush fire in the area: Move all children and educators inside the building. Close all doors and windows. Turn off air conditioning units. Administrative staff to listen to radio broadcasts to get updates Nominated Supervisor to contact concerned Fire Control team Educators to ensure children have plenty of drinking water available Also need to monitor children who suffer from asthma. Prepare for possible evacuation by dressing children in protective long sleeved clothing and hats when possible. Prepare a wet face washer for each child, educator and other staff to cover their mouth and nose if possible Prepare a wet face washer for each child, educator and other staff to cover their mouth and nose if possible. An Emergency Kit should be prepared for staff to take during the evacuation. It should include: • First aid kit, torch • Note pad and pens • Scissors, whistle • Mobile telephone • Spare keys to the building • Daily attendance records of children, staff and visitors, • Emergency contact details (telephone numbers) for parents • Water, bottles, nappies, wipes etc. • Spare clothes • Telephone number of nominated person for emergency contact for staff, • Telephone number for management, owner, and licensing authority.











Evacuation procedure at the centre due to water begins to enter the building – Flood. Move all children and educators inside the building. Close all doors and windows. Nominated Supervisor to contact ‘Local Emergency Management Plan’ Administrative staff to listen to radio broadcasts to warn of imminent danger Move children to ‘Dry Zone’ within the building if possible. Educators to place towels in plastic bags and pack around doors and windows.
c) Discussing fire evacuations with children It can let children to know about what an evacuation is, what will happen during the evacuation and why you will be doing the evacuation. There should be easy and good methods to deliver above instructions to children like video records, Once the children understand what is happening they will more likely be confident in completely the task.
11. There are a number of Workplace policies and procedures that will relate to WHS. Fill out the table below, identifying the main policy that would be observed in a centre and one (1) practice for each.

Area Policy Practice
Child Protection Child protection policy If a staff member suspects that a child may be at risk of abuse or neglect within their family environment, she or he will discuss the situation with his/her supervisor immediately.
Supervision of Children Services have a responsibility to protect the health and safety of each individual at all times Ensuring that children are supervised at all times Considering the design and arrangement of children’s environments to support active supervision Using supervision skills to reduce or prevent injury or incident to children Acknowledging and understanding when supervision is required for high risk experiences and/or the ratio of adults to children is increased
Provision of Food Ensure foods and beverages have a reduced risk of choking Families will be provided with daily information about their child’s food and beverage intake and related experiences. Guidelines to ensure the provision of food and beverages is nutritious and adequate in quantity.
Hygiene and cleanliness Promoting a healthy and safe environment in which to play and work. All educators and staff will be fully informed about their responsibilities to implement and adhere. Toys, equipment and dress up clothes will be washed regularly. Toys in the babies’ room will not be shared in order to protect babies against the spread of infection. The sharing of toys will be limited when children are not toilet trained, and/or are mouthing, to reduce the spread of infection. Surfaces will be cleaned with detergent and warm water after each activity and all surfaces cleaned thoroughly, daily. Floors in all rooms will be swept / vacuumed and Bottles, dummies and teats will be cleaned with detergent and warm water and rinsed after each use. Each child will be provided with their own drinking and eating utensils at each mealtime. Educators will ensure that children do not eat food that: Has been dropped on the floor or; Has been handled by another child Any animal or bird kept in the centre will be kept in an area that is separate and apart from any area used by children. Children will be supervised by an adult during contact with animals and discouraged from putting their faces close to animals. Children are not to eat and drink while interacting with animals.
Children’s Medications The centre will facilitate effective care and health management of children who are taking medications for health problems, prevention and management of acute episodes of illness or medical emergencies by the safe administration of medication and compliance with the regulations. Authority must be obtained from a parent or legal guardian before
If at all possible all medication should be administered at home. Medication will only be administered when accompanied by a medical consent form completed by parent or legal guardian. Medication will only be administered to a child from its original packaging. Medication is not to be administered if 1. it is out of date 2. incorrect name appears on the bottle 3. the bottle has no label Medication must be given directly to a staff member and not left in bags or lockers
Ill Children Children may often be well at the start of the day and become ill quite quickly during the day. Educators and other staff need to be responsive to symptoms of illness in children, especially those who are unable to indicate that they are unwell.






Procedure for Dealing with Children who become Ill at the Service Take the child’s temperature. If the child has a temperature higher than 37.8°C refer to The Procedure for Dealing with a High Temperature (see page 4). Inform the Nominated Supervisor of the child’s condition. Inform the Parents/Guardians/Emergency Contacts of the child’s health status. Place Illness details into the Illness Register
Preventing accidents It is the responsibility of all staff members to increase and encourage parent/guardian family awareness of accident prevention. Staff will record all injuries or illness in the centre’s accident/illness record within and accepted time frame. Detailed entered will include: date, time, place of incident, injury or condition brief of description of events adult witness any anticipated treatment or outcome.
Asthma/Anaphalxsis The aim of this policy is to: Minimise the risk of an anaphylactic reaction occurring at the child care service. Asthma medication to be given through nebulizer or spacer depending on doctor’s instruction.
Fire Emergency Staff are to be aware of the centre evacuation procedure and note where evacuation plans are throughout the centre. Move all children and educators inside the building. Close all doors and windows. Turn off air conditioning units. Administrative staff to listen to radio broadcasts to get updates Nominated Supervisor to contact concerned Fire Control team Educators to ensure children have plenty of drinking water available

Case Studies – Part A

You are the assistant educator in the Kindy room at Sparkling Stars Childcare Centre. You can find out more about Sparkling Stars at their website:

Sparkling Stars Childcare Centre

(Username: learner Password: studyhard)

In the coming weeks, you will be taking the children on an excursion to see a play at a local theatre, requiring travel by bus to a local mountain resort where the theatre is located, along with some walking near busy roads at the entrance to the resort.

Your Group Leader has asked you to suggest some ideas of ways you could help the children learn about travel and road safety before they go on the excursion.Case Study One

Develop a plan relating to safe workplace policies and procedures relevant to the excursion.

I would suggest that a risk assessment form be completed prior to seeking authorization for the excursion. Once completed, and after authorization was approved, the Group Leader need to teach the children basic road safety through storytelling, pretend play, role play, games, etc. Using the Excursion Risk Assessment Form, we must take into consideration the following :- i. Any risk that the excursion may pose to the safety, health and wellbeing of any child and identify how these risks will be managed and minimised. ii. Any water hazards. iii. Any risks associated with water-based activities. iv. Transportation (to and from). Buses – ensure that the seating capacity as displayed on the compliance plate is not exceeded. All children must sit on seats, preferably with, or close to, an adult. Seat belt guidelines must be followed depending on the bus. If the bus has seat belts, they must be worn at all times. v. The ratio of adults and children which must comply with the ratios in the Staffing Arrangements Policy. vi. Specialised skills required (such as life-saving skills). vii. Proposed activities. viii. Proposed duration. ix. Any medical conditions that need to be considered and managed for each child with specific health needs.

You have been assigned the task of devising a menu at Sparkling Stars Childcare Centre. You can find out more about Sparkling Stars at their website:

Sparkling Stars Childcare Centre

(Username: learner Password: studyhard)

Sparkling Stars Childcare Centre has a general menu designed for children over the age of five. However it does not take into account younger children. You have been assigned the task of developing a menu suitable for younger children.

Devise a 2 week menu (Monday to Friday), suitable for children aged 3-5 years that caters for morning tea, lunch, afternoon tea, late afternoon snack and drinks.  Your menu needs to be suitable for use in a child care setting and include the following:

50-75% of the recommended number of serves for each food group each day

A variety of ingredients and textures

A range of foods from different cultures

One red meat-free day per week

Vegetarian options for each meal period

No repetition of menu items (excluding drinks)

Please view the scenario and required templates here:

Sparkling Stars Childcare Centre Brief for Two Week Menu

(Username: learner Password: studyhard)

You are required to:

a) Present your menu in an attractive, easy-to read format and submit it.

b) Choose an item from your menu that contains an ingredient that may trigger a reaction from a child who has coeliac disease. Submit the recipe for that menu item.

c) Alter the recipe for the menu item so that it would be suitable for a child with coeliac disease.

d) Pick one lunch offering and explain how this meets the Australian Dietary Guidelines.Case Study Two

a) Filename:      
b) Filename:      
c) Filename:       You response for this task may be placed in the same file/ document as your response in task (b) above. (In which case, simply write the same file name.)
d)      

Case Study Three

This scenario involves Sparkling Stars Childcare Centre. You can find out more about Sparkling Stars at their website:

Sparkling Stars Childcare Centre

(Username: learner Password: studyhard)

Trang is working as an assistant educator in the Sparkling Stars Early Childhood Education and Care Centre observing a group of children in the outdoor play area and notices that four of the boys are running around screaming. She monitors their behaviour for any unsafe activity but besides being very noisy their behaviour is safe.

After a few minutes of doing this the boys start pushing each other. Trang quickly tries to intervene but unfortunately Simon pushes Isaac too hard and he falls, tripping over the step rail surrounding the sand pit. You rush over and notice Isaac, holding his left arm and huffing and puffing strangely but appears to be unhurt, the next thing Trang hears is Isaac screaming as he realises there is blood on his fingers. Trang approaches Isaac to inspect his arm. She notices that he has an abrasion that is approximately 2 centimetres and a cut that is about half a centimetre.

You must answer the questions below explaining what actions Trang should take in dealing with this situation.

1. What is the immediate action Trang should take? Guidance: Describe what actions should occur if Trang is following the policies and procedures at Sparkling Stars.

     
2. What is the secondary action Trang should take? Guidance: Describe in your own words what actions should occur if Trang identifying the process as described in the policies and procedures at Sparkling Stars.

     
3. Complete the Incident/Accident Report Form located on the Sparkling Stars website and submit it to your assessor. Sparkling Stars Childcare Centre Forms (Username: learner Password: studyhard)

Filename:      
4. If Isaac’s injury had been more severe such as a broken arm or a heavy laceration, what action should Trang take? Guidance: Describe your response in detail

     

Case Studies – Part B


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.

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 Use the template provided in the link below to create your checklist: Sleep and Rest Checklist
Filename:      

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.

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 Block construction Plastic blocks 2 Teddy Bears Picnic picnic rug, soft toy ,toy tea set, 3 Play with playdough rubber stamps, rolling pins , cupcake wrappers and candles

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.

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: 1.1 Your email to Jenny Liberman: To: Jenny Liberman Cc: Michelle Schiffer Subject: Instructions regarding care for Kevin and Tim Attachments: 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 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. Message: Hi jenny I’m sending you Tim and Kevin sleep and rest routine. If you have any question regarding to Tim and Kevin routine plz text me any time thanks my assistant can help you as well.
1.2 Your email to Michelle Schiffer: To: Michelle Schiffer Cc: Jenny Liberman Subject: Instructions regarding care for Kevin and Tim Attachments: 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 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 Message: Hi Michelle I am going on leave for 3 days. I am sending u Tim and Kevin routine. Can u plz help jenny who is taking lead for these days. Thanks.

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.

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: I am very satisfy to work with this profession and expecting to continue working hard passion to develop my future career under same job field. Health and safety is the most important subjects which we need to make maximum attention while working under early childhood care centres, so workers must be worked to develop their skills accordingly. Currently I am in beginner level with professional study stage and keeping hopes to follow-up relevant studies and practical experiences following this course.


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.

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:      

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.

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 I will follow-up to get operational training to prepare my skill to work with them for working alone and, where relevant, in remote locations. Equipment Bottle Feeding Equipment I will ensure to maintain individual feeding bottles for each child and also will study adequate methods to maintain maximum clean tidy status for each feeding bottles. Processes Menu Planning I will go through relevant information and child centre detail records to find best menu plan considering individual, religious and cultural requirements of each child.

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.

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
Filename:      

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 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

Your Task: You know that Sophie 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.
Filename:      
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

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
Filename:      
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 required 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.

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 3.2 provide instructions to the assistant educator on how to administer the first aid medication while you contact the ambulance
Filename:      
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 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.

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 To ensure successful completion of this task, take note of the following guidelines: 1. Have a volunteer act as Billy in the recording 2. Demonstrate how you survey the area and remove the hazard/s immediately 3. Provide first aid intervention for anaphylaxis as prescribed in the anaphylaxis handbook: a. Lay Billy flat. Do not allow him to stand or walk. If breathing is difficult in this position, allow him to sit b. Give EpiPen® (use a makeshift EpiPen®) c. Phone ambulance d. Phone family/emergency contact
Filename:      
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.

Task 1: 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
Filename:      
Task 2: 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 (Guidance: you may use Allergy and Asthma Awareness Policy as reference)
Filename:      
Supplementary Question: The physician prescribed 6ml of diphenhydramine 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:      

Scenario 3: You are preparing snacks for Billy. Below are the food labels of the available snacks:
Snack Option A Snack Option B

3.1 Which of the two snack options is most appropriate for Billy?       Snack option A Snack option B
3.1.1Explain your answer:      
3.2 Supplementary Questions: dietary requirements
3.2.1 Give an example of a common dietary restriction for children with type 1 Diabetes (Juvenile diabetes):      
3.2.2 Give an example of a common dietary restriction for Jewish children:      
3.2.3 Give an example of a common dietary restriction for Muslim children:      

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.

1.1 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 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.
Filename:      


1.2 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
Filename:      

Project: Establish and Maintain A safe and healthy Environment for Children

PART 1 : Review and evaluate performance in establishing and maintaining a safe and healthy environment for children
If you have prior work experience in a childcare centre, you may complete this task reflecting on your experience. If you do not have prior experience working in a childcare centre, you may complete this task after you have been immersed in your vocational work placement. You are required to review/reflect and evaluate both your performance and the service’s implementation of policies and procedures related to the establishment and maintenance of a safe and healthy environment for children attending the centre. To document your evaluation, answer the questions below and provide the information being asked.
In supporting each child’s health and safety needs:
1. WHS policies and procedures are set in the centre you are having your vocational placement with. Yes No
Provide a brief description of the centre’s relevant policies and procedures regarding safety assessments.      
2. Individual medical management plans for children with specific heath care need are in place and readily available at the service. Yes No
Does the service have available individual medical management plan forms for children with a specific health care need? Submit a copy of the blank form and write the filename below. Filename:      
In providing for each child’s comfort:
3. The groupings of children are configured to provide for each child’s comfort and to minimise the risk of overcrowding. Yes No
Does the service have a specific policy or procedure in organising the groupings of children in the centre to minimise risk of overcrowding, to minimise the risk of illness and/or to minimise the risk of injuries? Submit a copy of the centre’s policy or procedure on configuring groupings and write the filename. Filename:      
In promoting and implementing effective hygiene practices:
4. The service accesses information on current hygiene practices. Yes No
Where does the centre get current and up-to-date information on current hygiene practices? Give at least one (1) local council/health organisation/public health unit and one (1) additional resource (website, journals, books, etc.) the centre accesses. You may need to ask your supervisor or other educators for you to be able to complete this question. Local council/health organisation/public health units:       Additional resource:      

Provide one (1) example of the information the centre has currently researched on current hygiene practice from the sources/resources that you have written in the previous question. Give a brief description of the information, for example: “There is new practice on how centres can actively support children to learn hygiene practices using modelling and role playing.”      
In taking steps to control the spread of infectious diseases:
5. Service procedures are followed, in relation to notifying families of illness or injuries that affect children while in education and care. Yes No
Interview an educator or your supervisor in the service who has had experience with notifying parents/primary caregiver/family of an illness or injury that affects one of the children while attending education and care at the centre. Describe the step-by-step procedure the educator/supervisor implemented.      
Obtain a copy of the centre’s procedure in notifying families of illness or injuries that affect children while in education and care. Did the educator/supervisor follow the centre’s procedure? Was there some discrepancy (specify the discrepancy)?      
Submit a copy of the centre’s procedure for your assessor to review. Filename:      
6. Current records of children’s immunisation status are up-to-date and a procedure is in place to maintain the currency. Yes No
Find out how your vocational work placement keep current records of the status of each child’s immunisations.
Does the service have a procedure in place to maintain the currency of immunisation records? Submit a copy of the procedure and write the filename. Filename:      
Does the service have a process for obtaining information from families about their children’s current immunisation status? Describe the process in detail or submit a copy of the service’s written process. Provide the filename below. Filename:            
In ensuring adequate supervision of children:
7. New or relief educators are informed of supervision arrangements and of what they are required to do in relation to supervising children. Yes No
Were you provided with details and responsibilities of supervising children when you started in vocational work placement? Yes No
Briefly describe the details and responsibilities provided to you below.      
Were you given an induction/welcome pack on your first day of work? Yes No
Was the information regarding supervision arrangements and responsibilities included in the induction/welcome pack? Yes No
Scan or take a picture of the page/section in your induction/welcome pack which provides the information regarding supervision arrangements and responsibilities. Submit the scanned document or photo and write the filename below. Filename:      
Were you given a copy of the centre’s supervision policy? Yes No
Submit a copy of the centre’s supervision policy and write the filename below. Filename:      
In ensuring adequate supervision of children:
8. Safety checks are consistently implemented and action is taken as a result of the checks. Yes No
Find out when was the last time your vocational work placement implemented safety checks and took action as a result of the checks. You need to coordinate with your supervisor or with the staff in-charge of doing the safety checks for the service. Fill out the Safety Checks Log provided in Sparkling Stars intranet (Click here). (Username: learner Password: studyhard). In completing the log, you may: Ask for a copy of the safety checks log, report or document the service has. Copy the content needed to complete the log provided, or Consult with the person or staff in-charge of the service’s safety checks and ask him/her about the following: Date of the last safety check Premises/sections/rooms in the service that was checks General remarks and results of the safety checks Areas of concern Actions taken and the date actions are done Date for the next safety checks Once you have completed the log ask your supervisor or the staff you have consulted to fill out the confirmation form at the end of the document. Submit the document to your assessor and provide the filename. Filename:      
9. Basic training and testing on how to move and fit car seats, restraints and booster seats is available to all educators. Yes No
Find out how educators may avail of the basic training and testing on how to move and fit car seats, restraints and booster seats. Write down how and where they can avail of this training and testing in your vocational work placement. You may need to consult your supervisor to be able to complete this task.      
PART 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:
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      
PART 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
Write your email in the space provided below: You do not need to send an actual email to your supervisor.

To:       Subject:       Attachments:       Message:      

Workbook Checklist

When you have completed this assessment workbook, review the candidate’s assessment against the checklist below: The candidate has completed all the assessments in the workbook: Knowledge Assessment Case Studies – Part A Case Studies – Part B Project

(See the following page for a complete list of documents to be submitted with this assessment)

IMPORTANT REMINDER Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.

To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.

Required documents

Case Studies – Part A Case Study Two i. Menu ii. Recipe iii. Alternate Recipe Case Study Three iv. Incident/Accident Report Form Case Studies – Part B Case Study 1 v. Sleep and Rest checklist Case Study 3 Scenario 4 vi. Safety Awareness Poster Case Study 4 Scenario 1 vii. Authorisation to administer medication (Sophie Lancaster) Case Study 4 Scenario 2 viii. Video Task: Sophie’s asthma management plan Case Study 4 Scenario 3 ix. Video Task: Providing first aid to Sophie Case Study 5 Scenario 1 x. Video Task: Responding to Billy’s anaphylactic emergency Case Study 5 Scenario 2 xi. Relevant forms following Billy’s emergency xii. Anaphylaxis Risk Management Plan – Billy Johnson Case Study 6 xiii. Meal plan for Johnny xiv. Breastfeeding guide for Lucas’ mother

Project Part 1 Question 2 xv. Individual medical management plan Part 1 Question 3 xvi. Centre’s policy or procedure on configuring groupings Part 1 Question 6 xvii. Centre’s procedure in notifying families of illness or injuries Part 1 Question 7 xviii. Centre’s procedure to maintain the currency of immunisation records xix. Centre’s process for obtaining information from families about their children’s current immunisation status Part 1 Question 8 xx. Your welcome pack xxi. Centre’s supervision policy Part 1 Question 9 xxii. Safety Checks Log

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