Certificate III in Early Childhood Education & Care
Physical and Emotional Wellbeing
|This workbook belongs to:|
Version 3.1 | Produced 06 July 2021
Copyright © Compliant Learning Resources 2016. This document was developed by Compliant Learning Resources and has been edited and contextualised by Inspire Education RTO 32067 for its student cohorts under license. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of Compliant Learning Resources.
Version control & document history
|Date||Summary of modifications made||Version|
|18 December 2013||Produced final version 1 following assessment validation||1.0|
|16 April 2014||Reworded questions to clarify understanding (Question 1, Case Study 1, Case Study 2)||1.1|
|23 January 2015||Made significant changes to document following validation||2.0|
|18 July 2016||Made minor changes in formatting and wording throughout document||2.1|
|23 August 2017||Added url to hyperlink||2.2|
|17 September 2018||Updated hyperlink for Question 9||2.3|
|25 November 2020||Rebranded and contextualised for Inspire Education use||3.0|
|06 July 2021||Updated links in the following areas:
· KA Question 7 – Healthy Eating for Children and Eat for Health (Educator Guide)
· KA Question 10 – Staying Healthy 5th Edition
· Case Study 2, Task #3 – Sun Protection Poster
TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in Acrobat, you will be directed to the page after clicking on a heading. If you have this document open in Word, you will need to hold down Ctrl (for Windows) or Command ⌘ (for Mac) as you click on the heading for the link to work.
The units of competency specify the standards of performance required in the workplace. This assessment addresses the following unit of competency:
CHCECE003 – Provide care for children
- Provide physical care
- Promote physical activity
- Adapt facilities to ensure access and participation
- Help children with change
- Settle new arrivals
CHCECE005 – Provide care for babies and toddlers
- Promote safe sleep
- Promote positive nappy-changing and toileting experiences
- Promote quality mealtime environments
- Create a healthy and safe supporting environment
- Develop relationships with babies and toddlers
- Develop relationships with families
For complete copies of the above units of competency,
download them from the TGA website
To complete the assessments in this workbook, students need to have access to their learning materials and the Internet. The Click or tap here to enter text. may be completed wholly at the student’s home or chosen place of study.
The associated assessment method in this kit covers all of these components as detailed in the matrix to follow:
|Units of Competency||Units of Competency|
- Knowledge Assessment – Written assessments to test students’ understanding of underpinning knowledge, concepts and/or theories relevant to the units of competency included in this subject.
- Case Study – Detailed scenarios and simulated environments providing all necessary information required to complete relevant tasks and activities.
Assessor to provide:
- Templates needed for tasks such as survey forms and report template.
- Case studies and simulations
- Information about work activities
You will need access to:
- Office equipment and resources
- Computer with internet access
- Word processing computer program that can save and edit these file types:
- MS Office Word file formats (documents)
- PDF file format
- A video recording device
- Friend or family member to assist in minor role-play
The questions in this workbook are divided into two (2) categories:
- Knowledge Assessment
- Case Study
The questions under Knowledge Assessment are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Practical Assessment. You must answer all questions using your own words. However, you may refer to your learner guide and other relevant resources and learning materials to complete this assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place at your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting.
There are instructions in this workbook that will refer you to intranet pages and/or external links. These intranet pages and external links are formatted in Blue Underlined Text or sometimes, these may be indicated by pictures and icons. Hold the Ctrl key (for Windows) or the Command ⌘ key (for Mac) as you click on the text or icon to activate the link.
|TITLE:||Physical and Emotional Wellbeing|
|FIRST AND SURNAME:|
|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.
|1. Access the Australian Children’s Education & Care Quality Authority (ACECQA) website (http://acecqa.gov.au/) and answer the questions below.|
|Browse the Guide to the National Quality Framework document and search for the objectives of the NQF. List the six (6) objectives of the NQF.|
|List the NQS quality areas relevant to the provision of care for babies, toddlers, and children. Use the Guide to the Nationality Quality Standard document as a reference. Your answers must include each quality areas’ focus.|
|2. Access the Australian Children’s Education & Care Quality Authority (ACECQA) website (http://acecqa.gov.au/) and answer the questions below.|
|What is the aim of the EYLF document?|
|Which EYLF outcome best guides early childhood educators in the provision of care for babies, toddlers, and children?|
|Early Years Learning Framework (EYLF) provides guidance to early childhood educators in reinforcing in their daily practice the principles laid out in the United Nations Convention on the Rights of the Child. List the two (2) principles being reinforced by the EYLF.|
|3. What is the fundamental professional responsibility of early childhood professionals according to the Early Childhood Australia’s Code of Ethics?
Guidance: The fundamental professional responsibility of early childhood professionals is mentioned in the Preamble of the Code of Ethics.
|4. Being aware of babies’ and toddlers’ sleeping patterns and routines will help you recognise sleep/rest cues and respond to these cues appropriately. Fill out the table below to show the different sleeping patterns and needed hours of sleep of babies and toddlers. The first row is completed to serve as a guide.|
|Age||Sleep Pattern/s||Needed Hours of Sleep|
||16 to 20 hours per day|
|12 to 24 months|
|5. Complete the table below by providing the possible meaning and appropriate response to the given infant/toddler signs/cues.|
|Sign/Cue||Possible meaning||Appropriate response|
|8-month Noah has woken from his nap and is crying.|
|12-month Briony is sitting at the lunch table, rubbing her eyes and yawning.|
|India, a 6-week infant, suddenly arches her back, throws her head back and spread her arms out and, started crying loudly.|
|20-month old Kyle walks to you crying and pulling his nappy.|
|6. In the table below, list one (1) appropriate interaction for babies and toddlers, which you can use to foster the social development of babies and toddlers.|
|Babies – birth to 12 months|
|Toddlers – 12 to 36 months|
|7. In your role as an Early Childhood Education and Care worker, you need to understand the dietary requirements and nutritional needs of babies and toddlers.|
|What is the perfect food and best source of nutrients for babies to 0 to 6 months?|
|What are the approximated formula requirements for bottle-fed infants? Fill out the table below to show the approximate formula requirements for bottle-fed infants:|
|When is the best time to introduce solid foods to babies?|
|To meet the nutrition and dietary needs of babies 6 months onward, different types and consistency of food should be provided. Identify the type and consistency of food that should be given to the following age groups and give two (2) examples of each food type/consistency.|
|Which foods should be provided to toddlers and which foods should be given in limited amounts?
Guidance: Use the following resource to answer the questions below: Healthy eating for children
|Fill out the table to show the general dietary patterns for toddlers aged 1 to years.
Guidance: Use the following resource to answer the questions below: Eat for Health – Educator Guide
|8. List five (5) food safety guidelines to implement when feeding:
|Food safety guidelines to implement when feeding babies|
|Food safety guidelines to implement when feeding toddlers:|
|9. Carers are also tasked to promote good oral health care of babies and toddlers by implementing oral hygiene practices and healthy eating choices.
The Australian Dental Association (ADA) developed the following guidelines and tips to assist in the care and promotion of good oral health:
Answer the succeeding questions using the above guidelines as references.
|How should you brush a baby’s primary teeth that have just started to appear?|
|What is the proper way of flossing for kids about 2 ½ years old? List the steps.|
|How would you promote babies’ and toddlers’ oral health through diet and nutrition? List two (2) ways.|
|What is the rationale behind restricting (feeding) bottles during meal times only?|
|10. List the two (2) guidelines that can be used by educators as basis for implementing infection control in education and care services.
Guidance: Use Staying Healthy, 5th edition as reference.
|11. What are the most common procedures that can help prevent and control the spread of infections in the childcare service setting?
Guidance: Use Staying Healthy, 5th edition as reference.
|12. Briefly explain why hand hygiene is one of the best ways to minimise the spread of infectious diseases.|
|13. Identify whether the following practices for caring babies are safe or unsafe. Write “S” for safe and “U” for unsafe on the space provided.|
|Putting baby on his or her side or on his or her tummy when sleeping.|
|Giving the baby nacho cheese corn chips for afternoon snacks.|
|a) Tucking the baby securely using lightweight blankets for his nap.|
|b) Reading the instructions carefully when preparing to use a stroller.|
|c) When changing nappy, ensure that the safety catches of nappy with pins are on and pointing away from the baby’s body.|
|d) Practicing hand washing before and after feeding.|
|e) Letting the toddler walk around as he or she eats.|
|14. In order to provide appropriate activities and routines that adequately address babies’ and toddlers’ developmental needs, you must first be aware of their emotional, physical and language development.
Fill out the table with the appropriate milestones that you may observe at a certain age range. List three (3) expectations for each area.
Guidance: Use the Developmental milestones and EYLF-MTOP as a reference.
(Username: learner Password: studyhard)
|Age Range||Emotional Development||Physical Development||Language Development|
|Birth to 4 months|
|4 to 8 months|
|8 to 12 months|
|1 to 2 years|
|2 to 3 years|
|15. Explain the attachment theory. Provide the reference you used in answering this item.|
|16. What is SIDS (Sudden Infant Death Syndrome)? Provide a brief description and give three (3) risk factors.|
|17. Below are descriptions of the brain development of babies from birth to 18 months. Write “True,” if the statement about brain development is correct and “False” if the statement is incorrect.|
|a) Vision is the most mature of the senses at birth to 2 months of age.|
|b) The first sense to develop in newborns is the sense of touch.|
|c) Infants, 2 to 6 months, are already starting to hold their head and chest up when lying on their stomach at this stage.|
|d) 2- to 6-month old babies are now able to scan, track and focus on objects, see in colour and perceive distances.|
|e) 6 to 12 month old babies require repetition of experiences for their reasoning to be developed.|
|f) At 6 to 12 months, social interaction is the least importance form of stimulation babies at this age can receive.|
|g) ‘Deferred imitation’ where a child can recall and imitate an action performed by another person can occur from 12 to 18 months.|
|h) At 12 to 18 months of age, toddlers can already recall actions and events that have occurred in the past few hours or even possible a day earlier.|
|18. As carers, it is important that you are aware of and able to include familiar routines that are practiced by an infant or a toddler’s family.
In the table below, give two (2) examples of practices and routines used by families that you are aware of or have learned about during your vocational placement. On the next column, give the underlying cultural or personal rationale of each practice/routine. An example is provided as your guide.
|Family routine/practice||Cultural or personal rationale behind the practice/routine|
|Feeding the toddler rather than promoting independent eating||Sign of good parenting for some culture|
|19. According to the National Physical Activity Guidelines for Australia, what are the recommendations for physical activity for children:
19.1. Birth to one year
19.2. Toddlers (1 to 3 years) and pre-schoolers (3 to 5 years)
19.3. 5 – 12 years
Guidance: Click here to know more about the National Physical Activity Recommendations for Children.
|20. List five (5) impacts of changes in routines and environment that children may experience.|
|21. All child care centres are required to follow strict sun safety guidelines and have a policy stating the procedures for their centre.
List five (5) ways carers must implement to reduce the risk of sunburn and future skin cancer when children are out exposed in the sun.
|22. List five (5) strategies and routines that you could implement to minimise distress relating to the separation of parent and child.|
|23. Answer the following questions about the basic principles of child physical and emotional development.|
|a) What is a child’s normal direction of growth?|
|b) What is a child’s normal pattern of growth?|
|c) What is the normal directional pattern of physical development of children?|
|d) What is the core relationship supporting a child’s emotional development?|
|e) What other key relationships contribute to the child’s emotional development? Give two (2).|
|24. Fill out the table below with examples of common organisational standards, policies and procedures related to the care of infant, toddlers and children and are relevant to Early Childhood Education and Care. List two (2) of each.
Guidance: Visit Sparkling Stars Childcare Centre and go to the Resources and Policies & Procedures tabs to see examples of relevant standards, policies and procedures.
This assessment supports the industry requirement in providing care for children and providing care for babies and toddlers This assessment will help the candidate demonstrate skill requirements in such situations.
The case studies are hypothetical situations which will not require you to have access to a workplace, although, your past and present work experiences may help with the responses you provide.
Throughout this assessment, you will encounter different instructions prompted by this symbol , other instructions and guidelines, particular to the tasks or steps are in blue boxes. Understand and follow each step carefully to ensure success in all tasks. A list of Evidence to Submit is provided for your guidance.
When you are done with ALL the tasks, submit ALL required files in a *.zip file. Follow this filename format:
[last name]_[first name]_Case Study Files.zip
|1. Geri is an experienced family day care educator. Starting next Monday, Lachie (6 months) will be in care with Geri and 2 other children (aged 3 and 4) 3 days a week. Geri has already collected details about Lachie’s needs, preferences and daily routine from his mother, Sue, and is now thinking about the finishing touches she needs to make in preparation for his arrival.
Once Geri has set up the physical environment to make it welcoming, safe, and secure, she starts thinking about how she will help Sue deal with dropping Lachie off for the first time. Sue and Lachie have come to visit a few times, but this will be the first time she leaves him in Geri’s care. Sue is a young, independent, single mum who is commencing study on a part-time basis. Lachie is her only child.
1.1. List five (5) ways Geri could assist and support Sue and Lachie to manage their first separation.
1.2. Describe a suitable separation routine that Geri could suggest to Sue to manage her and Lachie’s separation.
|Five (5) ways Geri could assist and support Sue and Lachie to manage their first separation|
|Describe a suitable separation routine that Geri could suggest to Sue to manage her and Lachie’s separation.|
|2. Lachie’s first day has arrived and he has successfully settled into care. It is mid-morning and Geri notices that Lachie is rubbing his eyes and is a little unsettled. Knowing that Lachie is almost due for his morning nap, Geri decides it is probably best to change his nappy in preparation for the nap.
2.1. Write a suitable nappy procedure that could be displayed in the changing room for Geri to follow and to ensure that she practices proper hygiene.
2.2. Describe how Geri should interact with Lachie to help build a positive relationship with him while changing his nappy.
|Write a suitable nappy procedure that could be displayed in the changing room for Geri to follow and to ensure that she practices proper hygiene.|
|Describe how Geri should interact with Lachie to help build a positive relationship with him while changing his nappy.|
|3. Geri has organised the environment and is now ready to put Lachie into his cot. He has his comfort item with him, a dummy, and is sucking contentedly.
3.1. What are the steps that Geri must consider when putting Lachie to sleep safely?
3.2. What are the things that Geri should check in order to know that the cot Lachie sleeps on complies with the Australian Standard AS/NZS 2172-2003?
|What are the steps that Geri must consider when putting Lachie to sleep safely?|
|What are the things that Geri should check in order to know that the cot Lachie sleeps on complies with the Australian Standard AS/NZS 2172-2003?|
|4. Lachie sleeps for almost 2 hours but wakes up crying. Geri promptly responds to Lachie’s cries, reassuring him that she is there and that she will give him his lunch after his nappy is changed. Lachie has recently started on solids which Geri will feed to him at this time.
4.1. List four (4) foods that are suitable to feed babies of Lachie’s age.
4.2. Describe how Geri should safely prepare Lachie’s food.
4.3. List the four (4) safety features of a high chair that make it suitable for Geri to use when feeding Lachie his solids.
|List four (4) foods that are suitable to feed babies of Lachie’s age.|
|Describe how Geri should safely prepare Lachie’s food.|
|List the four (4) safety features of a high chair that make it suitable for Geri to use when feeding Lachie his solids.|
|5. Lachie is still hungry after eating his solids so Geri prepares him a bottle of infant formula.
5.1. Write a suitable formula preparation procedure for Geri to follow. You must include the procedures before preparing and the actual procedure of preparing the formula.
5.2. Write a suitable Expressed Breast Milk (EBM) preparation and storage for Geri to follow in case she needs to prepare an EMB for Lachie.
5.3. Describe how Geri should safely store and re-heat bottles that parents have already prepared for their child.
|Write a suitable formula preparation procedure for Geri to follow. You must include the procedure before preparing and the actual procedure of preparing the formula.|
|Write a suitable Expressed Breast Milk (EBM) preparation and storage procedure for Geri to follow in case she needs to prepare an EMB for Lachie.|
|Describe how Geri should safely store and re-heat bottles that parents have already prepared for their child.|
You are done with Case Study 1!
|EVIDENCE TO SUBMIT|
| Written Questions
|The next task involves settling in and interacting with another child in your centre.|
|1. Matthew Young is almost 4 and has just started attending care in your centre. During his transition to care, you have found him to quiet an emotional child—particularly when separating him from his mother, Linda, who also seems to be experiencing difficulty with the process.
1.1. What strategies would you implement during the orientation process to be able to build trusting relationships with Matthew, and his mother Linda? List five (5) strategies.
1.2. As Matthew’s carer in the centre, you must adopt strategies to support his successful settling in. List three (3) settling in strategies that you can use.
|What strategies would you implement during the orientation process to be able to build trusting relationships with Matthew, and his mother Linda? List five (5) strategies.|
|As Matthew’s carer in the centre, you must adopt strategies to support his successful settling in. List three (3) settling in strategies that you can use.|
|2. Matthew comes to the centre in a superhero suit he received as a birthday gift. He clearly loves his suit and wears it all day. He comes to care the following day wearing the same suit. Linda says he refuses to take it off. Because it is becoming quite hot during mid-day, the need to change Matthew’s suit to a more safe and comfortable clothing becomes immediate.
Describe how you would encourage Matthew to take off his superhero suit with minimal emotional upset on his part.
|3. Matthew, together with a group of 4-year-olds, is scheduled to have their outdoor play the following day at 8AM. Before they go out in the outdoor play area, you are to explain to them the importance of sun safety and protection.
Create a poster suitable for 4-year-olds promoting sun safety and protection. In creating the poster:
· Follow the recommendations from the Cancer Council regarding sun safety and protection
· Ensure that the language and images that you use is suitable for 4-year-old children
· You may use any media available (e.g., magazine cut outs, PowerPoint, etc.)
· Size of the poster should be that of an A4 paper (8.27 in x 11.02 in)
· You may create a poster with multiple pages, but limit it to 3 pages only
· Submit the poster to your assessor as part of your assessment
o If you created an actual poster, scan it and submit with this answered workbook
Here is an example of a sun protection poster from the Cancer Council to give you an idea on how to create your poster.
Use the following naming convention to save your poster for submission as shown below:
Guidance: You may also save your poster using other image file types (e.g. .PNG, .pptx, etc.) as long as they can be viewed using Windows programs.
CHC30113-Subject 5-Case Study 2-Poster
You are done with Case Study 2!
|EVIDENCE TO SUBMIT|
| Written Questions
Sun Protection Poster
|Congratulations, you have completed all the tasks in this workbook! Use the next section, Evidence to Submit, to review and prepare for your final submission.|
Make sure that you have everything listed below. You may use the tick boxes to help you mark files ready for submission.
|2||Case Study 1|
|3||Case Study 2|
|4||Sun Protection Poster|
Submit all of the files in a compressed folder (.zip). Follow this filename format:
[last name]_[first name]_Case Study Files.zip
End of Assessment
(For Assessor’s Use ONLY)
|Review the candidate’s assessment against the checklist below:
The candidate has completed all the assessments in the workbook:
The candidate has submitted all of the following evidence:
Case Study 1
Case Study 2
Sun Protection Poster
Candidates must achieve a satisfactory result in 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.
(For Assessor’s Use ONLY)
To the Assessor: Complete the Marking Form provided on the next page to record the assessment outcomes of the candidate. To complete the form:
- Provide all the required details in the Assessment Details Section
- For each unit of competency,
- Tick S (Satisfactory), if the candidate has completed the assessment item according to the marking guide and prescribed benchmark answers.
- Tick NYS (Not Yet Satisfactory), if the candidate has not completed the assessment item according to the marking guide and prescribed benchmark answers.
- Review and confirm that all evidence submissions from the candidate meet the Rules of Evidence. Tick S if satisfactory; otherwise, tick NYS if not yet satisfactory.
- Check all signatures provided by the candidate in their evidence submissions. Confirm if these match the signature the candidate provided to the Training Provided.
- Record all third-party personnel you contacted and provide the other required information.
- In the ‘Overall Result for this Workbook’ section of the form, tick S (Satisfactory), if the candidate has met all requirements in this form and all assessment items have been completed to a satisfactory level, otherwise, tick NYS (Not yet satisfactory).
- Provide other comments and feedback on the candidate’s performance, as necessary.
- Complete the Assessor’s Declaration by filling in your details, date signed, and affixing your signature.
|RTO Contact Number|
|RTO Email Address|
|Unit(s) of Competency||CHCECE003 – Provide care for children
CHCECE005 – Provide care for babies and toddlers
(For Assessor’s Use ONLY)
|Case Study 1||☐||☐|
|Case Study 2||☐||☐|
|Rules of Evidence||S||NYS|
|All knowledge and skills evidence submissions are valid.||☐||☐|
|All knowledge and skills evidence submissions are authentic.||☐||☐|
|All knowledge and skills evidence submissions are sufficient.||☐||☐|
|All knowledge and skills evidence submissions are current.||☐||☐|
|Signature Authentication Checklist
This checklist will guide you in authenticating the signatures provided by the candidate in their assessment workbook and evidence submissions.
Read each checklist item and tick YES only if you confirm that the item is a true and accurate reflection of the signature authentication you have conducted.
|Checklist Item||Check if completed|
|I confirm ALL signatures provided by the candidate in their evidence submissions match with the signature they provided to the Training Provider||☐|
|Third Party Verification Log
Instructions for the Assessor:
You are required to contact all third-party personnel involved in the candidate’s assessment to verify the candidate’s performance and evidence submissions and to confirm with them whether the candidate’s evidence submissions are true and accurate.
Complete this Third-Party Verification Log to document your completion of this process. In completing this log, provide all of the following required information for each third-party personnel:
§ Name of third-party personnel contacted
§ Role in the candidate’s assessment (e.g. workplace supervisor, observer, or learner)
§ Contact details (phone number or email address)
§ Date contacted
You must also confirm that third-party personnel have verified the candidate’s evidence submissions are true and accurate.
|Name of Third-party Contacted||Role in the Candidate’s Assessment||Contact Details (Phone number or email address)||Date contacted||Third-Party verifies evidence submissions of the candidate are true and accurate?|
|Yes ☐ No ☐
|Yes ☐ No ☐
|Yes ☐ No ☐
|Overall Result for this Workbook||S||NYS|
I declare that the results recorded in this Assessment Cluster Final Result Record are a true and accurate record of the candidate’s results for each task.
|Assessor’s Name||Assessor’s Signature
End of Marking Form (For the Assessor’s Use Only)
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