Cert 111 Children Services

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Section 1: Organisation requirements

Q1: Identify and discuss the key requirements of the service/centre policies and
legislations that relate to the performance of a childcare worker role and where/how to
access same.
A child care worker generally cares for children aged 5 and below. In some daycares
facilities, she may also care for school-age children before school, after school and during
school breaks. Requirements for child care workers vary by state. Some national
organizations that offer the Child Development Associate certification offer specific national
competencies for child care teachers.
Classroom Management
A child care worker will take care of a group of children. He must be able to control the
children in the classroom by managing behavior, materials, routines and the physical
environment. A worker must choose age-appropriate and developmentally appropriate
methods to control behavior.
Safe Environment
Parents and guardians expect a child care worker to provide excellent care in their
absence, so a child care worker needs some knowledge of early childhood
development. Providing proper care requires an adult to use her hands appropriately
in assisting children with self-care tasks (such as potty training, eating, drinking,
diapering and washing hands). She also must direct what children do in the physical
environment, including using materials and toys etc.
Communication
Another key competency is the ability to communicate effectively, especially with

small children. A child care worker works with the youngest children; they have
different developmental needs and abilities than school-age children. Some infants
and toddlers, for example, are not yet capable of asking for what they want or need.
Certificate III in ChildCare
A worker communicates through body language, speech, singing, movement and other
strategies to help children learn expectations. Communication skills are also used to
exchange information with other workers and to parents.
Literacy Awareness
A child care worker also serves as an important influence on a child's literacy

development. Providing literary stimulation to all children, including infants, is a key
competency that places the child care worker again in the role of educator. In an
early literacy training course, for example, a child care worker learns the importance
of speaking to children to help them build oral language skills and the importance of
reading them books to develop early literacy skills.
Q 2: What does duty of care mean? Give an example of how will you fulfill your duty
of care responsibilities at a childcare centre.
Your duty of care is your legal duty to take reasonable care to avoid others being
harmed. First, you must take steps to identify risks: any reasonably likely harmful effects of
your actions and inactions. This is not crystal ball gazing but using your skills, knowledge
and experience. If you identify a reasonably likely risk of harm, you must take reasonable
care in response - perfect care is not required!
Example:
The duties of a child care worker is to provide a safe environment for children and to
provide for their needs such as skin care, health needs, specific needs and individual needs,
they also need to treat the children equally and to provide the children with the different
needs that they require. These are the examples of responsibilities of childcare workers.
Q 3: The NCAC (National Childcare Accreditation Council Inc) administers the QIAS
(Quality Improvement and Accreditation System).
What is the purpose of the QIAS?
Relationship with children

Respect for children
Partnership with families
Staff interactions
Planning and evaluation
Learning and development
Protective care
Health
Safety
Managing to support quality
2) How can the QIAS standards affect the daily routines at a childcare centre? It may
be of help for you to give an example in your response.
Critical commentators, in contrast, posit the regulatory environment as an inhibitor

of such relationships, and thus a barrier to the provision of quality care and a source of work
dissatisfaction. Interactions with children are seen by some critics as strained or limited
because of the regulatory paradigm within which some early childhood professionals
perceive they are required to interact: having to view the child as a passive, vulnerable and
at-risk subject who is required to meet externally-prescribed developmental standards
irrespective of their cultural background or individual needs, interests and circumstances
This view is also pertinent to the difficulties experienced by some early childhood
professionals when attempting to meet the imperative from QIAS to secure the active
involvement of families in the development of centre policies and practices. Indeed, a lack of
parent input has been identified as the second greatest source of difficulty in adhering to the
accreditation process
Example:
It is hard to justify, in my opinion. Depending on what subject they are asking in. Is it
Skin care routine, Make-up routine, Building routine, School routine
Once you are sure what category they are asking about; tell them what you first do, then in
steps how your routine goes;
if its a school routine it would go something like...
1. Wake up, brush hair.
2. Have breakfast
3. Brush teeth.
And so on.
Q 4): Outline the steps you would take if you suspect a child in a childcare centre is
being abused. Where/who would you seek guidance from in this instance?
There is no clear dividing line between one types of abuse another. Children may
show symptoms from one and all of the categories given below.
Physical abuse is abuse involving contact intended to cause feelings of injury, or other
physical suffering or harm. Physical abuse can be also said as when someone uses force on
your body. If this person is trying to hurt you, intimidate, or humiliate you, it is abuse. When
you are being physically abused, you might feel physical pain. You could also be feeling
terrible about yourself, the person, or the situation. Defined physical injury caused by
punching, beating, kicking, biting, burning or otherwise harming a child, physical abuse is
the most visible form of child maltreatment. Many times, physical abuse results from
inappropriate or excessive physical discipline. A parent or caretaker in anger may be
unaware of the magnitude of force with which he or she strikes the child.
Forms of Physical Abuse can involve Striking, Punching, Belting, Pushing, pulling
Slapping, Whipping, Striking with an object Kicking.
Neglect: Federal legislation lays the groundwork for States by identifying a minimum set of
acts or behaviors that define child abuse and neglect. Defines child abuse and neglect as, at
minimum:
Any recent act or failure to act on the part of a parent or caretaker which results in
death, serious physical or emotional harm, sexual abuse or exploitation; or
An act or failure to act which presents an imminent risk of serious harm.
Most Federal and State child protection laws primarily refer to cases of harm to a child
caused by parents or other caregivers; they generally do not include harm caused by other
people, such as acquaintances or strangers.
The Major Types of Child Abuse and Neglect:
Neglect is the failure of a parent, guardian, or other caregiver to provide for a child's basic
needs. Neglect may be:
Physical: failure to provide necessary food or shelter, or lack of appropriate

supervision.
Medical: failure to provide necessary medical or mental health treatment.
Educational: failure to educate a child or attend to special education needs.
Emotional; inattention to a child's emotional needs, failure to provide psychological

care, or permitting the child to use alcohol or other drugs.
These above situations do not always mean a child is neglected. Sometimes cultural values,
the standards of care in the community, and poverty may be contributing factors, indicating
the family is in need of information or assistance. When a family fails to use information and
resources, and the child's health or safety is at risk, then child welfare intervention may be
required.
Sexual abuse:
Sexual abuse is defined by CAPTA as "the employment, use, persuasion, inducement,
enticement, or coercion of any child to engage in, or assist any other person to engage in,
any sexually explicit conduct or simulation of such conduct for the purpose of producing a
visual depiction of such conduct; or the rape, and in cases of caretaker or inter-familial
relationships, statutory rape, molestation, prostitution, or other form of sexual exploitation of

children, or incest with children."
Emotional abuse:
It is a pattern of behavior that impairs a child's emotional development or sense of selfworth. This may include constant criticism, threats, or rejection, as well as withholding love,
support, or guidance. Emotional abuse is often difficult to prove and, therefore, child
protective services may not be able to intervene without evidence of harm or mental injury to
the child. Emotional abuse is almost always present when other forms are identified.
Abandonment:
It is now defined in many States as a form of neglect. In general, a child is considered to be
abandoned when the parent's identity or whereabouts are unknown, the child has been left
alone in circumstances where the child suffers serious harm, or the parent has failed to
maintain contact with the child or provide reasonable support for a specified period of time.
Substance abuse:
It is an element of the definition of child abuse or neglect in many States. Circumstances that
are considered abuse or neglect in some States include:
Prenatal exposure of a child to harm due to the mother's use of an illegal drug or
other substance.
Manufacture of methamphetamine in the presence of a child.
Selling, distributing, or giving illegal drugs or alcohol to a child.
Use of a controlled substance by a caregiver that impairs the caregiver's ability to

adequately care for the child.
Guidance:
Remember that kids will be kids. Children can be loud, unruly and destructive. They will
break things, interrupt telephone conversations, track mud through the house, not pick up
their toys or clean their rooms, struggle over eating their vegetables or pester routinely.
Children will inevitably do things that may make their parents feel irritated, frustrated,
disappointed and angry. Changing a childs behavior is not easy. However, children should
not be disciplined through violence. It is better to deny children privileges when they do
something unacceptable, as well as reward them when they do something good. This teaches
children that there are consequences for their actions.
Regain control:
Child abuse is a symptom of having difficulty coping with stressful situations. If you feel you
are losing control, ask someone to relieve you for a few minutes. Then try these tips:
Count to 10.
Take deep breaths.
Phone a friend.
Look through a magazine or newspaper.
Listen to music.
Exercise.
Take a walk (first make certain that children are not left without supervision).
Take a bath.
Write a letter.
Sit down and relax.
Lie down.
Get help:
Support is available for families at risk of abuse through local child protection services
agencies, community centers, churches, physicians, mental health facilities and schools.
Q5: How should a childcare centre protect the confidentiality of the children and
families it cares for?
The staffs of child care and preschool facilities come into contact with confidential and
personal information about children and families. In order to make sure your family's
personal information is kept private and used in a professional manner, it is important to ask
the staff members about their confidentiality policies. Confidentiality agreements are an
essential component in establishing this trust.
Function:
Confidentiality agreements should be established by child care facilities in order to ensure
that confidential information regarding children, families, personnel and operations records
are used only as required in the performance of employment duties. One of the primary
responsibilities of the child care organization is to keep this information confidential and
privileged at all time.
Benefits
The benefits of establishing a confidentiality agreement impact families and staff. Such
agreements aid teachers and directors in developing a positive relationship with parents,
which helps establish trust and a continuing partnership with families. It is essential that
families know their information will only be accessible to and used by authorized individuals
for the benefit of their child. When parents and child care staff are respectful and mutually
work toward bettering young lives, the children will see significant benefits.
Staff Training
Child care staff should be trained on the confidentiality agreement by the director before
beginning employment. By signing the agreement, the employee agrees to adhere to
professional behavior and understands that failure to not abide by the policy will result in
disciplinary action. Employees should be refreshed on the agreement annually or as needed if
additions or modifications are made.
Tips for Parents
When enrolling your child in an early education program, be sure to read the organization's
handbook and enrollment paperwork thoroughly. If no mention is made of the employees'
expectations on confidentiality, it is important to ask the administration if they implement a
confidentiality agreement with their staff. A client's right to privacy should be prioritized by
the administration; make sure you are comfortable with the center's policies and that all your
questions are answered.
Considerations
If you are still unsure of your child care center's policy on confidentiality, request to speak
with the director. It is important to consider whether or not the employee signs an agreement
to maintain confidentiality. If a confidentiality policy is not implemented or if an agreement is
not signed by the child care staff, communicate your concerns to the director. He/she may
consider implementing a more deliberate approach to confidentiality with the staff. When you
take your rights seriously, a good director will implement procedures to ensure you are
comfortable and your information is secure.
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Q6: What is ethical behaviour? Tell me about an ethical dilemma you may face in the
role of child care assistant. What would your thoughts and actions be in response to
this dilemma?
Definition:
Ethical behaviour is behaviour that is appropriate. It is based on morals. Ethical behaviour is
the right way to behave. It is choosing the right and good. Ethical behaviour is when someone
is being on their best behaviour. All of their actions and words are following good moral
principles. People enjoy being around others who have a good ethical behaviour.
An ethical dilemma you may face in the role of child care assistant:
Parents may ask the child's name, age, who the parents are, where the child lives, etc. Often
it is because they like that child and would like to set up a play date, but sometimes it is
because they are appalled by that child's behaviour. Either way, answering those kinds of
questions is a violation of confidentiality, or you need to tell the questioner politely that you
cannot give that kind of information, just as you would not give out information about their
child and circumstances. If they are attempting to make social contact, you can suggest that
they write a note to the other parent giving their own name and contact information and put
the note in the child's cubby for the other parent.
*Another common issue with gray areas is that of mandated reporting. It can be difficult to
draw the line between discipline and abuse, and we must report anything that even might be
abuse. You have to keep in mind that anything that leaves marks or bruises on a child's body
should be reported, and I often remind parents that I am a mandated reporter. I recently had
a mom smack her child's bottom several times in my presence. I told her that I understand she
is using discipline, but I am a mandated reporter so please be cautious with her discipline
efforts at the centre. I also encouraged her to try using words first, since her action was an
immediate response to something the child said with no effort made to discuss it with the
child first.
I am a firm believer in the apparently lost art of parents remaining in control of the
household, but sometimes control can be maintained without physical intervention.
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My thoughts and actions are in response to this dilemma:

It is a pity that Chris did not leave an email address; if he did, I would contact him as I would
like to hear his view on what is that simple honest right answer.
Nevertheless Chris' feedback causes me to think "What should be the biblical response to the
Heinz Dilemma.
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Q7: What procedure would be followed if a parent wished to make a complaint?
The procedure for do complaint:

First Step:
Any parent concern must always start with the teacher if it involves your child and the
classroom. Request an appointment and go in to meet face-to-face. If you have a serious
concern, then don't just speak by phone or exchange e-mails.
Second Step:
After the teacher meeting, you may want to send an e-mail to summarize what was
discussed. Be sure to be fair and ask for a reply to indicate that it is a fair summary.
Third Step:
If you are not satisfied, then ask for an appointment with the principal, not a phone call or
an e-mail exchange. Sit down to fairly discuss your concern. Be specific about what sort of
outcome you want. Take a printout of the conference summary, with the teacher's response,
to show that you have already discussed this with the teacher.
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Forth Step:
If your concern is about the school in general or even the district, then start with the
principal. Be specific about your concern and what sort of change you want.
Your local school board would have standing committees. They probably meet monthly and
would have to advertise their meetings. The public can attend athletics, facilities (building
and grounds), and curriculum/academic (by various names, but concerned with what is
taught). The personnel committee is not open to the public. If your concern is in appropriate
to one of the open meetings, go and listen. There would probably also be administrators
there in addition to some school board members. You might be able to ask your question.
The school board would meet at least monthly, and probably twice monthly. Each meeting
would have a time for public comment. In my area, residents must sign the speaker's sheet
before the meeting starts. No one may speak just from the audience during the meeting; only
those who signed up during public comment. Be prepared to speak within a time limit,
possibly 3 or 4 minutes. The press would be there, so you could be quoted in the paper. You
would also be able to communicate with the Superintendent during normal office hours, if it
is a district level problem.
Q 8: Who is responsible for Occupational Health and Safety (OH&S) in the

workplace?
The manager/supervisor is responsible for OH&S within their workplace, they need to make
sure that all staff are aware of the OH&S procedures and know what to do when needed.
Ensure that the workplace is healthy and safe in all areas, check that staff are wearing
appropriate clothing, have hair tied back and that they appear clean and healthy. They also
need to check the area each morning before the centre opens and once again before it closes,
check for any dangerous objects. Include all staff in meetings and workplace inspection
activities.
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Q 9: Tell me about some of the OH&S responsibilities of a childcare worker?
Childcare Workers responsibilities include the following:

The OH&S responsibilities I have as an employee get more advanced as you climb up in the
workplace. At the moment I have basic responsibilities that every employee would have
whilst at work such as; caring for any customer, not putting yourself or customers in danger,
not having harmful hazards in the workplace, if something is broken or damaged remove
immediately and get it replaced. Wear the appropriate clothes, present yourself well, and
make sure that no one is hurt or ill, reporting all incidents to manager/supervisor if youre not
capable of handling it.
Q10: Define a hazard and a risk and identify the difference between the two. Give an
example of each?
Definition of Hazard and Risk:
A Hazard is any source of potential damage, harm or adverse health effects on something or
someone under certain conditions at work. Risk is the chance or probability that a person
will be harmed or experience an adverse health effect if exposed to a hazard. It may also
apply to situations with property or equipment loss.
Relationship between Hazard and Risk:
The relationship between hazard and risk must be treated very cautiously. If all other factors
are equal - especially the exposures and the people subject to them, then the risk is
proportional to the hazard. However all other factors are very rarely equal.
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Examples:
Consider the following examples:
1. Potassium Dichromate is a highly toxic carcinogenic chemical. It is used in some

techniques to analyse exhaled breath for alcohol content. However for this purpose it is
sealed in a tube, and does not become airborne when air is drawn over it. Therefore although
it is a highly hazardous substance, its use as described, does not present any risk to the
subject.
1. Flour would not be considered by many to be a hazardous substance. A jar of it on a

shelf would not have a skull and crossbones depicted on it together with other hazard
warnings, as might have been the case for a bottle of potassium dichromate However, if
a baker was exposed over a period of time to airborne flour dust,. He/she could develop
dermatitis (an inflammation of the skin), conjunctivitis (inflammation of the eyes),
rhinitis (inflammation of the nose) and even asthma - an inflammatory disease of the
lungs which can cause a great deal of distress and may even by life threatening.
Q 11: What safety signs are displayed in your service and what are their meanings?
Definition of Safety Sign:
Safety signs are displayed in your workplace to warn your employees of the risks they may
face if protective measures are not taken.
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Meaning of Safety Sign:
The safety signs that can be displayed at a child care service can be; Notice, Children must
bring a hat for outdoor play, to prevent children getting sunburnt and also cold in the winter.
Notice, Keep gate closed at all time, to ensure that the children cant get out through the
open gate and also so things cant get into the play ground. Notice, No food with peanuts or
traces of nuts to be consumed on these premises, Nut free zone, to prevent children with
peanut allergies of having a reaction to a food that has nuts in them or even traces of them.
Notice, Parent/Guardian must sign children in and out of this centre, so that staff can track
who is there on that day also in case of an emergency like an evacuation and you have to take
the roll. Wash hands sign, to remind the children and staff that every time you come into the
centre to wash your hands, after & before dealing with food and after touching and bodily
fluids.
Q 12: Hazard identification is the process of identifying sources of harm. When do

you consider it necessary to inspect the equipment, materials, resources and/or
environment?
All equipment, materials, resources and/environment need to be checked on a daily or

weekly basis depending on the item. The environment is checked daily which consists of
walking around outside to make sure that the grounds are safe for children to play on,
making sure that there is no broken glass, needles, animal droppings and also that there is no
items against fences where the children can climb onto the fence.
Q13: In order to reduce hazards, child care services carry out workplace inspections.
Some happen daily and others more infrequently - list all the safety checklists you
should complete as a childcare worker and explain why they are important.
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There are daily monthly & weekly things that need to be cleaned and checked within the child
care centre and also in the play ground. Include barriers to make sure that around the centre
has a secure fence, use fences to keep children out of laundry, kitchen, reception, and staff
room so that children dont go missing and get into things that arent meant for them.
Decorations and childrens art work need to be kept out of reach from the children; do not
place near ceiling fans, air conditioners or heaters. Avoid use of tacks, pins, and staples;
these are all hazards which could result in a child getting struck by a piece of falling artwork
or a child could get a hold of a tack. Doors need to have finger jam protectors to ensure that
a child doesnt jam their or someone elses fingers. Emergency evacuations need to be in
every centre on each wall, you need to run through the evacuation with all children and staff.
List emergency contact numbers, inform families and regularly have practice evacuations to
make the children aware of the procedure. Fire blankets, extinguishers, fire exits, smoke
detectors and electrical safety switch need to be all in the centre, all carers need to know
how to use it and when. Furniture and nursery equipment needs to be stable, maintained, and
meet safety standards. Fence off heaters, coolers, fireplaces, stoves, microwaves, power
points, and office equipment and make out of bounds to children. When there are pets and
animals, families need to be informed of pets being kept on premises and plans to obtain new
pets. Ensure pets are vaccinated, wormed, de-flexed, clean, and healthy. Ensure all entry
doors are locked at all times and place bells on doors. Smoke free environment in all areas.
Ensure staffs personal items such as bags, sharp instruments, toiletries and medicines are
kept secure and are out of reach to children. Toy need to meet safety standards, age
appropriate, maintained, and non-toxic to ensure that a child doesnt choke. Make sure there
is a safety checklist in every room inside as well as outside.
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Q14: What is the hierarchy of controlling risks?
Introduction:
One of the most critical steps of the risk management process is the instituting of appropriate
measures that will be used to control the identified significant risks. There are a number of
risk control strategies that can be followed. A comprehensive and effective control strategy
often includes a combination of control measures and mechanisms. No hard and fast rules
can be given here as the exact control measure mix will be determined by the situation
prevailing at the time.
Hierarchy of Control Risk:
The hierarchy or preferred order of selecting control measures is contained in the

International Labor Organization Convention . This convention stipulates as follows:
Eliminate any recorded risk;
Control the risk at source;
Minimize the risk; and
In so far as the risk remains--
Provide for personal protective equipment; and
Institute a programmed to monitor the risk to which employees may be exposed.
The general guideline for critical controls is that the more dependent the controls are on
human action the less effective they are when required. At least two effective controls,
sometimes also called barriers are required for any critical risk to ensure an acceptable level
of control.
Care should be taken not to just list standards and codes of practice as existing controls. Just
having a standard or a code of practice. For example, is no guarantee that the hazard is
sufficiently controlled to bring the risk down to tolerable levels.
Where a decision has been made to implement a control measure, someone has to be
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responsible for this and for reviewing its effectiveness. Due to the level of responsibility and
authority allocated to managers and supervisors, they should be responsible for the controls
implemented in their workplaces.
Broadly defined, risk control techniques are designed to minimize, at the least possible costs,
those risks to which the organization is exposed. Risk control methods, include risk
avoidance and the various approaches to reducing risk through loss prevention and control
efforts. The general guideline for developing controls is that the more dependent the controls
are on human action the less effective they are when required.
If it is not be possible to eliminate the risk or control the risk at source, the control measure
developed and instituted should be aimed at minimizing the consequence of the risk.
The hierarchy of control requires that, in so far as the risk remains after having eliminated,
controlled at source and minimizing the consequence of the risk, personal protective
equipment should be issued. Should one issue all personnel with personal protective
equipment without considering the residual risk, it implies that the first three steps in the
control hierarchy have been ignored.
Q15: How should new staff members be learnt about OH&S in the workplace and how they
should be updated on information?
From these procedures the new staff members are learnt about OH&S in the workplace
and updated on Information:
Once new staff are hired at a child care centre they are to read through the policies and
procedure of the centre, they also need to read through the OH&S policies and the manager
of the centre will run through on other OH&S items such as where all the incident reports
are kept etc. They will be updated by going to OH&S workshops and also all staff will be
updated at the staff meetings as well as in the workplace.
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Q16: What are the emergency evacuation procedure and the emergency lockdown
procedure for the service/centre and how often should they be practiced?
Emergency Evacuation:
Emergency evacuation is the immediate and rapid movement of people away from the threat
or actual occurrence of a hazard.
Examples:
Range from the small scale evacuation of a building due to a bomb threat or fire to the large
scale evacuation of a district because of a flood, bombardment or approaching weather
system.
Emergency Evacuation Procedure:

In case of fire:
Anyone discovering a fire, smoke, strong smell of burning or of an unusual nature, should
immediately:
Pull the fire alarm station.
If it is safe and you are trained to do so, use the correct fire extinguisher to put out the
fire.
Begin evacuation procedures as described below.
Once evacuated, inform the authorities of the location and nature of the fire, the
unsafe exits, persons requiring assistance, and other pertinent details.
Remain available to the responding security agent(s) to provide details for the
incident report.
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Q17: Who could be the designated person for reporting OH&S information to in the
service/centre and how may these reports should be made?
The Designated personal may be a lot of people in the work place such as, Team leaders,
Supervisors, OH&S Committee members, OH&S reps, Managers and other designated
personnel.
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Section 2: Provide a health and safe environment

1. What are statutory and policy requirements for identifying, observing and
reporting young people at risk of harm?
Unit elements and performance criteria

1. Implement work practices which support the Protection of children and Young people
1.1 Identify children and young people at risk of Harm by observing signs and symptoms,
asking Non-invasive questions, being aware of Protective issues and using child protection
Procedures where appropriate
1.2 Respond to disclosure, information or signs and symptoms in accordance with accepted
Standards, techniques, and legislative obligations
1.3 Comply with lawful instructions, regulations and duty of care in all work activities
1.4 Routinely employ child focused work practices to uphold the rights of children and young
peoples to participate in decision-making where it is age appropriate
1.5 Employ communication and information gathering techniques with children and young
People in accordance with current recognised good practice
1.6 Ensure decisions and actions taken are within own level of responsibility, work role and
legislative requirement possible
2. Report indications of risk of harm

2.1 Accurately record relevant specific and general Circumstances surrounding risk of harm
in Accordance with organisation procedures, ethics and legal requirements
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2.2 Promptly report risk of harm indicators accordance with statutory and organisation
Procedures
2.3 Work collaboratively with relevant organisations to ensure maximum effectiveness of
report
3. Apply ethical and nurturing practices in work with children and young people
3.1 Protect the rights of children and young people
In the provision of services
3.2 Identify and seek supervision support for issues of ethical concern in practice with
children and young people
3.3 Develop ethical and nurturing practices in accordance with professional boundaries when
Working with children and young people
2. What ethical obligations childcare worker have as stated in the NCACs

(National Childcare Accreditation Council Inc) QIAS (Quality Improvement and
Accreditation System) principles, service/centre policy and procedures, service
agreements, ECA (Early Childhood Australia) Code of Ethics, Child Care
Regulations 2003?
The values underlying the ECA Code (see Appendix 1) encompass these core values but also
include more specifically articulated beliefs about issues concerning families and the
development and potential of children as well as their uniqueness and differences. Although
the teaching profession may be unified by sharing similar values and beliefs, it has been
argued that there is a need for specific professional standards for different groups of
teachers because of the diversity in contextual factors (Chadbourne, 2000, cited in Makin &
Spedding, 2003). Unlike schools, which offer a relatively homogenous type of service delivery
within each state, the early childhood sector is characterized by a diversity of providers with
a range of philosophies, goals and approaches (Raban et al., 2003). Early childhood
environments can differ dramatically, not just in terms of the type of service offered, but also
in regard to staffing numbers and staff qualifications. Furthermore, early childhood
educators serve a variety of client groups including children, families, employing agencies,
and the community. There may be occasions when these groups present educators with
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dilemmas arising from conflicting interests or priorities. Apart from differences in clientele,
staffing and service delivery, the needs and capabilities of children in the birth to eight years
age range engender unique responsibilities for their carer/educators and, as argued by
Makin and Spedding (2003), if improving the quality and status of early childhood education
is an issue, then it is crucial to make explicit the knowledge, skills and understandings that
distinguish early childhood educators from others.
While secondary teachers appear to have gained recognition as 'professionals' in recent
decades
3. What legal instructions do child care workers need to be aware of an able to work
with?
I think you need to be aware of the following:
1. Parent Policy and Procedure Handbooks. Make sure your handbooks cover just about
anything and everything pertaining to your center, as well as, as soon as the child/parent
steps one foot off of your property you are not liable for what occurs.
1. Being Sued. Parents will and can sue you for just about anything. I know a parent that
tried to sue a provider because she put a band aid on her child and did not call her at work to
let her know he child had scraped her finger.
2. Accident Insurance: Make sure you have it for your business. Most of the time you can use
your homeowners insurance. Check first, sometimes you might have to purchase separate
insurance, but most of the time your regular homeowner insurance will cover accidents.
Again, CHECK WITH YOUR INSURANCE COMPANY.
3. Contracts: Theres a term I created when it came to having a contract. I called/termed it a
"No Loop Hole Contract"). Which means that you have covered/addressed every possible
area where you can or might be sued? It is also important that you revise you contract every
4 to six months, or sooner especially if a new situation occur ed at your center that you had
never happen before. As soon as you settle whatever that situation was, go immediately to
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your contract and revise your contract so whatever that situation was is now included and
covered/addressed so it won't be a a potential law suit.
Parents may still try to sue, because they think you have money, but at least you will walk
into court with a solid contract, and that's what courts really look at is what is in written in
black and white and signed and dated. 99.999 % of the time you walk out the winner.
4. Attorney: Find an attorney that will look over your contract, it's worth the expense. Look
for an attorney that deals with child care issues. Child care is such big business now that
attorneys are adding it as another area of their expertise. But make sure they really handle
child care cases. A good starting point is to ask 203 other providers if they have an attorney.
Then speak with each attorney & see which one you feel the most comfortable with
4. What does duty of care mean? Give an example of how will you fulfil your duty of
care responsibilities being a childcare worker?
Duty of care is a legal obligation imposed on an individual requiring that they adhere to
a standard of reasonable care while performing any acts that could foreseeable harm others.
It is the first element that must be established to proceed with an action in negligence. The
claimant must be able to show a duty of care imposed by law which the defendant has
breached. In turn, breaching a duty may subject an individual to liability. The duty of care
may be imposed by operation of law between individuals with no current direct relationship
(familial or contractual or otherwise), but eventually become related in some manner, as
defined by common law (meaning case law)Duty of care may be considered a formalization
of the social contract, the implicit responsibilities held by individuals towards others
within society. It is not a requirement that a duty of care be defined by law, though it will
often develop through the jurisprudence of common law.
Development of the general duty of care
At common law, duties were formerly limited to those with whom one was in privity one way
or another, as exemplified by cases like Winterbottom v. Wright (1842). In the early 20th
century, judges began to recognize that the cold realities of the Second Industrial
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Revolution (in which end users were frequently several parties removed from the original
manufacturer) implied that enforcing the privacy requirement against hapless consumers had
harsh results in many product liability cases.
[No physical or chronological proximity required
Although the duty of care is easiest to understand in contexts like simple blunt trauma, it is
important to understand that a duty can be still found in situations where plaintiffs and
defendants may be separated by vast distances of space and time.
For instance, an engineer or construction company involved in erecting a building may be
reasonably responsible to tenants inhabiting the building many years in the future.
5. How should the childcare centre protect the confidentiality of the children and
families it cares for?
The staffs of child care and preschool facilities come into contact with confidential and
personal information about children and families. In order to make sure your family's
personal information is kept private and used in a professional manner, it is important
to ask the staff members about their confidentiality policies. Confidentiality a Function
Confidentiality agreements should be established by child care facilities in order to ensure
that confidential information regarding children, families, personnel and operations records
are used only as required in the performance of employment duties. One of the primary
responsibilities of the child care organization is to keep these information confidential and
privileged at all times.
Benefits
The benefits of establishing a confidentiality agreement impact families and staff. Such
agreements aid teachers and directors in developing a positive relationship with parents,
which helps establish trust and a continuing partnership with families. It is essential that
families know their information will only be accessible to and used by authorized individuals
for the benefit of their child. When parents and child care staff are respectful and mutually
work toward bettering young lives, the children (and families) will see significant
benefits
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Staff Training
Child care staff should be trained on the confidentiality agreement by the director before
beginning employment. By signing the agreement, the employee agrees to adhere to
professional behavior and understands that failure to not abide by the policy will result in
disciplinary action. Employees should be refreshed on the agreement annually or as needed if
additions or modifications are made.
Tips for Parents
When enrolling your child in an early education program, be sure to read the organization's
handbook and enrollment paperwork thoroughly. If no mention is made of the employees'
expectations on confidentiality, it is important to ask the administration if they implement a
confidentiality agreement with their staff. A client's right to privacy should be prioritized by
the administration; make sure you are comfortable with the center's policies and that all your
questions are agreements are an essential component in establishing ..
6. Identify and discuss the key requirements of the service/centre policies and
legislations that relate to the performance of childcare worker role and where/how to
access same.
7. How do regulations relate to the health and safety of the children in childcare centre?
Can you describe some examples of areas of work that are influenced by regulations,
policies and procedures?
Preventive health care is based on the principle of health promotion and recognizes
Those individuals can exercise control over many factors that affect personal health.
Research data have provided conclusive evidence that change in individual lifestyles
And behaviors can lead to improved health status (Centers for Disease Control &
Prevention, 1997; Canadian Nurses Association, 1992). Children and adults can learn
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To assume greater responsibility for developing and maintaining attitudes, habits, practices,
and choices that will promote good health (Novello, 1991). This includes establishing good
dietary habits, such as eating balanced meals, practicing safety behaviors Such as wearing
seat belts, exercising regularly, and seeking early treatment for occasional illness and injury.
The early years are an ideal time to help children begin to establish behaviors that will
promote a healthy lifestyle. Teachers and parents can take advantage of multiple
Opportunities, formal and impromptu, to involve children in health, safety, and
nutritional learning experiences.
The concept of health promotion also assumes that individuals will take responsibility for
social and environmental issues that affect the short- and long-term quality of
Everyones health, safety, and nutritional status, such as: Poverty and homelessness unequal
access to medical care adverse effects of media advertising substance abuse pesticides and
chemical additives in food child abuse and neglect air and water pollution discrimination
based on diversity
Parents and teachers can begin to enhance childrens awareness of complex social and
Environmental issues and the potential effect they may have on everyones well-being. In
Addition, adults can demonstrate their initiative by supporting actions and policies that
Contribute to healthier environments and
National Childrens Agenda. A similar Canadian initiative aimed at health promotion for
children is outlined in a report entitled, A National Childrens Agenda: Developing a
Shared Vision. This document presents a comprehensive agenda of goals and objectives
For addressing childrens critical health care needs. It also recognizes the importance of
The early years, and supports the vision of a unified approach to helping children achieve
Their full potential.
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Childrens Health Insurance Program (CHIP). Legislation included in the Balanced

Budget Act of 1997 established a national health insurance program for uninsured
Income-eligible children and is administered by individual states through annual
appropriations. To qualify for funding, states are required to submit a Child Health Plan
Describing how the program will be administered, how eligibility will be determined, and
How eligible children will be located.
8. What cleaning duties you must perform daily to ensure the health and safety of
children?
Preschool teacher or child care provider needs her own right-hand assistant who helps with
the duties of teaching and caring for young children. Education requirements vary according
to the child care center and its location; you can generally get a job at a day care center with
less than a high school diploma, but may be required at a preschool to have some training,
experience and sometimes even a college degree in child development,
Instruction
A child care assistant supports her superior in teaching lessons by helping to hand out
materials and instructing each child individually if he has additional learning problems.
Child care assistants also help to grade papers after assignments have been turned in. The
assistant may also extend her capabilities to helping the instructor with suggestions of
activities and lessons suitable for the day's goals
Cleaning
The assistant will, at times, lend her hands at cleaning the childcare workspace. This involves
cleaning up spills left by the children, as well as organizing the area so it is safe for the
children to interact with one another without getting hurt..
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9. What infection control measures must be performed to reduce risks?
Standard precautions form the basis for the prevention and control of infection in
healthcare
Settings and include:
hand hygiene
Immunization
Asepsis
Personal protective equipment
Maintenance of a clean, safe environment
Cough etiquette
Sharps management
In circumstances where extra measures are required to prevent transmission, additional
Precautions (i.e. contact, droplet or airborne precautions) may be used.
Infection risk in health care facilities

The risk of infection varies widely between health care facilities and service contexts. The
infection Risk is low in settings involving generally healthy individuals with intact host
defense mechanisms who receive care in a facility designed, managed and resourced to
facilitate the prevention and control of infection.
Infection - definition
Infection arises from invasion and multiplication of microorganisms in a host, with an
associated host response (eg fever, purulent drainage). Infections may require antibiotic
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treatment aimed at inhibiting or ceasing further growth of the infectious agent. Infection is
preceded by colonization.
Colonisation - definition
Colonization, whereby microorganisms are present in the host but do not invade or cause an
Associated host response, is distinct from infection. No treatment is warranted.
Hand Hygiene
Hand hygiene is the single most important strategy for preventing or reducing healthcare
associated infections (HAI). Hand hygiene must be performed before touching a patient,
before a procedure, after a procedure or body fluid exposure, after touching a patient or
after touching a patients surroundings. Other opportunities for hand hygiene include but
are not limited to food preparation, linen handling and staff involved in maintenance of
facilities.
10. Tell me about the fire safety messages you must give the children at a childcare
centre.
FIRE PROTECTION
The scope of this brochure covers the main Fire
Protection requirements for:
1. Family Day Care Homes
2. Group Family Day Care Homes
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Please take a moment to review the following Fire Safety requirements before placing
your child in a Family Day Care Home, or a Group Family Day Care Home.
(A) FIRE DRILLS must be conducted monthly, and a record kept of each Fire Drill must be
maintained. Ask the provider to see the records of such drills.
(B) OPERATING SMOKE DETECTORS
Must be present on every floor of the facility designated to be used as a Family Day Care
Home, or Group Family Day Care Home. Inquire about them, and look to see that they are in
good working order.
(C) MULTI-PURPOSE FIRE EXTINGUISHERS
Must be maintained and in good working order. Check to see if one is in place in the kitchen.
A one or two Family home requires an approved fire extinguisher in place outside the
furnace room.
(D) EMERGENCY EVACUATION PLAN:
Primary emphasis must be placed on the immediate evacuation of children. The approved
emergency evacuation plan must describe the following
11. What precautions and basic knowledge does all staff require at the service?
Child care center / day care need to understand current threat levels and organizational
Assessment procedures are in place, standard security measures can be implemented and
adjusted to ensure offices operate with the lowest possible risk to staff and equipment. This
chapter provides standard security procedures that can help prevent safety and security
incidents from occurring and provides guidelines for emergency response when incidents do
occur. It includes information on:
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Cash Handling and Transfer

Communication
Incident Reporting
Information Security
Medical Procedures
Personal Documentation
Personnel Issues
Safety and Security Planning
Security Briefing and Training
Site Selection and Management
Visitor Security
12. What must be done to reduce hazards in the outdoor area?
Introduction
This manual provides the standards to follow when designing, equipping and maintaining
An outdoor play area for a regulated child care centre. The intent behind these standards
Is to create safe, secure and appropriate outdoor play areas that provide a range of
Opportunities for the social, cognitive, physical and emotional development of children.
Please read the entire manual to become familiar with the provincial requirements for
Outdoor play areas.
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1. GENERAL REQUIREMENTS
Every child care centre shall have an outdoor play area. In full time centre-based care, this
area is to be minimally 7m2 of play space per child, enclosed and surfaced to meet the
standards described in this manual. The measurement of 7 m2 per child is inclusive of fixed
equipment and protective surfacing zones. If a centre accommodates children birth to 24
months, outdoor play space shall be physically separated from the outdoor play space used
by any other age group at that centre. At least two different types of surfacing must be
included in the design of the Outdoor play area
PROTECTIVE SURFACING - All outdoor fixed play equipment and/or equipment with a
Critical fall height of 1.2 meters (4 feet) or higher shall be located on a protective surface,
that is, A surface which will lessen the impact of a fall. Any movable equipment with a
critical fall Height of less than 1.2 meters (4 feet) shall be located on a grassy surface.
Protective surfacing Materials (or protective surfacing) refer to the surfacing materials
structures in an outdoor play area. Protective surfacing is shock absorbent and is designed
to lessen the impact of a fall, for example, pea gravel, wood chips, and shredded tires. That
is found under play
13. What is appropriate supervision and how does it vary according to the age/stage of
development?
The appropriate supervision for children between the ages of 0-2 years is 1 career per 3
children, 3-5 year olds- 1 career to 10 children and 5 years and over -1 career to 15 children
14. What are the high risk areas/activities when caring for children?
Outdoor play is a high risk area with children falling over, falling off their bikes, swings etc.
Causing injury to their bodies, also other children could be playing rough and hurt another
child by accident.
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15. What risk reduction practices are in place in your workplace?
The risk reduction practices that are in place at most workplaces is the 'hierarchy of
control'
16. When travelling with children what are the important safety issues which must be
adhered to?
Make sure all children attending the excursion have written permission from their parent or
guardian. Written authorization must be provided by the parent when the child enters care,
ensure there is the right child staff ratio at all times. Make sure that at least one carer has a
first aid certificate. A first aid kit including any emergency medication suitable for the
excision is taken and on a career at all times. You need to have a list of all children and
adults attending the excursion. Make sure you have all emergency information e.g. contact
numbers etc in case of an emergency; you also need a mobile phone in case of an emergency.
17. How do you maintain childrens safety during travel/excursions?
Staff are to maintain the right approach on outings and excursions, taking into consideration
the developmental needs and well being of the children. When on excursions staff must;
Notify parents of a non routine excursion at least one week before the event; Ensure that they
have permission from families to take the child; Take a first aid kit and list of emergency
contacts; Identify facilities e.g. toilets etc and any hazards in the area to be visited with the
children and prior to taking them, implement strategies to ensure the childrens health and
safety prior to the excursion; Carry water, sun protection (as per Sun Smart Policy), food
and a mobile phone; Observe child/Adult ratios at all times; Discuss safety on the excursion
and behaviour expectations with the children.
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18. How do you choose toys appropriate for children to interact with?
If a toy is beyond your child's level of development the child will quickly become frustrated
and overwhelmed. If the toy is too far below your child's development level, they will become
bored and lose interest. The right toy can also help your child's imagination and creativity
grows and blossoms. When choosing toys for your child, you want to make sure that they are
age appropriate. There are so many risks involved with playing with toys, such as self-injury
and choking on small parts, the responsible parent should make sure that the child is exposed
to the least harm possible. Moreover, each age group is at its own stage of child
development, with particular needs you should choose toys that can nurture your childs
growth and learning. Some suitable toys for 0-2 years, are brightly coloured rattles, teething
rings, stuffed toys, toys with knobs and that open and close, riding toys, and blocks. For
children 2-5 years they start to use their imagination such as playing with kitchens, plastic
tools, pretend toys, stuffed toys, dolls, and cars.
19. How are medications stored and administered in your service/centre? Relate your
answer to the policies and procedures of the service/centre.
In order to give medication to children in child care centres you will need to make sure that it
has the first and last name of the child on the container, which has been prescribed by a
licensed health professional. Check to see that the name and phone number of the health
professional who ordered the medication is on the container, is in the original package or
container, has the date the prescription was filled, has an expiration date, has specific
instructions for giving, storing, and disposing of the medication, and in a child-proof
container. You should keep a medication record in your child care facility. The record
should list:
The child's name.
The name of the medication and how and when it is to be given.
The parent's signature of consent.
You should also keep a log of when you give medications. Each time you give a child a
medication, you should list the date, the time, the child's name, the name of the medication,
and the dosage given. If more than one provider in your facility gives medicines, each
provider should initial the entry, showing that she or he gave the child the medicine.
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It is crucial that staff/carers have some form of professional development training or

knowledge of administering medications, in addition to first aid qualifications to ensure that
an adverse reaction to medication can be dealt with quickly and responsibly. Medication can
only be administered when the services Medication Authorisation form has been completed
and signed by the childs parents or legal guardian. Make sure that there are two careers
there when the child takes medicine to make sure the right dosage and the right child take it.
20. What is anaphylaxis?

Anaphylaxis is the most serve form of allergic reaction and can be life threatening. It must
be treated as a medical emergency, which requires immediate treatment and medical
attention. Some of the symptoms of an anaphylaxis reaction are; difficulty breathing, swelling
of the face, lips, eyes and tongue, Hives or welts on the skin, Stomach pain, vomiting,
difficulty speaking, wheeze or persistent cough, loss of consciousness, Pale and floppy (in
young children). The most common causes of Anaphylaxis in young children are eggs,
peanuts, tree nuts, cows milk, bees or other insects and some medications.
21. What allergies are prevalent in your service and how are they managed?
The most common allergies in child care centres are eggs, peanuts, dust mites, milk, wheat,
Pollen, insect stings. These allergies can be managed by banning peanuts form the centre
including peanut butter and nutella, constantly being careful what the children are eating
and mindful of the children with the allergy, vacuum and dust daily to keep dust mites away,
and make sure there is no area outside where insect can live and children can reach and put
their fingers inside.
22. When should children excluded from the service in response to a health issue?
When the child has been ill with a infectious Illness, or disease, which in most cases with
children are the flu, measles, mumps etc. Each centre has guidelines which must be followed
when a child is sick or come to the centre sick and also to keep the other children safe from
this illness. By cleaning and disinfecting all the toys the child has played with (if possible) the
chance of any other children/staff getting the illness is less.
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23. What is healthy eating?

Healthy eating is achieving the balance in your childs diet by including fruit, vegetables,
bread and cereals, meat and meat alternatives, and dairy foods. It pays to learn about each
of these food groups so you can decide whats best for the child. Snacks, drinks and extra
foods also need to be selected carefully. Nutrition is important for everyone. When combined
with being physically active and maintaining healthy weight, eating well is an excellent way
to help your body stay strong and healthy.
24. How will you encourage children to eat/drink appropriate amount of food and dri
The way I would encourage children to drink and eat more would be by me sitting down with
them with my lunch and eat with them and by me doing that the children will see that I am
eating healthy food and that Im drinking water as well. You could also tell them that if they
eat and drink they will grow up big and strong like you...
25. What would you do if you felt a child was given insufficient nutritious food?
If I felt a child wasnt getting enough nutritious food I would discuss it with other staff in that
room first see if they agree or if its just me thinking they werent. I would then let the
manager know that I think they arent getting enough food in their lunch box. The manager
then would let the parent/guardian know when they pick their child up that the child isnt
getting enough nutritious food in their lunch.
26. How are childrens individual dietary needs and preferences met in the
service/centre?
The childs individual dietary needs are met in the services Ive been to by the
parents/guardians packing the childs lunch each day, making sure to not pack what is
banned from that centre. They also give the child choices of what to eat so they back different
things each day and also making sure they have plenty of food in their lunch box.
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27. How are foods prepared and maintained safely?
Food is safely prepared and maintained by: using different knives and chopping boards when
cutting up meat and other foods to avoid cross contamination, making sure that all utensils
and equipment that is used for food preparation and storage is in working order, always
making sure that utensils arent broken or chipped. Bench tops should also be in good
condition. Safe storage of food includes storing and cooking food at the right temperature
which is under 5C for cold food and between 60C and 100C for hot food. Food stored
between 5C and 60C is the danger zone, which is when germs grow and spread.
1. Robbie has arrived at the Centre at 8.30 am and he is falling asleep. Robbie is 4 years
old and is living with his father since his mother moved out a month ago. He comes to
the Centre 5 days a week from 8.30 till 5.30 while dad is at work. Robbie does not have
any siblings. Robbie appears to be constantly tired and while lunch is served at the
service/centre he usually falls asleep at the table before he eats very much.
What would you do immediately Robbie arrives?
We should try diverting his attention so that he should not cry for her father......
Who would you report your concerns to and why?

We will report to our supervisor or our head primary care taker .because he should take in
our responsibility......
How could you support this family?
By entertaining his child and give comfort level to his child
How can you gather more information?

By give much time to Robbie.. And observe the child in play ground
2. Adina (5 years) has just hit Ethan (3 years) his younger brother. When staff
approached, Adin said that Ethan was naughty and it is his job to make sure Ethan
behaves himself
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What would you do?

First we observe them...Then we report to care taker or supervisor then report to their
parents. And try to sort out this problem
Who could you seek advice and support from?
We will seek advice from supervisor, head and we ask support from the parents so they
should provide the understanding environment
How can you protect Ethan and still respect Adins family
beliefs?
The entire supervisor, head is observing the kids... if Adin going to hit ethan we will
immediately separate them and try to stop them......
Should this matter be reported? If so to whom and why?

Yes this should report to head and supervisor and their parents so can provide friendly
environment at home......
3. You notice Cathy (the new untrained worker) talking to Annies mum. You overhear
Cathy discussing how another child Ben is always biting. Cathy goes on to say that she
thinks that Ben is a bit of a bully and that the other staff at the service/centre does not
punish him enough.
What would you do?
We should try to handle the situation nicely inform all the matter to parents handle problem
in a nice way.....
Who could you get advice from?
WE CAN GET ADVICE FROM SUPERVISOR
What advice could you give Cathy?
Catty should think before speaking and try to learn handle the situation observe other worker
how to act......
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What regulations, policies and procedures is Cathy breaching?

SHE can take a help from net/online
4. James has just arrived at the Centre. His eye appears to be stuck closed and there is a
discharge present at the corner of his eye. James is scratching at his eye. James mother
comments that she forgot to wash his face and it is just sleep from last night.
What could be wrong with James eye?
JAMES mother does not wash his face and eyes
What should you do next?
Care taker should take James and first wash his eyes and face...
Who, if anyone, should you inform?
We should inform his parents and say we wash the face of James
Can James stay at the service/centre or should he be sent home?
Stay at service centre
Whose decision is this to make?
Head of centre and supervisor
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Section 3: Provide for childrens developmental needs
Q1: In planning activities for a group of children what information will you gather?
(In your answer ensure you cover children from 0-12 years. It may be useful to list the
information under stages of development)
Activity 1:
In childrens services, we gather and document information all the time about children
for a variety of reasons and in numerous ways. Jot down all the possible ways in which
you could gather information about children in your professional life.
Activity 2:
We have many ways of gathering information about children but to be effective we need to
match the method to the purpose. What sort of information gathering is likely to help in each
of the following situations.
1. You have a meeting with 4-year-old Leilas parents next week. They are trying to
decide whether to send Leila to school in the New Year or to give her another year at
the centre.
2. Three-year-old Sam is new to the centre and you need to assist him to develop social
contacts and playmates at the service.
3. You are to begin working with a group of ten two-year-old children next week and
you want to quickly gather information about their interests, skills and abilities so that
you can plan for them.
4. Tinas parents have a meeting with you next week to discuss her general progress.
Q 2: How will you gather information about childrens needs and interests?
From Following Step We Gather the Information:

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1: Interview questions:
Design an interview sheet that you could use with this childs parents as a way of gathering
information about their child. You will need to include questions about their childs friends,
favorite foods, toys, games, people, as well as their routines, habits and interests. Remember
the aim of the interview is to gain as much information as possible about the child, their
experiences, and their families expectations, anything that will let you get to know the child
better.
When you are happy with your interview questions, carry out the interview with one of your
chosen childs parents. You will need to include both the questions and the answers you
receive.
2: Direct observation:
Over a few days, observe the child when he/she is engaged in both play and routine
experiences. Record your information using the following methods. Provide at least:
one anecdotal record
one running record
one checklist with dated evidence, focusing on at least two areas of development.
Please ensure you head all written observations with the following background
information:
Childs first name:
Childs date of birth:
Observers first name: Date:
Setting:
3: Communicate and interact with children:
If the child you have selected is old enough to understand, you should explain what you doing
and ask for their permission.
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4: Using photographs to gather information about children:
If you have permission to take photos of this child, take a series of photographs of the child
engaged in an experience. These photographs need to show a progression in exploration,
discovery, and curiosity through play. If you cannot photograph the child, perhaps you could
photograph or collect some of their constructions, paintings or drawings, and add
commentary.
5: Share information about children with family members and other interested parties:
Now we will share the information we have found out about the child with the parents. This
needs to be done in a professional manner, both in terms of presentation and language.
Put all of the information you have gathered from Task 1 in a display folder or scrapbook to
show to the child and to their family members. Take care with the arrangement of this
information and try to display it in an interesting and aesthetically pleasing way. Remember
that your audience is the child and their family.
6: Use observations to plan for childrens services:

Using the child profile format below, list the childs strengths, needs, and interests. This
summary needs to be drawn from and clearly linked back to the observations you have
recorded. You can not include any comments which are not recorded in one of your
observations. Your comments need to be based on child development, and be specific to this
individual child.
Like:
Basic child profile format:

Childs name: Age:
Name of observer: Date:
Strengths: Needs: Interests:
Planning suggestions:
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Q 3: What policies and procedures relate to the collection and storage of information about
the children?
The following members of staff have the responsibility for implementing the policies
and procedures listed below.
Iona Gherghi
Child Protection Co-coordinator

Health and Safety Co-coordinator
Sarah Wood
SEMCO & Designated Person for Looked After Children
Clare Bell
Equality of Opportunities Co-coordinator
Danielle Keys
Appointed First Aider
Clare Bell
Student Co-coordinator
Lisa Ives
Kitchen and Catering
Iona Gherghi
Fire Officer
Sarah Wood
outside Co-coordinator
Q4: Children develop across a range of developmental areas, list these and give a
simple definition and/or example of each area?
Child development refers to the process in which children go through changes in skill
development during predictable time periods, called developmental milestones.
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Developmental delay occurs when children have not reached these milestones by the
expected time period. For example, if the normal range for learning to walk is between 9 and
15 months, and a 20-month-old child has still not begun walking, this would be considered a
develop Assistive technology (devices a child might need)
Audiology or hearing services
Counseling and training for a family
Educational programs
Medical services
Nursing services
Nutrition services
Occupational therapy
Physical therapy
Psychological services
Respite services
Speech/Language
Q5: Over the period from birth to 12 years children develop a range of skills across
each area of development describe typical development for each area.
You may find it helpful to group your information by stages of development.
Historically, middle childhood has not been considered an important stage in human
development. Sigmund Freud's psychoanalytic theory labeled this period of life
the latency stage, a time when sexual and aggressive urges are repressed. Freud suggested
that no significant contributions to personality development were made during this period.
However, more recent theorists have recognized the importance of middle childhood for the
development of cognitive skills, personality, motivation, and inter-personal relationships.
During middle childhood children learn the values of their societies. Thus, the primary
developmental task of middle childhood could be called integration, both in terms of
development within the individual and of the individual within the social context.
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Perhaps supporting the image of middle childhood as a latency stage, physical development
during middle childhood is less dramatic than in early childhood or adolescence. Growth is
slow and steady until the onset of puberty, when individuals begin to develop at a
much quicker pace. The age at which individuals enter puberty varies, but there is evidence
of a secular trend - the age at which puberty begins has been decreasing over time. In some
individuals, puberty may start as early as age eight or nine. Onset of puberty differs across
gender and begins earlier in females.
Q 6: What are the physical development skills?
Child Physical Development: From Birth to 12 Months Gross Motor Skills:
'Cruise' along using furniture as support
Crawl on hands and knees, bottom-shuffle or 'bear-walk' rapidly about the floor
Stand alone for a few moments
Rise to standing without help from people or furniture
Rise to a sitting position from lying down.
Fine Motor Skills:
Point with index finger at objects of interest
Show a preference for one hand over the other, but use either
Pick up small objects with a fine pincer grasp, between thumb and tip of index finger
Hold a crayon in palmer grasp and turn several pages of a book at once
Drop and throw toys deliberately - and look to see where they have fallen.
Youre Role in Promoting Development:
Provide stacking toys and bricks
Read picture books with simple rhymes
Provide a wheeled push-and-pull toy to promote confidence in walking
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Provide an interesting, varied environment which contains pictures, books, music and
food which all stimulate the senses.
Q7: What are the fundamental movement and gross motor skills?
Between the ages of three and five years children are starting to develop their gross motor
skills and enjoy a wide variety of activities. Gross motor skills are a specific set of skills that
involve different body parts such as feet, legs, trunk, head, arms and hands. These skills are
important because they are the "building blocks" or foundation movements for more complex
and specialized skills required by children throughout their lives to competently and
confidently play different games, sports and recreational activities offered at school and in
the community.
FMS categories include:
Locomotors skills - such as running, jumping, hopping, galloping, skipping and

leaping.
Balance skills - movements where the body remains in place, but moves around its
horizontal and vertical axes.
Ball skills - such as catching, throwing, kicking, striking, underarm roll and striking.
Activity time:
Children aged three to five years should be active for at least three hours throughout a day in
structured activities and free play sessions. To nurture their gross motor development,
children should have opportunities to practice FMS as part of their daily routines.
Q8: What aspects of poor early childhood development can impact on childrens
development?
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Key facts
Early childhood is the most important phase for overall development throughout the
lifespan.
Brain and biological development during the first years of life is highly influenced by
an infants environment.
Early experiences determine health, education and economic participation for the rest
of life.
Every year, more than 200 million children under five years old fail to reach their full
cognitive and social potential.
There are simple and effective ways for families and caregivers to ensure optimal
child development.
During early childhood (from the prenatal period to eight years of age), children undergo
rapid growth that is highly influenced by their environment. Many challenges faced by adults,
such as mental health issues, obesity, heart disease, criminality, and poor literacy and
numeracy, can be traced back to early childhood.
Early brain development:

Early childhood is the most intensive period of brain development during the lifespan.
Adequate stimulation and nutrition are essential for development during the first three years
of life. It is during these years that a child's brain is most sensitive to the influences of the
external environment. Rapid brain development affects cognitive, social and emotional
growth. Such development helps to ensure that each child reaches his or her potential and is
a productive part of a rapidly changing, global society.
Risk factors:
Many factors can disrupt early child development. Four risk factors affect at least 2025% of
infants and young children in developing countries:
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malnutrition that is chronic and severe enough to cause growth stunting
inadequate stimulation or learning opportunities
iodine deficiency
Iron deficiency anaemia.
Other important risk factors are malaria, intrauterine growth restriction, maternal
depression, exposure to violence, and exposure to heavy metals.
Interventions:
To reach their potential, young children need to spend time in a caring, responsive
environment that protects them from neglect and inappropriate disapproval and punishment.
Parents and families are the key to early child development, but need support to provide the
right environment. Children benefit when national governments adopt family friendly
social protection policies that guarantee adequate family income, maternity benefits,
financial support, and allow for parents and caregivers to devote time and attention to young
children.
Early child development (ECD) interventions provide direct learning experiences to children
and families. They are:
targeted to young and disadvantaged children
high quality and long lasting
Integrated with family support, health, nutrition, or education systems and services.
Economic impact:
Investing in young children is an essential component for the development of a national
economy. Early opportunities for learning in combination with improved nutrition, increases
the likelihood that a child will attend school and become an adult with higher income, better
health, lower crime rates, and lower levels of welfare dependence than those who do not
receive early development support.
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Q9: What long term impacts can aspects of poor early childhood development?
In the present society, a large number of young children participate in early childhood
care and Education programs, and the concerns surrounding quality care and its long-term
effects are important issues to parents, educators, and policymakers.
Researchers have been debating two major issues: first, how child-care experience is
beneficial or detrimental to childrens development and, second, whether the effects
continually remain or gradually dissipate as the children get older.
The purpose of the present study is to investigate how early child care experience with
different types, qualities, and quantities of care from birth to 54 months affects children
development from ages 54 months to sixth grade.
Q10. What factors may impact on your ability to provide experiences that would
support the development of children?
Some factors that may impact on your ability to provide experiences that would support the
development of children are; Expectations of parents and children, your personal views on
play and experiences, involvement of children in the planning process. Your relationship with
parents, families, cultural and social values of the families, your relationship between the
child, being asked to take on a task beyond your skill and or training level and carer / child
ratio.
Q11. What activities could you plain to support the social development of children?
Doll playing (such as Barbies or baby doll) for girls, is a great way to build their social and
emotional development. If you play with them, then you can get a good feel of how their
minds work. Pretend play for both sexes is great. Dress-up, fantasy play etc.
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Q12. When working with groups of children we are inevitably working with lots of
individuals and children rarely share common interests and needs. What background
differences do we need to be aware of when working with groups of children?
The background differences you need to be aware of when working with groups of children
is the way they are brought up, their religion, their culture, different gender, different age,
different or the same interests/hobbies, attitudes, behaviours, child to carer manner.
Q13. What types of social interactions can be planned for babies and infants?
Respond to her need promptly. Comfort her when she cries. Feed her when shes hungry.
When you react to her wants, she learns that she can trust you to interpret her needs. And
that trust is expressions, next time your babys alert and looking at you, try sticking out your
tongue, after a few seconds, she may copy you.(you can also try widening your eyes or
opening your mouth to see if she does the same thing.) the is how she gets to practice facial
expressions and gets a sense of turn-taking.
Q14. What types of social interactions can be planned for children age 2-12 years?
2-4 years: provide physical activities for toddler, mealtimes, assisting others tidy up,
imaginary play, provide material such as bricks, boxes, trains and dolls. Make music with
children such as rattles, tins, and tambourines, play party games so children can experience
winning. Losing and operation. Allow lots of opportunity outside where children can run
around and interact with each other by playing ball and playing on play equipments.
5-7 years; provide games where they can work in a team and games with rules like playing
dodge ball, chasings. Give them opportunities to play pretend play and role-play. Encourage
outdoor play on swings and climbing frames, skipping and hopping games. Involve children
in a puppet shows both in making the puppets and in acting out a play.
8-11 years: provide co-operative and competitive game such as sack racing, relays, soccer,
basket ball, chasings etc.
12 years: play baseball, soccer, take children to the pool where they can participate in
swimming.
A Picture is worth a thousand wordsEncourage children to express themselves thru Art
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Annually valley mental health sponsors a third grade self-esteem art contest in salt lake.
Summit Tooele School. We celebrate the winners in may.. Mental Health month (a few of the
pictures will be shown).
Expressing ourselves through art began as far back as we can find documentation of cave art,
temples and ancient scrolls. The Dana foundation released a three tear study in 2008
suggesting that early training in the arts can be good for your brain.
Neuroscientists and psychologists from several universities have studied this area and believe
they now have enhanced understanding of how the arts help us in many ways:
1. Art: can help children express themselves and discover their feelings. Art therapists
believe that the act of making art triggers internal activity that contributes to
emotional healing.
Encourage children to express themselves through art and then discuss the pictures.
Have art supplies available to them, they do not need to be store bought- they can be
natural items, items you have a round the house, to help teach children to be creative.
2. Music: improves thinking, memory language skills and math.
3. Dance: thinking through, following action and expression
4. Acting: Expands language skills.
Q16. How would you encourage expressing themselves?

Some ways to encourage children to express themselves from an early age is giving them lots
of different activities like painting, drawing, role playing, puppets, singing,, using the teddy
cards and ask the children what they feel today and get the children to choose stories they
want to read, and also talk to them.
Q17. when facilitating play, the age/ stage of the children will have you adap for each
age /stage?
I will adapt the play for each age / stage by making sure you have a variety of toys and
activities for ages in room, remembering they need to be age and stage appropriate, so
before placing these in the room do some research to see what age they can be played with
and what stage in a childs development.
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Q18. How will you vary creative and challenging experiences for each age/ stage of
children from 0 -12 tears?
I will create a variety of creative and challenging experiences from each / stage of children
by setting up multiple and different activities in the room catering for each age/stage in
children. As well as activities I will set up play corners, toys, reading area, wet area etc to
cater for each child and their differing age / stage.
Q19. Describe an environment that would invite children to play?
An environment that would invite children to play would be an exciting fun filled looking
area, somewhere that has lots of different things to do, different colours, things that are
bright and standout. Things that arent boring, such as an outdoor area with lots of different
toys and different things for them to do, children love to choose themselves what they like to
do.
Q20. What are the stages of play?

Solitary. play a child is in a room full of other children, but he/ she is playing a lone and not
paying attention to anyone. Parallel play children are playing the same game or activity.
They are playing next to each other, but they are not talking or doing the same activity.
Cooperative play children are working together to play a game. Associative play children are
playing the same game, but they are not working together or connecting with one another.
Spectator play observes other children playing around him but will not play with them
Q21. What are the types of play children participate in?
Motor/ physical play motor play provides important opportunities for children to develop
both individual gross and fine muscle strength and overall addition of muscles, nerves, and
brain functions. Young children must have plenty of opportunities to develop physically and
motor play. Social play varieties of opportunities for children to engage in social play are the
best mechanisms
for progressing through the different social stages. By interacting
with others in play settings, children learn social rules such as, give and take, cooperation,
and sharing. Through a range of interactions with children at different social stages, children
also learn to use reasoning to develop a mature sense of values. Constructive play is when
children manipulate their environment to create things. This type of play occurs when
children build towers and cities with blocks, play in the sand, constructive contraptions on
the woodworking beach, and draw murals with chalk on the sidewalk. Constructive play
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allow children to experiment with objects: find out combinations that work and dont work:
and learn basic knowledge about stacking, building, drawing, making music and
constructing. It also gives children a sense of accomplishment and empowers them with
control of their environment. Fantasy play children learn to abstract, to try out new roles and
possible situations, and to experiment with language and emotions with fantasy play. In
addition, children develop flexible thinking: learn to create beyond the here and now: stretch
their imaginations use new words and word combinations in a risk-free environment, and use
number sand words to express ideas, concepts, dreams, and histories. Games with rules
developmentally, most children progress from an self-centred view of the world to an
understanding of the importance of social contracts and rules. Part of the development
occurs as they learn that games like follow the leader, red rover, Simon says, baseball and
soccer cannot function without everyone working together as a team. The games with rules
concept teaches children a critically, important concept- the game of the life rules has rues
that we all must follow to function productively.
Q22. How do carers communicate appropriately with children from 0-12 years?
Carers communicate appropriately with babies by observing the child and understanding the
different demands such as crys and noises they make to what they want. 2-12 years carers
communicate by listening to the children, talk to them, and ask them about what they are
drawing / painting.
Q23. When applying limits, strategies need to be adapted in accordance with the age/
stage of development of the child. Describe the different methods that would be
appropriate.
Different limits for different children and their stage, age and impairments such as blindness,
Autism, aspersers, example: a girl is blind so you need to take in to count that they cant do
what non-blind children can do so adapt the activities to their needs. Some with children
different ages, you need to adapt each activity to their age and development, say a 2 year old
cant do what a 7 jear old can or not as well.
Q24. How can you promote positive behaviour?

You can promote positive behaviour by doing it yourself, children look up to adults and do
what they see adults doing so if a child sees an adult being nice to someone they think itss
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okay for them to do it and this way children learn to be nice and treat other people nicely.
Also you can use the praise and reward system.
Q25. How can we gather information from children about their likes and dislikes, how
do we consult children and what methods can we use?
There are many different ways we can gather information from children about likes and
dislikes, we can ask the child straight up what they like and dont like. You can observe their
play and what they like to play with, you can also sit down with their parents t discuss their
childs likes and dislikes.
Q26. It is important to encourage independence and support childrens development of

self help skills what are the age /stage appropriate expectations for children 2-12 years?
2-4 years: starting to eat on their own, starting to learn how to clean up their toys when
asked, able to drink from a straw. Walks up stairs with help. Opens cabinets and drawers,
can and will follow directions.
4-7 years can hold their own utensils while feeding themselves, know what they like and
dislikes , can clean up their toys on their own, can put dirty dishes in the sink, throw, and
bounce a ball, can brush teeth, comb their hair, wash, and dress with little assistance.
7-12 years: can hold their own utensils whilst feeding themselves, know what they like and
dislikes, can set the table and park it up, dress and groom self completely, can use tools (i.e
hammer, screwdriver) ride a bike on their own.
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Q27:What hyginene practice are children are supported /encouraged to paticipate in ?
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Step 1: introduction
This step is meant as an icebreaker and allows the children to become familiar with the
facilitators and the methods they will use.
Activities:
Participants introduce themselves
Everyday stories
During the first activity, the children introduced themselves with the help of the puppet which
is combined with the introduction of the facilitators, the objectives of the course, the coloring
of drawings.
Step 2: problem identification
Activity:
A good and bad habits
This activity focuses on common health and hygiene problems. This tool is used with two
piles sorting as the problem analysis of good and bad hygienic behaviors. They show either a
good or bad behavior or many of them are forming corresponding pairs. Used with the
children they first have to classify then, afterwards they try to find all possible pairs. It
compares good and bad habits and focuses on hygienic behavior that can cause all spreads
of diseases.
Step 3: problem identification
Activity:
Revision of good and bad habits
How germs are spread
Germs are spread by flies
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The first activity is revision of the problem identification, it is performed as a card game:
pass the back for older children, and memory for younger ones.
The second and third activities give an explanation of some of the common diseases that
children can suffer from. This is done through a telling story on the basis of posters, and a
role play done by some of the children after instruction from the facilitators.
Step 4: practicing good behavior
Activities:
Blocking the routes the routes of germs
Hand- washing exercise
Toilet use exercise tooth- brushing exercise
Tooth-brushing exercise
Food handing exercise
Closing ceremony
This step demonstrates different actions for blocking the spread of diseases, and concentrates
on practical training in good hygiene behavior combined with role-plays and pupplet shows.
All the activities connect knowledge about the spread of diseases and their prevention to
better hygienic behavior. Practical exercises in small groups are carried out, during the final
session; all of the participating children receive an award.
Step 5: monitoring
Children to begin clearing their own plates when they are old enough to carry them without
dropping them. When children are involved in regular chores starting before the age of 4,
they tend to be more independent in e
dressing and grooming. Encourage
children to dress and groom by themselves; just provide minimal assistance. Begin with older
infants and toddlers by encouraging them to help pull socks on and off, pull up pants after
diapering and help put their arms through sleeves. As children get older, encourage them to
dress themselves but help with challenging steps such as zipping and buttoning.
Hygiene and toileting. Look for signs of readiness for toileting. Encourage children
learning to use the toilet to climb on and off the toilet seat, pull clothing up and down,
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and wash their hands independently. Also teach children how to brush their teeth
after lunch and snacks. Be ready to provide support and help if they need it. You can
find more suggestions at Keeping Children's Teeth Clean in Child Care and Hand
washing in Child Care. Encouraging children to take care of everyday hygiene
routines and to use the toilet independently helps them learn how to become more
independent and self-sufficient, and frees up your time to help children with other
activities.
helping with daily chores like table setting and picking up toys. Encourage children
to help with clean-up early on. Give toddlers responsibility for placing napkins or
utensils on the table. Encourage arly adulthood than children without the experience
of helping out.
Q:28 How can cutural practice affect routine of care?

Parent and staff expectations for continuity of home practices in the child care setting for
families with diverse cultural background
Neurocognition and behavior are adversely affected in children ages 5 to 10 who have
inconsistent sleep routines, independent of other sleep problems.
Q:29 why is it important to create a strong link between home and ser vice /center?
Things to do at home
Communicating from afar
Activities to enjoy together
Other resources
Things to do at home
Talk with your children's grandparents about how they would like to be involved. Work
together to come up with a plan that will help both your children and their grandparents
forge a close bond despite the miles between them.
Display photographs of your children's grandparents in your home and look through family
photo albums with your children. Framed photographs of grandparents at different ages will
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serve as visual reminders of grandparents. You can begin looking through photo albums
when your children are very young. Point to pictures and name the people in them. ("This
lady is your Grandma. She's Mommy's mommy.") When your children are older, you can go
into more detail. ("This picture was taken when Grandma was at the beach in Virginia,
where we used to go on vacation when I was your age.") Try to take pictures of the
grandparents with each child whenever you can.
Communicating from afar
Start developing a relationship early on. When your child is a baby, you can call the
grandparents, hold the phone to your child's ear, and encourage a "conversation."
You can hold or prop up a photograph of the grandparent for your child to see while
she's "on the phone." You can encourage the grandparent to speak to your child -even to sing lullabies.
Call regularly. Set up a phone schedule -- for example, every Saturday at 8:30 a.m.
Because it can be hard for children to know what to say on the phone, help them
gather their thoughts ahead of time. You might want to keep a running list of things
your children can tell their grandparents about, like accomplishments at school,
projects they're working on, or hobbies or sports they're interested in. As things pop
up during the week, jot them down on the list. But if your child doesn't want to speak
on the phone, don't force the issue. Try other methods of communicating -- letters,
audiotapes, or e-mail -- instead
one-on-one time between children and grandparents. If other family members are
around make sure each child has time alone with a grandparent. Grandparents and
grandchildren can connect over a board game, baking cookies, planting in the garden,
fishing, taking a walk, and just being together and chatting.
Q:30 It is important to encourage independence and support childrens development of

self help skill. What are the age /satage appropriate expectation for children 2-12
years?
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It is important to indipendence and support childrens development of self help skills.

Self-feeding
The best way to build independent feeding skills is to learn the normal developmental stages
of
Self-feeding.
Independent dressing and grooming
Encourage children to dress and groom by themselves; just provide minimal assistance.
Begin with older infants and toddlers by encouraging them to help pull socks on and off, pull
up pants after diapering and help put their arms through sleeves.
Hygiene and toileting
Look for signs of readiness for toileting. Encourage children learning to use the toilet to
climb on and off the toilet seat, pull clothing up and down, and wash their hands
independently.
Helping with daily chores like table setting and picking up toys
Encourage children to help with clean-up early on. Give toddlers responsibility for placing
napkins or utensils on the table. Encourage children to begin clearing their own plates when
they are old enough to carry them without dropping them.
Q: 31: How can you foster and support the development of self help skill across the
range of ages the range of age/stages?
Children to begin clearing their own plates when they are old enough to carry them without
dropping them. When children are involved in regular chores starting before the age of 4,
they tend to be more independent in e
dressing and grooming. Encourage
children to dress and groom by themselves; just provide minimal assistance. Begin with older
infants and toddlers by encouraging them to help pull socks on and off, pull up pants after
diapering and help put their arms through sleeves. As children get older, encourage them to
dress themselves but help with challenging steps such as zipping and buttoning.
and toileting. Look for signs of readiness for toileting. Encourage children
learning to use the toilet to climb on and off the toilet seat, pull clothing up and down, and
wash their hands independently. Also teach children how to brush their teeth after lunch and
snacks. Be ready to provide support and help if they need it. You can find more suggestions
62
at Keeping Children's Teeth Clean in Child Care and Hand washing in Child Care.
Encouraging children to take care of everyday hygiene routines and to use the toilet
independently helps them learn how to become more independent and self-sufficient, and
frees up your time to help children with other activities.
with daily chores like table setting and picking up toys. Encourage children to help
with clean-up early on. Give toddlers responsibility for placing napkins or utensils on the
table. Encourage
Q: 32:How will you ensure that you meet the nutritional needs of the children?
Developing healthy eating habits
Children develop a natural preference for the foods they enjoy the most, so the challenge is to
make healthy choices appealing. No matter how good your intentions, trying to convince your
eight-year-old that an apple is as sweet a treat as a cookie is not a recipe for success!
However, you can ensure that your childrens diet is as nutritious and wholesome as possible,
even while allowing for some of their favorite treats.
The childhood impulse to imitate is strong, so its important you act as a role model for your
kids. Its no good asking your child to eat fruit and vegetables while you gorge on potato
chips and soda.
Top tips to promote healthy childhood eating
Have regular family meals. Knowing dinner is served at approximately the same
time every night and that the entire family will be sitting down together is comforting
and enhances appetite. Breakfast is another great time for a family meal, especially
since kids who eat breakfast tend to do better in school.
Cook more meals at home. Eating home cooked meals is healthier for the whole
family and sets a great example for kids about the importance of food. Restaurant
meals tend to have more fat, sugar, and salt. Save dining out for special occasions.
Get kids involved. Children enjoy helping adults grocery shop, selecting what goes
in their lunch box, and preparing dinner. It's also a chance for you to teach them
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about the nutritional values of different foods, and (for older children) how to read
food labels.
Make a variety of healthy snacks available instead of empty calorie snacks. Keep
plenty of fruits, vegetables, whole grain snacks, and healthy beverages (water, milk,
pure fruit juice) around and easily accessible so kids become used to reaching for
healthy snacks instead of empty calorie snacks like soda, chips, or cookies.
Limit portion sizes. Dont insist your child cleans the plate, and never use food as a
reward or bribe.
Persuading children to eat more fruit and vegetables

Limit sugar and salt
One of the biggest challenges for parents is to limit the amount of sugar and salt in their
childrens diets.
Limiting sugar
The American Heart Association recommends that sugar intake for children is limited to 3
teaspoons (12 grams) a day. Cutting back on candy and cookies is only part of the solution.
Large amounts of added sugar can also be hidden in foods such as bread, canned soups and
vegetables, frozen dinners, ketchup, and fast food.
Dont ban sweets entirely. Having a no sweets rule is an invitation for cravings and
overindulging when given the chance.
Give recipes a makeover. Many recipes taste just as good with less sugar.
Avoid sugary drinks. One 12-oz soda has about 10 teaspoons of sugar in it, more
than three times the daily recommended limit for children! Try adding a splash of
fruit juice to sparkling water instead.
Cut down on processed foods, such as white bread and cakes, which cause blood
sugar to go up and down, and can leave kids tired and sapped of energy.
Create your own popsicles and frozen treats. Freeze 100% fruit juice in an icecube tray with plastic spoons as popsicle handles. Or try freezing grapes, berries,
banana pieces, or peach slices, then topping with a little chocolate sauce or Fostering
Goodness: Teaching Parents to Facilitate Children's Moral Development
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Q :33 How will you minimise sepration anxiety for both parents and children?
When the idea has taken root in the childs mind, that the parents trust the worker, and the
handing over has reached a point where the child is interacting predominantly with the
worker, the parents may move towards leaving the child with the worker. As has been
previously and variously pointed out, separation anxiety is virtually unavoidable and will
usually occur, so when it does, it should come as no surprise.
In dealing with any form of distress, the objective is to have the child settle as completely and
as quickly as practicable. Responding in a caring way is not possible without identifying the
reality of what the child is feeling. The childcare worker who wants to respond to the childs
distress at separation from her parent in a calm and reassuring manner validates the childs
feelings by sending a message to the child which says Yes, youre missing Mummy and youre
very upset. I understand what it must be like for you.
However, the message sending does not stop there. The next things that the child needs to
know are that:
everything is going to be alright, we know what were doing and were looking after you
properly,
Mummy (Daddy, etc) will be back for you, and
while youre here, youre going to enjoy yourself because we know what you like.
Whilst words, particularly with children whose development supports reasoning through
discussion, can go a long way to reassuring a worried child, the real proof lies in the childs
direct experience. Whilst children may fear being separated from their loved ones, they only
develop a loathing for separation when they can associate it with bad things happening to
them.
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Babies/infant communication most effetely through crying. This crying can

have many meanings. What are some of the messages the different cries may
mean?
Answer; Some signs to watch for in newborns: fussing, smacking of lips, rooting (a newborn
reflex that causes babies to turn their head toward your hand when you stroke their cheek),
and putting their hands to their mouth.
If baby often commotion and cries right after being fed, he may be feeling some sort of
tummy pain. (Gas, colic, etc...)
When babies/infant feel sleepy than it is harder for them than you might think. Instead of
nodding off, babies may protest and cry, especially if they're overly tired.
1. Babies/infant can also use non-verbal communication method, describe some of
these?
Answer;
Infants communicate with their coos, gurgles, and grunts, facial expressions, cries, body
movements like cuddling or back arching, eye movements such as looking towards and
looking away and arm and leg movements. As infants develop motor skills they are able to lift
their arms when wanting to be picked up, point toward an object they want and push away
unwanted touch or objects. An excited older infants squealing and waving their arms when
they see something or someone they want. Infants seek attention through crying, vocalizing,
kicking and other whole-body movements to which their caregivers will respond. When their
communication attempts are successful, infants learn to repeat that behavior to get their
needs met.
2-Adult can communicate with babies in a variety of ways. What are some of
these?
Answer;
Quickly respond to infant communication (e.g., comfort a crying baby; smile at a smiling
infant; relax if a baby turns her head to the side)
Provide meaning to infants' communicative efforts (e.g., "You are crying, I know it is time
for your bottle;" "You are smiling, you like it when I tickle your feet!")
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Use a sing-song, high-pitched tone of voice, exaggerated facial expressions and wideopened eyes when interacting with young infants. These types of behavior capture infants'
attention and help them to keep focused on interacting.
Make the most of the times when you and an infant are facing each other (e.g., during
diaper changes, feedings, mealtimes) and talk, sing or gently tickle the infant. Infants are
fascinated by adult faces and love to look at them when they are close.
Pay attention to an infant's style of expressing emotions, preferred level of activity and
tendency to be social. Some infants are quiet and observant and prefer infrequent adult
interaction. Other infants are emotional, active and seek continuous adult attention and
interaction. Recognizing the unique personality of each infant will make effective
communication easier.
Q; 5 Babies infant may be distressed when they first arrive at the service center.
What signs may indicate the stress?
Tearful, tantrum-filled goodbyes are common during a child's earliest years. Around the
first birthday, many kids develop separation anxiety, getting upset when a parent tries to
leave them with someone else.
Sometime between 4-7 months, babies develop a sense of object permanence and begin to
learn that things and people exist even when they're out of sight. This is when babies start
playing the "dropsy" game dropping things over the side of the high chair and
expecting an adult to pick them up (which, once retrieved, get dropped again!).
Q6; what are some of the methods used to settle babies/infant a care environment?
The successful settling of the infant (and primary caregiver), into the care environment
they have chosen. Parents should Introduce him/her with the caregivers and then.
Observing parents and children for signs of stress/ distress on arrival
Establish routines and strategies to minimise the distress of separation for parents and
baby. This may involve:
Allowing the infant to wave good-bye from an appropriate window, and/or
Encouraging the primary caregiver and baby to start with shorter orientation sessions,
and then introduce the baby with toys and others fellows. Try to identify his likes and
dislikes form either primary source secondary source.
Q7. Babies have individual routines. What are some of the most common routines?
Answer; Newborn babies cannot differentiate between the days or night they do not
follow the same routine. Do not have most common routine of the babies are Hunger,
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sleep, urination, and in case of any discomfort their Crying are their most common
routines.
Q8. Babies have many individual routines and rituals which will be linked to their
family/cultural experiences. Tell me about some you are familiar with or aware of.
Many times, children of substance abusers are frightened. They may be the victims of
physical violence or incest. They may also witness violence frequently alcohol and other
drug abuse goes hand in hand with domestic violence in their home.
Families that maintain certain "rituals," such as holiday traditions or a Friday night
pizza and movie can help mediate the chaos of addiction. Sober parents who are able to
provide stability, support and nurturing also help minimize confusion and strengthen
children.
Q9. It is important to a service center care reflect some home practices closely but
this is not always possible. What licensing regulations may impact on babies care?
Q10. Babies/infant requires close supervision. This requires continuous contact even
when babies/infant are sleeping
Child care staff should be position themselves so they can hear a sleeping children. Infant
are placed on their back in a crib. The side of the crib is airside and checked to ensure
the crib sides should be locked.
Staff should check a napping infant every 10minutes without disturbing, a timer should be
used as a reminder.
At least two caregiver are present when children of any age are napping. Sleeping
children of any age should not have their head cover. Blanket on sleeping infant only
reach their chest.
Children who awake early or do not sleep are supervised and provided quite activates.
Q11. While potential risk care do babies/infant face whilst in a care sitting?
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Children at childcare centers can easily get germs from there fellows and when they often
some children soon get sick when they feel stressful because of new place and separation
from the family and in this case child care providers do not usually allow sick children to
attend. And one social risk is that an attachment and bond formed between the parents and
infant is disrupted when an infant attends child care.
Q12. Child care centers have many risk reduction strategies. What are some of the
strategies you are familiar with?
Answer .Following strategies can be used to reduce risk
Hazard checks Inside the Centre:
Fixtures and fittings securely bolted to floors or walls

Dangerous goods, solvents and cleaning liquids locked away
All toys are in good condition
Hot liquids / foods kept well clear of children
Door jam protection installed
Hazard check of Playground Equipment:
Equipment is maintained and repaired regularly

All equipment is secured correctly
Equipment surfaces are non-slip
There are no external protrusions such as bolts or nails
Toys should not deteriorated, and are free from sharp edges
Q13. How will you support babies rest/sleep routines?(find more details by your own)
First see if baby will fall quickly back to sleep. If the duvet has been kicked off, put the
cover back on and rub their body gently, just to reassure them that you're there. This
may be sufficient to send your baby back to sleep, so let a couple of minutes pass
before doing anything else.
If you need to feed or change baby do it quickly and quietly, without turning on the
lights. Don't talk to baby or play with it at this time. This will teach your baby that
nothing exciting happens in the night and that talking and playing only happen during
the day.
Babies don't care whether they sleep at night and stay awake during the day, or the
other way around. It's up to parents to teach them which is better.
Q14, it is important for babies or infant be encouraged to practice hygiene from an

early Age. How can this be achieved?
If children see that we think and help them to become bright and hardworking, this helps to
make them bright and hardworking.
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Appreciation of cleanliness and neat dress and keeping their self neat in the playground will
promote their hygiene. This can be achieved if we place some signboard in different areas of
childcare centers like Wash your hands in the wash rooms and keep yourself neat and
clean in the play ground. Giving some appreciation like clapping to the child will also
enhance their practices of hygiene and self esteem.
Q15.Outline the key nutrition issues relevant to this age.
Food provides the energy and nutrients that babies need to be healthy. For a baby, breast
milk is best. It has all the necessary vitamins and minerals. Infant formulas are available for
babies which contains all the necessary nations.
Infants usually start eating solid foods between 4 and 6 months of age. Health care provider
knows best for the best time for your baby to start. If you introduce one new food at a time,
you will be able to identify any foods that cause allergies in your baby. Some foods to stay
away from include eggs, honey, peanuts (including peanut butter) and other tree nuts.
Q16. How is baby bottle prepared for use?
Answer; Baby bottle is prepared for use in the following way.
1. Clean and sterilize bottles.
2. Boil water and put correct amount of water in each bottle.
3. Use a storage container (such as the one shown below) to store correct amounts of
formula for
each feed. Fill each separate section with the correct amount of formula.
4. Seal and refrigerate bottles if required.
5. Make sure milk is never reheated
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Scenario
When looking at the environment there are many questions that can be posed about its purpose.
For example. Is the environment physically safe, is there enough equipment and spaces, can the
staff observe well enough to supervise effectively. The environment also offer an opportunity to
create a feeling or atmorsphere.this feeling can promote positive or negative attitude, mood and
/or responses.
Think about the service/ centre environment. What sort of feelings does it promote? Is it
a calm space or a cultured and busy space?
The impact of the physical environment is often overlooked... Quiet or active. Quite and calm
environment is necessary to achieve the goal.
What would you change in your environment if you could?
I would find change like keeping the safety of the children in the play centres in and out door times,
and by increasing the staff rates.
How would you create an atmosphere conducive to calm positive interactions and play?
To create an atmosphere conducive to calm positive interactions and play these must launch dramatic
play, music /movement, sand play, library centre, water area etc.
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Scenario
Taylor exhibits challenging behaviours. Taylor is four and he often swears and frequently
disrupts play activities and routines. As his carer you would need to remain calm and manage
Taylors behaviour in a positive way.
I will show politeness and I will not use harsh words, and I would keep myself calm.
Where would you go for advice and support?
I would go for advice or support to my manage knowing something about the child I would talk to the
parents to know about the child desire and needs.
Why is it important to remain positive in the face of what can be very uncomfortable
situations?
Whenever there is uncomfortable situation I should cope with the situation show patience, think
positive. Its important to remain calm.
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Scenario
Communication is an important factor when working and interacting with children.
Communication, involves more than just speaking and listening. Children react to adults
language as well as to their body language and tone.
Some child care professionals are able to use minimal verbal communications that are soft and
quiet.
How are these professional influencing and supporting childrens behaviour?
These professionals will be more affective and impressive that describes a range of strategies for
supporting the behaviours of children. Evaluate the effectiveness of strategies in relation to the case.
Learning and development of the child.
What strategies can you implement to better support behaviour?
I promote self-esteem and confidence every chance I can. If I find a child doing something good i
would praise him/ her, provide opportunities and for the child to become responsible.
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Scenario
At your workplace, staffs use a range of sponges for the variety of cleaning tasks. There is a list
near every sink outlining what coloured sponge is used for each task; it is your job to clean the
play room at the end of each day. The tables, chairs, lockers and floors are to be cleaned. You
notice that there no green sponges which are the ones you must use on the tables.
What will you do about the cleaning product?

The chemicals in the institutional cleaning products can cause a wide range of major health
problems for children, including respiratory irritation and other health problems, however at the
moment there safe cleaning products widely available.
What will you do about lack of green sponges?
Gather all of the plastic toys and all other things and place them in a large tub or sink filled with
warm, soapy water, dont use too much bleach, allow the thing to all dry and clean with a towel.
How can you ensure this doesnt happen again?
I will make sure; I dont run out of my green sponges, making sure have enough in stock.
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Scenario
Gathering information, about childrens behaviour can often provide valuable insights to when,
where and what children are doing. Jacob was a child who was consistently exhibiting
inappropriate aggressive behaviours. Shiva did this by completing an observational tool called
an event sample. This allowed Shiva to record what proceeded and follow each event.
When the data was collected and analysed it was found that Jacob did not respond well to
changes. Most events could be tracked to a transition time. Jacob was most unsettled when
asked to clean up or stop what he was doing. By placing an adult near Jacob during these
transitions, the inappropriate behaviours were reduced. Jacob felt supported during these
stressful times.
What methods does your service use to gather information?
By completing an observational tool make sure you make eye contact and talk to the child, and try to
get more in formations.
What method have you used?
By playing with the child

Try to understand what he/she needed.
Are the methods you are using effective? Why?
Every child is different, I dont think so, and every child will have his / her own desires and different
needs.
How should the information gathered should be used?
The information should be implemented in the service centre were you are working, and should be
used for improving the behaviour of a child.
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Scenario
Samantha is working an assistant in the preschool room. Her duties revolve around health and
safety issues including supervising the children. Samantha has started taking simple
observations but does not program or interpret the observations for developmental information.
A parent has stopped Samantha at the end of the day and is asking about her son. Thomas,
language skills. She wants to know if Samantha thinks Thomas is speaking well for his age.
What should Samantha do? Should she answer the question?
Samantha should give the answer because she already observed the behaviour and attitude of the
child.
Who could she refer Thomass mother to?
I would refer her to talk to the manager about her son.
How does Samantha do this in a way that supports the other team member in the room
and does not let Thomass mother think no one has the answer to her question.
I would explain to his mother that its hard to answer that question because of confidently procedures
and no member of the staff can tell her if her sons language is appropriate for his age, but let her
know if there are any problems with him the manager will contact her.
Scenario
Lisas room leader has told that next week she will be meeting with Lisa to discuss how she is
going at the centre; Lisa is the assistant in her room and is half way through her certificate lll
studies. Lisa wants to give honest feedback to the room leader and sees this as an opportunity to
get feedback as well as support for the areas she is still learning to master.
What could Lisa do to prepare for the meeting?
Lisa should prepare the minutes of the meeting to discuss with her room leading upon her arrival.
What sorts of things could she discuss at the meeting?
Lisas could discuss maximum points regarding the problems being faced at the centre. She most
forward some proposals to make suitable environmental for the children of different age norms and
culture.
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What should she get feedback on?
She can convert this opportunity into more and more learning and obtain of certificate lll in
childrens services would be easier than before.
Was it a good idea to know about the meeting in advance? Why or why not?
Yes it was unique to know about the meeting in advance, as she prepares the agenda for the meeting
and highlighted those things need special explanation.
Scenario
A new staff member (Raita) joined the team in Ryans room three months ago. Raita seemed
nice but she speaks little English and seems very uncomfortable working with Ryan and hardly
ever speaks to him. When Ryan approaches Raita, she drops her head and responds in
whispers.
What can Ryan do?
Ryan should treat her friends and try to speak to them in a easy words.
Who should he speak to about the problem?
He should speak to Rait to improve her skill to speak English.
What support can he get?
Raita can work more in practical part of the room. Also Raita can support him as she is nice
assistant.
How can he and Raita sort out the problem so they can work.
They should understand each other, and learn to communicate with each other and handle the matter
more effectively.
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Scenario
You are required to work fairly closely with a colleague who is from a culturally diverse
background. And you just cannot seem to get along with. They have recently arrived from
interstate, and continually tell you that the way that you perform your work is not up to the
standard that they are used to. You have tried to explain the differences in the actual tasks, and
that you are performing your work role to the organisations standards. There seem to be
differences at all levels-personal, attitudinal and practical in terms of work, you feel that the
situation is now seriously threatening to affect your work.
What can you do to resolve this situation?
I would politely give a friendly advice to my colleague to try and obtain at training course that would
keep him or her to the standard there used to.
Scenario
You have recently been joined by a new colleague, he is from a different cultural and linguistic
background, and you are aware that in his country of origin he held quiet a senior position in
education. There are tensions between him and the rest of the team. You do not understand why
he treats you and your female colleagues in certain way. He appears not to understand how
your workplace functions.
What personal and organisational strategies can you use to help create better mutual
understandings and working relationships?
Time is the thing to settle the critical affairs automatically. However gradually step by step things
should be forwarded in friendly atmosphere. Soon, everyone will experience the changing. A time that
will come that there will be a better mutual understanding and working relationships.
A colleague John has returned to work after recovering from a serious accident. John is now
using a wheelchair and needs regular breaks. His work hours are reduced.
Describe the physical support needs that may be needed in the workplace to assist John.
First of all the responsibility of john should be minimized. He must handle the things which he
can handle easily.
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What is the purpose of the anti-discrimination legislation?
Purpose of the anti-discrimination law is to protect the people from discrimination and
harassment.
What policies and procedures in your service/ centre govern how you treat children and
their families/ guardian?
We provide the best child care programs, efficient system and a great team of childcare
professionals. We have caring and learning environment.
Scenario
Abbag has arrived at your service/ centre.. Abbag is 6 years old and her mother Alissa is
from Sudan. The family are being sponsored by the local church group and one of the church
members, Shirley have come to help with the enrolment. Alissa speaks little English and will be
attending English classes at the local Tafe while Abbag is attending the service/centre.
what information do you need at this enrolment meeting?

I need the information from the family regarding the previous environment, their activates
and her children education. Their reason of taking kids o the centre as well.
How will you communicate with Alissa when she visits daily as Shirley will not be her?
I would try to communication with her knowing that she can speak broken English and try to
listen from her gestures as well.
what support can you access from the staff?

I would suggest the staff to provide them with the appropriate guidance keeping in view their
capability as they not knowing enough English.
What support can you access for Alissa?

I would approach Alissa with the resources available; Give her numbers and addresses of
support services out there that help the newcomers to anew land.etc or even helping to access them
myself. Services like financial needs housing, getting to gather with other new arrivals and old
arrivals. This will really help Alissa coupe with the new environment.
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Scenario
Bhijan is eight years old and has just arrived at your place of work, three weeks ago
Bhijan and his family have been given asylum in Australia and his mum has got part time job.
Bhijan is a happy child, a little shy and very wary of strangers. He is slowly settling into centre
and has formed a strong bond with you.
What information would be helpful in supporting and working with bhijan?
I would mark sure the environment is suitable for bhijan a happy and welcoming
environment, and safe, provide a good balanced diet for him.
How could you support Bhijan?
I would reassure him that the environment he is in is safe I would care for him to the best of
my ability; I would encourage him not to be shy and express his feelings on what he wants and does
not like. Childs health and physical activities does matter a lot when there in care.
What resources are available to your organisation to support Bhijans needs?
One of the sources is the diet plan which consists of nutritional meals and snacks to the
children in the care. Other sources include toys, books, videos, outdoor riding equipments, water play
tables and much more.
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Scenarios
Karle has arrived to pick up her two children from the centre. You are aware that Karle is a
single mother and she has just moved into a unit on her own with her two children. The only
other person she knows in town is her brother and the children were very unhappy when they
lived there. The children are always dressed well and bring health lunches. You believe the
children are obviously loved and cared for. Karle asks to speak to you privately and wants to
borrow $10 to pay for the tax to get the children home. She miscalculated her budget this week
and is short.
What will you do?
I would sit down with Kailie, and would ask her if she has issue she needs me to know, or would like
some help on how effective to manage her money.
How can you support this family in the short and long term?
I would refer this family to a cancelling team since she is a single mum, she might be having other
family issues. And also refer her to other service providers out there who might help her when in need
of financial difficulties, and how to budget.
What other support programs are available for Karlie?
Programs that would be supportive for her are financial support till she is able to handle her
household. Moral support is also important in her situation, and also has just moved in a new place.
81
Scenario
Brad and David are new parents at your service. Their son Kyle is settling well and is
happy and content in the environment. A small number of the parents are a bit uncomfortable
with the two dads and seem to ignore them when they are at the service. The same parents are a
little wary to Kyle as well. The staffs are concerned that these inappropriate attitudes will grow
if they do not act to dispel this discrimination.
What can the staff do?
The staff should provide an environment they need because they are part of the society. Like
any other person.
What strategies could they implement to eliminate the anti bias behaviours?
There are number of strategies that i would like to put in place

1-No discrimination.
2-No prejudice
3-Propeganda etc.
How can the staff at the centre support Brand and David as well as the other
parents in the centre?
The two men need same moral support, in that there experiencing a different and difficult
situation. And as new parents for a child.
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Scenario
Sam is due for a bottle but you do not have one prepared. Sam is formula fed and Sams foster
care Di has left some spare formula at the centre. You have the bottle he used at his previous
feed.
Describe what you will do outline all the steps you will take?
1st step; cleaning of bottle properly

2nd: boiling of water.
3rd pour the boiled water in the bottle to the level required according to the formula.
4th: shake the bottle with the formula until diluted properly.
5th: giving it to the child and supervision is required.
What hygiene procedures and polices relate to this task?
Children are more sensitive and have less immunization, so we should take care while handling their
foods and feeding them. Children more that those breast feeding children. As soon as child has
finished drinking, make sure the rest of the milk is discarded and the bottle is washed and sterilized.
Scenarios
Tobias has recently enrolled in your school. He is four years old and his parents are both
professionals. Mandarin is the language spoken at home. You are aware that Tobias seems to be
very tired towards the end of the week and lacks focus. You ask to speak with Tobias parents
who arrived with limited English language. After discussing how Tobias is progressing you
observe the parents talking to Tobias in mandarin. You attempt to speak with them in English
and recognise that of your comments may not be interpreted as you intend them. Finally after
30 minutes Tobias tells you that he attends another service 5 day a week after he finishes at your
center.you ask him what time he gets home and he states that he finishes his other school at
7.00pm and goes to his ground mothers home. He says that his parents pick him up at 9.00pm
each night.
1-What are some of the issues you need to think about?
-Regarding tibias language

- His parents late arrival of his parents.
How can you support Tobias at the centre?
I have to keep in mind that he speaks mandarin, and the parents intend to put him in an English
speaking environment.
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How can you discuss and educate the parents with respect to their cultural differences
about adequate sleep and how this may be affecting Tobias?
I have to educate the parents about how much the child needs adequate sleep and care in order to be
health, with that I have to keep in mind the parents cultural background.
How will you approach the issue of attending another service (which you realise is a
school preparation service).
Its an issue that can be resolved by proper planning no matter the time is less, but I need to manage
it within the short time.
How does the centre approach the expectation that Tobias parents may have on him.
The centre may approach the expectations their parents may have by providing proper attention, time
management and an adequate attention towards the child.
Scenario
Meg is a first time mum and is asking about when she should introduce solids to her daughter
Isabella who is 5 months old. Meg has no extended family to support her.
What advice would you give her?
Young children have different appetite, and also the time for children to start eating solid foods is 5 or
6 months, so Meg should give her daughter for the initial stage of solid can be deep bread in milk,
bananas, cerelac etc.
What could Meg go for further information?
Meg should go for further information to child health nurse, or her friends.
Scenario
7. Jack is 18 months old and his mother Sasha has decided that he should not have his bottle as
lunch time jack has one bottle in the morning and one at night. For lunch Sasha has provided a
bottle filled with cordial, can of spaghetti and some cracker biscuits.
What impact could this type of diet have on jacks development?
Sasha has put together different types of diet which is good for jacks development.
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What do you think jack should be eating?
Jack should be eating a well balanced diet foods e.g. meat chicken etc
How do you talk to his mother and respect her wishes and values?
I would educate the mum about kids having a good source of balanced diet foods that would
contribute to the childs physical and mental development.
Scenario
Simon has telephoned the centre to ask about placing his 18 month old daughter Freya into
care. The centre has vacancies on the day Simon wants. He has also contacted two other centres
who have vacancies and wants to know about this centres program and environment. Army is
the group leader in the babys room and she is going to speak to him.
What type of things can she tell Simon about the centre?
Amy should tell Simon about the central environment how suitable it is with the different age groups,
indoor activities and outdoor activities for the 18 month old. Amy would explain that their children
come from different cultural backgrounds, very welcoming environment full of fun.
What regulations would it be valuable to mention?
The regulations would be about times children are picked up and dropped off, childrens care in the
centre, and parents attitude towards children.
Simon is particularly concerned about time. What information can Amy give
him about this routine?
By discussing about Simons routines of his child Amy should find out how often the child needs to
have sleep and the normal routine can be discussed with Simon.
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Scenario
Megan has arrived to pick up her son Ryan. As Megan walks inthe door. 16 month old Alijh
vomits onto the carpet in front of her. The room assistant leilani has gone to toilet and Rachel
(the other staff member) is now alone in the room with the 7 month babies. The phone starts to
ring in the middle of all this.Rachel looks at her prioritys, and will look after the vomiting child.
And at the same time attend to the other children. Cannot answer the phone unless there is
another assistant.
Detail how she should respond to the situation.
Rachel has to come herself down and relax, focus on how to get the child out of the vomit, clean up
the place, and at the same time keep an eye on the other kids while the assistant comes.
Where could she get help?
Wait for leilan to arrive and do what she can do, in the meantime help the child in vomit.
What should she say to Megan (ryans mum).
She has to apologize to her, and ask if she could look after ryan.while she is cleaning up the place and
also attending to the other kids.
Should Aliyan be sent home?
After cleaning up the child and coming her down to rest .it is appropriate to call the parents and
notify them, if they come and pick her up.
What are the police and procedures cover this situation?
This type of situations does not occur as a daily routine, but the policies and procedures always
recommend regarding circumstances.

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1

Section 1: Organisation requirements

Another key competency is the ability to communicate effectively, especially with

Certificate III in ChildCare

A child care worker also serves as an important influence on a child's literacy

Certificate III in ChildCare

Relationship with children

Critical commentators, in contrast, posit the regulatory environment as an inhibitor

An act or failure to act which presents an imminent risk of serious harm.

Physical: failure to provide necessary food or shelter, or lack of appropriate

Medical: failure to provide necessary medical or mental health treatment.

Educational: failure to educate a child or attend to special education needs.

Emotional; inattention to a child's emotional needs, failure to provide psychological

relationships, statutory rape, molestation, prostitution, or other form of sexual exploitation of

Manufacture of methamphetamine in the presence of a child.

Selling, distributing, or giving illegal drugs or alcohol to a child.

Use of a controlled substance by a caregiver that impairs the caregiver's ability to

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Take deep breaths.

Look through a magazine or newspaper.

Sit down and relax.

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Certificate III in ChildCare

Certificate III in ChildCare

My thoughts and actions are in response to this dilemma:

Q7: What procedure would be followed if a parent wished to make a complaint?

The procedure for do complaint:

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Q 8: Who is responsible for Occupational Health and Safety (OH&S) in the

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Q 9: Tell me about some of the OH&S responsibilities of a childcare worker?

Childcare Workers responsibilities include the following:

Definition of Hazard and Risk:

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1. Potassium Dichromate is a highly toxic carcinogenic chemical. It is used in some

1. Flour would not be considered by many to be a hazardous substance. A jar of it on a

Definition of Safety Sign:

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Meaning of Safety Sign:

Q 12: Hazard identification is the process of identifying sources of harm. When do

All equipment, materials, resources and/environment need to be checked on a daily or

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Q14: What is the hierarchy of controlling risks?

Hierarchy of Control Risk:

The hierarchy or preferred order of selecting control measures is contained in the

Eliminate any recorded risk;

Control the risk at source;

Minimize the risk; and

In so far as the risk remains--

Provide for personal protective equipment; and

Institute a programmed to monitor the risk to which employees may be exposed.

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Emergency Evacuation Procedure:

Pull the fire alarm station.

Begin evacuation procedures as described below.

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Section 2: Provide a health and safe environment

Unit elements and performance criteria

2. Report indications of risk of harm

2. What ethical obligations childcare worker have as stated in the NCACs

I think you need to be aware of the following:

Childrens Health Insurance Program (CHIP). Legislation included in the Balanced

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