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Assessment Task 1
QUESTION 1
a) In reference to the National Quality Standards (NQS), outline Quality Area 2 – Children’s Health and Safety, explain in your own words, how children accessing quality early childhood education impacts on their physical and psychological well-being. Children who receive high-quality early childhood education will benefit directly from their development, allowing your child to thrive mentally and physically. b) Name the two Standards associated with Quality Area 2 – Children’s Health and Safety. Standard 2.1: Health Each child’s health and physical activity is supported and promoted. Standard 2.2: Safety Each child is protected. c) Listed below are four different elements taken from Quality Area 2 – Children’s Health and Safety. Read each element and then list a minimum of two outcomes that could assist a service to achieve the element. Element Outcome 2.1.2 – Effective illness and injury management and hygiene practices are promoted and implemented
- Actively encourage children to learn good hygiene practices
- Maintain a hygienic environment for children 2.1.3 – Healthy eating and physical activity are promoted and appropriate for each child
- Engage children in activities, conversations, and routines that encourage relaxed and enjoyable mealtimes as well as healthy, balanced lifestyles
- Include physical games and activities in the program, and encourage each child to participate 2.2.2 – Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented
- Keep a copy of the emergency and evacuation floor plan and instructions prominently displayed near each exit on the premises
- Conduct a risk assessment to identify potential emergencies related to the service
2.2.3 – Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect
- Listen to and respond to comments from families about their day-to- day observations of their child and events in their lives
- Maintain vigilance in observing and respond to signs or indicators of child abuse and/or neglect QUESTION 2 a) List three benefits of healthy eating for children. Supports healthy brain development and growth Aids in the proper functioning of the digestive system Boost immune system d) Outline the purpose of the following documents for children: Australian Dietary Guidelines The Australian Dietary Guidelines aim to provide up-to-date information on the amount and types of foods that people need to eat for good health and well-being. Australian Guide to Healthy Eating. The goal of the Australian Guide to Healthy Eating is to help Australians make healthy food choices. e) Using your own words explain childhood obesity and at least three associated risks. Childhood obesity occurs when a child's weight exceeds his or her height or has a BMI that is at or above the 95th percentile for children. Childhood obesity can result in diabetes, cardiovascular disease, and psycho-social problems. f) Read the food label and answer the questions that follow.
children) Chickenpox (varicella) Fever, aches and pains. Itchy rash Lose appetite Have a headache during the first few days Children will need to be immediately excluded and can return to care only after the blisters have dried—usually not before four to five days. Hand, foot and mouth disease Fever Sore throat Painful mouth sores, usually begin as flat, red spots and then develop as blisters The child will need to be excluded immediately for at least four to five days or until the blisters have dried. Impetigo (school sores) Skin itches and reddens A collection of blisters forms, commonly around the nose and mouth Blisters pop and weep a yellow, sticky fluid Scab dries and falls off Children should be excluded as soon as impetigo is suspected. Exclusion should last until the child has taken antibiotics for 24 hours. QUESTION 4 Scenario – Dental Sammy is five years old and attends Little.ly Early Learning Centre two days a week. Today, Sammy is complaining of a sore mouth, and he seems miserable and irritable which isn’t normal as he’s typically a loud and adventurous little boy. You ask Sammy if you can look in his mouth and he agrees. As you look carefully you see a molar positioned top left of this mouth that appears very dark in colour. a) What action must you take in relation to Sammy? Separate Sammy, and call a child's dentist right away b) Describe tooth decay and how is it caused. Tooth decay occurs when bacteria form a sticky layer on the teeth called plaque. It can be caused by frequent snacking, sipping sugary drinks, and not cleaning your teeth well. c) Describe the initial, latter and advanced stages of childhood tooth decay. The initial stage: As plaque accumulates on the tooth, small white spots appear, a process known as demineralisation. With the right treatment, this early stage of tooth decay can be reversed. The latter stage: Teeth have brown or black areas in the later stages. The front four upper baby teeth are the most commonly affected. The advanced stage: An abscess will form if the decay reaches the root tip of the tooth. This can cause swelling of the gums and tongue, as well as infection of the conjoining bones. d) Explain how to care for a baby’s gums and teeth. Once the baby is around three months old, the caregiver can gently wipe the baby's gums twice a day with a damp, clean face washer or gauze. Clean teeth as soon as the first tooth appears, using a soft infant toothbrush designed for children under two years. e) Provide three features of good oral health.
Having clean, debris-free teeth When brushing or flossing, gums appear pink and do not hurt or bleed No sign of persistent bad breath f) What causes poor oral health? Not brushing teeth two times a day Eating sugary foods and drinks Eating foods and drinks right before sleep time Using the incorrect toothpaste for the child’s age. g) Explain how poor oral health can impact on general health? Gum disease has been linked to a variety of diseases such as heart disease, diabetes, respiratory disease, osteoporosis, and rheumatoid arthritis. As a result, there is a synergistic relationship between oral health and overall well-being. QUESTION 5 Scenario – Health Screen Lily is typically a happy and healthy toddler who attends Little.ly on a regular basis. However, today you notice that Lily doesn’t seem quite herself. As you approach Lily, who is playing an imaginary game with Mia in the home corner, you see that her eyes are pink and puffy. Lily rubs her eyes and you ask her if you can have a closer look. As you move closer you can see that Lily’s right eye is quite red behind the eyelid and there is a yellow-green discharge. a) What is the purpose of a health screening of each child as they arrive at the centre and what does this typically involve? Its purpose is to identify individuals who may be sick in order to help children receive additional help sooner. A health screening test can be a series of questions, part of the exam such as a blood pressure check, or observation, for example, to check for anything unusual that is physically present. b) What symptoms do you observe in the scenario and what condition do you think Lily is suffering? When Lily rubs her eyes, I notice the following symptoms: pink and puffy eyes, yellow-green discharge, and the right eye is quite red behind the eyelid. According to her symptoms, I think she's suffering from bacterial conjunctivitis. c) Considering your observations and the condition that you think Lily may be suffering. What action must you take? I'll wet a cotton ball with lukewarm water and gently wipe her eye from inside to out, using one cotton ball per wipe. Do it every time mucus appears, and keep an eye on Lily until her parents come to collect her, then inform them of her symptoms. d) Records must be kept of any illness in children. Name seven points that must be recorded in relation to Lily and her symptoms. Lily’s name, address and date of birth Lily’s current general practitioner (GP) and other medical practitioner information
and growth. According to science, children who face adversity in their first years of life are more likely to suffer the long-term consequences of harmful stress. b) Briefly discuss the impacts of positive or negative experiences in shaping how an infant’s/toddler’s brain develops. Children's experiences with other humans, creatures, and the world have a significant impact on how their brain develops. They grow and learn best in a safe environment free of neglect and extreme or chronic stress. Children who are exposed to positive experiences such as books, stories, and songs will benefit their brain development by strengthening their language and communication skills. On the other hand, experiences such as poor nutrition, family stress, and neglect can have long-term negative effects on their brain. c) Outline how you as an educator can support healthy brain development in infants and toddlers. As an educator, I can support healthy brain development in infants and toddlers by responding to each child's conditions, building positive relationships with each child, and learning and understanding child development. QUESTION 9 a) Complete the table below by filling in a minimum of three key milestones in the developmental areas of: physical, social, emotional, cognitive and language for babies from birth to four months. Birth to four months Physical ^ Be able to hold their head steady unsupported Be able to push down on a hard surface using their legs and push themselves up using their arms They might be able to roll over Social ^ Smile spontaneously at people. Copy some facial expressions Like to play with people Emotional ^ Need to get attention Chuckle (not yet a full laugh) Become emotional when play stops Cognitive ^ Be able to reach out for toys with one hand Follow moving things with their eyes Recognize familiar people and things at a distance Language ^ Be able to babble with expression Copy sounds they hear Use different types of cries to show things like hunger, pain or tiredness b) Complete the table below by filling in a minimum of three key milestones in the developmental areas of: physical, social, emotional, cognitive and language for toddlers aged one to two years. One to two years Physical ^ Be able to stand on their tiptoes and kick a ball Begin to run Be able to climb onto and down from furniture without help Social ^ Copy others, especially adults and older children Often do what they were told not to, in order to explore their autonomy Their play is mainly beside other children but is starting to include others
Emotional ^ Notice when others are hurt or upset Clap when excited
Often show affection by hugs, cuddles, or kisses
Cognitive ^ Begin to sort shapes and colors Be able to follow two steps in a row, such as ‘Pick up your shoes, and put them in the wardrobe’ Be able to name items in a picture book Language ^ Be able to name familiar people and body parts Say sentences with two to four words Repeat words they hear in a conversation c) Discuss how development and key milestones vary across individual babies and toddlers. Since development and milestones involve physical, social, emotional, cognitive, and communication skills that children must learn as they develop and grow, the precise timing of when each individual child reaches each key milestone will vary greatly. So that different nurturing and different early experiences result in different developments in each individual child. QUESTION 10 a) Complete the table below by: Writing a minimum of two baby signs and cues for each of the following emotions: tired, hungry, playful and over-stimulated. Stating an appropriate response to the signs and cues you have specified in relation to each emotion. Emotion Signs and cues Appropriate response Tired ^ Staring into the distance Losing interest in people or toys Yawning Settling baby for sleep Hungry ^ Make sucking noises Turn towards the breast Offer a feed Playful ^ Eyes wide and bright Smiles Reach out hands Smile back and talk to the baby Over- stimulated ^ Turn their head away from you Squirm or kick Try putting them on the floor to play or into bed if it’s sleep time b) Complete the table below by: Writing a minimum of two toddler signs and cues for each of the following emotions: tired, hungry, playful and over-stimulated. Stating an appropriate response to the signs and cues you have specified in relation to each emotion. Emotion Signs and cues Appropriate response Tired ^ Grizzling or crying Rubbing eyes Help them get to bed
Medication errors QUESTION 13 Scenario: Research the recommendations for physical activity in the National Physical Activity and Sedentary Behaviour Guidelines for Australians and Australian 24-Hour Movement Guidelines for the Early Years (Birth to 5 years). Explain in your own words how much physical activity should babies and toddlers be getting and why it is important. Toddlers should be physically active for at least three hours per day, and children over three years old should be active for at least an hour per day. They need to play energetically every day in order to strengthen their bones, muscles, hearts, and lungs. QUESTION 14 Children’s health and safety is an important part of an educator’s role and is reflected in the Laws, Regulations and Standards which make up the National Quality Framework. Complete the table below with responses in each section of the table. Source information from the National Quality Framework or other guidelines such as food safety standards where necessary. Area of Health and Safety One strategy to ensure this is monitored and implemented safely One example of a risk or hazard associated with this area of health and safety One example of how services and educators can assess the risks or hazards Food and Medication: Storage of food in an education and care service Keep raw foods and cooked foods separate, to avoid cross-contamination. Expired food Always check stored food before cooking or consuming it. Preparation of food in an education and care service Wash fruits and vegetables with clean water before cutting and preparing them. Chemical hazards in fruits and vegetables Before cooking, make sure that there is no use of fruits and vegetables directly from the packages. Cooking or reheating food in an education and care service Reheat and re-serve appropriate foods only and do this just once. Food poisoning Before serving food to children, always ensure that it is hot.
Thawing food in an education and care service Remove any plastic or outer wrapping on the package before thawing food in the microwave. Food poisoning Check that no food is provided to children by thawing without heat. Serving food to children in an education and care service Use tongs and serving spoons to serve food. Food contaminated with harmful bacteria and viruses Conduct a Food Handling and Allergies checklist every day. Managing high-risk foods containing allergens in an education and care service Do not leave food out for long periods of time, especially on hot days. Food allergies Before serving food to children, always consult the high-risk foods management checklist. Administering medication to children in an education and care service Educators must not administer medication to children without their parent's permission. Children receive an inappropriate amount of medication. Always keep each child's medication information up to date. Clothing and Bedding: Clothing safety in an education and care service Wear clothes that covering shoulders and use gloves to remove bloodied clothing from children. Direct contact with bodily waste infected Before and after use, inspect clothing or gloves for tearing. Clothing suitability in an education and care service Provide UV protective clothing for children when they are out in the sun. Overheat from wearing clothes that are not suitable for the temperatures. Examine the children's clothing and take note of any symptoms they express, such as sweating. Bedding for children in an education and care service Prepare bedding that is age-appropriate for the children. Suffocation Ensure that toddlers are put to sleep on a firm, flat surface that does not indent or crease Hygiene: Cleanliness in an education and care service Always keep the area clean after a child vomits. Chemical hazard from cleaning material Maintain all cleaning chemicals in their original containers.
Positioning of educator in relation to children and environment It can assist educators in quickly assessing the sign of any emergency hazard, such as something falling from above. Interaction with children and adults This assist educators to assess and observe potentially unusual behaviors in children caused by hazards such as food allergies. Scanning and listening It helps educators immediately identify the signs of a potentially serious condition in children. Awareness of group and individual dynamics It can assist educators in more confidently confirming the presence or absence of danger signs. c) List at least five common hazards that children can be exposed to in an education and care service which you would be looking for when monitoring the environment and supervising. Toys and equipment Doors or gates Windows Small objects Furniture QUESTION 16 Scenario: Lina has just begun in the Scarlett Oak Room at the age of nine months. Her parents have communicated that she doesn’t like food that isn’t made by them and that they have a very specific way of making the food. They puree the food and want to bring it into the service for the educators to feed. They have been very specific in providing direction about how and when to feed Lina. They said they would like her fed at particular times and that the food should be at 20 degrees and spoon-fed to her. You check the policy and it states: Parental involvement in children’s care routines is important and educators must consider how they can support shared understanding of children’s care routines and accommodate their requests where it meets our guidelines and regulations. Explain how you would support this family and what you would do to support parental involvement while staying in line with requirements?
First, I will listen to their perspectives on their child's development and ensure they are aware of the food- related procedures at the care center. Then, I will provide feedback on their children's eating as often as I can in an appropriate way. QUESTION 17 Read about airborne, food-borne and infectious diseases and describe the ways that individuals can transfer and spread these. Provide a minimum of three ways in your response. When people with certain infections cough, sneeze or talk, they expel nasal and throat secretions into the air, which can spread the disease. Some viruses or bacteria fly through the air and land on other people or surfaces. So I will wear a mask and goggles, and wash my hands often to prevent airborne infections. Since food-borne illness is caused by consuming contaminated foods or beverages, I will wash my hands and surfaces frequently, cook food at proper temperatures, and serve food with tongs and serving spoons. Infectious diseases are commonly transmitted by the direct transfer of bacteria, viruses, or germs from one person to another, such as by touching or kissing. So that I should wash and dry my hands, clean surfaces regularly, and ventilate working areas. QUESTION 18 Reflect on the importance of physical activity and list three benefits for children. Physical activity is any movement of the body that works the muscles of children and requires more energy than resting. As a result, children who engage in regular physical activity are physically strong. Children who run frequently will benefit from stronger bones, muscles, hearts, and lungs. Children who dance frequently benefit from improved self-expression and hand-eye coordination, as well as the opportunity to learn new concepts in a fun and engaging environment. Swimming regularly benefits children's gross motor skill development and coordination, as well as their personality development, which leads to greater happiness, health, and development.
Assessment Task 2
CRITICAL REFLECTION TEMPLATE
Name: Date: 1 Research and then reflect on: 1.a attachment theories 1.b the links between attachment and brain development 1.c significance of strong, secure attachments to one or more significant adult 1.d how the lack of attachment can impact the development of the child. Attachment Theories:
- Methods that you use to develop relationships with babies and toddlers. Reflect on at least five different methods.
- Support children to develop relationships with peers. This method taught me that I should be involved in developing relationships with the children in the care center. This not only allows me to be a part of that relationship, but it also allows me to assist them in learning and practicing their new friendship skills.
- Let the children know that I am interested in their activities. I know it's critical to approach and interact with children in their activities because that's what I've always done while in the care center. However, I have discovered this additional technique to improve my approach to not only playing with them but also showing interest.
- Respect the feelings of each individual child. I've always believed that it's critical to acknowledge and respect children's emotions. This method supports my views. I also realize that it will help foster empathy and respect in the children.
- Encourage children to express their emotions in appropriate ways for their age. This method taught me that it is also significant for children to notice that I have feelings too. Rather than only asking them how they feel, I can express my feelings in a simply way so that the children can better understand me.
- Provide unstructured and uninterrupted time to the children. In the past, I didn't realize that interrupting children unnecessarily when they were playing would cause them to feel bad or sad. This method helps me to acknowledge that I should give them more time to play and possibly get more involved.
- Approaches that your colleagues use to develop relationships with babies and toddlers. Reflect on at least five different approaches.
- Offer learning new stuff: They like to bring new objects and offer the babies or toddlers to touch them. This approach reflects attachment theories, which confirm that once my colleagues connect with children, they can now help them boost brain development effectively.
- Make everyday routines playful: They perform almost every routine with babies and toddlers playfully. I realize that it is a better way to build a relationship with babies than doing it seriously since babies tend to be interested in fun and play.
- Entourage interests: My coworkers talk to the babies or toddlers about things they like, such as animals, toys, or even singing lullabies. This demonstrates their understanding of how to form effective relationships with children.
- Use a lot of expressions: With babies and toddlers, they will most likely use facial expressions and body language. Reflecting on their approach can teach me how to make the conversation more interesting and engaging.
- Reduce distractions: They turn off the TV or noise-making toys whenever they want to talk to the babies or toddlers. It can reflect on my 'provide unstructured and uninterrupted time' method to help me determine whether the approach is interrupting or reducing distractions.
- Consider whether the above research might change your approach/thoughts on developing relationships with babies and toddlers.
Only recently have I become profoundly aware of secure attachment child development. My approach and care to the babies and toddlers in the care center were superficial, aiming only to take care of their physical conditions on behalf of their parents. However, after researching attachment theories and Quality Area 5, I realized that my approach and care were not enough for the children. Through the research, I discovered the knowledge and methods that guide me to become a better educator by supporting those children's brain development. Therefore, I will use them to improve my approach to developing relationships with babies and toddlers.
