Aussie Childcare Network Forum

Just seeing if I'm on the right track with my answers? also any help with the ones i have missed would be greatly appreciated, thank you

Part 1: Care Routines

Question 1:
The National Quality Standard 2.1.2 states ‘Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation’.
In your own words write what this standard aims to achieve and provide an example.
The main aim is to eliminate possible fatigue among children, due to lack of rest. When children are tired or fatigued they are more likely to catch illness or cause injury.

Question 2
How do we ensure babies sleep safely? Include hygiene practices and industry standards
You can ensure babies sleep safely by following the SIDS safe sleeping program, educators should also wash the sheets after every use to ensure that they are clean and ready for when children go to sleep.
Question 3
The Sudden Infant Death Syndrome (SIDS) and Kids Safe Sleeping program teaches parents and Educators how to create a safe sleeping environment for babies and young children.
What are the 6 ways to ensure that babies sleep safely?
- Sleep baby on the back from birth, not on the tummy or side
- Sleep baby with head and face uncovered
- Keep baby smoke free before birth and after
- Provide a safe sleeping environment night and day
- Sleep baby in their own safe sleeping place in the same room as an adult caregiver for the first six to twelve months
- Breastfeed baby


Question 4
How can Educators use positive care routines such as sleeping or toileting to create a rich and enjoyable experience that supports children’s development?
- Educators need to make sure they follow the children's routines.
- The educators can't rush the children, need to be patient.
- Very important to talk to the children in easy language all the time.
- Educators can sing to the children, read them books, show them pictures and praise them.
Question 5
Read the following scenarios then answer the related questions.

Scenario 1: Lucie
Lucie (14 months) is becoming more confident and independent each day. She insists on doing most things for herself and will persist at a task even when she becomes frustrated.
When Lucie becomes tired she resists the Educator’s efforts to put her down for a sleep.
Lucie’s Educators discuss the need to speak to Lucie’s parents about possible changes to her sleep routine.
This photograph shows a very tired Lucie who insists on finishing her lunch.


a) What changes in Lucie’s eating and sleeping routines could you discuss with her family?
Since Lucie is becoming more confident and independent you need to think of strategies to help her encourage her. For example it's time to sleep Lucie could help prepare the bed for sleep. Put the sheet on her bed, take her shoes and socks off etc. This may encourage her to go to sleep if she helps with the routine.

Scenario 2: Shellbie
At lunch time the Educator serves the children their meals individually into bowls and gives them their own cutlery and cups. She checks the room allergy list before each child receives their bowl. The Educator also keeps a second set of food so that she can offer food to the children learning to feed themselves, ensuring they receive enough food.
Shellbie (12 months) is learning to eat and drink independently at meal times. She enjoys exploring the texture of foods and alternates between using her hands and spoon.
Shellbie always enjoys her meals. When she is finished she lets the Educator know by raising her arms and saying ‘Up’.


a) Why is it best practice to feed Shellbie individually?
It is best to feed Shellbie individually so that you can supervise all children appropriately.
b) How do you adapt mealtimes to meet individual routines and need?
Feed the children when they need to be fed according to their routine.
Question 6

a) What procedures do you follow for the safe storage and heating of breast milk and formula to comply with the recommended food safety standards?
Breast milk should be stored in sterilized plastic bottles and in an insulated container, the bottles should have the child's and the date the milk is to be used on them and they should be placed on the lowest shelf of the refrigerator to avoid any leakage and spillage onto other foods.
Breast milk should be heated by standing the bottle in warm water. The milk shouldn't be warmed in a microwave as it doesn't heat the milk evenly and can cause burns.
Educators will store all bottles in an appropriate area for food preparation and storage that complies with the food safety standards for kitchens and food preparation areas. Once formula is made it must be kept in the refrigerator. Left over formula must be discarded after 24 hours.

b) What procedure do you follow for cleaning equipment after preparing formula?
Bottles, lids, teats and other equipment you use to prepare formula should always be thoroughly cleaned after each use.
As soon as possible after a child has finished a feed, wash the bottle, the lid and the teat in hot soapy water. Be sure to clean out any tried milk that may have stuck inside the bottle and the teat. Once it is clean, rinse the equipment with some fresh water and allow it to air dry.
c) As well as needing to safely manage formula and bottle feeding, there may be times when you will be required to support a mother who wishes to breast feed. Describe how a service can provide a supportive environment for breast feeding.
 Provide a comfortable place for mothers to feed. Some mothers who work part-time or close-by may wish to come and breastfeed. Other mothers may need to breastfeed when they drop-off or pick up their child.
 Initiating discussions with families regarding breastfeeding before the child starts at the service. Make the promotion of breastfeeding part of the information provided to parents upon enrolling their child at the service.
 An agreed plan with each breastfeeding mother in case there is a problem with the baby feeding in her absence - e.g. if the supply of expressed breast milk runs out.


Part 2: Nurturing Environments and Relationships

Read the following scenario then answer the related questions.

Katie
Katie (8 months) can easily roll over and is confident crawling around investigating her environment; however, she is unaware of other infants and toddlers in the room.
She is learning how to pull herself to a standing position and walk around furniture. When offered a walker or wheeled toy, she stands and begins to attempt to propel herself forward.


Question 1
a) What will be the next major milestone in Katie’s physical development?
The next major mile stone foe Katie's physical development would be to start standing on her own and then walking on her own unassisted.
b) How would you set up a safe environment to support and encourage Katie’s physical development? What would be the potential risks?
To support and encourage Katie's physical development you would set up a safe environment by
- Making sure there were stable shelves and tables around the room so that she could pull herself up and walk around them
- Having a walker in the room
- Making sure that there was enough room around so that Katie could walk without running into another child

Question 2
What sensory experiences could an Educator provide for babies and toddlers to ensure they can safely explore their environment with their hands, mouths and bodies?


Question 3
To complete this task you need to research information on immunisation in early childhood services and answer the following questions:
• How will services identify which children need to be excluded from care if there is an outbreak of immunisation preventable disease?
Services will identify all children that have not been immunised or are not up to date with their immunisations and exclude them from care. Immunisation is a key way to minimise the spread of infectious diseases among children. Children in care may be at higher risk of exposure to infectious diseases due to contact with more children and adults than children at home.
Children who are not immunised are at a higher risk of contracting the disease since that don't have the immunity to help stop the disease.
• What methods can services use to keep an accurate record of each child’s immunisation?
An effective way of keeping an accurate record is to make sure that each child's immunisation record is sighted each time they have an immunisation.

Question 4
How do Educators provide babies and toddlers with relaxed physical contact and comfort to support secure attachments?

thank you

do you have any tips on how to answer questions 2 and 4 from part 2?

Could you please assist me with that task?
Case Study 1: Sleep and Rest
All children have individual sleep and rest requirements. Children need a comfortable relaxing environment to enable their bodies to rest. This environment must be safe and well supervised to ensure children are safe, healthy and secure in their environment.

Scenario 1:
You are working as an early childhood educator in Sparkling Stars Childcare Centre. You are in charge of taking care of the following two children:

Tim:
Tim is 3 years old. He likes to sleep with his favourite blanket that his mum packs for him when he goes to the centre. His mum has informed you that Tim gets very agitated throughout the day when he does not get his afternoon nap, and prefers that the centre ensures he gets his nap before she picks him up in the afternoon.
Tim does not like to eat vegetables. However, his mum is very particular about his diet:
- A portion of vegetables in every meal (he is not allowed to have desert unless he finishes all his vegetables)
- He can only have desert after lunch provided he finishes all his vegetables.
- He is not allowed to have sweets between 1PM to 2PM and past 5PM
- He is lactose intolerant and very sensitive with other milk-based products
He is a very active and playful kid. He loves playing physical games with other kids such as tag, hide and seek, catch, etc. He gets easily bored with activities like storytelling, craft making and any other activities that do not involve physical play.






Kevin:
Kevin is 2 years old and is still used to sleeping in a cot. He just started going to the centre and is still afraid to be left in the centre without his mum. Hearing his mum’s voice calms him down and helps him go to sleep. So his mum provided the centre with a recording of herself reading bedtime stories to play for Kevin when he is having difficulty sleeping.
Aside from him being very shy around other kids and new people, Kevin is very easy to take care of. He follows his diet without any problem and does not require a lot of attention when he is awake. He likes to keep to himself watching educational programs for children while holding his favourite stuffed toy. He is still being potty trained, but he knows how to call an adult he is familiar with when he needs to go to the toilet. When no one familiar is around when he needs to go to the toilet, he soils himself and becomes very embarrassed and wouldn’t let anyone but his mum clean him up.

MY task: Ensure sleep and rest practices are consistent with approved standards and meet the children’s individual needs by creating a checklist that you can use for the children described above. Use the safe sleep and rest time guidelines provided in the link below as your reference:
Sleep and Rest Time Guidelines
Use the template provided in the link below to create your checklist:
Sleep and Rest Checklist

could you please help me in that?
Create a one-page guide for Lucas’ mother to assist her with expressing breast milk by hand and it at home to ensure food safety procedures are followed according to the relevant prescribed guidelines.Lucas is a baby 11 month and has just started eating solid foods. Lucas only drinks breast milk. Their mum, Kelly, expresses her breast milk in the morning and packs it for Lucas to drink in the centre.

could you please help me in that?
Create a one-page guide for Lucas’ mother to assist her with expressing breast milk by hand and it at home to ensure food safety procedures are followed according to the relevant prescribed guidelines.Lucas is a baby 11 month and has just started eating solid foods. Lucas only drinks breast milk. Their mum, Kelly, expresses her breast milk in the morning and packs it for Lucas to drink in the centre.

nice sharing

Please answer me this activity
Reflecting on the information provided above and NQS QA5, EYLF principle 1 and how educators promote childrens strong sense of identity (EYLF P.21) what have been a more appropriate way for an educator to act and respond to the following scenario? They are obviously very negative and unacceptavble practice(especially the concept of a naughty corner) so how could the childs rights and dignity be promoted?
1. An educator is busy preparing morning tea and is approached by an older infant crying and holding his stomach. The educator tells the child to sit and wait as she is busy.
2. A toddler is heard shouting at another child and then seen throwing building blocks at the wall. The educator rushes to the scene, picks the child up without speaking and puts the child in the naughty corner.
3. An educator decide to sit on an adult sized chair in the home corner and proceeds to talk to the children about how they could take on different roles and act in certain ways.
4. A preschool child who has English as a second language, is told by an educator that he cannot make a christmas card because ' your family doesn't celebrate Christmas'.