Scenario: Signs Of Illness
Posted: Mon Nov 21, 2016 3:01 pm
Just wondering if anyone could tell me if i'm on the right track with my answers?
Part 1: Signs of illness
Question 1
a) In relation to children’s health and safety, what do the National Regulations for Early Childhood Education and Care (2011) state must be recorded when a child becomes ill and injured whilst in care?
Regulations 85-89 are directed at managing and minimising incidents, injuries, trauma and illness. Regulations 85-87 require a service to have policy and procedures to be followed in the event of an injury, incident or trauma which include notifying the parents of the child, and the Regulatory Authority where required, as well as making an appropriate record. This division also requires appropriate action to be taken to prevent the spread of infectious diseases(Regulation 88); and that suitably equipped first aid kits are available wherever children are being educated and cared for (Regulation 89).
b) Describe the procedure for systemically sharing this information with families.
- notify parents immediately
- request parents to make arrangements in an incidents or to be collected from the service or if an ambulance has been called
- notify other person as authorised if parents/guardian are not contactable
- record details on the incident asap but not later than 24hours after the occurrence
Question 2
Under each heading, list three different ways that educators can consistently conduct a quick health check of children.
Look for signs and symptoms of illness
1. Pale or yellowish skin, yellowish or reddish eyes
2. Discharge from eyes, running nose, spots and rashes
3. Sweaty appearance, stiffness in movement, difference in behaviour (quiet or upset), excessive scratching
Listen for complaints and unusual sounds from the child that might indicate they are not feeling well
1. Listen to what a parent shares about the child or other illnesses in the family
2. Coughing, chesty breathing
3. Continual crying or unusual fussiness
Feel for a change in skin appearance that might indicate a fever or dehydration
1. Moistness
2. Unusual warmth
3. Skin does not spring back when slightly pinched
Smell for unusual odours that might indicate a child is unwell
1. Foul breath
2. Unusual urine or bowel movements
3. Smelly nappy area
Question 3: Scenarios
Read each of the 3 scenarios below and answer the related questions
Scenario 1: Ollie
Ollie (2.3 years) is sitting with four other children at a table eating lunch when he vomits on himself and on the table.
a) How could you reduce the potential spread of infection?
The most important way to reduce the spread of infection is hand washing.
b) Describe the procedure you would follow in looking after Ollie.
- Call for assistance
- Move all children away from the table
- Wash my hands
- Put gloves on
- Place paper towel over the vomit, carefully remove the paper towel and place the contents and paper towel in a plastic bag and put in rubbish bin
- Clean the surface with warm water and detergent, and allow to dry
- Remove gloves and put in bin
- Wash hands thoroughly with warm water and soap
- Put gloves on
- Bring Ollie to the bathroom
- Ask him to remove his clothes and put in a plastic bag, assist if needed
- Clean Ollie
- Put gloves in bin
- Wash my hands
- Dress Ollie if assistance is required
- Wash Ollie's hands
- Check his temperature and ask how he feels
- Leave Ollie in a quiet area to relax
- Call his parents
- Fill out illness form
c) Which element of the National Quality Standards does this scenario relate to?
Element 2.1.1 Each child's health needs are supported.
Element 2.1.3 Effective hygiene practices are promoted and implemented.
Element 2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines.
Scenario 2: Rameez
Rameez (8 months) wakes from his morning sleep after only 30 minutes (he usually sleeps for 2 hours), Rameez is crying and sweaty. His hair is damp and his face is red. He feels hot to touch. When his nappy is removed it appears he has diarrhoea.
a) What should you immediately do for Rameez?
- Follow centre's policies and procedures
- Change the nappy
- Take his temperature
- Call his parents
- Fill out illness form
- Rameez should stay home for 24 hours
b) What else should you do once Rameez leaves the centre?
Once Rameez has left the centre you should wash all of the sheets and disinfect the bedding that he used and any toys that he came into contact with, in case it is something more than a temperature.
Part 2: Minimising Risks and Supervision
Supervision is a vital skill for you to develop as an educator within a childcare centre. You will use this skill almost every minute of your working day and the wellbeing of all the children in your care depends on it.
Supervision isn’t just about managing children’s behaviour or preventing accidents. It’s also about observing how children are interacting with each other, their environment and equipment and recognising opportunities to enhance their play and learning experiences.
Question 1
Which element of the National Quality Standards does supervision relate to?
Element 2.3.1 Children are adequately supervised at all times.
Element 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.
Question 2
What do you need to consider to ensure effective supervision?
Question 3
For each of the scenarios below choose which form of supervision (listed under the table) is required for each activity and complete the table accordingly
Scenarios: Form of Supervision:
a) A group of 8-year olds playing soccer Across the yard
b) A 4-year old trying a slide for the first time Arm's length
c) Changing the nappy of a 6-month old Touching
d) A small group of 2-year olds playing with play dough A few steps away
Forms of Supervision
• Arm’s length
• A few steps away
• Touching
• Supervising from another room
• Across the yard
Question 4
a) Why is it important to teach children of all ages about basic home fire safety?
It is important to teach children about basic home fire safety so that they know what to do in case they are ever in a situation where there is a fire.
b) What basic home fire safety can we teach children?
- teach children that fire is a tool not a toy.
- teach them survival skills such as 'Get down low and go, go, go!' and 'Stop, Drop, Cover and Roll'.
Part 3: Sleep/Rest practices
Sleep/Rest practices
Sleep/Rest practices are an important consideration when providing physical care for children. An important skill an educator must develop is the ability to identify the signs of a tired child and respond to each individual child’s needs within the service’s program.
Question 1
List the factors you need to consider when preparing a sleep and/or rest environment?
- The room should be well ventilated as closed stuffy rooms increase the risk of cross infection and impair health.
- Curtains should be drawn – a darkened room is more relaxing, but remember not to have the room too dark as young children may then become fearful
- Relaxing music playing gently.
- Clean, comfortable bedding and appropriate linen for the season – sheets in summer, blankets in winter.
- Comforters – these can vary and are individualised. Allow children some choice about what toy or comforter to take to bed. Do not encourage a child to sleep with a feeding bottle as this practice promotes tooth decay.
- Develop a routine and stick with it as much as possible. When children can predict and follow the logical pattern of a routine they gain a sense of security. Children need to be eased into the sleep routine. When children are rushed they become anxious.
- Allow for settling or ‘wind down’ time – children could lie on their beds with a book or a puzzle. Encourage children to use the bathroom before lying on their beds to avoid as much disruption as possible.
- Think about how the children are clothed. Removing shoes and bulky outside clothes can help a child relax. At the same time they need to be warm and comfortable in order to relax or sleep.
- A ‘tucking in’ routine adds a homely and unhurried feel to rest times. This will help promote children’s feelings of comfort and security especially for infants and toddlers.
- Provide quiet activities for those children who do not require a sleep. Try making “rest-time” bags and fill with quiet resources.
Question 2
How do you communicate children’s rest and/or sleep periods to families?
Question 3
Which element of the National Quality Standards relates to sleep/rest?
Element 2.1.1 Each child's health needs are supported.
Element 2.1.2 Each child's comfort is provided for and there are appropriate opportunities to meet each child's need for sleep, rest and relaxation.
Part 1: Signs of illness
Question 1
a) In relation to children’s health and safety, what do the National Regulations for Early Childhood Education and Care (2011) state must be recorded when a child becomes ill and injured whilst in care?
Regulations 85-89 are directed at managing and minimising incidents, injuries, trauma and illness. Regulations 85-87 require a service to have policy and procedures to be followed in the event of an injury, incident or trauma which include notifying the parents of the child, and the Regulatory Authority where required, as well as making an appropriate record. This division also requires appropriate action to be taken to prevent the spread of infectious diseases(Regulation 88); and that suitably equipped first aid kits are available wherever children are being educated and cared for (Regulation 89).
b) Describe the procedure for systemically sharing this information with families.
- notify parents immediately
- request parents to make arrangements in an incidents or to be collected from the service or if an ambulance has been called
- notify other person as authorised if parents/guardian are not contactable
- record details on the incident asap but not later than 24hours after the occurrence
Question 2
Under each heading, list three different ways that educators can consistently conduct a quick health check of children.
Look for signs and symptoms of illness
1. Pale or yellowish skin, yellowish or reddish eyes
2. Discharge from eyes, running nose, spots and rashes
3. Sweaty appearance, stiffness in movement, difference in behaviour (quiet or upset), excessive scratching
Listen for complaints and unusual sounds from the child that might indicate they are not feeling well
1. Listen to what a parent shares about the child or other illnesses in the family
2. Coughing, chesty breathing
3. Continual crying or unusual fussiness
Feel for a change in skin appearance that might indicate a fever or dehydration
1. Moistness
2. Unusual warmth
3. Skin does not spring back when slightly pinched
Smell for unusual odours that might indicate a child is unwell
1. Foul breath
2. Unusual urine or bowel movements
3. Smelly nappy area
Question 3: Scenarios
Read each of the 3 scenarios below and answer the related questions
Scenario 1: Ollie
Ollie (2.3 years) is sitting with four other children at a table eating lunch when he vomits on himself and on the table.
a) How could you reduce the potential spread of infection?
The most important way to reduce the spread of infection is hand washing.
b) Describe the procedure you would follow in looking after Ollie.
- Call for assistance
- Move all children away from the table
- Wash my hands
- Put gloves on
- Place paper towel over the vomit, carefully remove the paper towel and place the contents and paper towel in a plastic bag and put in rubbish bin
- Clean the surface with warm water and detergent, and allow to dry
- Remove gloves and put in bin
- Wash hands thoroughly with warm water and soap
- Put gloves on
- Bring Ollie to the bathroom
- Ask him to remove his clothes and put in a plastic bag, assist if needed
- Clean Ollie
- Put gloves in bin
- Wash my hands
- Dress Ollie if assistance is required
- Wash Ollie's hands
- Check his temperature and ask how he feels
- Leave Ollie in a quiet area to relax
- Call his parents
- Fill out illness form
c) Which element of the National Quality Standards does this scenario relate to?
Element 2.1.1 Each child's health needs are supported.
Element 2.1.3 Effective hygiene practices are promoted and implemented.
Element 2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines.
Scenario 2: Rameez
Rameez (8 months) wakes from his morning sleep after only 30 minutes (he usually sleeps for 2 hours), Rameez is crying and sweaty. His hair is damp and his face is red. He feels hot to touch. When his nappy is removed it appears he has diarrhoea.
a) What should you immediately do for Rameez?
- Follow centre's policies and procedures
- Change the nappy
- Take his temperature
- Call his parents
- Fill out illness form
- Rameez should stay home for 24 hours
b) What else should you do once Rameez leaves the centre?
Once Rameez has left the centre you should wash all of the sheets and disinfect the bedding that he used and any toys that he came into contact with, in case it is something more than a temperature.
Part 2: Minimising Risks and Supervision
Supervision is a vital skill for you to develop as an educator within a childcare centre. You will use this skill almost every minute of your working day and the wellbeing of all the children in your care depends on it.
Supervision isn’t just about managing children’s behaviour or preventing accidents. It’s also about observing how children are interacting with each other, their environment and equipment and recognising opportunities to enhance their play and learning experiences.
Question 1
Which element of the National Quality Standards does supervision relate to?
Element 2.3.1 Children are adequately supervised at all times.
Element 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.
Question 2
What do you need to consider to ensure effective supervision?
Question 3
For each of the scenarios below choose which form of supervision (listed under the table) is required for each activity and complete the table accordingly
Scenarios: Form of Supervision:
a) A group of 8-year olds playing soccer Across the yard
b) A 4-year old trying a slide for the first time Arm's length
c) Changing the nappy of a 6-month old Touching
d) A small group of 2-year olds playing with play dough A few steps away
Forms of Supervision
• Arm’s length
• A few steps away
• Touching
• Supervising from another room
• Across the yard
Question 4
a) Why is it important to teach children of all ages about basic home fire safety?
It is important to teach children about basic home fire safety so that they know what to do in case they are ever in a situation where there is a fire.
b) What basic home fire safety can we teach children?
- teach children that fire is a tool not a toy.
- teach them survival skills such as 'Get down low and go, go, go!' and 'Stop, Drop, Cover and Roll'.
Part 3: Sleep/Rest practices
Sleep/Rest practices
Sleep/Rest practices are an important consideration when providing physical care for children. An important skill an educator must develop is the ability to identify the signs of a tired child and respond to each individual child’s needs within the service’s program.
Question 1
List the factors you need to consider when preparing a sleep and/or rest environment?
- The room should be well ventilated as closed stuffy rooms increase the risk of cross infection and impair health.
- Curtains should be drawn – a darkened room is more relaxing, but remember not to have the room too dark as young children may then become fearful
- Relaxing music playing gently.
- Clean, comfortable bedding and appropriate linen for the season – sheets in summer, blankets in winter.
- Comforters – these can vary and are individualised. Allow children some choice about what toy or comforter to take to bed. Do not encourage a child to sleep with a feeding bottle as this practice promotes tooth decay.
- Develop a routine and stick with it as much as possible. When children can predict and follow the logical pattern of a routine they gain a sense of security. Children need to be eased into the sleep routine. When children are rushed they become anxious.
- Allow for settling or ‘wind down’ time – children could lie on their beds with a book or a puzzle. Encourage children to use the bathroom before lying on their beds to avoid as much disruption as possible.
- Think about how the children are clothed. Removing shoes and bulky outside clothes can help a child relax. At the same time they need to be warm and comfortable in order to relax or sleep.
- A ‘tucking in’ routine adds a homely and unhurried feel to rest times. This will help promote children’s feelings of comfort and security especially for infants and toddlers.
- Provide quiet activities for those children who do not require a sleep. Try making “rest-time” bags and fill with quiet resources.
Question 2
How do you communicate children’s rest and/or sleep periods to families?
Question 3
Which element of the National Quality Standards relates to sleep/rest?
Element 2.1.1 Each child's health needs are supported.
Element 2.1.2 Each child's comfort is provided for and there are appropriate opportunities to meet each child's need for sleep, rest and relaxation.
,