Health and safety
ECD level 4
Workbook
This workbook will guide you through the necessary practical activities you are required to complete at your
ECD site. You are welcome to collaborate with other practitioners at your site in these activities, as well as
fellow learners as part of the community of learning; however, please note that all work submitted must be
your own work.
Confidentiality of children and caregivers: All information acquired regarding children and caregivers is to be
kept confidential at all times. Parents and supervisors need to be made aware if you are including their
children in any of your practical activities. The use of pseudonyms (stage name) should be used in all case
studies or activities completed.
Personal details
Name:
Thandeka Happiness
Surname
Mpanza
ID Number:
9112240904080
Employers details
ECD programmes name:
Phumuzumlomo creche
Address:
B.O Box 336
Supervisor Name:
Hlabisa Sbongile
Work Telephone:
0788648242
E-Mail:
sbongilehlabisa002@gmail.com
Mentors details
Name:
Surname
Contact number
E-Mail
Learner name: _____________________________________
Declaration of Authenticity – Occupational Certificate: Early Childhood Development Practitioner
Training Service Provider
Cotlands Ignite
Programme
Occupational Certificate:
Early Childhood Development Practitioner
Module:
Practical Module: Support and promote the health,
NQF Level
4
Credits
12
nutrition, safety, protection and well-being of
children
Learner Full Name
ID/Passport Number 9112240904080
Thandeka Happiness Mpanza
I,
Thandeka Happiness Mpanza
(full name),
ID / Passport number
9112240904080
declare that the evidence presented in my assessments and workbooks was completed by myself, is my own work, against the assessment criteria for the module, with the exception of:
(give detail of any work that was completed as group work in your Community of Practice)
Is my own work.
The following work (evidence) is where I received assistance, advice or where I sourced material from the Learner Guide, policy wording, articles and or resources from the internet or any other
printed sources, this is acknowledged and referenced below:
Learner guide same Google.
I further declare that I understand that plagiarism is a punishable offence as it constitutes the theft of another person’s intellectual property rights.
In signing this, I declare that all the evidence presented in my submissions is true, valid and my own work.
Learner signature
Date
16/09/22
Contact number
0796166657
Supervisor signature
Supervisor full name
Sbongile Hlabisa
Contact number
0720104896
Learner name: _____________________________________
Mentor signature
Mentor full name
Learner name: _____________________________________
Date
Contents
Learning outcome 1: Create safe environments ................................................................................................ 6
Learning outcome 2: Deal with and plan for emergencies ................................................................................ 7
Learning outcome 3: Identify developmental challenges ................................................................................ 18
Learning outcome 4: Identify signs of distress, maltreatment and abuse ....................................................... 20
Learning outcome 5: Reinforce adult and child knowledge of health ............................................................. 24
Learning outcome 6: Plan a healthy weekly menu .......................................................................................... 30
Learning outcome 7: Prepare healthy snacks and meals ................................................................................. 34
Learning outcome 8: Poster on healthy foods ................................................................................................. 36
Learning outcome 9: Advising parents on nutritional meals and snacks for children ..................................... 38
Learning outcome 10: Monitor children’s health and well-being .................................................................... 39
Learning outcome 11: Health check of a child ................................................................................................. 44
Learning outcome 12: Signs and symptoms of illness and impairments ......................................................... 46
Learning outcome 13: Weigh, measure, record and interpret ........................................................................ 47
Learning outcome 14: Identify own responsibilities in terms of health and hygiene ...................................... 52
Learning outcome 15: Plan with parents ......................................................................................................... 57
Learning outcome 16: Hygiene checklist.......................................................................................................... 58
Learning outcome 17: Identifying physical care routines ................................................................................ 61
Case Study: ....................................................................................................................................................... 62
Workplace experience provider details ............................................................................................................ 77
Work place experience: Nutrition, safety, protection and well-being.............................................................. 78
Workplace experience logbook ........................................................................................................................ 81
Reminder to insert evidence/ attach document evidence: .............................................................................. 84
This workbook will guide you through the necessary practical activities you are required to complete at your ECD site.
You are welcome to collaborate with other practitioners at your site in these activities, as well as fellow learners as
part of the community of learning; however, please note that all work submitted must be your own work.
Please attach a separate paper/s if the space provided is not sufficient for your answer.
Confidentiality of children and caregivers: All information acquired regarding children and caregivers is to be kept
confidential at all times. Parents and supervisors need to be made aware if you are including their children in any of
your practical activities. The use of pseudonyms (stage name) should be used in all case studies or activities
completed.
Learner name: _____________________________________
Learning outcome 1: Create safe environments
At the end of these activities you will be able to create inclusive, age and stage-appropriate, safe
environments that support child safety
Activity 1:
Using the image as a prompt list three possible ways the item represented can be a threat or be the cause
of an accident. List three ways you can mitigate the threat.
1
6
1)cover your mouth when you are
coughing or sneezing.
1)keep the medication out of reach for
children
2) avoid close contact with sick
people.
2)keep them locked in a cupboard.
3)wash hands often .
3) make sure that you don’t leave
medication on a nightstand or dresser.
2
7
1)never use damaged extension
cord.
1) wear gloves.
2) avoid repetitive motions.
2)never use a detective electrical
devices.
3) block the sun.
3)pull on the plug and not on the
cable to unplug an electrical
appliance.
3
8
1)never swim alone.
Learner name: _____________________________________
1)be cautious of clothing and
accessories.
2)stay away from pool drains.
3) supervise children when they are
swimming.
2)test your smoke detector.
3)get to know your fire extinguisher.
4
9
1)keep pet out of bed.
2)cover your child’s bed with extra
protection.
3) teach your child to wash his/her
hands after touching the pets.
1)actively supervise the children when
playing at the ground.
2)check play ground where children play.
3)teach children that pushing, shoving
and crowding while on the playground
can be dangerous.
5
1) don’t leave your child to work alone.
2) Let the child stay focused and aware of his/ her surroundings.
3) Assist your child while using dangerous materials.
Learning outcome 2: Deal with and plan for emergencies
At the end of this activity you will be able to handle an emergency that may occur, as well as plan for
emergencies before they occur.
Activity 2
Take a walk around the site where you teach. Can you identify at least five possible risks. These may be
things like poisons, broken equipment or even gates that don’t lock.
List all the risks you can identify – then explain what you could to resolve the situation.
Learner name: _____________________________________
Risks
1-Open fence
2-open wire.
3-herbicide/grass.
4-adult door toilet without a handle.
5-lock always open.
How would you resolve the situation
1.i will start by fixing the open wire and if possible I will asset a profinal.
2. I will make sure that all are covered to make sure that all children are safe.
3. I will cut all the grass and make sure that the place is safe for the children and also clean.
4. I will take 10 litres of bucket and open it on the top so that when the children needs a bathroom it will
be easier for them or I will supervise during the break time.
5. I will also make sure that the store room is locked so that the children cannot open or go inside .
Promoting safety at the site is simple. One way to do this is to create a poster for your site that explains at
least two common dangers and ways that parents can avoid or prevent them.
Promoting safety poster
Learner name: _____________________________________
Learner name: _____________________________________
Activity 3:
Design your own evacuation plan in the block provided below.
Use suitable cases of emergencies that could occur – for example a fire in the classroom where the children are playing, an intruder on the premises.
Also include procedures that will need to be followed for children with special needs.
Evacuation plan design:
Learner name: _____________________________________
Learner name: _____________________________________
Activity 4:
Think back over the last month. What accident happened at your site (e.g. A child may have been hurt
playing on the jungle gym, the cook may have got burnt). How did the team record what happened?
Briefly explain what happened and how the incident was recorded. Can you think of a better way of
reporting and recording the incident – explain how you would do it differently.
Incident
On 20 June 2019 the children are playing at the Jungle gym and one of my learners got hurt. I rushed to
get the first aid kit to help the injured learner and I also went to report to the supervisor. We called the
parents of the learner and an emergency service (EMS). I collected all the information that will be needed
copies of the incident report that Maybe available to the parent/EMS. Luckily the child got healed very
quickly.
How would you do it differently
Firstly I would find the facts for an example find the date, time and specific location of the incident,
names , job titles, and department of employees involved and immediate supervisor (s), names and
accounts of witnesses, events leading to the incident, exactly what was the employees doing at the
moment of the incident. Secondly I would determine the sequence by describing the events leading up to
the incident, events involved in the incident and events immediately following the incident. Thirdly I
would analyse the report.
Learner name: _____________________________________
Considering what the relevant regulations requires us to do when reporting an incident – can you write up a
policy to guide your site on reporting better in future.
Incident policy
Purpose of policy
The purpose of this policy is to ensure that when an incident occurs in Phumuzumlomo creche that
appropriate action is taken and accurate information is recorded and communicated.
Who is responsible ?
It is the responsibility of every member of staff to ensure that incident are dealt with in timely manner. It
is the responsibility of the manager to ensure that all members of staff have knowledge and knowledge
of the security policy and procedures for Phumuzumlomo creche. It is the responsibility of the member
of staff who has dealt with the incident to write the incident report and ensure that it is signed by the
parent or carer of the child or children involved.
How is the policy implemented ?
The code of conduct for staff, children and parents and carers are displayed on the setting notice board
or information area. The behaviour management policy and procedures will be displayed on the setting
notice board or information area. Incidents are divided into minor incident and major incident. Minor
incident are classified as incidents which whilst they may require first aid, do not need medical or
external assistance from authorities. Major incident are classified as incidents which require medical or
external assistance from authorities, including the police.
Minor incident
If the incident is minor and doesn’t require medical or external assistance the member of staff should
address the incident using the approved methods of the setting and complete an incident record, this
record will be signed by the member of staff and by the parent. If the incident is minor but first aider will
asses the situation and administer first aid as required. The member of staff will complete the incident
record and assist in the completion of the accident recorded. The parent or carers of the child or children
involved in the incident should be contracted and informed of the incident. The parent or carer should
also sign the completed accident and incident records when they arrive to collect their children.
Learner name: _____________________________________
Serious incidents and injuries
If the incident is major and medical treatment or external assistance from authorities are involved a
member of staff should call appropriate authorities immediately. If medical treatment at the hospital is
required then a member of staff will accompany the child to the hospital in ambulance. The child’s
registration form contains medical information should accompany them to the hospital. A member of
staff should inform the parents or carers of the child immediately and inform them of the incident and
what actions has been taken.
Recording the incident
All incident however minor must be recorded in the incident include the following:
•Name of the child.
•date and time of the incident.
•details of the incident.
• What actions was taken.
The child’s parent or carer of the child must sign the incident record and any incident which require
hospital treatment or external influence from authorities such as the police will be reported to the
setting SCSWIS officer within 3 days.
Learner name: _____________________________________
Activity 5:
To monitor and mitigate the emergencies we need to ensure we know what is happening around us, at all
times. Create a daily safety check list for indoors and outdoors.
Daily safety checklist:
Indoor and
outdoor
Removing
dangerous
items from
children’s
access(e.g
matches and
poisoning)
Maintaining
safe
environments
(e.g fixing
broken items).
Supervision (e.g
close watching
children)
Make sure that
the place is
clean and safe.
Toy’s not crack.
Monday
Tuesday
Wednesday
Check that the
gate is locked.
Check that
there is no
electricity wires
around the
place are
playing.
Learner name: _____________________________________
Thursday
Friday
Check water
source are
closed/covered.
Separated into
different ages.
Space are
enough so that
can each child
has 1.5 square
metres
The children
are protected
from hazards.
Storeroom
always closed.
Children don’t
go to the
kitchen.
Learner name: _____________________________________
Learner name: _____________________________________
Learning outcome 3: Identify developmental challenges
At the end of this activity you will be able to identify developmental challenges in all children, including
children experiencing barriers.
Activity 6:
Read the story about Thabo below and answer the questions that follow:
Thabo is a 5-year-old boy who lives with both his parents. His father comes home drunk almost
every day, and then shouts at everyone in the home. Thabo’s mother is not working; she is a stay at
home mom. Thabo struggles with counting from 1-10. His peers can count up to 20. He is very
reserved and doesn’t have friends to play with. He finds it hard to share toys with other children
when it is time for free play and is often moody. He is not picking up weight and is malnourished.
Thabo doesn’t have enough clothes. In winter he will often go to the Playgroup without wearing
any jersey or shoes. Even if the community try to help the family with food parcels and clothes,
Thabo’s dad will sell everything in order to get money for alcohol. In other instances, his father will
beat them and kick them out of the house.
Thabo enjoys going to the Playgroup because at home there is not always food and at the
playgroup he gets breakfast, a snack and lunch.
From the short story above:
a) Identify developmental challenges that Thabo might have and explain them in detail.
b)
Identify which games can help Thabo with each developmental challenge?
c) What is the cause of Thabo’s challenges?
d) Design a learning plan to help Thabo to overcome these developmental challenges
Answers:
a)He is struggling with counting because his mind is destructed from his school work.
-he doesn’t socialize with other people because he thinks everyone is a bad person.
-He is not picking up weight and is malnourished due to depression and stress.
b) exercise, play video games, play school sports.
c)is his abusive father who abuse them every day.
Learner name: _____________________________________
Activity 7:
Do you think any of these developmental challenges that Thabo is experiencing need to be referred? If so,
specify where and also indicate the processes and procedures for referral using the below referral
template:
REFERRAL FORM
Childs name
Child DOB
How long has the child been
in the ECD programme
Primary caregivers name
Primary caregivers ID or DOB
Primary caregivers tell no
Address
Thabo
2019/03/10
6 months.
N. P ZONDO.
1985/15/03
0762153569
P. O box 42
Hlabisa
3937
Referred to _Social worker__________________ on the ____03/04/2022_____________________________
Referred by
Name
Position
Programme / Site
Supervisors name
Contact numbers
Reason for referral:
Miss T. H Mpanza
Practitioner.
ECD programme.
Mrs Hlabisa
0723125468.
Because Thabo suffer from the trauma.
Feedback:
Speak to others that have experienced the same thing as you , it might help
Learner name: _____________________________________
Activity 8:
List any other learning barriers that may hamper the development of a child.
Answers:
-lack of focus and concentration.
-fear of failure.
-emotional factors.
-poor past experience.
-personal resistance.
Learning outcome 4: Identify signs of distress, maltreatment and abuse
At the end of this activity you will be able to identify signs of distress, signs of maltreatment and types of
abuse.
Activity 9:
From Thabo’s story above, identify five signs of distress that Thabo might be facing. Explain each one in
detail and what the cause could be.
Answers:
His father shout at him
-Thabo’s mother is not working.
-Thabo struggles with counting from 1 to 10.
-Thabo doesn’t have friends to play with.
Learner name: _____________________________________
-Thabo doesn’t have clothes for winter .
Activity 10:
Answer the following questions:
a) List five different types of abuse and maltreatment that you are aware of and explain each in detail.
b) How can we minimise abuse and maltreatment in our communities?
c) Read Thabo’s story again and identify any type of abuse and maltreatment that Thabo and his
mother have suffered. Give reasons for your answer.
d) Find out what services are available to assist with abuse in the local community and note them
down.
e) What are the procedures to follow when reporting an abuse?
f)
Explain a simple activity you could do with the class to teach children how they can protect
themselves.
g) Find or write an age appropriate story that helps children see how they can protect themselves.


List five questions that you would ask to prompt the children to think of other ways they
could protect themselves.
List at least three things you would advise parents to teach their children, so that the
children are empowered to protect themselves
Answers:
Physical abuse.
Physical abuse is any act of hurting or injuring a person on purpose.
Emotional abuse.
Involves non-physical behaviour that belittles another person and can include insults, verbal threats e.t.c
Sexual abuse.
Sexual abuse involves forcing someone to take part in sexual activities.
Learner name: _____________________________________
Bullying.
This can be defined as deliberately hurtful behaviour. It is usually repeated over a period of time.
Neglect.
This is the persistent failure to meet a child’s basic physical and psychological needs.
b). Volunteer your time .
Discipline your children thoughtfully.
Examine your behaviour.
c). emotional abuse. Because his father always shout at them when drunk.
d). There are police department.
POWA organisation.
Local NGOS.
FAMSA.
e).>you should call the appropriate intake number . and then you should know the following:
•the details of the person abused.
•reason why the call is being made now
•any specific cultural or other details that will help to take care for the child ,for example , cultural origins
, interpreter or disability needs.
f).I could arrange for extra lessons where I will teach children what to do and say when being abused by
some one.
Learner name: _____________________________________
Story that helps children see how they could protect themselves
As kids you must know that talking to strangers is not alright, when a strangers calls you must say no or
run away as fast as you can. As kids you must also know how to contact your parents you must never
walk alone whether going to school or to the shop rather walk in a place where there are lot of people
passing by. Another thing as children you must not have secrets with your parents or family you must
speak when there is trouble. When in school you must never wait for your lift outside the school npbut
you must wait for it inside the school premises.
Pple
Questions
1).what would you do if there is someone asking to give you a lift ?
2)what do you do when there is someone knocking on the and asking if you are alone or not?
3)what do you do when you recognise any crime happening?
Learner name: _____________________________________
Advice to parents
Parents must make sure that their children knows how to contact them when they are in some sort of
trouble. They must also teach their kids the buddy system. Lastly teach their kids the telephone skills.
Learning outcome 5: Reinforce adult and child knowledge of health
At the end of this activity you will be able to ensure adults and children have the required knowledge
needed for health, hygiene and safety practices and routines in children’s daily programmes.
Activity 11:
Parents need to be well informed about the sources of support that are available in case of emergencies, so
that they are able to develop strategies and interventions to promote the health and safety of the children.
Complete the activities below to support the above statement:
1. Take a look at your sites Hygiene and Safety policy and fill in the gaps that you feel are missing.
The updated policy can then be shared with parents when conducting meetings.
2. Draw a year calendar and plot topics for parents training sessions that are related to health and
safety.
3. Create a poster that helps parents understand what we mean by universal precautions and
show how it can be practised in homes. Use the poster to discuss universal precautions at your
next parents meeting.
Gaps in the Hygiene and safety policy
The health and safety not your child is very important to Phumuzumlomo creche and we have therefore
documented the following procedure that we have to support this.
• All toys will be checked and cleaned regularly to ensure they are safe for your child to use.
• We conduct daily visual risk assessment of our setting before the arrival of your children and
throughout the day to ensure that it is a safe environment for all.
•we ensure that our kitchen is very clean , following hygiene guidelines on the safe storage of food .
•High chairs will be wiped down with warm soapy water and food grade sanitiser before and after each
use.
• Bins will be emptied regularly before they overflow .
Learner name: _____________________________________
Learner name: _____________________________________
Year calendar
Learner name: _____________________________________
Universal precautions poster
Learner name: _____________________________________
Activity 12:
Find a daily programme for two different age groups. Identify what parts of the routine meet children’s hygiene, health and safety needs and briefly explain why.
Explanation:
Personal hygiene for children. Children needs to keep themselves clean to remain healthy and to feel good about themselves because personal hygiene will help boost their
self esteem and confidence.
Teach children good habits. Everyone needs tomorrow clean to kill germs be void getting sick. Good personal hygiene also boost confidence dealing with problems like bad
mouth breath or body odour. For children , the basic good personal hygiene is washing hands regularly monitored, cover their mouths when coughing , brush and floss teeth.
Learner name: _____________________________________
Learner name: _____________________________________
Learning outcome 6: Plan a healthy weekly menu
At the end of this activity you will be able to plan a healthy weekly menu which includes provision for children with specific dietary requirements and eating problems.
Activity 13:
A healthy eating plan gives the child’s body the nutrients it needs every day. Children should have two dairy servings, three vegetables, six grain groups, two fruit servings and
two protein servings per day. Water is also very important to keep children hydrated.
Have a look at the food Pyramid below and plan a healthy menu for the week for:

A child who does not have any dietary requirements

A child who is allergic to dairy
Learner name: _____________________________________
Menu plan:
Days of the week
Breakfast
Lunch
Snack
Monday
Cereals, milk
Beans, rice and boiled cabbage.
Apple slice and water.
Tuesday
Peanut butter toast, juice
Rice, fish and boiled carrots.
Brown bread with margarine.
Wednesday
Porridge with milk
Samp with beans and pumpkin.
Crackers with cream cheese.
Thursday
Cereals, milk
Chicken nuggets, macaroni and cheese.
Yoghurt and fruit juices.
Friday
Bread with jam and rooibos tea.
Rice, fish and boiled green peas.
Banana and juice.
Learner name: _____________________________________
Learner name: _____________________________________
Activity 14:
A balanced diet is made up of five food groups, namely protein, carbohydrates, dairy, fats, vegetables and fruits.

Give 3 examples on each food group.

Develop a poster on Healthy Foods for pregnant mothers that you will share with parents during
the parents training sessions.
Food group examples:
•carbohydrates. Bread, potatoes and corn.
*Protein. Fish and meat, eggs and legumes like beans and lentils.
*Daily. Milk, cheese and yoghurt.
*Fat. Sunflower oil, ice cream, butter.
*Vegetables and fruits. Carrots, cauliflower, spinach and banana, apple, grape.
Healthy foods poster for pregnant mothers:
Learner name: _____________________________________
Learning outcome 7: Prepare healthy snacks and meals
At the end of this activity you will be able to prepare healthy snacks and meals
Activity 15:
Over and above the main meals of a day, which are breakfast, lunch and supper, snacks should be eaten in
between. A snack is a small amount of food between main meals.
What food types constitute healthy meals and snacks for babies; toddlers and young children?
With this in mind, plan a healthy meal plan for babies, toddlers and young children for a period of a week. Use
the menu template provided. We have provided you with one example of each meal to get you started.
Meal 1
Meal 2
Meal 3
Meal 4
Meal 5
Macaroni
Babies: Breakfast.
Mild snacks.
Lunch.
Afternoon snacks.
Tomato and
onion gravy
Cereals
Rooibos tea/ milk.
Vegetables soup.
Soya mince
Toddlers:
Breakfast.
Mild snacks.
Little egg yolk and
can mix with
potatoes and
mash it.
Lunch.
Boiled carrots
sticks and fruit
juices.
Salad
Jangle oat
Young children
Soft porridge,
milk and honey
Possible
breakfasts
Brown bread,
margarine and
rooibos tea.
Mild snacks.
Chicken nuggets
and macaroni
with cheese.
Lunch.
Brown bread,
margarine/peanut
Rice and beans
butter and
rooibos tea.
Bread with egg or beans
Learner name: _____________________________________
Afternoon snacks.
Afternoon snacks.
Boiled carrots
sticks and slice of
Apple, orange
and water.
Possible snacks
Jelly and fruit salad
Possible salads
Beetroot
Activity 16:
Name three childhood diseases or conditions that can occur from a lack of any of the following food types:
Protein, Carbohydrates, Iron.
Give an explanation of each of these diseases or conditions.
Childhood diseases or conditions
Proteins
Kwashiorkor is a severe from form of malnutrition. It’s most common in same developing regions where
babies and children do not get enough protein or other essential nutrients in their diet, the main sign of
marasmus is too much fluid in the body’s tissues which causes swelling under the skin. Proteins proves
important essential amino acids that contribute to your child. Without enough Protein in the diet your kid may
experience the symptoms of below: fatigue, lack of concentration, slow growth, low immunity and more.
Carbohydrate
Marasmus is caused due to lack of carbohydrate, fats and proteins in the diet, typically affects infants the age
of one, symptoms are below: low body weight, dry skin, degeneration retarded physical and mental growth,
thin of limbs, severe lethargy ribs appearing, prominent.
Iron
Anaemia is a common health problem in children. The most common cause of anaemia is not getting enough
iron. A child is anaemic does not have enough red blood cells or enough heamoglobin. Heamoglobin is a
protein that lets red blood cells carry oxygen to other cells in the body.
Learner name: _____________________________________
Learning outcome 8: Poster on healthy foods
At the end of this activity you will be able to create a poster or teaching aid around healthy foods for use with
children and parents
Activity 17:
Create a poster that includes the food groups for children. Using this poster explain the benefits of a healthy diet
with the parents and help them develop their own healthy menu for their families for a week.
Ideas can be captured below:
Healthy foods poster for children:
Learner name: _____________________________________
Learner name: _____________________________________
Healthy menu ideas from discussions with parents:
Is to serve children with jungle oats for breakfast and for lunch they must be served soup with veggies and
macaroni and as for snacks they must be served Danone, chips and an apple, banana.
Learning outcome 9: Advising parents on nutritional meals and snacks for
children
At the end of this activity you will be able to advise parents on how to pack nutritional meals and snacks for their
children.
Activity 18:
Parents need to be able to choose the good foods from the bad foods for their children.
Prepare the following activity to be done during the parents training:
Give parents a list of food groups that are both good and bad. Ask them to choose the good food for their
children and then plan the nutritious meal and snack from the list they have given.
List of food groups
Good foods
Bad foods
•orange
• tomatoes
• carrots
• water
• eggs
• beans
• milk
•hamburger
• fried chips
• hotdog
• pizza
• ice cream
Learner name: _____________________________________
Learning outcome 10: Monitor children’s health and well-being
At the end of this activity you will be able to monitor children’s health and well-being.
Activity 19:
We monitor children’s health and well-being to observe their growth and development in all areas. Monitoring
also addresses the needs of different types of children, for instance vulnerable and abused children.
Identify the physical, emotional and social needs of children per age group, i.e. babies, toddlers and young
children.
Physical, emotional and social needs of children per age group
Babies
>Needs skin care like taking bath regularly.
> talk to your baby with a soothing for foster emotional security of your newborn.
Toddlers
>they need Food , healthcare
>they need to be safe and secure.
>They need love and attention.
Young children
>they need shelter.
>They need a sense of personal control and choices.
>They need to feel safe and secure.
Learner name: _____________________________________
Activity 20:
Take height and weight measurements for ten children in your programme. Using the Growth Chart in the Road
to Health booklet, see where each child is in terms of development on the growth chart. If the child is behind –
what does this tell us and what can we do to assist their growth.
Measurements and results:
If a child is behind to growth this means that the child isn’t eating well or maybe the child is having health
issues. My suggestion to this problem is to make sure that the child eat well and also the food is healthy. Also
have the child to go for check ups to if is there any healthy problems.
Mbatha abenathi height:12cm
Weight: 15kg
Hlabisa Alondwe height: 13cm
Weight: 12kg
Hlabisa ziyanda height: 15cm
Weight:22kg
Learner name: _____________________________________
Hlabisa Mpatho height:17cm
Weight:18kg
Mazibuko syamthanda height:9cm
Weight:11kg
Ntshangase abenathi height: 8cm
Weight:9kg
Maduna asibusiseke height:11cm
Weight:16kg
Maduna aphelele
height:14cm
Weight:17kg
Madida kuyenzeke
height:10cm
Weight:11kg
Manqele mawande height:10cm
Weight:11.5kg
S'miso Ngubane
height:12cm
Weight:11kg
Learner name: _____________________________________
Activity 21:
Write down the signs and symptoms of a malnourished child and explain what the cause could be:
Signs and symptoms of a malnourished child
Symptoms
Not growing or putting on weight at the expected rate, changes in behaviour, such as being unusually irritable,
slow or anxious, low energy levels and tiring than other children.
Causes of mulnutrition include:
Unsuitable dietary choices, have a low income, difficulty obtaining food, lack of nutrients, climate change and
lack of safe drinking water.
Signs
•weight loss
•eating less than usual
•not growing longer
Learner name: _____________________________________
Activity 22:
Each child is unique and will have different needs depending on their situation.
Using the situations in the survey below – ask three different practitioners to complete the survey and capture
their answers below:
Topic 1:
How can you support this child and his/her parents?
A child is living with physical disability.
Practitioner 1:
Arrange furniture equipment with a wide aisle so children can
move around more freely
Practitioner 2:
Provide a safe place crutches, canes, walker and wheelchairs
so that children do not trip over them.
Practitioner 3: work with parents to find comfortable ways for
a child to sit.
Topic 2:
How do you support this child and how can you involve the
parents?
A child is malnourished
Practitioner 1:
Choose communication methods. For an example group
discussions with community groups and at clinics feeding
demonstration, individual counselling at clinics and homes.
Practitioner 2:
Find out what the common types and causes of mulnutrition
are, including over weight and obesity.
Practitioner 3:
Prioritise and decide non which information is most important
to share with different groups, families or individuals.
Learner name: _____________________________________
Topic 3:
How can you support this child and the family as a whole?
The hygiene of a child is poor.
Practitioner 1:
Monitor the child: hygiene, provide the child with check list of
hygiene activities that needs to do on daily basis, tell him/her
that these tasks are part of his homework.
Practitioner 2:
Have a meeting with the parents and talk to them about the
importance of hygiene on the children and how it can affects
the lives of the children and how to avoid it.
Practitioner 3:
Incorporate a hygiene class into your everyday curriculum.
Learning outcome 11: Health check of a child
At the end of this activity you will be able to conduct a simple health check on a child, for instance take their
temperature, weigh them and measure their height.
Activity 23:
To ensure that a child is healthy, we need to conduct regular check-ups. These check-ups require some resources
to conduct the check-up efficiently.


List all the resources that are needed to conduct a physical screening and explain what they are used for.
Schedule a practical activity to demonstrate how to use them.
Resources:
Thermometer for temperature.
A scale for measuring weight.
Activity 24:
Learner name: _____________________________________
Draft a procedure guideline for health checks and design a checklist to monitor the implementation.
Procedure guideline:
Monitoring checklist
Classroom: RR.
Teacher: Ms Mpanza.
Are all cleaning supplies and
personal belongings locked and
stored in a cabinet labelled “keep
out of reach of children ”
Are floors clean and clear of all
safety hazards (i.e spilled liquid,
cords, other items that can course
falls).
Are all lights in the room properly
working .
Are the children aware of safety
procedures in the events of an
emergency.
Date: Sept 04/2022
Yes
✓
Learner name: _____________________________________
No
Learning outcome 12: Signs and symptoms of illness and impairments
At the end of this activity you will be able to recognise the signs and symptoms of both minor and serious illness
as well as impairments in children
Activity 25:
There are four ways of assessing a child: observe, feel, ask and listen.
List urgent interventions as per the recommendation for:

High temperature

Vomiting

Difficult breathing
Interventions:
•high temperature.
Body temperature should be measured on admission and four hourly with other vital signs unless clinically
indicated for more than frequent measurements.
•vomiting
Drink clear or ice-cold drinks, eat light, bland foods, avoid fried, greasy or sweet foods, eat slowly and eat
smaller, more frequent meals, do not mix hot and cold foods, drink beverages slowly.
•difficult breathing
Have the victim to rest because the energy you expend, the more oxygen you use and more short of breath
you feel. Let the victim sit, stand, or lie however is the most comfortable. Call 911, use the oxygen.
Learner name: _____________________________________
Activity 26:
What are the processes and procedures when you discover an impairment in a child?
Answer:
•initial referral for special education
•determine eligibility for special education
•developing the students individualized education plan
•implementation of services and annual review
Step 1: child is identified as possibly needing special education and related services
Step 2: child evaluation.
Step 3: eligibility is decided.
Step 4: child is found eligible for free service.
Step 5: individualized education plan meeting is scheduled.
Step 6: individual education plan meeting is held and the individual education plan is written.
Learning outcome 13: Weigh, measure, record and interpret
At the end of this activity you will know how to weigh, measure, record and interpret children’s heights and
masses to monitor their growth
Activity 27:
Study the height and weight table below for Faith and Praise.

Analyse and interpret the results for both children

What advice can you give to the parents regarding your findings.
Learner name: _____________________________________
Weight and height interpretation
Fluctuating
Gaining
Faith is a girl.
Date of birth 12.12.2013
Jan
Mar
May
Jul
Weight 18.8kg 16kg
18.2kg 17kg
Height 101cm 102cm 104cm 105cm
Praise is a boy
Date of birth 15.12.2013
Jan
Mar
Weight 15.8kg
16.5kg
Height 103cm
104.5cm
May
17.8kg
106cm
Jul
18.5kg
107cm
Analysis and interpretation of results
Faith’s weight is fluctuating but she is getting taller. Whilst praise is gaining weight but he is growing slower.
Advice
All I can say is that parents must make sure that their kids eat healthy food and also make sure that they grow
very well regarding their healthcare.
Activity 28:
Draw up a schedule to measure children’s weight and height every second month. Include all age groups of
babies, toddlers and young children:
Learner name: _____________________________________
Weight and height schedule
Learner name: _____________________________________
Activity 29:
Track the individual child’s measurements in your programme.
Analyse and interpret as follows: poor growth, stunt growth; underweight and overweight
Scores
Alondwe Hlabisa: Stunt growth.
Abenathi Mbatha: stunt growth.
Maduna asibusiseke: stunt growth.
Madida kuyenzeke: Stunt growth.
Mazibuko syamthanda: Stunt growth.
Mawande Manqele: Stunt growth.
Aphelele maduna : stunt growth
Hlabisa ziyanda: overweight.
Abenathi Ntshangase: poor growth.
S'miso Ngubane: stunt growth.
Learner name: _____________________________________
Learner name: _____________________________________
Learning outcome 14: Identify own responsibilities in terms of health and hygiene
At the end of this activity you will be able to identify your own responsibilities in terms of health and hygiene
practices for both adults and children.
Activity 30:
Good personal hygiene habits are related to less illnesses and better health. It is our own responsibility to make
sure that the adults and children adhere to health and hygiene practices.
Plan a parents meeting to talk about the importance of a healthy and hygienic environment. Prepare some
flash cards with the topics below. You can use these to break parents up into smaller groups and have them
discuss the topics.
Ask each group to give a brief feedback so that the rest of the group also understand the other topics.
Remember to make your own notes of the key points that you will be able to prompt the discussion if
necessary
1. Clean water
2. Disposal of waste
3. Hand washing
4. Sanitation
5. Food preparation
6. Ventilation
Remember to include the important points of each groups discussion in the minutes.
Discussion points
Group 1 Clean water.
*Poteble water is water that is safe to be used as drinking water. Drinking water helps to maintain the
balance of fluids. Flushing bacteria from your bladder.
Me: Question, what if the water is not clean?
Group 1, If you don’t have safe bottled water, you should boil your water to make it safe to drink.
Group 2 Disposal waste.
*The best methods of safe disposal waste are segregation and composting. After segregating the waste and
separating materials for reuse and recycling, the waste materials should be disposed of reduce. Additionally
the waste management industry creates employment opportunities.
Me asked questions: What are the methods of disposal?
Learner name: _____________________________________
Group 2: Says Recycling and sanitary landfill.
Group 3 Hand washing
*Hand washing also know as hand hygiene is the act of cleaning ones hands with soap or hand wash and
water to remove viruses/bacteria/dirt/ other harmful and unwanted substances stuck to the hands.
Me ask question: when to wash your hands?
Group 3: when you get home, Before you eat, After you go to the bathroom, After you play outside.
Group 4 Sanitation
*Sanitation promoting dignity and boosting safety particularly among women and girls.
Me asked question, How can we maintain sanitation when preparing food?
Group 4 says, Proper personal hygiene, including frequent hand and arm washing and covering cuts, proper
cleaning and sanitizing of all food contact surfaces.
Group 5 Food preparation.
*Clean- wash hands and surfaces often. Cook- cook in proper temperature. Separate – don’t cross
contamination. Chill – refrigerate.
Me asked question: What are food safety?
Group 5 says: Keep clean, Separate raw and cooked, Cook thoroughly, keep food at safe temperatures.
Group 6 Ventilation
*The general purpose of ventilation in buildings is to provide Healthy air for breathing by both diluting the
pollutions originating in the building and removing the pollutants from it.
Me: Let me give an examples. Use fans to improve air flow is good and bad, let me start with bad: pointing
fans toward people can blow contaminated air directly at them. Good use ceiling fans to improve air flow in
the home or not windows are open.
Learner name: _____________________________________
Activity 31:
Create a handwashing poster that demonstrates hand washing to children:
Handwashing poster for children
Learner name: _____________________________________
Learner name: _____________________________________
Activity 32:
Ask three different ECD programmes/sites if you can have a copy of their health and hygiene policies. Then write
a short paragraph explaining what the policy means in practise and note any changes that you would make to
the policy.
Policy notes
Workplace policy should also make provision for each employee to clean and maintain their own
work stations or work areas. The hygiene policy could include regular cleaning of surface with
disinfect this world results in a drastic reduction of infection and illness. The implementation of
appropriate hygiene and infection control procedures aims to break the cycle and prevent the
spread of infection at every stage.
Learner name: _____________________________________
Learning outcome 15: Plan with parents
At the end of this activity you will be able to plan with parents to ensure that their expectations for their child’s
physical care, emotional reassurance and activities are met.
Activity 33:
Parents need to be fully involved in their children’s lives. We always need to keep them in the loop as to what’s
happening with their children. It is very important that we update parents on their children’s development and
discuss with them if there are any challenges. We can do this through formal parent’s meetings.
Schedule monthly parent’s meetings to give feedback on children’s progress. Remember to include upcoming
events and parent’s concerns on the agenda:
Schedule and agenda of monthly parent’s meetings:
Thanks for trusting me to provide a safe and healthy setting for child to develop and mature.
2. Purpose of meeting – to share information with each other that will help us work together to meet the
needs of your child.
3. Information exchange.
(a) General attitude about school.
(b) Favourite.
(c) Behaviour and discipline.
(d) Other information.
4. Question and concerns
5. Goals.
6. Next meeting
7. Meeting close.
Learner name: _____________________________________
Activity 34:
Invite other stakeholders from the Community to share information with parents that will be beneficial to both
parents and children for example Nurse, social worker etc.
Stakeholders invite
Phumuzumlomo creche.
As a key stakeholder in this process. Phumuzumlomo creche would like to invite you to the centre.
You are hereby invited to attend a meeting and discussion of key .
Date: 19/07/2022.
Time: 10:30 am.
Venue: Phumuzumlomo creche.
Learning outcome 16: Hygiene checklist
At the end of this activity you will be able to draw up a hygiene checklist that reinforces knowledge of health and
safety practices and routines into children’s daily habits.
Activity 35:
Healthy and safety of the children is of utmost importance. We need to make sure that we always adhere to the
rules of health and safety.
Learner name: _____________________________________
Google and find three different hygiene tips per category of personal, classroom and food preparation
cleanliness:
Hygiene tips
Personal:
Cleaning your body everyday, washing hands with soap after going to the toilet, brush your teeth twice a day.
Classroom:
•limit use of shared objects.
• enable good hand hygiene.
• clean and disinfect surfaces.
Food preparation cleanliness:
• make sure your hands are clean.
• wipe up any split food straight away.
•always wash worktop thoroughly after they have been touched by raw food including water.
Activity 36:
Using the Health and Safety policy draw a hygiene checklist that you will use every day for adherence and
compliance:
Hygiene checklist
Health and
safety hygiene
check list
Monday
Tuesday
Wednesday
Learner name: _____________________________________
Thursday
Friday
All
entrance/exits
are kept clear
clutter.
Hands are
washed by staff
and children.
Each child has
brief health
check.
All hygiene
supplies are
available.
Area is
generally clean.
All chemicals
are locked.
Air fresheners
are not used.
All electrical
outlets are
covered.
First aid kit is
available for
each rooms.
All bottles have
full name and
date put
refrigerated
immediately.
Infant always
placed on their
back to sleep in
cribs/pack-nplay.
Cribs have
fitting mattress
and a secure
fitted sheet.
High chairs are
in good repair
and cleaned
and sanitized.
Learner name: _____________________________________
Screens, in
good
repair/secure
and used in
open windows
and doors.
Heavy
toy’s/items are
stored on
lowest shelf.
Learning outcome 17: Identifying physical care routines
At the end of this activity you will be able to identify the physical care routines suitable to the age and stage of
children.
Activity 37:
Physical care routines refer to children’s basic needs and how to support their physical care needs through
establishing routines to promote healthy living.
Using the table below, design a physical routine for toddlers and young children, that indicates the needs,
equipment used and the role of the parent or practitioner.
Care Needs
Nappy changing
Toilet training
Bath Time
Physical care routine for babies: Birth – 12 months
Equipment used
Role of a parent /practitioner
Gloves, apron, mat, clean
Calm the child and smile
nappy , moisturiser
Potty, cushion, story book etc
Read the story to the child
Baby bath, water, clean towel , Calm and sing to the child
clean sleeping clothes
Learner name: _____________________________________
Meal Time
Sleep time
Spoon for feeding, food , wet
wipes etc
Blanket, bed
Smile and talk to the child
Sing a sleeping rhyme
Physical care routine
Physical care routine for toddlers and young children.
Care needs
Equipment used
Role of parent /practitioner
Bath time
Water, soap, clean towel, clean
sleeping girls.
Spoon, healthy food, clean bowel.
Blanket , bed
Talk to the child . And smile
Meal time
Sleep time
Smile and talk to the child
Read a bed time story
Case Study:
Palesa’s neighbour is an essential worker and was not able to stay home during the lockdown. Palesa agreed to
help her neighbour by looking after her two young children. Although Palesa enjoyed her time with the children
she did have to overcome a few challenges.


In the 2nd week the little girl developed a fine red rash, she was very itchy and had a fever.
Palesa was surprised to see that the little boy who is 4 years and 7 months did not always wash his
hands before having his lunch.
Learner name: _____________________________________


Although Palesa was diligent in supervising the children, on one occasion the little boy tried to help with
chores and plugged the vacuum cleaner in.
On the days when their mom only worked the afternoon shift, she would prepare the children lunch and
she treated them by buying sugary snacks and gassy cooldrinks. Palesa also noticed that these were the
only days that the children’s behaviour was problematic and they would cry when their mom left.
Regardless of the few challenges, when lockdown was lifted Palesa missed the children and decided to start her
own ECD programme with the help of her friend Lindiwe. Lindiwe is a retired preschool teacher with many years
of experience both teaching young children and managing her own centre. Lindiwe has agreed to assist Palesa
for a few months to ensure that the programme meets all the required health and safety measures.
Lindiwe contacted the local DSD offices and requested a list of the policies that they recommended the ECD
programme should have before they applied for registration. The social worker sent the following email and
attached a copy of the Illifa Toolkit (this is available in the QCTO ECD guide resource folder) for Palesa to use as a
reference.
Lindiwe also looked through her old files and found the following resources that she gave to Palesa:
1. Emergency plans
Learner name: _____________________________________
2. Developmental checklist for 2-year olds
3. Menu for a half day service
Learner name: _____________________________________
Considering what we know about Palesa and Lindiwe answer the following questions:
1. Lindiwe’s menu was for a half day programme, however Palesa is planning on offering a full day service.
Adapt the menu to meet the requirements of a full day programme. Briefly explain what changes you
made – and why.
Menu
The changes I made is that I added lunch to the menu because it will be a long day children needs to have
breakfast , lunch than they can snack but their tummies would be full.
Learner name: _____________________________________
2. What could Palesa do to ensure the children get all the right nutrition but save costs where possible?
Answer
The only thing she can do is that she can start a garden for vegetables instead of buying them.
3. Can you help Palesa by finding three recipes for meals that are in the menu?
Recipes
Recipe for toast served with mayo.
•add mayo , salt, pepper and mustard powder.
• mix up everything well and taste it .
• place another slice and slice to triangles or squares.
Recipe for sandwich served with jam and peanut butter.
•spread peanut butter on one slice of bread and jam on another slice. Club both slices together.
•heat butter in non stick pan and grill sandwich from both sides for 1-2 minutes or until golden brown.
•cut and serve.
4. Sometimes accidents happen – create a poster that would help the kitchen staff know how to respond if
they burnt (minor) while cooking.
Poster
Learner name: _____________________________________
5. Write up a Standard operating procedure (SOP) for the kitchen staff to ensure they follow correct protocols
regarding hand washing.
SOP
Monitor all employees to ensure that they are following the protocol.
Ensure adequate supplies are available for proper hand wash.
Follow up and retrain as necessary.
Learner name: _____________________________________
6. Palesa’s plan is to start her programme with one class of 4-year olds and to add a class each year. Then in
three years Palesa will have a 2, 3, and 4-year-old class. Design the site as it will look in year one and then in
year three. Include the following in your designs
 Required square meterage
 Required staffing
 Learning areas
 Storage areas
 Food preparation area
 Emergency plans
Learner name: _____________________________________
Site design
Learner name: _____________________________________
Learner name: _____________________________________
7. Find an example of a daily routine suitable for a 2-year-old class and one suitable for a 4-year-old class –
briefly explain what physical care routines are in each of the routines, how and why they are different?
Answer
8. Palesa recorded four challenges while looking after the neighbour’s children.
a. The little boy wanted to help with vacuuming but this has potential dangers – explain how Palesa could
encourage the child to be helpful while mitigating any risks. List three ways that a practitioner could
mitigate the risk associated with electricity.
b. What could have caused the little girl’s rash and how should Palesa have dealt with the situation?
c. Managing children’s behaviour can be challenging. Explain why the children’s behaviour may be worse
on the days their mom works half day. What advise would Palesa give her neighbour to manage the
behaviour better?
d. Children forget to wash their hands – plan a fun activity to teach children the importance of washing
hands.
Answer
8(a) *Stay away from electrical substations.
*Avoid using cords that are damaged.
*Electrical cords should be kept out of the way.
(b) Dirt water/ same food are eating.
*He/she must check if there is any food that causes the rash because it could be that he/she are accused of
it.
Learner name: _____________________________________
Learner name: _____________________________________
9. Palesa needs to have detailed emergency plans for the site. Adapt the sample that Lindiwe shared to create the emergency plans for the programme in year one.
Emergency plan
Learner name: _____________________________________
Learner name: _____________________________________
10. The developmental checklist that Lindiwe has is for a 2-year-old. Develop a similar checklist for a 4-year-old.
Checklist
Date of
assessment:
Child name:
DOB:
Assessment
completed by:
No
Same times
nearby
Yes
2 to 4 years
Development
indicators can
the child
Walk them self
and running.
Identified
shape.
Identified
colours.
Know to count
from 1to10.
Speak when
needed
bathroom
Wash their
hands and face.
Know main
body parts.
Turn off the
books.
11.Using the Illifa toolkit and email from DSD – create a list of the policies that Palesa will require for site
registration. Gather as many of these as you can from the programme where you work.
Learner name: _____________________________________
List of policies
*Child protection clearance policy.
*Accident and incident management policy.
*Admission policy.
*Health , illness and hygiene policy.
*Medication administration policy.
*Transporting children policy.
*Food preparation and menu policy.
*Discipline policy.
*HIV policy.
*Caring for sick children policy.
*Prevention of the spread of diseases policy.
Learner name: _____________________________________
Workplace experience provider details
ECD programmes name:
Phumuzumlomo creche
Address:
P.O Box 336 Hlabisa 3937.
Supervisor Name:
Sbongile Hlabisa
Work Telephone:
0609549428
E-Mail:
Sbongilehlabisa002
Number of classes at workplace
experience site:
02.
Number of children served by workplace 24
experience site:
Contextualised Workplace Knowledge
(These are documents that you need to access in order to complete your workplace modules)
1. Relevant early childhood development policies and programmes
2. National, provincial and municipal guidelines for the relevant age group
3. Standard Operating Procedures (SoP) for the workplace
4. Applicable protocols, rules and regulations
5. Ethics and confidentiality
6. Centre-specific policies and procedures
Learner name: _____________________________________
Work place experience: Nutrition, safety, protection and well-being
Work experience 1: Support the health and hygiene of children over a period of 2 months
Activity 1: Conduct all routines in the daily programme according to ages and stages of children, at least 3 times under supervision
Activity 2 Conduct a simple health check of a group of children to identify signs and symptoms of both minor and serious illness in children, including hygiene, for at
least 3 times, under supervision
Activity 3 Monitor and evaluate the learning environment daily to ensure cleanliness of the indoor/outdoor learning areas, including equipment, using a checklist
Activity 4 Weigh, measure and record individual children's mass and height to monitor growth of the group, for inclusion in their progress reports
Activity 5 Apply basic first aid in the case of an injury or a medical emergency in own setting, under supervision
Activity 6 Reflect on and review own hygiene practice and its impact on adults and children in own work setting
Supporting evidence required
Adequate
evidence
presented
Date
Mentor
signature
Daily routine / Daily planner
Health check notes and referrals where necessary
Growth monitoring data and report
Incident reports detailing 1st Aid
Reflection report
Although I may have collaborated with other practitioners and fellow learners all the evidence submitted is my
own work.
Learner name: _____________________________________
Learners signature:
Date:
Learner
signature
Work experience 2: Promote safety and protection in an early childhood development setting
Activity 1: Using the checklist prepared, evaluate safety in terms of hazards and risks to identify gaps, prevent accidents, and take appropriate action
Activity 2: Observe and assist with creating an inclusive, age- and stage-appropriate, safe learning environment that supports child safety
Activity 3: Implement a range of safety practices and routines in children's daily habits to reinforce knowledge of safety and protection, at least 3 times
Activity 4: Working under supervision, evaluate a group of children to determine developmental challenges, including any other types of barrier/diversity challenges
Supporting evidence required
Adequate
evidence
presented
Date
Mentor
signature
Checklist for safety and protection is dated, completed, and signed off by the supervisor
Safe learning environment plan and duty allocation
SOP / policies detailing daily safety practises
Assessment / evaluation plan
Report detailing developmental challenges and action plan
Written record of self-reflection, which includes an action plan for improvement, is completed and signed off by
a supervisor
Although I may have collaborated with other practitioners and fellow learners all the evidence submitted is my
own work.
Work experience 3: Promote good nutrition in young children
Learner name: _____________________________________
Learners signature:
Date:
Learner
signature
Activity 1: Evaluate the weekly menu plan to determine whether it contains a variety of healthy foods, considering religious, cultural and individual dietary
requirements, to support child nutrition
Activity 2: Prepare and implement a food-related activity with children to emphasise the value of healthy foods and healthy eating
Activity 3: Apply skills and techniques for supporting and encouraging children's positive behaviour during meal times
Activity 4: Apply strategies used to encourage children to eat healthy foods
Supporting evidence required
Adequate
evidence
presented
Date
Mentor
signature
Copy of the menu and evaluation report with recommendations
Activity planner and supporting documentation, including teaching aids, resources and materials – Healthy
eating
Behaviour management SOP / policy – During eating times
Poster depicting positive behaviour during meal times
Relevant documentation is dated and signed off by mentor/supervisor
Plan and report of children's food-related activity
Written records of mass and height of children
Written record of self-evaluation, which includes an action plan for improvement
Although I may have collaborated with other practitioners and fellow learners all the evidence submitted is my
own work.
Learner name: _____________________________________
Learners signature:
Date:
Learner
signature
Workplace experience logbook
Workplace log of hours and duties completed
Date
Start time
Finish time
Duties
Supervisors
signature
07:30am
09:30am
Rings time
07:00am
09:30am
Praying, weather charts.
30/05/22
31/05/22
09:00am
11:00am
Birthday’s charts and senses.
01/06/22
02/06/22
10:00am
11:30am
Read stories.
03/06/22
11:00am
12:30pm
Read bible.
06/06/22
08:00am
10:00am
Greetings friends and sing songs.
07/06/22
11:00am
13:00pm
Playing in groups to develop social skills
08/06/22
08:00am
10:00am
Health check up.
09/06/22
07:00am
09:00am
Monitor and evaluate the learning.
10/06/22
09:00am
11:00am
Sing rhymes.
13/06/22
09:00am
10:30am
Doing measurements.
14/06/22
08:00am
10:00am
Weather charts and register.
15/06/22
11:00am
12:30pm
Out door activities.
16/06/22
11:00am
12:00pm
Read stories.
17/06/22
11:00am
14:00pm
Sports day.
20/06/22
07:30am
09:30am
Morning ring and register.
21/06/22
07:00am
14:30pm
Health check up and health check list.
22/06/22
09:00am
10:30am
Sing rhymes.
23/06/22
09:00am
11:30am
Birthday charts and exchange present.
24/06/22
09:30am
10:30am
Measurements height and weight.
Learners signature
Learner name: _____________________________________
Supervisors signature
Total work
experience hours
for the month
Workplace log of hours and duties completed
Date
Start time
Finish time
Duties
27/06/22
07:00am
09:00am
Checklist for safety indoors.
28/06/22
07:30am
09:30am
Morning rings and register.
29/06/22
11:00am
13:00pm
Checklist for safety outdoors.
30/06/22
11:00am
13:00pm
Play in groups to develop social skills.
01/07/22
08:00am
10:00am
Measurements for height and weight.
04/07/22
08:00am
09:00am
Health check up.
05/07/22
08:00am
10:00am
Birthday charts and morning ring.
06/07/22
09:00am
12:00pm
Teach about my self and body parts.
07/07/22
08:00am
10:00pm
Bible stories.
08/07/22
09:00am
10:30pm
Teach about money.
11/07/22
09:00am
11:00am
Health check up.
12/07/22
09:00am
10:00am
Stories time.
13/07/22
08:00am
10:00am
Measurements for height and weight.
14/07/22
13:00pm
14:30pm
Creative arts
15/07/22
12:00pm
13:00pm
Play in groups to develop social skills.
18/07/22
09:00am
11:30am
Mandela’s day (
19/07/22
11:00am
12:00pm
Outdoors activities and check list.
20/07/22
09:00am
11:00am
Health check up.
Learner name: _____________________________________
Supervisors
signature
21/07/22
09:00am
11:00am
Play in groups to develop social skills.
22/07/22
07:00am
08:00am
Measurements for height and weight.
Learners signature
Supervisors signature
Total work
experience hours
for the month
Workplace log of hours and duties completed
Date
Start time
Finish time
Duties
25/07/22
08:00am
09:00am
I will looking for food that is suitable for children.
26/07/22
09:00am
11:00am
I will be checking to see if the kitchen is clean.
27/07/22
09:00am
11:00am
Funny day
28/07/22
07:30am
09:30am
Morning ring and mark register.
29/07/22
08:00am
10:00am
Health check up.
01/08/22
08:00am
09:00am
Measurements for height and weight.
02/08/22
13:00pm
14:00pm
Creative arts, drawing and painting.
03/08/22
09:00am
11:00am
How to have healthy conversations about food and how
to talk.
04/08/22
09:00am
11:00am
Stories time.
05/08/22
12:00pm
14:00pm
Sports day.
08/08/22
07:00am
14:30pm
Prayer, morning ring and greetings each other.
09/08/22
09:00am
11:00am
Drawing cards and painting.
10/08/22
10:00am
12:00pm
Health check up.
11/08/22
09:00am
11:00am
Playing with toys
12/08/22
12:00pm
12:30pm
Sing rhymes.
Learner name: _____________________________________
Supervisors
signature
15/08/22
09:00am
11:00am
Playing together and talks about healthy food and what
food they like.
Colour day (dress in the colour and eat food that
colour)
16/08/22
10:00am
12:00pm
17/08/22
11:30am
12:30pm
Measurements for height and weight.
18/08/22
08:30am
09:30am
Birthday charts and have funny day.
19/08/22
09:00am
11:30am
Take a walk together/do exceses.
35 hours
Learners signature
Supervisors signature
Total work
experience hours
for the month
Reminder to insert evidence/ attach document evidence:
WORK EXPERIENCE 1.
Activity 1.
Daily programme/ routine for
07:00am – 07:30am
0 to 2 years
Teachers, parents and children
arrive and greetings
Learner name: _____________________________________
2 to 4 years.
Teacher, parents and children
arrive and greetings
07:30am – 08:00am
08:00am – 08:30am
08:30am – 09:00am
09:00am - 09:30 am
09:30am – 10:00am
10:00am – 10:30 am
10:30am – 11:00am
11:00am – 12:00pm
12:00pm – 12:30pm
12:30pm – 13:00pm
13:00pm – 13:30pm
13:30pm – 14:00pm
14:00pm – 14:30pm
Hand washing and breakfast.
Play on floor with favourite toys.
Change Pampers and hand wash.
Middle snacks
Lollipop
Indoors activities
Hand washing
Lunch
Outdoors activities
Baby nap time
Hand washing and afternoon
snacks
Pack away their belongings
Hand washing and breakfast.
Weather charts and register.
Discussion ring.
Tid- up time, toilet routine.
Middle snacks.
Stories time
Indoors activities.
Toilet time and hand washing
Lunch
Outdoors activities
Free play
Hand washing and afternoon
snacks
Pack away their belongings and
creative arts (drawing, painting)
whale waiting for their parents.
Activity 2.
Health checklist
Health checklist
All
entrance/exits
are kept clear
clutter.
Hands are
washed by staff
and children.
Each child has
brief health
check.
Monday
Tuesday
Wednesday
Learner name: _____________________________________
Thursday
Friday
All hygiene
supplies are
available.
Area is
generally clean.
All chemicals
are locked.
Air fresheners
are not used.
All electrical
outlets are
covered.
First aid kit is
available for
each rooms.
Infant always
placed on their
back to sleep in
cribs/pack-nplay.
Cribs have
fitting mattress
and a secure
fitted sheet.
High chairs are
in good repair
and cleaned
and sanitized.
Screens, in good
repair/secure
and used in
open windows
and doors.
Heavy
toy’s/items are
stored on
lowest shelf.
Activity 3.
Daily checklist indoors and outdoors.
Learner name: _____________________________________
Indoors and
Monday
outdoors
Removing
dangerous
items from
children’s
access (et
matches and
poisoning)
Maintaining
safe
environments
(et fixing broken
items).
Supervision (et
close watching
children).
Make sure that
the place is
clean and safe
Toy’s not crack.
Check that the
gate is locked.
Check water
source are
closed/covered.
Check that
there is no
electricity wires
around the
place are
playing.
Separated into
different ages.
Space are
enough so that
child has 1.5
square metres
The children are
protected from
hazards.
Storeroom
always closed.
Children don’t
to the kitchen.
Tuesday
Wednesday
Learner name: _____________________________________
Thursday
Friday
Activity 4.
*Exclusive breastfeeding immunization and timely care during illness all contribute to a child’s growth and
development. Clean air, water, sanitation and safe places for play and recreation are likewise important for
young children to explore and learn.
*The most important reason for monitoring each child’s development is to find out if a child’s development is on
track. It is important to act early if there signs of potential development delay because early treatment is so
important for improving a child’s skills and abilities.
Activity 5
FIRST AID.
Activity 6
It was scary to see a child bleeding in front of my eyes. The child was in a lot of pain and I had to gather the
courage to help him as I couldn’t stand there and watch him in pain. This is very hard for a child as he or she is
in pain and also bleeding and also for an adult to see a child bleeding. But at the and of the day the child must
get the he or she needs and it is the duty of an adult to help the child when in need of help.
Work experience 2
Activity 1
Learner name: _____________________________________
 Using the checklist prepared , evaluate safety in terms of hazards and risks to identity gaps ,
prevent accidents , and take an appropriate action.
• it is the duty of an employer to:





Identify hazards
Decide who might be harmed and how.
Evaluate the risks and decide on the precautions.
Record your findings and implementation them
Review your assessment and update if necessary.
Activity 2
Observe and assist with creating an inclusive age and stage appropriate, safe learning environment that support
child safety.
-Encourage safe exploration is an important job for child care providers. children are natural explores and risk
takers.
• Try a child’s eye view .
•make sure your space is child safe.
• Arrange your space wisely.
• Identify and cut off “runways”.
• Organize toys and suppliers to make things easy for children.
• Make sure there are enough toys .
• Make sure the toys match the children’s ages and abilities.
• Teach children how to handle toys and materials.
Activity 3
-Teaching children about safety.
•children should be taught about safety from an early age.
• use fun , interactive and practical activities.
•demonstrate safe behaviours
•repeat safety rules often and be consistent.
• encourage safe play.
• manage the risk environment of your child but try not to control it.
Learner name: _____________________________________
Activity 4
• Be alert and responsive.
• Know where the child is.
• Be able to see or hear the child.
• Be near enough to the child to render immediate assistance.
Work experience 3
Activity 1
The weekly menu plan.
Activity 2
healthy food and healthy eating
Learner name: _____________________________________
Activity 3
Meal times provide the opportunity to practice motor skills, develop communication and cognitive skills and
support social and emotional development. At all stages of feeding development, mealtime tasks are shared
between parents and a child in a feeding relationship that is reciprocal in nature and relies of mutual tasks.
Activity 4
*Eat breakfast everyday
*Serve more fruit and vegetables
*Avoid sugary drinks and instead drink water.
• serve wisely
*Introduce only one new food at a time
*Serve a well loved food along with the new food
*Put a small portion of the new food on children’s plates so it doesn’t feel overwhelming.
*Transition to new foods or ingredients slowly.
•Talk about it.
*Teach children where the food they’re eating.
•Make food fun
*Cut new food into fun and easy shapes with cookie cutters.
•Get everyone involved.
*Involve children in preparing meals and snacks.
Learner name: _____________________________________
Learner name: _____________________________________
Well done you have now completed the
practical part of this module.
Be sure to contact your mentor if you
need any assistance.
Activity 5
Learner name: _____________________________________