Learner’s Guide
CHC30712: Certificate III in Children’s Services
HBA Learning Centres Pty Ltd
1300 721 503
assess.children@hbalearningcentres.com.au
(RTO 31261)
NSW – ACT
Level 2, 53 Walker St
North Sydney NSW
2060
QLD
3 Sir John Overall
Dr
Helensvale QLD
4212
VIC – TAS – SA
Level 3, 466 Little
Lonsdale St
Melbourne, VIC, 3000
WA
Level 18,155 -158 St
Georges Tce
Perth WA 6000
NT
Level 1, 48 – 50
Smith St Darwin NT
ABN 96 003 720 483
CHC30712 Certificate III in Children’s Services Learner Guide Version September 2012
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Index
UNIT
Page
IMPORTANT
INFORMATION
Need to check headings
INF
Unit 1
CHCFC301A Support the
development of children
1
Unit 2
CHCCHILD401B Identify
and respond to children
and young people at risk
Unit 3
CHCCN301C Ensure the
health and safety of
children
Unit 4
CHCCN302AProvide care
for children
Unit 5
CHCCN303AContribute
to provision of
nutritionally balanced
food in a safe and
hygienic manner
Unit 6
CHCCS400C Work within
a relevant legal and
ethical framework
4
5
6
6
7
8
9
10
12
22
26
29
31
32
33
36
2
47
49
3
52
62
68
72
76
80
82
86
93
4
97
98
99
103
5
CHC30712 CERTIFICATE III IN CHILDREN’S SERVICES
Units in Delivery of CHC30712
About this Learner Guide
About the Workbooks
DISCLOSURE – SOURCE OF INFORMATION
COMPLETING ASSESSMENT TASKS
SUBMITTING COMPLETED WORKBOOKS
LEARNER DECLARATION
Support the development of children
Support the physical development of children
Support the social development of children
Support the emotional and psychological development of
children of the same age
Support the language development of children
Support the creative development of children
Support the cognitive development of children
Implement work practices which support the protection of
children and young people
Report indications of possible risk of harm
Apply ethical and nurturing practices in work with children and
young people
Maintain a clean and hygienic environment
Recognise and respond to signs of potential illness
Provide a safe environment
Supervise the safety of children
Travel with children safely
Administer medication within guidelines
Manage and respond to allergy/ anaphylaxis
Provide physical care
Create opportunities for children to develop their
understanding of physical care
Establish and environment that encourages children to
complete tasks themselves
Respond to the emotional needs of children
Settle new arrivals
Plan food and drink provision
Maintain food safety while carrying out food handling activities
117
124
6
ITEM
127
129
131
Demonstrate an understanding of legislation and common law
relevant to work role
Follow identified policies and practices
Work ethically
Recognise and respond when client rights and interests are not
being protected
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Unit 7
CHCPR301C Provide
experiences to support
children’s play and
learning
7
Unit 8
CHCIC301E Interact
effectively with children
8
Unit 9
CHCPR303D Develop
understanding of
children’s interests and
developmental needs
Unit 10
HLTFA311C Apply first
aid
Unit 11
HLTWHS300A
Contribute to WHS
processes
134
138
141
149
152
156
158
9
160
165
166
166
167
10
11
170
172
178
182
185
192
199
Unit 12
CHCRF301E Work
effectively with families
to care for the child
12
Unit 13
CHCCS310A Support
inclusive practice in the
workplace
13
Unit 14
CHCORG303C
Participate effectively in
the work environment
201
14
202
203
204
206
209
214
216
217
220
223
Unit 15
CHCCN305B Provide
care for babies
232
15
238
241
Create a stimulating, positive and developmentally appropriate
environment to foster development, play and learning
Actively guide and encourage children to undertake a variety of
developmentally appropriate activities
Facilitate children’s play learning and physical activity
Communicate positively with children on an ongoing basis
Promote positive behaviour
Collaborate with children about their interests
Respect similarities and differences and encourage children to
respect these differences
Support children in learning about the decision- making process
Gather information about the child through observation
Gather information about the child through secondary sources
Record observations appropriately
Use observations and information collected to understand the
child and contribute to program planning
For this activity you will need to complete HLTFA311A or
equivalent externally and provide evidence of this to your HBA
assessor.
Plan and conduct work safely
Support others in working safely
Contribute to WHS participative processes
Contribute to hazard identification, WHS risk assessment and
risk control activities
Participate in the control of emergency situations
Establish a positive relationship with family members
Exchange information with family members about the child’s
physical and emotional care needs
Respond to a family members concern about their child
Reach agreement with family members about care practices
Facilitate child’s transition into care
Recognise and value individual differences
Support the principles and practices of inclusivity in work with
colleagues and client diversity
Contribute to the effective operation of the workgroup
Review and develop own work performance
Work cooperatively with others
Contribute to the development of policies, practices and
structures of an organisation
Respond to cues and needs of babies/ infants
Develop and maintain nurturing relationships with babies/
infants
Settle new arrivals
Provide an environment that provides security for babies/
infants
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IMPORTANT INFORMATION
CHC30712 CERTIFICATE III IN CHILDREN’S SERVICES
Welcome to CHC30712 – Certificate III in Children’s Services.
This qualification covers workers who use organisation policies, procedures and individual
children's profiles to plan activities and provide care to children, facilitating their leisure and play
and enabling them to achieve their developmental outcomes. Depending on the setting, workers
may work under direct supervision or autonomously.
Occupational titles may include:
•
Early childhood educator
•
Playgroup supervisor
•
Family day care worker
•
Childhood Educator
•
Childhood educator assistant
•
•
•
•
* Outside school hours care assistant
* Recreation assistant
Nanny
Mobile assistant
* Some jurisdictions may require CHC41208 Certificate IV in Children's Services (Outside school
hours care) for these work roles
ENTRY REQUIREMENTS
There are no specific entry requirements or pre-requisites specified in the training package CH08
as CHC30712 is seen as the starting point of the qualification pathway for Children’s Services.
Learners will be required to achieve the unit HLTFA311A Apply First Aid through an external
provider before achieving the qualification.
PLEASE NOTE: CPR is a component of Apply First Aid, that is required to be refreshed annually,
therefore Learners will be required to submit a Current copy of their CPR. Apply First Aid is to be
refreshed every 3 years.
Child Care Centres may also require applicants to hold current certification in approved courses for
Anaphylaxis and Asthma management. These are also separate from the qualification, but may be
necessary to gain employment.
HBA has standard entry requirements for any VET qualification which are clearly communicated to
clients prior to enrolment. These include:
 Basic Computer Knowledge/ Email and Internet Knowledge and Access
 English Language/Literacy Skills
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Units in Delivery of CHC30712
There are 15 units of competency which are required and must be achieved to obtain this
qualification. These include:
 11 core compulsory units
 4 elective units (which have been pre-selected by HBA Learning Centres, and focus on
Centre based care)
Unless a special program is developed for a particular client or group, HBA delivers and assesses
the following combination of units and electives:
CORE COMPULSORY UNITS











CHCFC301A Support the development of children
CHCCHILD401B Identify and respond to children and young people at risk
CHCCN301C Ensure the health and safety of children
CHCCN302A Provide care for children
CHCCN303A Contribute to provision of nutritionally balanced food in a safe and hygienic
manner
CHCCS400C Work within a relevant legal and ethical framework
CHCPR301C Provide experiences to support children’s play and learning
CHCIC301E Interact effectively with children
CHCPR303D Develop understanding of children’s interests and developmental needs
HLTFA311A Apply First Aid – Students will need to complete this unit externally. Please
note that this unit needs to be completed successfully before we are able to issue you with
your qualification.
HLTWHS300A Contribute to WHS processes
ELECTIVE UNITS




CHCRF301E Work effectively with families to care for the child
CHCCS310A Support inclusive practice in the workplace
CHCORG303C Participate effectively in the work environment
CHCCN305B Provide care for babies
Course Completion Date: you are given 12 months from enrolment to complete
this course. An extension may be granted under exceptional circumstances;
however extension fees of $200.00 will apply for each 3 month extension.
Maximum Course Completion: 18 months from original date of enrolment.
HBA Assessors are available for support and assistance throughout your Course duration; however
please remember it is your responsibility to keep on track with your Course Work and Learning.
Therefore it is highly recommended that you create a study program to suit your lifestyle and/ or
ensure you designate specific study periods to complete your required Workbooks to ensure you
complete your Course within your completion timeframe.
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About this Learner Guide
This Learner Guide is designed to be used as a combined book of readings and assessment guide
for CHC30712 and is designed to be used in conjunction with Workbook 1 Theory and Workbook 2
Practical.
The Learner Guide has been developed in conjunction with the Unit of Competency for this
course. Each Unit has a number of Elements, with each Element having a range of Performance
Criteria’s, furthermore; each Unit has required Skills and Knowledge all of which needs to be met
in order satisfactorily achieve competency. These have met set out by the Industry Skills Council.
You will need to read this document prior to completing your Workbooks as you will find the
questions and or activities defined in your Workbooks relates to sections of information in this
Learner Guide, however you will also be required to complete your own further research.
Once you have read each section in this Learner Guide it is recommended that you complete the
corresponding Activity in your Workbook.
About the Workbooks
The Workbooks have been designed to be used in conjunction with your Learner Guide and have
been divided into two Workbooks. Workbook 1 is a Theory based Workbook and Workbook 2 is a
Practical Activity based Workbook.
Each Activity of your Workbooks reflects the order of units outlined in the Learner Guide. In order
to successfully complete the CHC30712 you will be required to demonstrate a satisfactory
understanding of each Unit of Competency.
All activities in both Workbook 1 Theory and Workbook 2 Practical relates to the corresponding
section/ corresponding Unit of Competency of information in this Learner Guide. Please
remember you will also be required to complete your own research.
Once you have read each section in this Learner Guide it is recommended that you complete the
corresponding Activity in your Workbook.
In undertaking an activity you may be asked to:
 Answer questions
 Conduct research
 Complete templates
 Provide an opinion or feedback
 Undertake practical activities or projects
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Note:
Some activities may require you to undertake internet or other research. This
research assists in meeting competency and in answering some questions
When conducting research you might need to make use of tools such as an
internet search browser, Eg Google.
Workbook 2 Practical Activities
You will be required to complete practical activities for each unit. The practical components
required are explained in Workbook 2 Practical Activities.
These practical activities can either be completed in a Child Care Centre or an approved simulated
environment. If completing your practical activities in a simulated environment your simulated
environment must reflect as much as possible a real life Child Care Centre. There is no minimum
requirement of hours you need to complete in a Centre for this qualification; however work
placement and a given number of hours may be necessary for licensing or as an industry
requirement. This is separate from the qualification requirements and needs to be arranged
directly with employers.
You can use the following website to locate a Child Care Centre close to you:
•
http://mychild.gov.au
Please note that you will also be required to obtain your own Public Liability Insurance to protect
you while you are completing your practical assessment within the Child Care Centre of your
choice. Therefore you will be required to research Public Liability Internet on the Internet. Please
note HBA cannot offer any advice on this matter.
Working with Children Check
There is no single national framework setting out the requirements for obtaining Working with
Children Checks or Police Checks. Each state and territory has its own procedures and it is
necessary to fulfil the requirements of your jurisdiction. Most states and territories have
introduced legislation providing for child-related employment pre-screening, or are working
towards such legislation. The legislation identifies broad categories of child-related work where
employers, employees and volunteers must meet the screening requirements. There are
important differences across jurisdictions regarding the type of screening programs that are in
place, what records are checked, and who is required to undergo screening. You will need to refer
to your relevant legislation and state and territory screening programs for your working with
children check requirements (if completing practical activities in a Child Care Centre).
DISCLOSURE – SOURCE OF INFORMATION
During your course you may at times be required to undertake research or source information.
This may be done from a variety of sources including websites, many of which may be open
source. Information from open source websites may be directly quoted or copied for use in your
answers under Creative Commons Deed. HBA may also supply you with information and samples
from some of these sources in the learning materials supplied to assist you in undertaking your
CHC30712 qualification.
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COMPLETING ASSESSMENT TASKS
Once you have undertaken and completed Workbook 1 Theory you will need to return your
Workbook electronically to HBA for assessment.
Once you have undertaken and completed Workbook 2 Practical Activities you will need to
return your Workbook electronically to HBA for assessment.
Any additional information, answer sheets, or evidence to support your assessments should be
returned with the Workbook.
All assessment tasks and supporting evidence must
be electronically sent to HBA for assessment at:
assess.children@hbalearningcentres.com.au
Only completed assessment activity items with appropriate evidence which is valid under the
Registering Authority guidelines, and the terms of the RTO and its authorised delegates will be
used toward determining competence.
To complete assessment tasks you will need to follow a few simple steps:
Step 1
Read the Learner Guide
Step 2
Read the assessment task instructions for each assessment activity
Step 3
Complete each assessment task and enter the answer into the allocated space in the
assessment workbook
Step 4
Review your activities to ensure you have correctly undertaken the assessment tasks
as required
Step 5
Move on to the next activity
Please remember:
Before you complete each Workbook:
- You must read each question carefully, understanding what the question is asking before
you answer it. If you are unsure, seek clarification.
When completing your Workbook:
- You must answer each part of the question Eg some questions have 1, 2 or 3 parts to them
- Your answers need to be in the order in which they are asked Eg if the question has 3 parts
to it, then you need to answer Part 1 first, followed by Part 2 and Part 3
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-
You must ensure the answer you provide reflects the question being asked
Your answer needs to stay on the topic being asked
In order for you to be deemed satisfactory for each question you must demonstrate a clear
understanding of the question which is reflective of your answer
In order for us to deem you competent in each Workbook you must demonstrate a clear
understanding of the Unit
If the question is asking “in your own words” then your answer needs to be in your own
words
If you cut and paste information, the information you have cut and pasted needs to reflect
the question being asked
Some questions will require you to do your own research
SUBMITTING COMPLETED WORKBOOKS
Only completed assessment activity items with appropriate evidence which is valid under the
AQTF guidelines, and the terms of the RTO and its authorised delegates will be used toward
determining competence.
It is expected that you will use a word processor using Microsoft Word to supply written answers;
however, if you do not have access to a word processor with MS Word you will need to discuss
alternatives with HBA.
Untidy, unclear, and or hard to discern material will be returned to the learner without
assessment being conducted until the assessment material is supplied to HBA in a format and to a
level that meets the professional standard required for a Front Line Management Professional.
If you need help or support at any time, please use the online help forum by logging on to
www.hbalearningcentres.com.au/help/children. Alternatively, you can contact a Children’s
Services trainer and assessor by phone or email at any time between 0830 and 5pm EST Monday
to Friday.
Asking a query/ question:
- You can submit a query/ ask a question either via the:
o Forum- www.hbalearningcentres.com.au/help/children/
o Email- assess.children@hbalearningcentres.com.au or
o Telephone – 1300 721 503 or (02) 8588- 4600 (Sydney business hours)
Please remember:
- You cannot submit multiple Workbooks at the same time
- Workbooks need to be submitted in the correct order
- You cannot submit a Workbook until you have been deemed competent in the previous
Workbook eg you cannot submit Workbook 2 until you have been deemed competent in
Workbook 1
- When submitting your Workbook you should have the following in your Subject TitleCourse Number, Workbook Number, (Attempt Number) and your Full Name as per your
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-
enrolment form. eg CHC30712 Workbook 1 Theory (Attempt 1) your full name as on your
enrolment form.
When submitting a second or third attempt you must change the Attempt number
eg CHC30712 Workbook 1 Theory (Attempt 2) your full name as per your enrolment form.
All assessment tasks and supporting evidence needs to be electronically sent to
HBA for assessment at:
assess.children@hbalearningcentres.com.au
– Please allow up to 5 working days to receive feedback via email, therefore please allow up to 5
working days before contacting a HBA Children’s Services Assessor.
LEARNER DECLARATION
HBA is required to ensure that all the provided assessment evidence is your own work. This is
done by way of the assessment checklist and the learner declaration.
You will find a learner declaration on page 4 of each workbook, please note you must sign, date
and return to us when submitting your workbook.
If you have not completed this declaration correctly when you submit your workbook, your
workbook will be returned to you prior to it being assessed for you to complete and resubmit.
The learner declaration must be completed and returned to HBA along with your workbook to
validate that the assessment is your own. An alternative method of declaration is by an email
specifically sent for that purpose.
You will need to:
 Sign the declaration and then scan and email or fax the declaration to HBA
In signing off on each Workbook you are declaring that you have undertaken the specified task for
each activity. Where it is verified that a student falsely signed off on an assessment item as
completed, competency may be withheld subject to a review of the situation by authorised
representatives of the RTO.
When an assessor/relevant person is signing off the assessor/ relevant person observation/
activity checklist they are declaring that they have observed you undertaking the specified task for
the required activity. Where it is verified that a assessor/ relevant person or even student has
falsely signed off on an assessor/ relevant person observation/ activity checklist as completed,
competency may be withheld subject to a review of the situation by authorised representatives of
the RTO.
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Full competency and the issue of certification will not occur until the above has been completed
along with the successful completion of all assessment items. Successful completion included
being marked as competent by your HBA assessor, and all fees being paid.
NOTE: the learner declaration may be scanned and emailed, or faxed to HBA:
assess.children@hbalearningcentres.com.au
Fax (02) 8920 9244
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UNIT 1
CHCFC301A
Support the development of
children




Support the development of children
Support the physical development of children
Support the social development of children
Support the emotional and psychological development
of children of the same age
 Support the language development of children
 Support the creative development of children
 Support the cognitive development of children
This unit describes the knowledge and skills required by Early Childhood Educators who support
the physical, social, emotional, psychological, language and creative development of children from
0-12 years of age.
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CHCFC301A SUPPORT THE DEVELOPMENT OF CHILDREN
SUPPORT THE DEVELOPMENT OF CHILDREN
Supporting the development of children involves:
 Providing encouragement for each child's own level of performance
 Using language at an appropriate level of complexity and friendliness
 Initiating communication with the child relevant to their interests and capabilities
 Demonstrating developmentally appropriate expectations of the child's behaviour
appropriate to their stage of development
 Using behaviour management strategies appropriate to the child's level of understanding
 Providing assistance to children appropriate to their developmental capabilities
 Fostering the development of independence through type of assistance provided
 Respecting, responding to and following up communication initiated by children
For Early Childhood Educators to support the development of children they must firstly have an
understanding of the importance of childhood, early brain development, National Quality
Framework (NQF) and National Quality Standards (NQS), areas of child development and
developmental theories that underpin early childhood.
Supporting the development of children will involve providing experiences that may vary
according to a number of factors in the services, such as:
 Child/ worker ratios (staff to child ratio)
 Physical environment- constraints and potential
 Purpose of the service (Long Day Care, Multi- purpose, Preschool, Before and After School
Care, Occasional care)
 The amount and type of support from parents and participating by parents
 The level of support available to the service from external bodies Eg advise specialist services
and resource workers
 The frequency and regulatory of use of the service by the child (child’s attendance patterns)
Correct childhood development is extremely important as children start to learn before they are
even born. In the womb they can hear sounds such as their parent’s voices and music. When they
are born they begin to absorb information about their world which lays the foundation for early
year’s development. The early years are a time for children to explore, experiment, imagine, grow
and develop which is crucial to subsequent educational success. Children’s development is
effected by:
 Influences within themselves- their genetic makeup which effects their temperament and
health
 Influences within their family- relationships with family members, parenting styles, values and
beliefs, families financial situation and occupation, parents level of education, parents physical
and mental health
 Influences within their community- children’s services, parental support, housing including
security and crime rates of the neighbourhood, unemployment levels and community
involvement
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
Influences within their culture- cultural beliefs and values, different views on how to raise and
educate children, importance placed on playtime, sports, reading, housekeeping, social
interaction and formal education
The experiences, relationships, along with health and nutrition, can either support or stunt
learning and development. Positive experiences help children to develop in healthy ways,
therefore children who experience secure relationships during this period are better able to
handle minor stresses of everyday living and carry this ability right throughout childhood into their
adult years. Negative experiences such as neglect and abuse can negatively affect brain
development and contribute to emotional and behavioural problems later on in the child’s life.
Experienced based brain development in the early years sets the neurological and biological
pathways for life, including health, learning and behaviour.
Aspects of poor early childhood development including poor social, emotional and psychological
development such as:
• Poor diet
• Lack of play
• Limited Stimulation
• Lack of materials and resources
• Inconsistent or non-existent emotional support or comfort
• Trauma
• Other life experiences which interrupt appropriate childhood activities
Can lead to potential long term impacts, which may include
• Depression
• Anxiety
• Suicidal thoughts
• Aggression
• Impulsiveness
• Criminality
• Hyperactivity
• Substance abuse
As Early Childhood Educators we have the responsibility to ensure that all children in our care are
allowed to grow and develop. We must provide stimulating experiences that support children’s
growth through building and sustaining nurturing, secure and long lasting relationships through
providing consistency in care, taking into account each child’s needs, differences and cultural
background and acknowledging the importance of family. The best Early Childhood Educators are
those who genuinely have an interest and enjoyment in children and enjoy being around them.
Research has shown that the first five years of a child’s life lays the foundation and shapes the
child’s future therefore the introduction of a National Quality Framework (NQF) has been
developed to ensure Early Childhood Centres and Educators provide high quality care to all
children in areas that impact on a child’s development and safety.
In December 2009, all Australian Governments agreed to a new NQF for Early Childhood Education
and Care. This agreement means that all Australian children, regardless of their location, will get
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the best possible start in life through high quality early childhood education and care and school
age care services. The Framework has been developed to improve services in the areas that
impact on a child’s development and empower families to make informed choices about which
type of care service is best for their child.
The NQF aims to improve quality and drive continuous improvement and consistency in education
and care services through:
 Education and Care Services National Law and Education and Care Services National
Regulations (a national legislative framework)
 National Quality Standard (NQS)
 Assessment and rating system
 Regulatory authority in each State/ Territory (the regulatory authority will have primary
responsibility for the approval and monitoring of the quality assessment of services in their
jurisdiction in accordance with the Education and Care Services National Law and Education
and Care Services National Regulations and the National Quality Standard)
 Australian Children's Education and Care Quality Authority (ACECQA). ACECQA is the new
national body who is responsible for providing the oversight of the new system and ensuring
consistency of approach.
The Education and Care Services National Law and Education and Care Services National
Regulations have been established through an applied laws system which jointly governs a
uniform national approach. These regulations support the legislation and provide detail on a range
of operational requirements for education and care services.
The NQF sets out a new NQS for early childhood education and care and outside school hours care
providers in Australia. The NQS has introduced significant changes by improving quality across
early childhood services through:
 improving educator to child ratios which ensure each child receives individual care and
attention
 implementing new educator qualification requirements which ensure Early Childhood
Educators have the necessary skills to help children learn and develop
 implementing a new quality rating system which ensure Australian families have access to
transparent information relating to the quality of children's education and care services
 Establishing ACECQA which is the new national body who ensures children's education and
care is of high quality
The NQS is also linked to a national learning framework which recognises that children learn from
birth. This framework outlines fundamental components which informs and guides educators. The
Early Years Learning Framework and Framework for School Age Care are essential resources for
services in implementing the National Quality Standard as these Frameworks outline the principles
and practices required to guide educators working with young children ensuring consistent
national delivery of high quality experiences and programs in children's education.
The Early Years Learning Framework (EYLF): Belonging, Being and Becoming describes the
principles, practice and outcomes essential to support and enhance young children’s learning from
birth to five years of age, as well supporting their transition to school. The EYLF has a strong
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emphasis on play-based learning and recognises the importance of communication and language
(also including early literacy and numeracy) and social and emotional development.
The Framework for School Age Care: My Time, Our Place aims to extend and enrich the wellbeing
and development of school age children in education and care settings and acknowledges time
and place in which children engage in a variety of play and leisure experiences which allow
children to feel happy, safe and relaxed. My Time, Our Place also supports school age children to
interact with friends, practice social skills, solve problems, try new activities and learn life skills.
Further approved Learning Frameworks under the NQF include:
 Every Chance to Learn – Curriculum Framework for ACT Schools Preschool to Year 10
 The Tasmanian Curriculum, the Department of Education of Tasmania
 The Victorian Early Years Learning and Development Framework
 The Curriculum Framework for Kindergarten to Year 12 Education in Western Australia
The national assessment and rating system aims to drive continuous quality improvement of
services and provide families with better information which assist families in making decisions
about their children’s education and care. Regulatory authorities in each State/ Territory will have
primary responsibility for the approval and monitoring of the quality assessment of services in
their jurisdiction in accordance with the Education and Care Services National Law and Education
and Care Services National Regulations and the National Quality Standard), while the Australian
Children's Education and Care Quality Authority (ACECQA) is the new national body who is
responsible for providing the oversight of the new system and ensuring consistency of approach).
As an Early Childhood Educator, we need to have an awareness of the following National Child
Health and Well Being Core Competencies as they apply to all who deliver care to children:
 Core principles of child development and the key developmental tasks faced by young children
and their implications for practice. Early Childhood Educators should consider the following
points:
o Core principles of child development (areas and stages of child development,
o Implications of child development)
 Cumulative effects of multiple risk and protective factors and the developmental implications
of the balance between them. Early Childhood Educators should consider the following points:
o Risks associated with child development,
o Child protection requirements (rights of the child)
 Environmental conditions and the experiences known to have positive effects on prenatal and
early childhood. Early Childhood Educators should consider the following points:
o Understanding of prenatal and early childhood (stages and effects),
o Positive prenatal and early childhood environments
 Environmental conditions and experiences known to have adverse effects on prenatal and
early childhood development. Early Childhood Educators should consider the following points:
o Understanding of prenatal and early childhood (stages and effects),
o Negative prenatal and early childhood environments (substance abuse, smoking)
o Causes and effects
 Factors that support or undermine the capacity of families to rear young children adequately.
Early Childhood Educators should consider the following points:
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o Child rearing practises
o Cultural child rearing practices
o Capacity of families to rear young children
o Issues or negative factors that families may have when raising young children
Features of a family’s immediate social environment that are important for family functioning
and young children’s development and wellbeing. Early Childhood Educators should consider
the following points:
o How a family’s immediate social environment can affect a young child’s development
and wellbeing (family, friends, community, support networks)
o Local/ government support available to families
Features and qualities of communities that help or hinder families in their capacity to raise
young children adequately. Early Childhood Educators should consider the following points:
o Community in which children live
o Beliefs of communities
o Cultural practices within community
o Community impact on the child
Core needs that all children and families have in common and how to provide inclusive child
and family Services. Early Childhood Educators should consider the following points:
o Core needs of children
o Core needs of families
o Inclusion
o How these core needs reflect inclusion
Understanding of particular backgrounds, experiences and needs of children and families in
exceptional circumstances or with additional needs. Early Childhood Educators should consider
the following points:
o Exceptional circumstances
o Additional needs
o Impact exceptional circumstances have on children and families
o Impact of additional needs on children and families
Early Childhood Educators need to have an understanding of the developmental theories that
underpin early childhood education. There are many developmental theories including the
following:
Arnold Gesell was well known for developing the maturational theory. Gesell described children’s
physical, social, and emotional achievements as ten major developmental milestones from birth to
adolescence. These milestones included:
 Motor characteristics
 Personal hygiene
 Emotional expression
 Fears and dreams
 Self and sex
 Interpersonal relations
 Play and pastimes
 School life
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Ethical sense
Philosophic outlook
Abraham Maslow was well known for his theory of self- actualisation, developing Maslow’s
hierarchy of needs. He believed in order to develop self-actualisation (creativity, morality, lack of
prejudice) the following needs to be met:
 Basic or physiological needs (air, food water, sleep)
 Safety such as security, order and stability (security of health, family, property, resources)
 Love and Belonging (family, friendship)
 Esteem (self-esteem, confidence, respect)
 Self- actualization (inner fulfilment)
Jean Piaget was well known for his theory on cognitive development. Piaget believes cognitive
development consists of four developmental stages. These stages include:
 Sensorimotor stage (birth to 2 years of age)- children experience and explore their world
through their five senses.
 Preoperational stage (2 years to 7 years of age)- children are unable to use logical thinking.
 Concrete operational stage (7 years to 11 years of age)- children begin to think logically.
 Formal operational stage (11 years to 16 years of age)- children develop reasoning and can
think logically.
Lev Vygotsky was well known for his theory on language and cognitive development and was
responsible for developing the zone of proximal development. Vygotsky believed a child's abilities
are learnt through the guidance of adults or more capable peers.
Urie Bronfenbrenner was well known for developing the ecological system theory. Bronfrenner
believed development is reflective of several environments. These environments include:
 Microsystem- environments which immediately impact the child’s development (family,
school, community)
 Mesosystem- the relationships between the environments (family experiences, school
experiences)
 Exosystem- the links between a social environment in which the child does not play an active
role
 Macrosystem- the cultures in which the child lives
 Chronosystem- the patterning or environmental events and transition which occur of the
lifetime
Erik Erikson was well known for his theory on psychosocial development. Erikson believed that
every human goes through a number of stages to from birth to death. These stages involve:
 Basic trust versus basic mistrust - This stage occurs during infancy (birth to 1 years of age)
 Autonomy versus shame – This stage occurs during early childhood
 Purpose/ initiative versus guilt – this stage occurs during preschool (3 to 6 years of age)
 Competence - industry versus inferiority - This occurs during school-age (6 to 11 years of age)
 Fidelity - Identity versus Role Confusion - This occurs during adolescent (12 to 20 years of age).
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Intimacy versus isolation – This occurs during the first stage of adult development.
Generativity versus stagnation- This occurs during the second stage of adulthood (between 25
to 64 years of age).
Ego integrity versus despair. This occurs from 65 years of age and onwards
Each child will develop at their own rate and no two children are the same therefore it is very
important to praise children on their individual achievements and provide encouragement for
each child’s own level of performance, skill and personal interest. When providing praise,
encouragement and feedback to children it is important to ensure that appropriate words and
tone of voice used is friendly, age appropriate and reflective of the child’s level of understanding
and takes into account any special needs of the child.
Every day in a young child’s life is a journey of discovery and learning, where they explore their
environment and interact with people of all ages. It is within this context that children learn all
about their world including expected and acceptable behaviour. The challenge for Early Childhood
Educators is to provide a safe environment which demonstrates developmentally appropriate
expectations of the child's behaviour appropriate to their stage of development. Early Childhood
Educators should also consider reasonable limits and expectations while respecting each child’s
individual background and cultural identity.
Many families experience a sense of confusion in relation to behaviour management and in
particular the term discipline. This confusion can inhibit consistent, appropriate and effective
behaviour management strategies from being implemented. Behaviour management simply refers
to the methods utilised by adults to guide and support a child’s behaviour, yet it is how this is
implemented that has the most profound impact on the child.
Behaviour management strategies should be based on the following principles:
 Upholding the Convention on the Rights of the Child
 Upholding the Australian Early Childhood Code of Ethics
 Displaying respect and valuing each child
 A consistent behaviour management approach that all educators commit to and reflect in their
daily interactions with children
 An understanding by educators that as role models their behaviour, tone of voice and
expectations impact directly on the children in their service and their family
 A commitment to incorporating all children’s individual needs into the centre environment
 Clear expectations of a child’s behaviour based on a thorough understanding of child
development, each child’s individual abilities, emotional requirements, personality, strengths
and background
 A strong commitment to searching for reasons behind negative behaviour, understanding that
children’s behaviour can be influenced by;
o Autism Spectrum Disorder
o Developmental delays
o Emotional and behavioural disorders
o Changes in routine in both the home and centre environment
o Language disorders/ delays
o ADHD
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o A lack of secure attachment
A commitment to seek behaviour management training, training in specific needs and to seek
support from professional agencies where required
Reflecting relevant aspects of the Preventative Measures component from the Child Protection
Policy
A strong commitment to working with families to devise behaviour management strategies
that are appropriate in both the home and centre environment
Supporting families who are facing difficulties in their home environment with their child’s
behaviour
Empowering children to challenge unacceptable behaviour in a positive way and create a sense
of, and commitment to, social justice
Physical punishment will not be tolerated under any circumstances. This includes, but is not
limited to, hitting, smacking, slapping, kicking, pinching, pushing, shoving or inappropriate
manhandling of a child by an adult
The use of time out, isolation, humiliation, intimidation or negative labelling as a behaviour
guidance strategy is not acceptable under any circumstances
Any form of bullying behaviour will be addressed immediately with strategies developed to
minimise both the existence of bullying and the impact it has on the children/staff involved
There is a wide range of strategies Early Childhood Educators can implement to guide and support
children in relation to their behavior, however it is important that Early Childhood Educators are
aware of and utilise a wide repertoire of strategies as each child and each situation is individual
and different approaches will be required at different times. Some strategies that can be utilised
are as follows:
 Provide comfort for the child/ children in distress, with an emphasis on the child who has been
hurt
 Ensure a child is calm before discussing conflict/ behaviour situations as no child can respond
rationally if they are distressed
 It is very important to find out what happened in order to understand why the situation
occurred and what specific behaviours triggered the conflict. This allows staff to respond to
the situation in the most appropriate way while providing valuable information for future
planning
 Offering a range of alternate behaviours and language provides children with the tools to
manage conflict situations in the future
 Referring to the Code of Conduct or room rules following conflict situations can help children
identify what should not have happened and what could be done differently in the future
 Asking children what they did wrong and what they could do differently next time encourages
a proactive approach with an emphasis on self-reliance
 By redirecting a child following a conflict situation staff are demonstrating the consequences
of a child’s actions while minimising the possibility of it reoccurring
 Be consistent in the expectations of children’s behaviour in addition to the way it is responded
to. Not only does this promote fairness between children, it also provides for greater
understanding of expected behaviour which in turn promotes more positive behaviour from
children
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Label the behaviour not child as there is no such thing as a ‘bad’ child, but not all behaviour is
acceptable. This strategy places the emphasis on the behaviour that needs to be altered while
supporting the child’s self-esteem and confidence to in order to make the required changes
Discussing behavioural concerns with family is an important aspect of managing children’s
behaviour, however educators need to take into consideration that this can be a very difficult
situation for a parent/guardian therefore it is very important to ensure positive aspects of the
child’s day is also discussed so the parent/guardian knows their child’s day was not all bad and
that educators are aware of positive aspects of their child’s behavior. This will also ensure that a
trusting relationship can be developed between parent/ guardian and educators.
In supporting the development of children Early Childhood Educators need to have an awareness
of child injury risk and methods required to minimise these risks. Examples of child injury risks and
the suggested solutions can include:
 Child maltreatment – by law Early Childhood Educators are mandatory reporters and must be
aware of and comply with their relevant State/ Territory requirements governing authorities,
along with Centre policies and procedures when concerned about a child’s safety and
wellbeing. Early Childhood Educators need to be able to identify the signs and symptoms of
abuse and take the appropriate action to ensure the health and safety of that child is
maintained.
 Child passenger safety/ motor vehicles - Early Childhood Educators need to be aware of the
legal requirements when travelling safely with children (seatbelts, required child restraints,
booster seats) and pass this knowledge onto parents/ guardians at the Centre.
 Poisonings - Children, especially those under the age of 6years, are more likely to have
unintentional poisonings than older children and adults. This is a reason why Early Childhood
Educators are required to hold a current Apply First Aid certificate. Early Childhood Educators
need to comply with their legislation/ regulation requirements, along with Centre policies and
procedures and store poisonous substances (cleaning products, chemicals, medication)
correctly and in a locked cupboard out of reach from children. Centres should display and
provide families with the contact number and details for the Poisons Information Centre
Number (13 11 26). This number should be displayed near each telephone in the case of an
emergency.
 Playground injuries – Early Childhood Educators need to ensure the equipment set out for
children in the playground (both indoors and outdoors) are safe, well maintained and free
from hazards or potential hazards. This can be achieved by routinely checking for damage or
danger on all equipment. Any equipment which has been identified as unsafe for children
should be removed straight away and either fixed or discarded.
 Water safety- Early Childhood Educators need to be aware of and comply with the relevant
legislation governing water-based activities, along with Centre policies and procedures. Early
Childhood Educators must be vigilant whenever water is present to reduce the likelihood of
drowning. Even a bucket which has collected rain water can be a drowning hazard, so it is
important that Early Childhood Educators ensure that they are aware of their environment and
proactive in removing the bucket.
 Sun safety – Early Childhood Educators need to be aware of and comply with the relevant
legislation governing sun protection requirements, along with Centre policies and procedures.
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Early Childhood Educators can minimise the risks of sun by ensuring all children wear
sunscreen, wide brim hats and clothing with covers as much of the skin as possible.
Early Childhood Educators are responsible for ensuring a safe environment at all times, including
the practice and role modelling of safe behaviour. Early Childhood Educators should discuss safety
issues and concerns with children and provide children with explanations. For example, instead of
saying “Don’t run inside” Early Childhood Educators could say “if you run inside, you might bump
into someone or something and hurt yourself”.
Other things we need to remember about young children and danger are:
 Children do not understand danger until they are at least 4 years of age
 Children do understand ‘Stop’ and ‘No’ however Early Childhood Educators should always
provide an explanation as to why children should stop do something,
 All resources, toys, materials and equipment must be non-toxic, age appropriate, durable,
washable and stored correctly
Areas of child development
Child development is divided into the following areas which are all closely related:
 Physical development
 Social development
 Emotional and psychological development
 Language development
 Creative development
 Cognitive development
SUPPORT THE PHYSICAL DEVELOPMENT OF CHILDREN
Supporting the physical development of children involves:
 Using daily routines as opportunities to acquire and practise skills
 Providing access to equipment, games and toys that will develop fine and gross skills and
fundamental movement skills
 Providing adequate nutrition that allows for normal growth and development, and foods of
increasing texture over time to stimulate speech and jaw development
Physical development refers to the gaining control over large (gross motor) and small (fine motor)
muscles along with developing fundamental movement skills. Physical development skills may
include:
 Eye hand coordination
 Dexterity
 Fine and gross motor skills
 Fundamental movement skills
 Balance
 Locomotion
Gross motor skills are those actions that use the muscles of the body to achieve skilfulness
allowing children to roll over, sit, crawl, walk, run and throw a ball, whereas fine motor skills all
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children to hold, pinch, flex their fingers. The development of new motor skills allows young
children to make new discoveries as they explore and begin to make sense of their environment.
Associated milestones for physical development
The following table outlines fine and gross motor milestones for each age/stage of development
Age/Stage Fine motor milestones
Gross motor milestones
Can focus on an object and visually Lifts head
follow it
Kicks legs
3 months
Briefly holds object in hand
Looks at own hands
Reaches for objects
Can lift head off the ground
Hold objects with a palmar grasp
Can rolls over and from side to side
6 months Can transfer an object from hand to Can sit with support
another
Begins to bear weight on legs
Can hold an object in each hand
Points with index finger
Sits without support
Grasps objects by wrapping fingers and Attempts to crawl
9 months
thumb around the object
Begins to stand while holding on to a
hits objects together
firm object/ structure
Uses clear pincer grip
Stands
Grasp pencils
Can walk while holding onto firm
12
Developing awareness of drawing
object/ structure
months
Manipulates small toys
Crawls Can be pulled into standing
position
Can stack 2-3 blocks
Stands on own
Scribbles on paper with a pencil
Can walk alone without assistance
Bends to pick up object
18
Can climb ledge or up steps
months
Pushes a pram/cart
Walks backwards a few steps
Kicks a ball
Stacks 4-8 blocks
Runs
Imitates drawing of a vertical line
Able to throw a ball
2 years
Scribbles in circular motions
Walks up and down steps while holding
Can assist with dressing and undressing
on
Can lines up 3 blocks
Can jump with 2 feet together
Copies circle, cross, horizontal stroke
Walks heel-to-toe
Threads up to 6 beads
Can stand on one leg
Stacks 8 or more blocks
Can jump off a step, landing with both
3 years
Uses scissors to cut
feet together
Uses fork and spoon
Can climb up stairs, one foot at a time
Can undo own buttons
Holds a pencil between thumb and 1-3 Walks unassisted up and down stairs
4 years
fingers
Runs on flat surfaces, turning sharp
Can draw a basic human figure
corners
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Draws other simple pictures
Can brush teeth with supervision
Dresses self
Climbs playground ladders and other
climbing equipment
Can ride a tricycle
Catches/bounces/throws a ball
Thread large needles
Copies basic shapes
beginning to write letters
Can draw more detailed pictures
Improved scissor skills
Uses knife and fork together
Demonstrates a clear hand preference
Walks easily
Runs lightly on toes
Can skip using alternate feet
5 years
Can hop on one foot more than ten
times
Catches a ball in hands,
Can ride a bike with/without training
wheels
Holds pencil with ease of movement
Rides two wheeler bike
Begins to write in lines
Skilled with hopscotch and skipping
Gradually makes letters smaller, more rope
well-spaced and with
consistent Improved skill with small size ball
6-8 years alignment
Runs up and down stairs
Cuts out irregular shapes,
Participate in team games
Dresses independently
More aware of own body and
Brushes and combs their own hair
movement and comparison of others
Is aware of left and right
Writes more fluently
Skilled with sports
Increased speed of writing
Enjoys team games
9-12 years Writes well without lines
Increased body awareness of own
physical skills and how they appear to
others
Associated milestones for physical development include fundamental movement skills such as:
 Balance
 Static positioning of the body and its parts
 Locomotion
 Manipulative motor skills
Fundamental movement skills provide the building blocks for specific movements such as those
used in sports, games and dance, including:
 Jumping
 Hopping
 Throwing
 Kicking
 Running
Early Childhood Educators need to support physical development, physical milestones and
fundamental movement skills as these areas and skills form the foundation and further strengthen
throughout the child’s life which relate to the child’s overall health, wellbeing and development.
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Early childhood is characterised by rapid physical growth and development where children
develop muscle strength, control and the ability to move independently. While healthy
development of fundamental skills is very important to subsequent physical growth and
development. It is essential that Early Childhood Educators provide an environment which
encourages physical development by allowing practice and opportunities for children to build
upon their emerging physical skills.
Daily routines should be used as opportunities for children to acquire and practice skills and
therefore should be used as meaningful interactions and experiences throughout the day. Daily
routines should foster learning and development while shaping the child’s sense of self, positive
self-esteem and enhance each child’s view of their own competence. Daily routines are important
and should be child focussed and allow children to develop a predictable flow to their day while
remaining as flexible as possible to maximise children’s play and learning.
Eg if children are actively engaged in a play experience or opportunity however it is 10am and the
routine says morning tea is to occur at 10am, then being flexible allows children to continue their
play and proceed to morning tea when they are ready.
While children are participating in routine activities they will be learning and developing these
skills. Routine activities may include:
 Cleaning, also includes packing away activities/ learning areas.,
 Washing, such as washing hands.
 Eating, also includes breakfast, morning tea, lunch and afternoon tea and also includes regular
drinking throughout the day
 Sleeping which also consists of sleep or rest and can even involve relaxation
 Dressing and undressing
 Nappy changes, toilet training and toileting
 Interactions and play with adults.
 Transitions, such as transitioning from indoors to outdoors, outdoors to indoors, from one
activity or routine to another.
Transitions are also important daily routines, as they allow children plenty of time to settle down
and prepare to move onto the next activity. For example, children may be outside playing, running
around and exerting plenty of energy, if the children were asked to come inside and sit down for
lunch straight away, they may still be full of energy from the physical activity and may not be able
to sit down and eat. However, if the children were gathered after playing outside and completed a
transition activity such as listening to a story they will have enough time to settle down in
preparation for lunch.
Early Childhood Educators play an active role in the development of children’s physical
competence through our interactions with children and by providing children with access to
experiences, equipment, games and toys that challenges their level of competence and further
develops fine and gross motor skills and fundamental movement skills. Time and space must also
be made available for children to safely practice these skills. Children should also be given choice
to freely select equipment, games and toys in which they are interested in.
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Nutrition plays a crucial part in a child’s growth therefore it is important to provide children with
suitable foods, drinks and snacks. Early Childhood Educators must therefore provide adequate
nutrition that allows for normal growth and development and providing foods of increasing
texture over time to stimulate speech and jaw development.
Babies and infants grow very quickly within their first year of life and therefore need plenty of
nutrients and energy. As babies and infants appetite levels differ each day it is best to listen to the
cues of the baby/ infant that indicates whether the baby/ infant is hungry or not. The introduction
of food is usually referred to as “weaning” and occurs when the baby changes from having only
liquids (breast milk or infant formula) and moves on to eating solid foods which are usually pureed
to a smooth and consistent texture which can be fed to a baby using a feeding spoon. Most babies
become ready to eat normal family style foods around 12 months of age. Pureed foods can be
introduced to babies around 6 months of age, along with breast milk or infant formula. Early
Childhood Educators should wait until the parent/ guardian informs that they have begun weaning
their child and a suitable plan can be developed.
The introduction of solids is a crucial milestone for jaw, muscle development and provides
intellectual stimulation for the baby/ infant. Baby/ infant growth can be affected if the amount of
breast milk or infant formula provided decreases and there is no increase in the amount of food
provided. It is important that babies/ infants get the correct food textures at the appropriate times
to develop the physical development and so that their oral muscles are exercised appropriately.
SUPPORT THE SOCIAL DEVELOPMENT OF CHILDREN
Supporting the social development of children involves:
 Providing opportunities for one to one, small group and large group interaction
 Modelling appropriate communication with children
 Acknowledging, valuing and respecting diversity through interactions and provisions
Social development refers to the development of skills required to foster and develop
relationships and the ability to relate to others. Social development encompasses the child's ability
to play and cooperate with others, pay attention and respond to adults and educators and help
assist with effective transitions from activity to another. For children to develop socially, children
need to be provided with opportunities to interact with adults and their peers in a socially
acceptable environment and manner. Developing good social skills allows children to form healthy
relationships and adapt to a variety of social environments and situations comfortably.
Early Childhood Educators should support culturally appropriate celebrations of special occasions
such as:
 Birthdays of children
 Festivals (Science festival, Floriade, Music festival)
 Celebrations of achievements (new addition of a family member)
 Community events (National Child Protection Week, National Nutrition Week)
 Birthdays of animals
 Beginning and end of school term or holidays
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Cultural events (Naidoc Week, Ramadan, Easter, Christmas, Hanukkah)
Graduation from Child Care Centre
In supporting the social development of children Early Childhood Educators may program and plan
a range of social interactions and experiences such as:
 Formally organised activities
 A time and place for unplanned interaction
 Meetings
 Travelling
 Walks
 Setting up environment/ venue
It is important that social interactions and experiences that are provided are appropriate to the
age of the participating children. For babies and infants Early Childhood Educators should ensure
that:
 Trusting relationships are developed with familiar adults
 Adults work at eye level with infants
 Care routines are used for social interaction
 Adults talk, sing and recite poems with infants
 Adults listen to infants and respond
It is important to provide opportunities for one on one, small group and large group interaction.
Part of the socialisation process that children undergo is learning to function cooperatively in
various group sizes. Leadership skills and feelings of belonging to a group as an active member are
both learnt through practice in group situations.
Varying the group size broadens the context in which social skills are developed and practiced.
Developing social skills is crucial to a child’s learning and development.
Examples of different sized group activities include:
• One on one – nappy changing, arrival at the Centre
• Small group – language an literacy group time (story telling)
• Larger groups – music and movement group time (actions to music)
There are many observable signs which can indicate that a child is experiencing social difficulties.
These can include:
 Poor peer relationships (not forming friendships)
 Isolation (prefers to be alone or with an adult only)
 Inappropriate behaviour towards others (bullying other children)
 Underdeveloped communication skills
If Early Childhood Educators recognise issues of concerns through observations of children's
behaviour or other expressions these concerns should be recorded in line with centre policies and
procedures and job descriptions.
Gathering information about children’s behaviour and/ or other expressions that may indicate
social, emotional or psychological concerns requires a degree of specialised skill, which develops
with experience. Gather information through observation is standard practice for Early Childhood
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Educators. When conducting and recording observations of children’s behaviours, Early Childhood
Educators need to remember the responsibility involved in relation to the information that is
collected. This information should always be treated as confidential.
Recorded information should be descriptive in nature and avoid assumptions, as parents and
guardians have a right to access their child’s observation records at any time.
Once an Early Childhood Educator has recognised an issue of concern it is important to report the
concern to the supervisor. The supervisor will then consider the report the they have been
provided and the seriousness of the concerns raised. The supervisor may wish to observe the child
themselves, speak to other Early Childhood Educators in the centre and consult the parent/
guardian. The supervisor may also seek available funding and support to assist the child however
written permission must be provided from the parent/ guardian before this funding/ support is
sought.
Children naturally mimic the behaviours of people around them, especially their primary care
givers including Early Childhood Educators. Children pick up good and bad communication habits
observed from their parents and Early Childhood Educators therefore it is important that Early
Childhood Educators displaying appropriate verbal and nonverbal communication at all times.
Appropriate communication involves:
• Being actively engaged
• Interacting effectively
• Being non-judgemental
• Responding in a warm and positive manner
• Displaying genuine interest in the children
• Being respectful
• Being culturally accepting
The quality of the Early Childhood Educators communication with children will set the standard for
how children communicate in return and with each other. Children who have educators who value
and respect each other will learn to value and respect themselves and their peers.
The appreciation for and the acceptance of individual differences in a Child Care Centre begins
with the culture of the centre. It is demonstrated by the way staff communicate, behave and
respond to each other, family members and children. In such a supportive and inclusive
environment, children are encouraged to acknowledge value and respect diversity.
Inclusive environments which cater for differences amongst children may include:
 Gender
 Race and culture
 Age
 Interests and preferences
 Social context and lifestyles
 Communication style
 Personality
 Length of time attending centre/ child care
 Abilities
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Experiences that may have impeded early brain development
SUPPORT THE EMOTIONAL AND PYSCHOLOGICAL DEVELOPMENT OF CHILDREN OF THE SAME
AGE
Supporting the emotional and psychological development of children of the same age involves:
 Involving children in decision-making where circumstances safely allow
 Acknowledging, encouraging and appreciating children's efforts
 Identifying and celebrating children's social, emotional and psychological successes
 Giving individual attention to each child
 Responding to children's feelings openly and with respect
 Recognising issues of concern related to child's participation in experiences, for emotional
and psychological development
 Conducting and recording, in line with work role, observations of children's behaviour or
other expressions that may indicate social, emotional or psychological concerns
 Reporting concerns to your supervisor about emotional, social and/or psychological
difficulties of the child
Emotional development involves the emergence of children’s expression, understanding, and
response towards feelings and emotions, while psychological development involves looking at the
experiences, stages and various influences that a is exposed and the way they process these
experiences.
Early Childhood Educators can support children’s emotional and psychological development
through:
• Providing materials and resources that help children identify their feelings, emotions,
thoughts and actions
• Encouraging children to express their ideas, views and emotions clearly and effectively
• Encouraging children to listen to the ideas, views and emotions of others
• Teaching children problem solving, stress management, anger management and interpersonal
negotiation skills
• Helping children to respond to situations in a positive and friendly manner rather than an
aggressive manner
• Involving children in decision making
Involving children in decision making allows children to experience firsthand the ability to make
and follow through on decisions and consider consequences. Children can contribute meaningfully
to decision making about a variety of issues such as:
• Activities to include in the program E.g books, truck puzzles, dinosaurs
• Setting up learning environment Eg include pillows in book corner, play music, add farm
animals to the building blocks
• Timing of routines and transitions Eg allowing children to decide whether to sleep or rest,
• Clothing, footwear and diet
• Excursions Eg allowing children to have input and choose excursions based on their interests
• Materials and equipment
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Involving children in the decision making process fosters the connection between cause and effect
and exercises the child’s ability to think and decide for themselves. Acknowledging, encouraging
and appreciating children’s efforts give children a sense of belonging and control of the world
around them. Through acknowledging, encouraging and appreciating children’s efforts Early
Childhood Educators can identify and celebrate children's social, emotional and psychological
successes. Eg praising a child for sharing a toy, congratulating a child for completing a task,
identifying their feelings.
It is important that Early Childhood Educators involve children in decision making and give each
child individual attention as this makes a child feel valued, special and important and allows Early
Childhood Educators to identify the child’s developmental needs, abilities and strengths while
fostering a trusting relationship. Individual attention given to each child, gives children the
confidence they need to understand their world around them and try new things in order to
develop to their full potential. Providing individual attention to children allows educators to
respond to children’s feelings openly and with respect.
When Early Childhood Educators respond openly and respectfully to children they encourage
children to express and share their feelings in a safe and positive environment. Early Childhood
Educators can further help children express their emotions positively and appropriately by
providing children with opportunities to express their emotions. Opportunities may include:
 Drawing- encouraging the child to draw how they feel
 Writing- encouraging the child to write a story about how they feel (if the child is too young,
the child can draw a picture and explain how they are feeling and the educator can write it
down
 Music and movement- encourage children to act out how they feel
 Role plays- encourage children to use figurines/ animals and model and act out stories about
how they feel
 Group times- discussing feelings at emotions in a group situation with children
 Stories- reading stories to children about different feelings and emotions, reading stories
which encourage children to think about how the character in the story may feel and why
Talking openly and respectfully with children about feelings encourages children to identify and
label their feelings and consider why situations make them feel a certain way. Giving individual
attention to each child together with observing the way a child interacts with others allows Early
Childhood Educators to identify any possible issues of concern relating to a childs emotional and
psychological development, including childrens particpation in experiences. Issues of concern can
include:
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Inappropriate interactions with others
Withdrawal from social interactions
Aggressive behaviour
Verbal expression of particular needs
Physical and emotional presentation
Concerns conveyed to the worker by parents/ carers
Sudden and or extreme changes to behaviour or emotional states
Disinterest in activities or experiences
Expressions of emotions through use of external materials and resources
There are many observable signs which can indicate that a child is experiencing emotional and
psychological difficulties. These can include:
 Poor self-concept (low self-image/ self-esteem)
 Behavioural extremes (aggressive, withdrawn)
 Poor peer relationships
If Early Childhood Educators recognise issues of concerns through observations of children's
behaviour or other expressions these concerns should be recorded in line with centre policies and
procedures and job descriptions.
Gathering information about children’s behaviour and/ or other expressions that may indicate
social, emotional or psychological concerns requires a degree of specialised skill, which develops
with experience. Gather information through observation is standard practice for Early Childhood
Educators. When conducting and recording observations of children’s behaviours, Early Childhood
Educators need to remember the responsibility involved in relation to the information that is
collected. This information should always be treated as confidential.
Recorded information should be descriptive in nature and avoid assumptions, as parents and
guardians have a right to access their child’s observation records at any time.
Once an Early Childhood Educator has recognised an issue of concern it is important to report the
concern to the supervisor. The supervisor will then consider the report the they have been
provided and the seriousness of the concerns raised. The supervisor may wish to observe the child
themselves, speak to other Early Childhood Educators in the centre and consult the parent/
guardian. The supervisor may also seek available funding and support to assist the child however
written permission must be provided from the parent/ guardian before this funding/ support is
sought.
SUPPORT THE LANGUAGE DEVELOPMENT OF CHILDREN
Supporting the language development of children involves:
 Encouraging children to express themselves verbally
 Providing experiences to expose children to a range of language forms
Language development is the process in which children begin to understand and communicate
language during early childhood. Language development involves the ability to comprehend
language (receptive language) and the ability to communicate (expressive language). Language
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development is enriched through verbal interactions and exposing children to printed language
forms and by encouraging children to express themselves verbally.
Early Childhood Educators can encourage children to express themselves verbally by planning and
implementing a play-based program which provides children with a variety of opportunities which
supports children to communicate their ideas, feelings, interests along with talking about
experiences that are meaningful and important to them. Early Childhood Educators should also
provide a language rich environment for children of all ages and encourage children to express
themselves verbally by:
 Talking to children and engaging in meaningful discussions and conversations
 Giving children adequate opportunities to respond
 Singing songs and rhymes with children
 Using proper words to communicate
 Speaking slowly and clearly
 Asking questions
 Commenting on sounds and objects in the environment
Early Childhood Educators can provide a language rich environment by providing books, posters,
signs, labels, audio media and language forms.
Language forms may include:
 Verbal (speech)
 Written (print)
 Non-verbal (body language)
 Formal and informal/ colloquial (slang)
 Fun and serious styles
Therefore, children should be exposed to a range of language forms, especially verbal and nonverbal such as gestures, facial expressions, writing, signs and symbols, live and recorded music,
poetry, drama, mime.
SUPPORT THE CREATIVE DEVELOPMENT OF CHILDREN
Supporting the creative development of children involves:
 Providing experiences for children to utilise the range of their senses including vision,
hearing and taste
 Encouraging children to express their imagination and creativity within their play and
interactions
 Providing experiences which encourage children to explore a variety of methods of selfexpression
 Making available appropriate resources, materials and equipment for children to initiate
their own creative activities
Creative development refers to the child’s ability to respond to experiences, express and
communicate ideas, explore media and materials, create music and dance and develop
imagination and imaginative play.
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An environment which provides children with a range of resources and materials which
encourages children to make use of their five senses (sight, sound, touch, taste and smell)
supports the creative development of children. Simple and inexpensive things such as plants,
flowers, fabric pieces such as scarves and ribbons and natural materials such as river stones,
pebbles, shells, leaves, and feathers invite children to explore. It is important that an Early
Childhood Educator consider the appropriateness of materials provided and available to children
to ensure their safety.
Early Childhood Educators should encourage children to express their creativity and imagination
within their play and interactions by providing experiences which encourage children to explore a
variety of methods of self-expression. Early Childhood Educators can achieve this by making
available appropriate resources, materials and equipment for children to initiate their own
creative activities. Examples of this include:
 Ensuring children feel secure enough to have a go to learn new things and be adventurous
 Valuing children’s individuality and creativity rather than expecting a child to reproduce
someone else’s picture, dance or model (children’s contributions should not be viewed as
incorrect). Eg children are encouraged to draw their own picture rather than completing a
predetermined stencil.
 Accommodating children’s specific religious or cultural beliefs relating to particular forms of
art or methods of representation. Eg dot painting for Aboriginal children.
 Including resources from a variety of cultures to stimulate new ideas and different ways of
thinking. Eg providing chopsticks, along with knives and forks in home corner.
 Providing a wide variety of opportunities and activities that children can respond to by using
their senses
 Allowing children sufficient time to explore and develop ideas and sufficient time to finish
working through these ideas
 Create opportunities for children to express their ideas through a wide variety of
representation types
SUPPORT THE COGNITIVE DEVELOPMENT OF CHILDREN
Supporting the cognitive development of children involves:
 Providing environments and experiences to stimulate cognitive development
 Encouraging children to explore and problem solve with materials and diverse experiences
Cognitive development involves the construction of thought processes, including memory,
reasoning, problem solving, and decision-making. Cognitive development also refers to how a
child/ person perceives, thinks, and gains understanding of their world through the interacting
with and observing others.
Early Childhood Educators can provide environments and experiences that stimulate cognitive
development by:
 Providing children with hands on investigation opportunities
 Fostering creative and critical thinking skills within children by encouraging children to use
materials in new and diverse ways.
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Encouraging children to provide suggestions and possible solutions.
Allowing children to develop and find their own solutions.
Problem solving is the basic foundation of children’s learning and should be valued, promoted and
accommodated by Early Childhood Educators and reflected within the program/curriculum. A
program/curriculum that accommodates the varying cognitive developmental levels and individual
differences in children sets the stage for problem solving and making decisions. Children learn
problem solving by exploring and manipulating objects, and interacting with other children, Early
Childhood Educators and adults. This exploration allows children to form ideas, hypothesise, test
ideas out, and accept or reject (trial and error) what they have identified and learnt. Trial and error
is a natural part of the problem solving process. Through exploring, experimenting, hypothesising
and solving problems children make learning meaningful and personal.
An example of how an Early Childhood Educator can prompt a child to problem solve could
include:
A child is completing a puzzle however the child advises the Early Childhood Educator that his
puzzle piece does not fit. Therefore, the Early Childhood Educator can prompt problem solving by
asking the child questions about the puzzle piece. Why do you think the piece does not fit? Have
you tried another piece? What do you think you can do to make the piece fit?
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UNIT 2
CHCCHILD401B
Identify and respond to children
and young people at risk
 Implement work practices which support the
protection of children and young people
 Report indications of possible risk of harm
 Apply ethical and nurturing practices in work with
children and young people
This unit describes the knowledge and skills required to address duty of care requirements,
working within an ethical framework and applying relevant legislation, policies and procedures in
responding to children and young people.
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CHCCHILD401B IDENTIFY AND RESPOND TO CHILDREN AND YOUNG PEOPLE AT
RISK
IMPLEMENT WORK PRACTICES WHICH SUPPORT THE PROTECTION OF CHILDREN AND YOUNG
PEOPLE
In order to implement work practices which support the protection of children and young people
you must:
 Identify children and young people at risk of harm by observing signs and symptoms, asking
non-invasive questions, being aware of protective issues and using child protection
procedures where appropriate
 Respond to disclosure, information or signs and symptoms in accordance with accepted
standards, techniques, and legislative obligations
 Comply with lawful instructions, regulations and duty of care in all work activities
 Routinely employ child focused work practices to uphold the rights of children and young
peoples to participate in decision-making where it is age appropriate
 Employ communication and information gathering techniques with children and young
people in accordance with current recognised good practice
 Ensure decisions and actions taken are within own level of responsibility, work role and
legislative requirements
 Maintain own knowledge and skills as required to work effectively and participate in
practice supervision processes
 Maintain confidentiality as appropriate
 Provide an appropriate response as determined by organisation procedures, legal and work
role obligations
Child Protection is a wide ranging, complex and multi layered issue that impacts on all sections of
our community. The term Child Protection is more than just observing and reporting concerns in
regards to the safety of children in our care, it is also working together as a community to help
prevent abuse from occurring.
Under the Children & Young Persons (Care & Protection) Act 1998, the role of Early Childhood
Educators is to provide care and education for children. Early Childhood Educators play an
important role in recognising and reporting child abuse and neglect and in promoting the safety,
welfare and wellbeing of children. This legislation states that all Early Childhood Educators are
legally obliged to report any concerns they may have relating to the safety, welfare or well-being
of a child. This is called mandatory reporting. The specific rules around mandatory reporting differ
for the various States/ Territories in Australia. It is important that Early Childhood Educators are
aware of the requirements in their State/ Territory.
Child protection procedures will be determined and defined by:
 The specific job role
 Organisation procedures
 Interagency agreements
 Legislation within jurisdictions
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The abuse of children can be grouped into several categories or types, and some children may
suffer harm as a result of a combination of these types of abuse. The categories of abuse are:
 Physical abuse
 Psychological
 Emotional abuse
 Sexual abuse
 Neglect
Most cases of child abuse are not identified based on a single event or indicator. Indicators usually
occur in clusters but the absence of indicators does not exclude the possibility that abuse is
occurring.
The following indicators may lead to a concern that a child is being subjected to abuse. Indicators
should be considered in the context of the child’s age, capabilities, medical and developmental
history.
Indicators of child abuse
Physical abuse
Indicators in children and young people
Physical indicators:
 Adult bite marks and scratches
 Bruises (Facial, head and neck bruising.
Other bruising and marks which show
the shape of the object used eg a hand
print, belt buckle
 Burns (Burns and scalds – a burn with a
clear outline may be suspicious, including
cigarette burns)
 Broken bones (Dislocations, sprains,
twisting. Fractures of bones, especially in
children under three years old
 Hair missing in tufts
 Lacerations and abrasions (especially to
the eyes, lips, gums and mouth)
 Lack of treatment and care of an injury
 Missing or loosened teeth
 Lacerations and welts
 A large number of scars of different sizes
or ages, or on different parts of the body
 Verbal disclosure by the child or young
person
 Explanation offered by the child or young
person is not consistent with the injury
 Flinching when approached by adults
 Frozen watchfulness
Indicators in parents and caregivers
 Direct admissions by parents or caregivers
that they have injured the child or young
person
 Direct expressions by parents or caregivers
that they may injure the child or young
person
 Family history of violence, including previous
harm to children and young people
 Repeated presentations of the child or
young person to health or other services
with injuries, swallowing of non-food
substances or minor complaints
 Marked delay between injury and
presentation for medical assistance
 Story of injury which is inconsistent with the
physical findings
 History of injury which is vague or variable
 Showing little concern about the welfare of a
child or the treatment and care of an injury
 Isolating a child from contact with school,
services etc in order to hide injuries or
prevent disclosure.
 Frequent visits with their child or children to
health or other services with unexplained or
suspicious injuries, swallowing of non-food
substances or with internal complaints
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Drowsiness, vomiting, fits or pooling of
blood in the eyes, which may suggest
head injury
Abdominal pain caused by ruptured
internal organs, without a history of
major trauma
Swallowing of poisonous substances,
alcohol or other harmful drugs
general indicators of female genital
mutilation eg having a 'special operation'
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Explanation of injury offered by the parent is
not consistent with the injury
Family history of violence
History of their own maltreatment as a child
Fears injuring their child
Uses excessive discipline
Behavioural indicators:
 No or little emotion when hurt
 Regression
 Overly compliant, shy, withdrawn,
passive
 Uncommunicative
 Self-harming
 Suicide attempts
 Disclosure
 Fear of a parent or carer
 Avoidance of physical contact
 Arms and legs are covered by clothing in
warm weather
 Homelessness
 Parent shows little concern about the
marked delay between injury and
medical assistance
The consequences or effects of physical
abuse are wide ranging. Such abuse can
cause a great deal of pain for the child and
can lead to permanent physical disabilities,
brain damage, slow development and even
death.
The
emotional
and
social
development of children can also be
adversely
affected,
with
aggressive
behaviour becoming a normal response for
them.
Psychological abuse
Indicators in children and young people
Physical indicators:
 Violent drawings or writing
 Rocking
Indicators in parents and caregivers
 Constant criticism, belittling, teasing of a
child, or ignoring or withholding praise
and attention
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Sucking thumb
Self-harming behaviour
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Behavioural indicators:
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 Fearfulness when approached by a
person known to them
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 Discloses having witnessed domestic
violence
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 Expresses feelings of worthlessness
(about life and themselves)
 Low tolerance to frustration
 Delayed
physical,
emotional
or
intellectual development
 Eats hungrily or hardly at all
 Compulsive lying and stealing
 Lack of trust in people
 Unable to value others
 High levels of anxiety
 Extremes of behaviour from overly
aggressive to overly passive
 Excessive seeking of attention or
affection
 No evidence of love or support
demonstrated by parent
 Lack of people skills necessary for daily
functioning
 Extreme attention-seeking behaviour
 Is obsessively eager to please or obey
adults
 Takes extreme risks, is markedly
disruptive, bullying or aggressive
 Is highly self-critical, depressed or
anxious
 Suicide threats or attempts
 Persistent running away from home.
Excessive or unreasonable demands
Persistent hostility and severe verbal
abuse, rejection and scapegoating
Belief that a particular child is bad or
‘evil’
Using inappropriate physical or social
isolation as punishment
Domestic violence.
The effect on growth and development is
similar to emotional abuse. Psychologically
abused children often have permanent
behavioural difficulties, become isolated as
adults and suffer mental illnesses, including
depression. They may find it impossible to
be productive and responsible members of
society, and suicide rates are high among
sufferers
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Emotional abuse
Indicators in children and young people
Physical indicators:
 Depression
 Eating disorders (anorexia or bulimia)
 Lethargy or fatigue
 Symptoms of stress
 Evidence of drug abuse or dependence
 Wetting, soiling, smearing
 Psychosomatic complaints
Indicators in parents and caregivers
 Excessive or unreasonable demands
 Unrealistic expectations of the child or
young person
 Persistent hostility and severe verbal
abuse
 Rejection, ridiculing and scapegoating
 Exposure to domestic violence
 Constant criticism, belittling, teasing and
withholding of affection and praise
Behavioural indicators:
 Belief that a particular child or young
person is intrinsically ‘bad’, ‘naughty’ or
 Attempted suicide
‘evil’
 Overly compliant, withdrawn, tearful or
 Using inappropriate social or physical
passive behaviour
isolation as punishment
 Overly shy or withdrawn
 Low self esteem
 Fire setting
 Truancy or school avoidance
 Deliberate harming of animals
 Poor peer relationships
 Disclosure directly to an adult or
indirectly to a friend or adult
 Adult-like behaviour eg parents other
children
 Aggressive or delinquent behaviour
 Excessive neatness or cleanliness
 Displaying age-inappropriate behaviours,
eg overly adult (parenting other children)
or overly infantile (thumb sucking,
rocking, wetting or soiling)
 Lack expectations and trust in people
 Fearful of parent(s) and caregiver(s)
 Indiscriminate attachment
 Disruptive or aggressive behaviour
towards others
 Hyper vigilance, particularly in pre-school
children
 Exhibiting extreme attention seeking or
risk taking behaviour
 Withdrawn or seen as a ‘loner’ –
difficulty relating to others
 Highly anxious
 Developmental delay
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The effects of emotional abuse are obvious.
Emotionally abused children often have
permanent behavioural difficulties, become
isolated as adults and suffer mental illnesses,
including depression. They may find it
impossible to be productive and responsible
members of society, and suicide rates are
high among sufferers
Sexual abuse
Indicators in children and young people
Physical indicators:
 Signs of pain, itching or discomfort in the
anal or genital area
 Self-inflicted cuts or burns
 Direct or indirect disclosures (child or
child’s friend telling you about it)
 Describes sexual acts eg ‘he hurts my
wee-wee’
 Inappropriate or excessive masturbation
 Unexplained accumulation of money and
gifts
 Pain, itching or bleeding in genital or anal
area
 Pregnancy in a young person where the
identity of the father is not disclosed
 Bruising or bleeding in the genital area
(buttocks, breasts, lower abdomen and/
or thighs)
 Sexually transmitted infection
 Difficulty sleeping and nightmares
 Unexplained accumulation of money and
gifts
 Anorexia or over-eating
Behavioural indicators:
 Inappropriate interest in sexual matters
 Knowledge
of
sexual
behaviour
inappropriate to age (sexually explicit
behaviour,
play
or
conversation
inappropriate to the child or young
person’s age)
 Regression to infantile behaviour
Indicators in parents, siblings, caregivers,
relatives, strangers or acquaintances
 Exposing a child or young person to
pornography or using a child or young
person for pornographic purposes
 Intentional exposure of child or young
person to sexual behaviour in others
 Previously committed or suspected of
child sexual assaults
 Denial of adolescent’s pregnancy by
family
 Inappropriate curtailing or jealousy
regarding age appropriate development
of independence from the family
 Coercing the child or young person to
engage in sexual behaviour with other
children
 Verbal threats of sexual abuse
 Exploitation or corruption of children or
young people
 Exposing a child to prostitution or
pornography or using a child for
pornographic purposes
 Intentional exposure of a child to sexual
behaviour of others
 Previous conviction or suspicion of child
sexual abuse
 Coercing a child to engage in sexual
behaviour with other children
 Verbal threats of sexual abuse
 Denial of adolescent’s pregnancy by
family
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Sudden unexplained fears
Enuresis and/or encopresis (wetting and
soiling)
Excessive attention getting, aggression or
clingy behaviour
Recurrent physical complaints
Depression, withdrawal into fantasy,
suicidal pre-occupation
Disclosure directly or indirectly through
drawings, play or writing
Sexualised behaviours inappropriate to
age (including sexually touching other
children
or
themselves),
public
masturbation or disrobing
Disclosure of involvement in sexual
activity directly to an adult, indirectly to
a friend or in a disguised way (for
example “I know a person who…”)
Inappropriate expressions of affection
Promiscuity
Criminal sexual behaviour
Decline in academic performance
Running away from home
Self-destructive behaviour (including
eating disorders, substance misuse, selfmutilation and suicide attempts)
An anxious unwillingness to remove
clothes
Persistent running away from home
Sudden and unexplained changes in
mood or behaviour
Regression
in
developmental
achievements in younger children
Going to bed fully clothed
Regressive behaviour eg sudden return
to bed-wetting or soiling
Child being in contact with a known or
suspected paedophile
The effects of sexual abuse can be physical,
and more significantly psychological and
social. Those who have been abused as
children may have real and serious difficulty
forming meaningful and long-term adult
relationships and taking part in family life.
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Any physical injuries sustained as a result of
sexual abuse might mean that victims may
not be able to have children of their own, or
they may have to live with a sexually
transmitted disease for the rest of their life;
and suicidal tendencies are a real issue.
Neglect
Indicators in children and young people
Physical indicators:
 Poor personal hygiene (matted hair, dirty
skin or strong body odour)
 Loss of ‘skin bloom’ and poor hair
texture
 Dirty and unwashed
 Lack of adequate or suitable clothing
 Constantly hungry
 Inadequate nutrition
 Lack of medical or dental care
(persistently untreated head lice.
 Untreated sores, serious nappy rash and
urine scalds, significant dental decay)
 Frequent illness and low grade infections
 Development delays
 Drug and/or alcohol abuse in the home
 Lack of adequate supervision
 Delay in developmental milestones
 Low weight for age and/or failure to
thrive for no medical reason
 rocking, sucking, head-banging
 Child or young person states that no one
is home to provide care
 low weight for age and/or failure to
thrive and develop
 Out of doors (unaccompanied by adults)
very late at night
Indicators in parents and caregivers
 Dirty unhygienic environment eg, house
over-run with pets, faeces not cleaned
up
 Nowhere for child or young person to
sleep
 Unable or unwilling to provide adequate
food and/or clothing
 Leaving the child or young person
inappropriately without supervision
 Abandoning the child or young person
 Unable to respond emotionally to the
child or young person
 Depriving of or withholding physical
contact or stimulation for prolonged
periods
 Overwhelmed with other problems eg,
substance abuse
 Showing no concern for child or young
person’s wellbeing when it would be
reasonably expected
 Family is isolated from relatives, other
adults or social supports
 Greeting the child or young person with
indifference
 An extremely chaotic life
 Family home is very chaotic and
unkempt
 Unable or unwilling to provide adequate
food, shelter, clothing, medical attention,
Behavioural indicators:
safe home conditions
 Poor school attendance
 Falling asleep in school, constant fatigue  Leaving the child without appropriate
supervision
 Always attends school, even when sick
 Frequent lateness, early arrival or  Abandons the child
 Withholding
physical
contact
or
reluctance to leave school
stimulation
for
prolonged
periods
 Extended stays at school, public places,
 Unable or unwilling to provide
other homes
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












Poor academic performance
Hungry- Steals, hoards, scavenges or 
begs for food

Engages in vandalism
Disclosure directly to an adult or
indirectly to a friend that no one is home
to provide care
Inappropriate sexual behaviour
Constantly tired and listless
A flat and superficial way of relating
Anxiety about being dropped or
abandoned
Self-comforting behaviour, eg rocking,
sucking
Inadequate clothing in winter
Longing for adult affection
Child not adequately supervised for their
age
Longs for or indiscriminately seeks adult
affection
psychological nurturing
Has limited understanding of the child's
needs
Has unrealistic expectations of the child
The effects of neglect can be extremely
dangerous. Inadequately supervised children
can be harmed or even killed in accidents in
the home. They can also suffer long-term
growth and development problems due to
malnutrition, or suffer mental health
problems. Neglect can result in limited
access
to
education,
which
has
consequences for them as adults trying to
find work, earn an income and become
productive members of society.
Each indicator of abuse needs to be considered in the context of other indicators and the child’s or
young person’s circumstances, therefore one indicator in isolation may not imply abuse. However
if you have reasonable concerns you should advise the Director of the Centre and file a report.
Furthermore, under the Education and Care Services National Regulation all Early Childhood
Educators must be advised of the existence and application of current child protection law and any
obligations that they may have under this law.
When a child or young person discloses to an Early Childhood Educator that he or she is being
abused or neglected it can be a very stressful situation. As mandatory reporters Early Childhood
Educators need to put their own feelings aside and support the child. The most important things
Early Childhood Educators can do are:
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Believe the child
Ask non- invasive questions
Reassure the child that telling you was the right thing to do
Maintain a calm appearance
Find a quiet place to talk with the child
Be truthful
Listen to the child and let them take their time
Let the child use their own words to tell you what happened
Let the child know what you will do next
Do not confront the person alleged to be the abuser
Be respectful of the sensitive nature of the information and only discuss the child’s situation
with professionals who are dealing with the matter
Communicate and gather information in accordance with current recognised good practice
If possible write down what the child has said.
Acknowledging that it is hard to talk about these things
Telling the child that you are pleased that they have told you and that they have done the right
thing in telling you
Telling the child that you will do your best to support them, but do not make promises you
may not be able to keep
Remember that the child has a right to support, care and protection
Early Childhood Educators should always remember to respond and report disclosure, information
or signs and symptoms in accordance with accepted standards, techniques and legislative
requirements.
Early Childhood Educators need to respond to the disclosure of information or signs and
symptoms of abuse or neglect and ensure decisions and actions taken are in accordance within
own level of responsibility, work role, legislative requirements and meet acceptable standards.
Accepted standards include compliance with:
• State coordinating bodies
• Interagency agreements and guidelines
• Protocols defined in legislation
• Organisation procedures
• Codes of ethics
• Practice standards
• Licensing and accreditation standards
The appropriate person to report suspected rick of harm will vary according to the legislation in
each State/ Territory and organisation policies. The person may include:
• Ombudsman
• State child protection agency
• Supervisor at the service
• Individual carer
• Individual worker
Early Childhood Educators should refer to the relevant State/ Territory Legislation and or
organisation policies for further information.
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As Early Childhood Educators are mandatory reporters it is crucial for educators to comply with
lawful instructions, regulations and duty of care when carrying out all work activities. This involves
following the applicable State/ Territories Legislation, Centre policies and procedures. Early
Childhood Educators need to comply with lawful instructions and regulations. These can include:
• Restraining orders
• Supervision and custody orders
• Legislation
Lawful instruction may include instructions received from:
• Licensing authorities
• Organisation supervisor
• Courts of Law
• Police
Early Childhood Educators need to take a child focused approach when dealing with children who
are being abused or neglected. Taking a child focused approach will ensure children and young
people’s rights are upheld and if age appropriate that they are involved and participate in decision
making. Child focused work practices include:
• Legislation
• Policies of organisation
• Client self-determination
We can promote child focused work practices by:
• Communicating with children on a regular basis
• Having an awareness and sensitivity to children and young people’s needs
• Inclusiveness of children and young people in participatory decision making process
• Making special allowances to meet the needs to children and young people and in our
engagement with them
• Observing and presence of children and young people as primary clients
• Maintaining confidentiality
To maintain and protect the confidentiality of records and other written or electronic information
about a child in care Early Childhood Educators should:
• Store documents which contain information about the child in care in a safe, locked
• filing cabinet or safe
• If electronic documents are being stored on a computer, the documents should be protected
with a password
• Ensure the Centre is secure to protect the child in care and the Centre from sensitive and
valuable personal information.
Confidentiality is protected when Early Childhood Educators provide information which is in 'the
best interests of the child' regarding possible child abuse to their relevant State/ Territory
Department or agencies who are directly involved in responding, investigating or supporting the
child.
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Early Childhood Educators need to up to date with their knowledge and skills in order to work
effectively. Early Childhood Educators should also participate in practice supervision processes and
validate their experiences with other Early Childhood Educators.
Reporting a child at risk of harm is a legal responsibility for all Early Childhood Educators. The
person who saw the incident/ injury/ behaviour/ heard the disclosure should make the report as
they will be able to provide the most accurate information. Reports should ideally be made on the
day of the incident/ injury/ behaviour/ disclosure or within 24 hours of it occurring where possible
as all staff are mandated reporters and need to be aware of their responsibilities in relation to
reporting suspicion of a child at risk of harm. It is important that Early Childhood Educators
provide an appropriate response as determined by organisation procedures, legal and work role
obligations. Response will be determined by:
 Job role and
 Will range from reporting to implementing disciplinary action
REPORT INDICATIONS OF POSSIBLE RISK OF HARM
Early Childhood Educators must report indications of possible risk of harm. This involves:
 Accurately recording relevant specific and general circumstances surrounding risk of harm in
accordance with organisation procedures, ethics and legal requirements
 Promptly reporting risk of harm indicators accordance with statutory and organisation
procedures
 Work collaboratively with relevant agencies to ensure maximum effectiveness of report
If Early Childhood Educators observe injuries or behaviours which alert to the possibility of abuse
and or neglect, this information needs to be recorded accurately, following the normal procedures
in the Service. It is also important to record the injuries, behaviour or behavioural changes that
have been observed, along with any explanations given by the child or parent. Children will often
try to protect the perpetrator of abuse, either because they love them or because they have been
threatened and are scared, or told that it is a secret. Under these circumstances, children will
often try to hide any injuries or will make up stories to explain their injuries. Similarly, adults will
also try to explain the injuries. As Early Childhood Educators we need to record any explanations
given either by the child or parents. Sometimes the explanation can be perfectly clear and logical,
others can be unconvincing or bizarre and therefore could form a part of the cluster of indicators.
It is important that Early Childhood Educators record information promptly, accurately, objectively
and confidentially. Objectively means that Early Childhood Educators record exactly what has been
seen or heard without adding interpretations.
Eg Sally had a burn marks on her chest. The burn marks were circular in shape and approximately a
centimetre in diameter. These burn marks closely resembles a cigarette, however cannot be
confirmed. Sally stated that she got the mark when she fell down some stairs.
In the example above the Early Childhood Educator recorded observations only and refrained from
making assumptions. The Early Childhood Educator also recorded the statement of the child, even
though this did not appear to logically explain the cause of the burn.
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Who Early Childhood Educators report to and the process Early Childhood Educators should follow
differs from state to state, therefore it is crucial that Early Childhood Educators refer to the
relevant State/ Territory government department. Reports to these departments can be made
either directly or through the Supervisor/Director of a Centre. All information needs to be
recorded accurately and in accordance with organisation procedures, ethics and legal
requirements. Records must provide factual information, observable indicators, and must not
include opinions or conclusions. Records must also include the dates and approximate times in
which the observations or disclosures occurred and with exact wording of statements made by a
child.
When deciding whether to make a child protection report Early Childhood Educators must have
reasonable grounds for concerns, this includes concerns for a child’s physical safety, health,
psychological or emotional wellbeing. Reasonable grounds include:
• Observation of physical and/or behavioural abuse indicators
• Disclosure from the child
• Disclosure from a relative or friend of the child
• Discloses from a child that the child knows someone who has been abused
• Writing or drawing from the child with depicts abuse
If Early Childhood Educators are unsure as to whether concerns should be reported or not advice
should then be sought from the supervisor and Early Childhood Educators should continue to
document observations, information and consultations regarding the child. It is also important
that Early Childhood Educators refer to the Centres policies and procedures on child protection
and remember parents should not be informed that a concern of possible abuse or neglect has
been noticed or that there is a suspicion of family and domestic violence, or an intention to make
a report concerning their child. This is because parents, family members and close friends may be
the perpetrators of the abuse and if informed it may pose a further risk to the child.
Mandatory reporters can promptly report risk of harm indicators in accordance with statutory and
organisation procedures by reporting directly to the relevant State/ Territory department.
Mandatory reporters have a personal responsibility to make a report where there is suspicion on
reasonable grounds that abuse or neglect is occurring or has occurred. Elements to consider:
• Call the appropriate Department
• Be as specific as possible when reporting the abuse
• State the name of the child on behalf of who you are reporting, what happened and where it
happened
• Report the name and address of the suspected abuser if you know it
• If you are not sure, but suspect child abuse has occurred, call the local authority and explain
the situation. They have the expert knowledge and will make a determination.
• Early Childhood Educators do not need proof. The suspicion of child abuse is sufficient reason
to report it. If you suspect abuse and fail to report it, you may be criminally liable
If Early Childhood Educators suspect that a child has been harmed, or is at risk of being harmed,
here are some important things to remember:
• Be alert to any warning signs that a child is experiencing
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•
•
•
•
•
Observe the child and make written notes as soon as concerns are identified - pay attention to
changes in child’s behaviour, ideas, feelings and the words the child uses
Have gentle, non-judgemental discussions with the child - expressing concern that the child
looks sad or unwell can result in disclosures
Do not pressure the child to respond and do not ask questions that put words into a child's
mouth
Assure the child that they can come and talk to an Early Childhood Educator if and when
needed
When a child is being abused it does not go away and usually becomes more serious over time
Working effectively with relevant agencies is crucial in achieving positive outcomes for vulnerable
children, young people and their families in order to develop and enhance collaborative
partnerships.
Working collaboratively with relevant agencies involves developing a shared goal, understanding
and commitment to achieving the best outcome for the child. Working collaboratively can involve:
• Participating in regular meetings/ telephone discussions with the relevant agency
• Updating and keeping relevant agency informed of any changes within the child and the child’s
parents/ guardians
APPLY ETHICAL AND NURTURING PRACTICES IN WORK WITH CHILDREN AND YOUNG PEOPLE
Applying ethical and nurturing practices when working with children and young people involves:
 Protecting the rights of children and young people in the provision of services
 Identifying and seeking supervision support for issues of ethical concern in practice with
children and young people
 Developing ethical and nurturing practices in accordance with professional boundaries
when working with children and young people
 Recognising indicators for potential ethical concerns when working with children and
young people
 Responding to unethical behaviour of others by reporting to the appropriate person
Reporting suspected child abuse or neglect can be an ethical dilemma. Early Childhood Educators
can ask and sometimes question whether the best interest of the child will be served by reporting
suspicions to the relevant authority however Early Childhood Educators must report suspected
cases of abuse and neglect. Early Childhood Educator can be assured that confidentiality will be
maintained for those who report suspected abuse or neglect.
Early Childhood Educators have a responsibility to promote the rights of children. In Australia
children’s rights is outlined by international Conventions, legislation, duty of care obligations,
Codes of Ethics and National Quality Standards, which together determine the obligations and
requirements of services and Early Childhood Educators in ensuring the welfare, wellbeing and
safety of children and young people.
The Convention on the Rights of the Child sets out the rights children have to develop to their full
potential, free from hunger and want, neglect and abuse. The Convention refers to children as
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human beings, subject of their own rights rather than being viewed as property of their parents, or
as helpless objects of charity. The Convention views children as an individual and as a member of a
family and community, with rights and responsibilities appropriate to the child’s age and stage of
development. The Convention firmly focuses on the whole child.
Early Childhood Educators can protect the rights of children and young people in the provision of
services by having age appropriate group discussions about:
• What makes children feel safe
• What makes children feel sad
• Who can children talk to if they feel sad or not safe
• Responding to children’s questions and concerns honestly and appropriately
It is important for Early Childhood Educators to develop ethical and nurturing practices in
accordance with professional boundaries, recognise indicators for potential ethical concerns when
working with children and young people and respond to unethical behaviour of others by
reporting the unethical behaviour to the appropriate person. Early Childhood Educators should
seek advice and support from their supervisor if they have any ethical concerns relating to the
children in care or any centre practices or policies and procedures.
Unethical behaviour is when someone is not adhering to professional behaviour. Unethical
behaviour can often fall into a grey area where people are unsure how to react.
When Early Childhood Educators recognise that another Early Childhood Educator is acting
unethically, the first response should be to confront the Early Childhood Educator and discuss the
matter with them, remembering to remain positive and professional at all times. Confronting an
Early Childhood Educator can be difficult, especially if they are the co-ordinator or in a more senior
position. Alternatively if an Early Childhood Educator is not comfortable in confronting their
colleague, they should seek advice from their superior.
Recognising indicators for potential ethical concerns involves:
• Applying principles of ethical decision-making
• Maintaining professional boundaries with children and young people
When reporting unethical conduct, Early Childhood Educators should consider and identify the
following:
• Who was involved and whether anyone else was present
• When the unethical behaviour occurred
• The grounds for which the conduct is unethical
• Any other actions taken in regards to the unethical behaviour
When reporting unethical conduct it is strongly suggested that Early Childhood Educators refer to
and follow the Centre policy and procedure on unethical behaviour.
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UNIT 3
CHCCN301C
Ensure the health and safety of
children







Maintain a clean and hygienic environment
Recognise and respond to signs of potential illness
Provide a safe environment
Supervise the safety of children
Travel with children safely
Administer medication within guidelines
Manage and respond to allergy/ anaphylaxis
This unit describes the knowledge and skills required for a worker to ensure the health and safety
of children
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CHCCN301C ENSURE THE HEALTH AND SAFETY OF CHILDREN
MAINTAIN A CLEAN AND HYGIENIC ENVIRONMENT
Maintaining a clean and hygienic environment involves:
 Ensuring cleaning occurs as an ongoing process as per recognised state/ territory
regulations and requirements
 Using appropriate cleaning agents as per recognised state/ territory regulations and
requirements
 Following standard precautions for infection control
 Adequately maintaining ventilation, lighting and heating/cooling
 Adhering to personal hygiene/health procedures as per recognised state/ territory
regulations and requirements
 Ensuring beds and bedding conform to health, hygiene and safety requirements as relevant
 Ensuring food preparation, handling, storage and serving areas comply with recognised
state/ territory food safety and handling requirements
Child Care Centres are utilised by a large amount of people on a daily basis. This can create a
highly infectious environment. Effective and appropriate cleaning of the centre environment
removes dirt and germs and will help to reduce the spread of infection.
Things to ensure and consider:
 The centre is a clean environment for children, families and staff
 Staff implement cleaning methods that reduce the risk of infection without increasing the
likelihood of resistant strains of bacteria
 All equipment and materials are cleaned appropriately on a regular basis
 Cleanliness will be maintained throughout the day;
 Tables should be cleaned prior to and following mealtimes, when soiled, after craft
experiences and spills
 Floors should be swept when dirty and mopped where required, ensuring children are not
required to walk on wet floors
 Children’s bathrooms should be cleaned in the middle of each day and checked at regular
intervals
 All floor spills should be cleaned immediately, small spills see chart below, for large spills use
appropriate mop
 Children’s beds should be cleaned after removal of each child’s sheets
 Cot and bed sheets should not be shared, they should be washed in between children or once
a week (if Centre supplies cot sheets)
 Garbage bins should be emptied during the day when they become full
 Sandpits should be covered when the centre is unattended, to prevent foreign objects from
contaminating the sand, and cleaned regularly. Sand that is contaminated by animal or human
secretions should be removed with a shovel, placed in a plastic bag and disposed of
 All cleaning products should be in decanter bottles that are clearly labelled and stored in
locked cabinets between uses.
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To minimise the risk of cross infection, the following methods should be utilised during regular
cleaning
Cleaning type
Paper towel
Disposable cloths
Wash cloths
To clean
 Mealtime tables

Bathroom

Small floor spills

Nappy change

Children’s beds

Art/craft table

Kitchen
Use

Throw out after single use
 Ensure table/mat/bed etc is dry after
being cleaned

Rinse thoroughly after use

Store on a hook to dry effectively

Dispose of at the end of the day
 Colour coded, green for washing up,
blue for general cleaning
 Washed at the end of the day in hot
water and hung up to dry
All mops should be colour coded, rinsed after use and air dried, stored in a locked area. Each mop
should have its own individual buckets to prevent cross infection, machine washed separately in
hot water when dirty or replaced.
 Red for toilets/bathrooms
 Green for food service
 Blue for general cleaning
According to the Education and care Services National Law, Centres must ensure that all premises,
equipment and furniture used in providing education and care is safe, clean and in good repair.
This involves ensuring cleaning occurs as a regular and ongoing process, in areas such as:
 Kitchen and food preparation areas
 Children’s play rooms
 Children’s resource/ equipment storerooms
 Children’s bathrooms and nappy change areas
 Laundry
 Staff room
 Office
 Foyer area, hallways
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
Outdoors
To maintain a clean environment, all materials and equipment utilised by the children should be
cleaned on a regular basis.
Example of a cleaning schedule:
Item
Toys mouthed by children
Method
Record
Item
Method
Record
To be cleaned
Place in a closed container during the day,
clean at the end of each day
Warm water with a neutral detergent, leave to dry thoroughly
Not required
 Every 2 weeks for toys utilised by children under the
age of 2
 After prolonged use by children (more than 3 weeks at
a time) and prior to returning it to the storeroom
 Every 8 weeks for intermittent use
 When visibly dirty
Warm water with a neutral detergent, leave to dry thoroughly
On the Toy Cleaning Register
Toys
To be cleaned
Item
Dress up clothing
To be cleaned
Method
Machine wash
Record
On the Material Cleaning Register
Item
Cushion covers
Method
Machine wash
Record
Not required
Item
Method
Record
Item
Record
Large outdoor equipment
Once a week
To be cleaned
Weekly
At the end of each year and when visibly
dirty
Warm water with a neutral detergent, scrubbed and left to dry
On the Toy Cleaning Register
Sand pit
To be cleaned
To be cleaned
 Raked each morning
 Rake salt through weekly
On the Sandpit Cleaning Register
Ensuring cleaning occurs as an ongoing process as per recognised state/ territory regulations and
requirements is of crucial importance in maintaining a clean and hygienic environment when
preparing food.
This includes ensuring the cleaning occurs as on ongoing process, in areas such as:
 Kitchen and food preparation areas
 Toys and equipment
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


Tables and chairs
Beds and bedding
Floors, rest rooms including toilets and nappy change areas
Early Childhood Educators must ensure the childcare environment is clean and germ free. A
cleaning routine should be adopted, this includes:
 Daily mopping of floors
 At minimum, daily cleaning of nappy change areas and toileting areas,
 Disinfecting mouthed toys daily
 Washing toys regularly
 Washing tables and chairs regularly
 Washing bed sheets after every use
 Wiping down surfaces after every meal
Work Health Safety Authorities, require all workplaces to be kept clean and tidy. The code or
regulation may prescribe certain conditions, such as:
The work environment should be maintained in a clean condition by performing the
following:
(a) Dirt, refuse and waste should be removed at least daily from any floor, benches
and desks of workrooms and from the stairways and passageways.
(b) Windows and skylights are to be kept clean so that natural light is not unduly
restricted.
(c) The floors of dining rooms and dining areas are to be cleaned at least daily and
washed at least once a week. Dining tables should be wiped down after each meal
period. Kitchen floors, tables and benches should be contained in a clean
condition.
(d) Change rooms are to be cleaned at least once a day and washed down at least
once a week when in use.
(e) Any showers, sanitary and washing accommodation are to be sanitised each day
they are used.
There legislative requirements apply to all workplaces. The Child Care Centre is specifically
regulated in terms of cleanliness and cleaning practices, due to industry-based legislation and
registration, licensing and accreditation requirements.
The principle Clean As You Go guides Early Childhood Educators to meet their legislative cleaning
requirements.
Care should be taken when cleaning walls and ceilings in regards to dust, dirt, cobwebs and
condensation. These should be checked daily.
Depending on flooring, they may require sweeping, vacuuming, mopping with detergent in hot
water, scrubbing or scouring with a powder cleaner, sanitising, rinsing, and drying. This is not only
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important to controlling causes of potential illness, but also clean floors decreases the likelihood
of accidents from slipping, standing on something and tripping over items on the floor.
Barricades should be used when cleaning stairs. Make sure that treads are regularly scrubbed,
degreased and rinsed. Ensure that the steps are dry before removing the barricades.
Drains in floors must be addressed after the surface cleaning is completed. Make sure debris is
cleared out and the drain is scrubbed with detergent. Make sure you regularly rinse drains to
remove smells.
The storage room for cleaning equipment and products must be locked and warning signs easily
viewed. Prior to using equipment, it must be checked to ensure it is in a clean and safe working
condition.
It is recommended that a programmed cleaning schedule is used by Child Care Centres. It should
be closely followed and documented.
CLEANING SCHEDULE
Example: Typical cleaning schedule
ITEM
Describe
the thing
to
be
cleaned
WHAT
Describe
what is to
be done
Kitchen
floor
Scrape,
sweep,
scrub,
mop,
rinse, dry
WHS
What are
the risks,
hazards
and safety
issues for
everyone?
WHEN
How
often? At
what
time or
after
what
event or
action?
Wet floor Daily,
risk,
after
barricades, closing
signage
time
USE
What
equipment
needs to
be used?
WITH
What chemicals will
be used? At what
concentration
or
dilutions?
WHO
Which
staff
member
will
do
this job?
Scraper,
broom,
scrubber,
mop
&
bucket,
squeegee,
barricades,
signage
Mild abrasive 3% Full-time
general
purpose assistant
detergent/degreaser,
hot water, non-slip
rinse
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Use appropriate cleaning agents as per recognised state/ territory regulations and requirements
The choice of cleaning equipment depends on the type of work to be done:
EQUIPMENT ITEM
TYPICAL APPLICATION
Large mop and squeeze bucket
Floor surfaces that are washable
Window squeegee
Windows
Heavy duty floor squeegee
Removing excess water/cleaning solutions etc
from floors
Scrubbing brush
Pots and pans, food contact surfaces,
equipment
Tooth brush
Small, inaccessible places and spaces
Bottle brush – various sizes
Bottles, carafes, equipment parts and pieces,
etc
Toilet brush
Toilet bowl
Nylon scourers
Pots and pans, food contact surfaces,
equipment
Cloth wiper
Pre-cleaning non-contact surfaces, polishing,
dishwashing
Sponge
Spills, sanitising, dishwashing
Broad broom
Collecting loose soul from floors
Dustpan and broom
Picking up loose soil from non-contact
surfaces
Nail brush
Hands, wrists and nails
Vacuum cleaner
Carpets, collecting loose soil from hard floors
Wet vacuum
Removing excess water/cleaning solutions etc
from floors
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CLEANING AND SANITISING PRODUCTS
Cleaning and sanitising products are also chosen according to the type of work to be done:
PRODUCT
TYPICAL APPLICATION
Abrasive cleaner/disinfectant
Stubborn soil and stains
Anti-bacterial hand soap
Regular washing of hands, forearms, wrists
and nails
Enzyme-based bactericidal pre-wash soaker
Immersion of cloth (re-usable) nappies (solids
removed first) prior to laundry
Floor and all-purpose cleaner
Non-contact surfaces, floors, walls and ceilings
Glass cleaner
Windows, mirrors, glossy plastic finishes
Laundry detergent
Machine washing of fabrics, clothing,
protective garments, cotton nappies, etc.
Machine dishwashing detergent
Dishes and food utensils in the machine
Machine rinse aid
Dishes and food utensils in the machine
Manual dishwashing detergent
Dishes and food utensils in the sink, food
contact surfaces, large immovable equipment
Sanitiser (and test kit)
All food contact surfaces, bio-hazard clean-up,
dishwashing
Solvent cleaner/degreaser
Baked-on food deposits, grease build up
Handling and managing cleaning products is an important consideration, as they may be either
dangerous or toxic. WHS/OHS regulations are in place to encourage employees to handle and use
such items safely.
The storage of cleaning products needs special consideration. Things to consider are
Height of storage eg a chemical stored above head height could spill on a worker attempting to lift
it down.
Hazardous substances must be clearly labelled and securely contained.
If using hazardous substances a MSDS must be available.
Hazardous substances must not be accessible to children or any unauthorised person.
Hazardous substances must be kept in non-damaged containers and lids must be secure.
Employees must be familiar with safe use of all substances used.
Unidentified substances need to be disposed of appropriately.
All employees should be educated and trained in dealing with spillages of hazardous substances,
including the name of contacts to arrange clean up.
In the event of a spillage, the site should be isolated.
Employees should consult the MDSD to ensure safe handling precautions are known before
cleaning up a hazardous substance spillage.
Contact with an unknown substance may require a First Aid response.
Always treat contact with an unknown substance with caution until the substance is identified and
the appropriate method of treating it is known.
Infection is caused by pathogens ('bugs') such as bacteria, viruses, protozoa or fungi getting into or
onto the body. Employers are obliged under the WHS/OHS Acts to provide a safe workplace for
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their employees. This includes providing adequate infection control procedures and the correct
equipment and training.
Infectious agents can be spread in a variety of ways, including:
• Airborne - coughs or sneezes that are then inhaled by others
• Contaminated objects or food – being handled with dirty hands
• Skin-to-skin contact - through touch, or by sharing personal items, clothing or objects
• Contact with body fluids - saliva, urine, faeces or blood can be passed to another person's body
via cuts or abrasions, or through the mucus membranes of the mouth and eyes.
It should be assumed that everyone could be infectious; therefore proper and appropriate
procedures have to be followed at all times. Every workplace should have an appropriate First Aid
kit that is regularly maintained and kept up to date. At least one staff member must be trained in
First Aid.
Personal hygiene practices to be followed to help infection control include:• Hand washing – Hands should be washed thoroughly with water and soap for at least 15
seconds after visiting the toilet, before preparing food, and after touching clients or
equipment. Hands should be dried with a disposable paper towel that is to be discarded after
use
• Unbroken skin - Cuts or abrasions should be covered with a waterproof dressing. Any cut or
abrasion should be cleaned and treated and dried where necessary
• Gloves - must be worn if handling body fluids or equipment containing body fluids. Hands need
to be washed between each client and use fresh gloves for each client where necessary,
• Personal items - don't share towels, clothing, razors, toothbrushes, shavers or other personal
items
When preparing food, we should:
• Wash hands before and after handling food
• Avoid touching hair, nose or mouth
• Tie hair back
• Keep hot food hot and cold food cold
• Use separate storage, utensils and preparation surfaces for cooked and uncooked foods
• Wash all utensils and preparation surfaces thoroughly with hot water and detergent after use
• Cover all cuts with a visible waterproof blue band aid and wear gloves
Occupational exposure - If we come in contact with blood or body fluids then:
• Area should be flushed with running water
• Area should then be washed with plenty of warm water and soap
• Report and record the incident following the centres appropriate incident report procedures
• Seek medical advice
• Incident to be investigated and prevention controls decided on
Early Childhood Educators must maintain adequate ventilation, lighting and heating/cooling at all
times.
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Adequate ventilation is a must for a hygienic indoor facility as the Circulation of fresh air assists in
reducing the number of germs in the area and prevents the build-up of pollutants and allergens
that cause health risks.
Doors and windows can be opened to circulate fresh air. Screens must be secured on windows
and doors to prevent insects like mosquitoes, flies and bees from entering.
Good lighting is important for both health and safety. If natural light cannot be provided through
windows and ski lights artificial lighting may be needed. Full spectrum lights are recommended as
they incorporate wave lengths from all points of the spectrum similar to sunlight as well as
providing the pleasing appearance of natural light.
Appropriate room temperature is essential for a child’s health and safety. Room temperatures
between 20 and 25 degrees Celsius are less favourable for the spread of infections. Young infants
must be kept safe as they do not have the energy to maintain their body temperature in cool
environments. Air conditioning units must be cleaned regularly and their air filters checked to
ensure adequate movement of clean air.
It is important for Early Childhood Educators to ensure food preparation, handling, storage and
serving areas comply with recognised state/ territory food safety and handling requirements.
WHS/OHS Legislation requires, as a “Duty of care”, food premises to be in a clean and sanitary
condition and the kitchen and food service staff to handle food in a safe manner.
A business can receive substantial fines and possibly required to pay compensation to the inflicted
person if a case of food poisoning is traced back to that business.
Food poisoning can vary in its outcome, from a short-lived tummy-ache to death.
Those most at risk from serious illness and death from food poisoning are the very young and the
elderly, as well as anyone who is already sick.
A Child Care Centre that provides food to children is a food premises under the Act. Environmental
Health Officers have a legislated right of entry to food premises to inspect, take samples and
collect evidence.
Food that is unfit for human consumption may not look any different at all from safe,
uncontaminated food.
Try this: On a calculator, press 1 x 2 and then press the = button. Count each press of the =
button as ‘one’. How many presses to reach one million? Twenty, this means one bacterium
will produce more than a million in twenty cell divisions. If the cell takes thirty minutes to
divide into two, the number will rise from one bacterium to over one million bacteria in ten
hours. Many harmful bacteria can divide their cells in less time than this, under the right
conditions.
Almost all microbes, including bacteria, need moisture to grow and they do not normally multiply
without it. Drying surfaces and utensils will minimise the growth of microbes between each
cleaning. Drying excess water off raw ingredients will slow the growth of bacteria on the food.
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Fruit, Fish and vegetables also are commonly dried to preserve them. Preserved foods can keep
for a longer period of time because most of the water has been taken out.
Temperature is the most important condition in the prevention of food from becoming
contaminated by microbes
Temperature
Above 60  C = Hot Food Zone
Between 25C and 50C = High Danger Zone
Between 5C and 60C = Temperature Danger Zone
Between 0C and 5C = Cold Food Zone
Below MINUS 18C = Frozen Food Zone
Thawing frozen foods can be unsafe if not carried out correctly. The best place for unassisted
thawing is in the refrigerator or in the cool room. Do not thaw food out in water, as there is
bacterium present in our water supply. The microwave can be used to thaw frozen food safely and
quickly, it must be ensured that the machine is used according to the manufacturer’s instructions.
Once thawed, the food should be used as soon as practicable and stored, (after thawing) in the
refrigerator. Food thawed with a microwave should be used immediately. Thawed food must
never be refrozen.
Bain Marie, crock pots, pie warmers, etc should be preheated to their specified operating
temperatures before being filled with food. These items should only be used to store heated
food, never to reheat or thaw.
Foods can be classified according to their pH values. The three classifications are:
1. High acid foods
2. Low acid foods
3. Acidified foods
High acid foods have a naturally occurring pH of 4.6 or below. Examples of high acid foods are
fruits such as berries, rhubarb, pears and pineapples. The only fruits that are not high acid are
melons and figs.
Low acid foods have a pH greater than 4.3. Examples of low acid foods are meat, fish, poultry,
vegetable mixtures, vegetables, seafood and milk.
Acidified foods are low acid foods which have had their pH lowered to 4.6 or less by the addition
of acids. Foods which are commonly pickled include cucumbers, artichokes, cauliflower, capsicum,
eggplant, onions, fish, beef, pork and lamb. Making these products involve the addition of
sufficient acid (such as vinegar), proper mixing and soaking for enough time in the acid so the pH
falls to 4.6 or below at the centre of the food. This process can take from two to three weeks or
faster under heat and pressure.
Food poisoning bacteria grow nest in foods which are low acid to alkaline (pH > 4.5). Fortunately,
most foods are relatively acidic (pH < 7). A low pH will slow bacteria growth. The high risk foods
are generally alkaline and high pH is one of the factors which contribute to the overall risk.
Higher pH means less acidity and greater risk of contamination!
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Most bacteria need air in order to exist. By excluding a ready supply of air from food, the growth
of bacteria can be slowed, even stopped, if all the air is removed. Vacuum packaging, tight fitting
lids and plastic film keep air away from food and therefore slow down the spread of microbes.
With their ability to grow and multiply so quickly, microbes do not need to be given any extra time
to reach dangerous, poisonous levels. Food should never be kept for longer than is safe, eg past
used by date, after being thawed in the refrigerator must be used within 2 days and kept in the
refrigerator, or if food has spent time in high risk conditions eg incorrect temperature, moisture
and air encouraging bacteria growth.
RECOGNISE AND RESPOND TO SIGNS OF POTENTIAL ILLNESS
Recognising and responding to signs of potential illness involves:
 Reporting signs of potential illness
 Seeking medical assistance as necessary according to policies and procedures
 Informing child's parents as soon as possible
 Separating child from other children as required and as practicable
 Comforting and settling child
 Identifying, managing and monitoring food allergies and medical food conditions such as
coeliac disease and diabetes
When a child is unwell, the best place for them to be is at home, not only will they recover quicker
it will limit the risk of spreading the illness to other children at the centre. We recognise it can be
difficult for families to balance work and a sick child, but it is vital to maintain exclusion periods for
the protection of all children, families and staff. Sometimes it can be difficult to know when it is
best to take your child to the doctor and when they just need some extra care at home.
Children can appear well in the morning, yet display signs of illness during the day. When a child
appears unwell at the centre Early Childhood Educators should follow these guidelines to
determine the best course of action.
Common Cold and Respiratory Infection
• The common cold occurs frequently in young children and can be viewed as a natural way of
building immunity. While it is desirable that a cold be isolated so as not to spread the germ,
this is not always possible.
• However, a cold may sometimes lead to a serious illness and must be monitored, particular in
relation to younger children.
• If a child’s nose is constantly running, the mucous is green which can be a sign of an infection,
the child displays difficulty breathing or is need of constant care from staff, then the family
should be contacted to collect their child.
Temperature
 A temperature of up to 37 degrees is a normal body temperature for children. A fever is
present once a child’s temperature reaches and remains at 38+ degrees. A higher temperature
is the body’s way of dealing with an infection and administering medication to lower a child’s
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temperature isn’t always advised (Childcare and Children’s Health. An information sheet for
parents. Vol 11 No 2 June 2008)
If a child has a temperature between 38 and 38.5 degrees, generally looks well and is alert,
drinking well and urinating normally, still interested in playing and has good (and even) skin
colour (Childcare and Children’s Health. An information sheet for parents. Vol 11 No 2 June
2008), they may be able to remain at the centre. However, if a child has a temperature of
between 38 and 38.5 degrees and displays any of the following characteristics, their family
should be contacted to collect their child;
o Unsettled behaviour, elevated level of crying requiring one to one attention from staff,
o Refusal to eat or drink,
o Unusual amount of sleeping, heightened levels of drowsiness,
o Any other symptoms of illness such as vomiting, diarrhoea, blotchy skin etc.
To assist children to feel comfortable, offer more fluids, dress child in loose clothing and do not
overheat. Sponging a child with cool water or placing them in front of a fan to cool them may
make them more uncomfortable and is not advised (Childcare and Children’s Health. An
information sheet for parents. Vol 11 No 2 June 2008).
If a child has a temperature of 38.5 degrees their family must be contacted to collect them.
Staff may (if their Centre policies and procedures allow) administer one dose of Panadol once a
child’s temperature has reached 38.5 degrees with verbal permission from their family and
staff should complete a medication form that must the completed by the family member who
picks the child up. Children who have been sent home with excessively high temperatures
should be excluded from the centre until the child has had no episodes within a 24 hour
period, or for at least 24 hours.
Children under the age of 3 months who present with a fever (38 degrees) must be seen
urgently by a doctor (Childcare and Children’s Health. An information sheet for parents. Vol 11
No 2 June 2008), therefore staff will immediately contact the family to collect their child.
Vomiting/ Diarrhoea
 It is difficult to determine the reason why children develop vomiting and/ or diarrhoea as there
are a multitude of possible causes. However, the priority of staff at Child Care Centres is to
protect all children and to prevent the spread of infection. As Early Childhood Educators are
not medical practitioners they are unable to diagnose a child, therefore there is a need to set
guidelines to follow in situations where a child suffers from this illness at a centre.
o If a child vomits once or has one episode of diarrhoea, staff should monitor them and
provide a courtesy call to inform the family of the situation,
o If a child vomits and has diarrhoea, their family should be contacted to collect them,
 Children who have been sent home suffering from either vomiting or diarrhoea should be
excluded from the centre until the child has had no episodes within a 24 hour period. Every
child who has been sent home from child care should have a Doctor’s Clearance to return to
the centre.
 If a child has vomiting or diarrhoea in their home environment, staff should encourage families
to keep them home until there has been no episode of either vomiting or diarrhoea within a 24
hour period.
Infectious Illnesses
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If a child at the centre presents with an illness staff believe to be contagious, staff should refer
to guidelines within Staying Healthy In Childcare and make the decision based on information
within this to either contact the family to collect their child or monitor the child further.
If, after a doctor assesses the child and determines them to be fit to return to child care, a
doctor’s certificate should be obtained and provided to the centre.
If a doctor diagnoses the child with a contagious illness, the Recommended Minimum Exclusion
Periods For Infectious Conditions For Schools, Pre-Schools And Child Care Centres must be
followed. To ensure a child has sufficiently recovered from their illness, a doctor’s certificate
stating the child is now fit for child care should be presented on return to the centre.
Identifying and responding promptly and appropriately to signs and symptoms of illness in
children is very important in maintaining the wellbeing of each child and in reducing the impact of
any illness transmission, accident or emergency. Every child who has been sent home from the
centre due to a suspected illness should be required to present a doctors clearance to be able to
return to the centre. Every child should be excluded from the centre for 24 hours after they
commence medication to ensure the child has begun to recover from their illness and are not
having side effects. Please remember when responding to signs and symptoms of illness it is very
important to refer to your centres policies and procedures.
There are two types of infections – local and general infection.
Local infection occurs at a specific site on the body eg in or around the eye, as in the case of
conjunctivitis, or an infected wound on the foot. Redness, swelling, discharge, pus, inflammation
and pain are all signs of a local infection.
General infection occurs when the entire immune system is activated. High temperature,
tiredness and lethargy, reduced appetite, aches and pains or generally feeling unwell are signs and
symptoms of general infections
Common signs and symptoms displayed by children inflicted with illness include:
 Mucous discharge from nose (thick, green, yellow, brown or bloody),
 Flushed skin, especially the face
 High temperature
 Severe, persistent coughing
 Noisy or difficulty in breathing
 Weepy eyes
 Rashes
 Frequent scratching
 Diarrhoea
 Vomiting
 Stomach ache
 Sore throat
 Loss of appetite
 Headache
 Stiffness
 Convulsions or fits
 Changes in behaviour
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If a child is displaying signs and symptoms of illness it is important to respond promptly and
appropriately to maintain the wellbeing of the child and prevent any transmission of illness.
Early Childhood Educators must be able to report signs of potential illness. If there is any
indication that a child may be ill, the centre Supervisor and/or Service Management must be
informed without delay. In the case of illness, the parent, guardian or carer, as nominated as the
responsible contact person on the child’s enrolment information, must also be informed.
Children’s contact details must always be kept up to date.
Never try to diagnose the ailment, remember, you are not a qualified Medial Practitioner. Report
accurately the signs of illness, temperature, colour, energy level, behaviour, bowel movement,
pain, discomfort, distress, nausea, etc.
Any incident of illness must be recorded in the register, in accordance with current
regulations/licensing requirements and the Childcare Service’s operational policy and procedure
for illnesses.
It is important for Early Childhood Educators to seek medical assistance as necessary according to
policies and procedures. The process steps to follow in the event of accessing medical assistance
should be described in a Child Care Centres, Policy and Procedures manual. As well as describing
the role and responsibilities of staff members, it should list the appropriate contact telephone
numbers for Doctors, ambulance, police, etc.
Medical procedures should only be performed by those qualified to do so.
Early Childhood Educators may take a child’s temperature with a clean, sterile thermometer.
Using a thermometer, correctly, can give an accurate reading to report to a doctor and the parent/
guardian in regards to the child’s condition. It is a good measure as fever is often a sign of
infection or illness. It is important to keep in mind that a child may become dehydrated if they
present with fever.
A child may have a fever if their temperature is:
 Higher than 37.8C orally, or
 Higher than 37.2C under the arm
Early Childhood Educators must be able to inform child's parents as soon as possible. Ideally no
child will be brought to the Child Care Centre when unwell. However, the reality is that children
are presented for care when unwell and others unfortunately get sick throughout the care session.
Until the parent, guardian, carer or responsible person has collected the sick child, the child is the
responsibility of the Child Care Centre. Delaying contacting the parent/guardian increases the time
before they can pick up the child therefore increasing the chance of transmission to other
children.
A sick child should be separated from the rest of the group to prevent the infection spreading.
Each Child Care Centre has its own way of deciding when and how much separation should be
practised. It is important that this child is not made to be felt as though they are alienated, they
must be treated with care and empathy
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When a child presents with an illness they must be separated from the group and put to rest
quietly in an area where they can be easily observed and cared for. The child must be made feel as
comfortable as possible and the parents/guardian need to be contacted straight away. The time
that a child presents with illness is important when making decisions on whether or not the child
can remain at the centre. If the child arrives at the centre unwell, it should be requested that the
parents/guardians take the child home. If the child becomes ill after lunch it may be better for the
child and parents/guardian that the child is comforted and cared for in an area in the centre that
doesn’t pose a risk of contamination to others.
Early Childhood Educators are required to identify, manage and monitor food allergies and
medical food conditions such as coeliac disease and diabetes. Food allergy is an immune response,
while food intolerance is a chemical reaction. Symptoms of food allergy include wheezing,
stomach upsets and skin rashes. Symptoms of food intolerance are similar to food allergy, but can
be associated with conditions including asthma, chronic fatigue syndrome and irritable bowel
syndrome (IBS). Some food allergens include nuts, shellfish, milk, egg and soy products.
Most reactions to food are caused by an allergy or intolerance or high sensitivity to food. Food
allergies are an immune response, however anaphylaxis or anaphylactic shock is an extreme
allergic reaction which can be life threatening. Food intolerances are a chemical reaction which is
usually related to the amount of the food consumed. Food intolerances may not occur until a
certain amount (threshold level) of the food is eaten, however the amount of food required to be
consumed for a reaction to occur varies depending on each person. It can be difficult to tell the
difference between the symptoms of food allergies and the symptoms of food intolerances.
Usually, food allergy symptoms develop very soon after consuming the food. Food intolerance
symptoms can have an immediate effect, however they can also take anywhere from 12 to 24
hours to develop. Symptoms of food allergies and food intolerances can also be caused by other
conditions; therefore it is very important to see your doctor for a medical diagnosis.
Symptoms of food allergies which can be life threatening include:
 Itching, burning and swelling around the mouth
 Runny nose
 Skin rash (eczema)
 Hives (urticaria – skin becomes red and raised)
 Diarrhoea, abdominal cramps
 Breathing difficulties, including wheezing and asthma
 Vomiting, nausea
Various parts of the body can be affected by an allergic reaction to food which include:
 Eyes – itching, watering
 Nose – stuffiness, sneezing
 Mouth – itching, swelling
 Throat – swelling
 Digestive system – stomach pains, vomiting, diarrhoea
 Skin – rashes, such as hives (urticaria) or atopic dermatitis
 Lungs – asthma, more common in children than adults
 Central nervous system – headache, irritability, fatigue, convulsions
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Common causes of food allergies include:
 Eggs
 Peanuts
 Milk
 Other nuts
 Sesame
 Gluten
 Fish
 Grains, such as rye, wheat, oats
 Soy
 Molluscs, such as oysters, mussels, clam, squid and octopus
 Crustaceans, such as lobster, prawn, crab, shrimp
 Fruit, berries, tomato, cucumber, white potato or mustard
 Food additives like benzoates, salicylates, MSG and sulphite derivatives
Symptoms of food intolerances can include:
 Nervousness, tremor
 Sweating
 Palpitations
 Rapid breathing
 Headache, migraine
 Diarrhoea
 Burning sensations on the skin
 Tightness across the face and chest
 Breathing problems - asthma-like symptoms
 Allergy-like reactions.
Common causes of food intolerances include:
 Dairy products, including milk, cheese and yoghurt
 Chocolate
 Eggs, particularly egg white
 Flavour enhancers such as MSG (monosodium glutamate)
 Food additives
 Strawberries, citrus fruits and tomatoes
 Wine, particularly red wine
 Histamine and other amines in some foods
Anaphylaxis, or anaphylactic shock, is a severe allergic reaction that needs urgent medical
attention. Peanuts, other nuts, insect stings and some medicines are the most common allergens
that cause anaphylaxis. Depending of the severity of anaphylaxis the child/ person can have
potentially life-threatening symptoms which can occur within minutes of exposure to the allergen
include:
 Difficult or noisy breathing
 Swelling of the tongue
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Swelling or tightness in the throat
Difficulty talking or a hoarse voice
Wheeze or persistent cough
Loss of consciousness or collapse
Becoming pale and floppy (in young children)
Several factors can influence the severity of anaphylaxis, including exercise, heat, alcohol, the
amount
of
food
eaten,
and
how
food
is
prepared
and
consumed.
To prevent severe injury or death, a person with anaphylaxis requires an injection of adrenalin.
Injections of adrenaline, which can be given by the person themselves or their family or carer, are
available on prescription or directly from a pharmacy.
PROVIDE A SAFE ENVIRONMENT
Providing a safe environment involves:
 Implementing sun protection procedures
 Ensuring tools, equipment, toys and games are appropriate to the age of the child
 Selecting, checking and maintaining equipment to ensure safety
 Setting up the environment to ensure safety
 Checking area for hazards and implement risk reduction strategies
 Ensuring fire exits are kept unobstructed
 Ensuring disposal of waste materials occurs in a safe and hygienic way
 Ensuring cleaning materials are stored safely
 Implementing infection control procedures where required
 Ensuring adequate food and drinks are served appropriate to age and developmental
status
Regulations are in place to protect the safety, health, education and welfare of children in child
care settings. The regulations state:
 Children must always be supervised by competent/qualified adults, both indoors and
outdoors,
 Buildings, equipment and toys must be maintained, free from hazards
 Heating appliances, electrical cords, toxic products and medications must be safe and securely
located away and out of reach of children,
 All licensed Services must have an emergency evacuation plan for the safe evacuation of
children in the event of a serious disaster, such as fire, flood, hostage situation, gas leak, toxic
chemical spill, explosion, vehicle collision or civil unrest. The plan must also include a point
within our Service at which all staff and children assemble, in response to a threat of disaster.
Early Childhood Educators need to implement sun protection procedures. Australia has one of the
highest rates of skin cancer in the world and skin cancer is the most common cancer diagnosed
each year in Australia, with two in three Australians being diagnosed by the age of 70 (SunSmart
Australia 2011). Yet skin cancer is almost completely preventable through the implementation of
some very simple strategies. Sun exposure in the first 15 years of life has an enormous impact on a
person developing skin cancer later in their life (SunSmart childcare: a guide for service providers
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2008). Therefore exploring sun protection and educating young children regarding sun protection
procedures is vitally important in Child Care Centres as they provide care and education for a vast
amount of young children each day.
The more that is known about how to prevent skin cancer, the more lives that can be saved
through the implementation of simple, yet effective preventative measures. There are five key
ways to protect yourself and children from developing skin cancer (SunSmart childcare: a guide for
service providers 2008, pp. 8):
 Minimise time spent outdoors during Peak UV periods
 When the UV index is 3 or above, skin damage can occur so sun protection is required. For
most of NSW, UV levels are 3 or above throughout the year apart from June and July
o From October to March, minimise outdoor activity between 11am and 3pm. Sun protection
is required at all times when outside
o From April to September, outdoor activity can take place at any time during the day. Sun
protection is required between 10am and 2pm (EST) except in June and July when the UV
index is mostly below 3
 (* Note: The UV Index can be looked up online by visiting the Bureau of Meteorology
http://www.bom.gov.au/australia/uv/index.shtml)
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Use shade for outdoor play
Staying in the shade is one of the most effective ways to reduce exposure to the sun because it
blocks or filters UV rays
Wear SunSmart hats
o SunSmart hats for children are:
o Broad- brimmed hats with a brim size of at least 6cm
o Bucket- style hats with a brim size of at least 5 cm with a deep crown
o Legionnaire hats
Wear SunSmart clothing
o Recommended clothing for both children are:
o Loose- fitting shirts or dresses, with collars and sleeves (no midriff or singlet tops)
o Trousers or longer- style skirts and shorts
Apply SPF30+ broad- spectrum sunscreen
Sunscreen protects exposed skin that can’t be covered with clothing. Liberally apply sunscreen
20 minutes before going outside and reapply every 2 hours. Use sunscreen that:
o Has a sun protection factor (SPF) of 30+. The SPF tells you the level of protection. SPF 30+ is
the highest SPF available in Australia
o Is broad spectrum and water resistent. Broad- spectrum sunscreen blocks out UVA and
UVB rays, both of which contribute to sunburn, skin aging and skin cancer
Exposure to UV radiation causes damage to your skin and may cause skin cancer later in life. UV
Alerts are a fantastic way to learn more about UV levels and assist in planning outdoor experiences
both within a Child Care Centre and in your home environment.
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The Bureau of Meteorology issues the SunSmart UV Alert when the UV Index is forecast to reach 3
or above. The SunSmart UV Alert is reported in most newspapers and some television and radio
weather
forecasts
across
Australia.
The
Bureau
of
Meterology
website
(www.bom.gov.au/weather/UV) also forcasts the highest UV level for the following day (SunSmart
childcare: a guide for service providers 2008, pp. 7).
Ensure tools, equipment, toys and games are appropriate to the age of the child
When selecting equipment, look for smooth, rounded edges. Wooden toys must be of splinterfree timber and rounded bracing bars. Folding items which can be dangerous if they collapse and
fingers can become jammed in the folding mechanism. Make sure that any toy or equipment is
strong and stable.
Make sure that when selecting toys and equip0ment that it is appropriate to the age and size of
the child. Be careful of smaller items that babies and toddlers could swallow as well as items
produced for younger children that older kids may damage or destroy out of boredom
Use of playpens can be good for a number of reasons. Play pens must be of a good standard, they
must be strong and not easily tipped over, they must not have and hinges or folding parts that a
child can catch their fingers or clothing in, the space between the bar must also be 50mm
minimum and 85mm maximum, to avoid the child’s head or limbs being caught between the bars.
Early Childhood Educators should always read the recommended age specified on the package
Toys should be regularly checked for loose nuts, bolts, and rough edges, broken plastic and
splintered wood.
Provide ventilation holes in toy boxes. Children like to hide and may become trapped in a toy box.
Slow moving hinges on a toy box may help prevent little fingers from being jammed.
Children naturally interact with their environment in an exploratory way. As a result, the potential
for injury often arises, particularly when children are using new equipment or developing new
skills.
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A safe environment includes the equipment used, the surfaces of play and the maintenance of
both.
Passive play areas such as digging, patches and sandpits are much safer than dynamic play
equipment like swings. The more dynamic the activity, the more chance of injury. It is important
that children have the opportunity for active play so it is essential that they are closely monitored
and equipment is regularly checked and maintained. Look closely not only for faults and
breakages in equipment but anything that can cause lacerations or can catch on clothing.
Handrails need to be fitted around steps and guardrails fitted around any platforms. To avoid high
ladders that children can fall off slides can be set into a slope or built against an existing structure.
Rubber equipment such as swing seats is safer than wood or metal. Children should always be
taught to use all equipment safely and to be aware of other children and their surrounds.
Playground related injuries are closely linked to inadequate under-surfacing. Soft fall undersurfacing is required under play equipment with fall heights of more than 50cm. shredded rubber,
washed river sand and synthetic materials such as wet-pour rubber and high-density foam are the
better options. Loose fill must be frequently raked in order to remove rubbish and foreign objects.
It should also be carefully checked for sharps, broken glass and animal droppings, where the area
may be prone to this sort of abuse or contamination. It must also expand at least 2.5 metres
bordering the play equipment.
An Early Childhood Educator needs to check areas for hazards and implement risk reduction
strategies. Falls are the most common single cause of injury in every age group. Precautions need
to be taken to prevent or minimise falls. Keep in mind the height of the apparatus, the surface the
child will fall on and also the activity the children are involved in.
Be aware of furniture, its placement, corners and material it is made out of. Sharp edges should
be masked with covers or padding, toughened or laminated safety glass should be used rather
than glass and make sure that all glass panels are visible with stickers. Children should also be
discouraged from swinging on or jumping on furniture.
Maintaining clear exit ways for evacuation is a risk management strategy. It does not lessen the
likelihood of a fire breaking out, but it does minimise the risk to children and staff in the event of a
fire. Other systems such as sprinklers, fireproof doors, smoke detectors and extinguishers are put
in place to minimise the threat of fire to our Service itself.
As Early Childhood Educators, our primary responsibility is for the safety and welfare of the
children in our care, our attention to fire access is a priority. It is usually a local government
requirement that our service maintain equipment and that these equipment are checked by the
relevant authority and documented for the following:
 Fire alarm
 Sprinkler system
 Fire extinguishers
 Flame/smoke detectors, and/or
 Fire blankets
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Waste disposal in a safe and hygienic manner needs to be in accordance with the children’s
services Acts and regulations
Basically rules to follow are
 Store and dispose of all waste safely and hygienically,
 Whenever possible, isolate waste and store it in sealed containers or tightly tied, durable
garbage bags,
 Ensure that waste is removed as soon as practicable and stored no longer than is necessary,
 Ensure that children, staff, parents and visitors cannot come into contact with stored wastes,
 Understand and observe our Service’s procedural guidelines and the waste collection
contractor’s requirements for sharp objects, like wrapping broken glass and it’s process for
disposal for bio hazardous substances such as disposable nappies, soiled paper or cloth wipes,
nasal tissues, blood, mucous or pus stained disposables, hypodermic needles etc.
SUPERVISE THE SAFETY OF CHILDREN
Supervising the safety of children involves:
 Supervising children in accordance with legal requirements and regulations
 Explaining rules for safe play to children and implement them
 Maintaining direct contact with individuals/group
 Identify potential injury hazards and risks and take action to minimise/reduce risk
 Explain hazards and potential hazards in the environment to children
 Discuss emergencies and practise evacuation procedures with children
 Use supervision as an opportunity to interact with children
 Record and report accidents and incidents in accordance with organisation guidelines
 Ensure age-appropriate provisions are made for children to be seated and supervised at
meal and snack times
Supervision is one of the most important caregiving strategies and skills required by staff to
develop and master. Active supervision is a combination of listening to and watching children play,
being aware of the environment and its potential risks, the weather conditions, the time of day,
managing small and large groups of children, and an understanding of child development.
Supervision along with risk management strategies, can prevent or reduce the severity of an
injury, as children often challenge their own developmental abilities however they are unable to
recognise the potential risks involved. As Early Childhood Educators, we need to be vigilant and
actively supervise children at all times to identify risks and therefore minimise injury. Early
Childhood Educators need to be particularly diligent in supervising areas that pose a higher risk to
children such as fixed playground equipment. Effective supervision will reduce children’s injuries
and allow us to meaningfully interact with and respond to the children in our care.
Supervise children in accordance with legal requirements and regulations. Within the legislated
guidelines, staff must recognise the fine balance between child safety and the risks children take
to create and meet new challenges in their physical world. Staff should have the skills to assess
risk potential, based on their knowledge of each child. Sometimes staff will need to actively
intervene to prevent harm. Staff also must foster each child’s developing independence and
competence by supporting the child in some activities that involve risk taking.
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Positioning staff for effective supervision should take account of the:
 Number of children
 Number of staff
 Experience, knowledge and skill of each staff member
 Observations of each child
 Current activity of each child. For example, running, climbing, eating, drinking
 Characteristics of each child and each group of children
 Spaces available. For example indoors, outdoors and during excursions
 Characteristics for the setting. Including potential hazards, visibility and accessibility
 Accident and emergency procedures
 Children’s arrival and departure times
In order to help children’s self-awareness rules for safe play must be explained in a way that they
can understand the consequences of different actions. If children understand them as being
necessary for the good of everyone, including themselves, it should in turn be easier to remind
them of appropriate behaviours. Rather than telling a child what to do, it usually works better if
they are given the chance to consider the question about certain behaviours and rules. Eg ‘What
would it be like if everyone did that?’ A child generally should be able to recognise the outcomes
of engaging in unsafe practices if questioned about it. Another factor that usually works is letting
children know that their participation in active play relies on them keeping to the rules and that if
they don’t there will be consequences. Children may also need guidance on how to interact with
each other in certain situations using equipment together or in certain activities.
No child or group of children can be unsupervised (i.e. out of direct contact with staff). No matter
how short a time an Early Childhood Educator may feel that they may be out of the room, or how
exciting and hazard free the activity they left them with is, children are unpredictable and have
short attention spans and you can never guarantee they will be as they were when you left.
Whatever strategies are used to maintain supervision of children, they must be in full view, able to
be heard easily and close enough for effective physical intervention, when and where needed.
It is unrealistic that a childcare environment could ever be risk free. Not only is it impractical but
also a hindrance to child development, physically, mentally and emotionally. Where risks and
hazards cannot be completely eliminated, they must be minimised. Minimising hazards can be
done by using the hierarchy of control. Where a hazard cannot be eliminated it must be either
isolated, substituted, engineered, administration actions or PPE used. Any number of controls
may be used, and a thorough analysis needs to be undertaken to identify the best control/s for the
hazard. Examples of different controls using the hierarchy may be:
 Isolation – putting a lock on the cupboard where cleaning chemicals are kept
 Substitution – putting in a rubber swing set instead of a metal one
 Engineering – Putting rubber corners on the edges of hard, square tables
 Administration – putting in a procedure that has to be followed at all times for the amount of
carers per children in the Child Care Centres.
 PPE – children must wear hats and sunscreen when playing outside
When assessing the risk of a hazard to a child the following things must be kept in mind.
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1. Potential scenarios where emergencies or accidents could occur must be identified. Think
about these scenarios from a child’s level. What could bump into an adult’s knee harmlessly
could badly injure a toddler’s eye, babies are at increased risk of choking when they are
learning to eat solid foods. Children attempting new activities are at greater risk as they are
attempting activities at a higher development stage to their previous activity level, eg walking,
balancing, and climbing.
2. After differing scenarios are identified, the consequence of that scenario must be identified
and the likelihood of the consequence occurring must be analysed.
3. Once the control measures are put into place they must be assessed to see if they work, if they
have created additional hazards or if there might be a better control to be used.
Early Childhood Educators, should always demonstrate to children that they can take increasing
responsibility for their own wellbeing and enjoyment. It is important that Early Childhood
Educators play a positive role in the development of children’s awareness of and ability to avoid
dangerous situations and hazardous activities.
As children have a limited ability to read hazards may be pointed out to them both verbally and
visually, through signs and symbols. We need to make sure that children are shown signs and
develop their ability to recognise the specific dangers associated with various hazard warning
signs.
It is essential that children are aware of what to do in case of an emergency. In a childcare
situation it is essential that the practice of emergency drills is done regularly to make the
procedure automatic and to identify any shortcomings.
You can think of ways to get children engaged with the process to increase their learning in the
situation. It must be remembered that young children love to use their imagination so it could be
a good idea to use this to the benefit of the mock emergency drills.
Supervision of children is a 360 degree vigilant practice. It involves much more than just watching.
Participating in children’s games and activities, talking and listening to them and generally being
involved in their lives at the Child Care Centre, enables us to both supervise their safety and
wellbeing and to enhance their growth and development. An Early Childhood Educator must
always be exercising attention, alertness and awareness.
Children must always be seated for a number of reasons whilst eating. The dangers of a child
running around or being active whilst eating exist not only from a physical perspective but also a
nutrition and biomechanical perspective. Running whilst eating makes it much harder to separate
food and liquid, from the air that is needed to breathe. It can lead to small discomforts such as
burping, hiccupping, colic or flatulence to more serious situations such as blockage or choking,
which is potentially fatal. Not sitting down to eat encourages poorer communication, as sitting at
the table with family members or peers is a great opportunity to work on communication skills.
Being active whilst eating also makes people/children unaware of exactly how much they have
eaten and can lead to digestive problems as the body is sending blood to the muscles to contract
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whilst doing activity and is also sending blood to the stomach to digest. This creates a tug of war
and both systems; skeletal and digestive only work at half their efficiency.
Children should be encouraged to always eat in an upright, seated position and to thoroughly
chew their food.
Good table manners should be encouraged, and put enough food on the table to meet minimum
requirements of all children seated at the table, as well as the adults that may be there. Teach and
help children to learn how to serve themselves, and, in doing so, prevent waste and allow children
to decide how much they will eat. Use small, lightweight containers of a size that children can
easily handle. Strong plastic bowls, cups and plates should be used as well as short handled short
handled spoons that are easier to grasp and control for toddlers learning to eat by themselves.
Ideally, staff should sit at the table with the children and eat what they are eating. The adults can
also help children talk about the events of the day, eating behaviours and the food they are eating
– their colour, quantity, shape, texture, temperature, etc.
Conversations at the table help the children to develop their language and motor skills, as well as
make the mealtime more pleasant. Having children eat in this kind of setting allows them to learn
from the Early Childhood Educators and from other children. Staff sharing a meal with children
should not eat or drink anything the children are not allowed to have, it is important to remember
that children learn from those around them so what their carers eat, they will be inclined to eat.
Staff members are responsible for the type of food that is bought, how the food is prepared, when
the food is served and the environment in which the meal is served. Children should be
encouraged to take responsibility for what and how much they eat.
Children can help with setting the table, serving the food and cleaning the table. Setting up and
clearing the table can be created in to a game to make the task part of meal time fun. Mealtimes
should be happy times!!! Children should be encouraged to eat their adequate meal requirements
and good nutrition but they should never be forced to eat. We should allow young children to feed
themselves even if it gets a little messy, this is important to their development. Learning to feed
themselves with a spoon or drinking from a glass is not the same as allowing them to play with
their food, which should be discouraged.
Children should be given plenty of time to finish their meals; they should not be rushed to eat.
Some other mealtime ideas include:
 Avoid foam plates and cups, as children might bite off pieces of foam and choke on them,
 Dishes must be free from cracks and chips
 When a new food is introduced, serve it with familiar foods
 To help children become interested in trying new foods, serve dishes from different cultures
 For each meal, offers foods that have a variety of shapes, colours, flavours and textures,
 Cut servings, so that children who are yet to master using a knife at the table can chew and
swallow it
 Keep young children and anyone else who is not specifically ‘food safe’ out of the food
preparation area/kitchen
Furniture and eating utensils should be appropriate to the stage of development of the child, in
terms of design, size and shape.
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Infants, who are able to sit up, need a highchair or feeding chair. Toddlers also may still need to sit
in a highchair or feeding chair. Never leave a child in a highchair unattended.
Older children feel most comfortable at small tables and chairs. A table used for eating should be
between waist and mid-chest level of the child and the chairs should allow the feet to rest on the
floor or a firm surface.
TRAVEL SAFELY WITH CHILDREN
In order to travel with children safely you must:
 Implement procedures for safety on excursions
 Supervise children as closely as required for their ages, abilities, the contexts
 Monitor children's behaviour during travel and reinforce safe, appropriate behaviour
 Instruct/remind children to follow relevant legal requirements
 Identify risk situations and develop and implement strategies to minimise risk
 Observe potential hazards and develop strategies to increase safety
 Implement set procedures to ensure all children are accounted for
Research shows that young children do not have the skills and experience to be safe in or near
traffic, on their own. It is recommended that until children are nine years old, they should be
supervised by an adult at all times, in or near traffic. Riding a bicycle before this age on public
roads is not advised. Riding at any age on public roads without an approved helmet is illegal.
Riding anywhere without an approved helmet is risky, particularly with children.
During children’s early years, we need to teach them safe traffic behaviour and set a good
example, for instance, if we ride to work, wear a helmet and high visibility safety vest and ensure
that our bike is roadworthy.
Early Childhood Educators are responsible for teaching road awareness and pedestrian safety to
children. While Pedestrian deaths make up 20% of all road accidents, about 95% are caused by the
drivers. We should be committed to educating children about these potential dangers on the road.
We should provide awareness to children of the danger of being a pedestrian and educate them
how to remain safe. Prevention is our number one priority, and our programs should include
experiences that enable children to be more aware of these dangers, while having fun at the same
time.
We should be committed to the promotion of pedestrian safety for school aged children and
foster awareness of the dangers of being a pedestrian and giving direction to becoming and
remaining safe pedestrians.
STOP-LOOK-LISTEN and THINK should be promoted amongst children from a young age to ensure
that children will become safer pedestrians.
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STOP
LOOK
LISTEN
THINK
Most pedestrians are hit by vehicles, because the driver does not see them until it is too late.
When crossing a road, we should never assume a driver has seen us or the children just because
we have seen them. We should avoid crossing roads near the crest of a hill or bend, because it is
harder for drivers to see pedestrians in these places. Wear light-coloured clothing and especially if
we have to venture out after dark, wear reflector (eg a high visibility safety vest, wristband or
sash).
Whenever possible, we should cross at a pedestrian crossing, traffic signal or pedestrian refuge. If
these facilities are not available, we should choose a location where we have a clear view of the
approaching traffic and where drivers can see us. If we cannot cross the whole road with the
entire group in cone attempt, wait on the pedestrian refuge or median strip.
Crossings are there to protect pedestrians, but we still need to remain alert and check whether
vehicles are actually stopping for us. At traffic lights and pedestrian crossings, ensure that traffic
has actually stopped before allowing the children to step onto the road. School crossings are only
legally active when the red flags or signals are displayed. If a crossing attendant is on duty, cross
only when they indicate it is safe to do so. At railway level crossings, we should wait for the bells
and lights to stop and the boom barriers to be raised before crossing. Many accidents occur
because pedestrians cross immediately after a strain has passed, oblivious to the fact that a
second train is coming from the other direction.
Early Childhood Educators must implement procedures for safety on excursions.
Excursions are a dynamic and essential aspect of the educational program provided within Early
Childhood Services. They encourage children to openly discover and explore first hand new and
known environments. Yet due to the very nature of excursions in general, children’s exposure to
hazards are increased. Careful planning and a co-ordinated team is required to ensure that every
excursion is a safe and exciting encounter full of exploration, investigation, developing knowledge
and understanding of our diverse surroundings.
Excursions involve the children either leaving the centre or having an event on the premises.
These excursions or incursions are of an educational nature and are to expand children’s
knowledge and understanding of the community and the world around us. Excursions involve the
children leaving on a supervised visit to a local area or destination in the wider community and can
include both routine and non-routine excursions. Routine excursions can occur at least once
monthly within the local community where as non-routine excursions are one off visit for a
specified location (Hanson, Patterson & Farrell, 2006).
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Planning and executing excursions is an involved process which needs to be reflective of Education
and Care Services National Regulation (2011), current Road Safety Regulations, Sun Protection
Guidelines, Child Protection Policy and Procedures and the Health and Safety Policy.
All excursions need to maintain the wellbeing, health and safety of every child. This requires
adequate supervision and care.
Written parental permission for excursions must be obtained prior to the event. An excursion
permission note will usually include the following:
 Date of excursion,
 Activity and destination,
 Method of transport,
 Number of adults,
 How potential hazards will be managed.
Excursion policies and procedures must be written by the Child Care Centre. A list of all children
participating in the excursion must be develop and recorded, as well as details of emergency
contacts and any medical needs will also be recorded and taken on the excursion. Appropriate
monitoring and supervision for the age, ability and context of the children as well as for the
context of the excursion is vital for maintaining safety and meeting licensing requirements.
In preparing for any excursion, it is important that any potential risk situations are identified and
risk minimisation strategies are developed and implemented. Potential hazards in the
environment can include such things as:
 Water
 Roads and high traffic spots
 Crowding
 Poor visibility
 Distractions
 Poor or dangerous driving
Safety procedures should be implemented for the safety of children on excursions, such as:
 Talking to children about safe behaviour
 Raising road safety awareness
 Teaching children about hazards and how best to avoid them
 Putting posters with safety messages around the room and discussing their content
It must be ensured that there is the appropriate number of adults present on the excursion in
relation to the number of children who are participating, this is a legal requirement.
Children need to be supervised vigilantly whilst still allowing them some control and
independence. Children need to be allowed to make choices and be accountable for their actions
and choices. Effective supervision enables the child to think about their situation and make a
choice to change it, so that the risk is reduced or eliminated altogether. We can provide the
choices by pointing potentially “bad situations” and how they could make if a safe situation.
When the child reacts favourably to the ‘safe’ choice, we are able to reinforce the child’s choosing
the safer option.
The degrees of closeness involved in the supervision of children are dependent upon two factors:
 The stage of development of the child and,
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
The nature of the environment where the child is.
The younger the child the closer the supervision needs to be as the greater risk they are for
dangerous situations. Also, the degree of closeness depends on what sort of intervention may be
needed. The nature of the environment will entail the closeness needed whether it be from a
distance or contact with an adult like holding hands.
To monitor properly, a supervisor must be able to see the entire area and any foreseeable risks,
for example a supervisor should be in a position that they can see 360 degrees. This can include
looking above and below if that is appropriate to where the children are playing. A supervisor
should not only be watching but listening. What is heard sometimes gives a better indication of a
situation before what has occurred has been seen.
Early Childhood Educators should promote, encourage and positively reinforce strategies for safe
behaviour whilst travelling, rather than constantly correcting unsafe behaviour. The sandwich
technique is a great positive reinforcement tool. “Positive, Correction, Positive”. Give the child a
compliment for something that they are doing well, correct the undesirable behaviour and then
recognise and compliment the correct change they have made. If you recognise good behaviours
publicly, it reinforces it for the future and provides other children with a model to follow in the
hope that they will gain recognition as well. Specifically tell children what good examples of
behaviours you will be looking for.
When travelling with children, make sure that every child can be seen, therefore positioning of the
supervisor is extremely important. Make sure children are aware of extremely dangerous
behaviour that will not be tolerated. The dangerous behaviour will need to be stopped or the
transport will need to be stopped. It is important that everyone knows that STOP means stop and
it can never be ignored. Make sure children are aware of the consequences of unsafe behaviour.
Although the Early Childhood Educator is ultimately responsible for the children in their care,
children need to be able to understand that their behaviour is their own responsibility. Children
should be made aware of the rules they need to follow. Make sure they are practiced in these
rules. Simulating activities, drawing and writing out scenarios, watching DVD’s on road safety are
all ways that can be utilised to reinforce the safe behaviour message and to have children realise
there are rules they MUST follow.
Whenever traveling with children whether it be a small walk around the block or on a bus to a
beach etc an Early Childcare Educator should always identify potential hazards for the activity,
assess the risk and put in appropriate controls.
Some strategies to think about include:
 Make sure children area aware of driver behaviour and traffic conditions
 Highlight potential dangers and or dangerous situations
 Suggest ways in which the children can take precautions against the potential dangers
 Be a good role model
 Wear bright coloured clothing
 Talk about the extreme dangers that may exist in seemingly ‘safe’ settings
 Make the children realise they should never run behind cars
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Management and Early Childhood Educators can develop a culture of safety by staying up to date
and having an awareness of safety issues. Effective risk management methods, along with open,
supportive communication, will allow everyone to work together to minimise safety risks.
Childhood professionals should have regular training in child safety. Safety training may include:
 Risk management and accident prevention
 Emergency evacuation
 First Aid and cardio pulmonary resuscitation (CPR)
 Work Health Safety (WHS)
 Water safety
 Fire safety
Early Childhood Educators can provide child safety information and advice to family’s that is up to
date and recognised by health and safety authorities.
All areas of service operations that relate to safety should be checked for their potential risk to
children. All safety areas should be regularly reviewed and where necessary, action taken to
reduce potential injury or harm to children.
Managing a safety risk involves three basic steps:
1. Identify the hazard – anything that can cause injury, illness, damage or death.
2. Assess the risk – determine how dangerous the hazards are, by analysing the possible
consequences and the likelihood of them occurring because of the hazard
3. Control the risk – take action to reduce risk to an acceptable level, through using the hierarchy
of control. If you can’t eliminate the hazard then you look for ways you can minimise the risk
by using substitution, isolation, engineering, administration or PPE control measures.
Areas that the childcare service uses should be monitored and checked on a regular basis,
environments are constantly changing therefore increasing the chance of new hazards arising.
In order for Early Childhood Educators to supervise children effectively, the Children’s Service
Regulation (2004) has developed the following child to staff ratios:
 Under 2’s
=
1: 4
 Toddlers (24-36 months)
=
1: 8 (1: 5 January 2016)
 3-5 years
=
1: 10
As mentioned earlier, child to staff ratios will increase when we take children on excursions.
Rations presented in the box represent recent or planned changes.
ADMINISTER MEDICATION WITHIN GUIDELINES
Administering medication within guidelines involves:
 Administering medication according to organisation policies and legislative requirements
 Storing medication according to requirements
 Checking medication for name, instructions and use by date
 Documenting all medication administration in accordance with requirements
Administering medication is an important component of assisting a child to recover fully from an
illness or as a part of maintaining the wellbeing of children with additional health considerations.
Yet providing a safe health environment in Child Care Centres requires systems to ensure all
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medication is given safely, appropriately and in accordance with the recommendations from your
child’s medical practitioner.

Prescribed medication must be in its original box with the child’s name and dosage clearly
written on it.
Early Childhood Educator must administer medication according to organisation policies and
legislative requirements. Medication must only be administered to children if their family has
completed and signed a Medication Form and given it to a staff member to check and sign. The
completed and signed medication form must be kept at the Centre.
Medication must be stored in accordance with the storage details outlined on the original
medication packaging. When children need to take medications while in care, it is required that
the parent/guardian hands the medication to the person designated to administer the medication.
All medications must always be kept out of reach of children. Medication must be kept in a locked
cupboard, preferably up high, in an area not frequented by children regularly. Medication that
needs to be kept cool should be stored in a locked, childproof cabinet in the refrigerator.
Check medication for name, instructions and use by date.
Before administering medication Early Childhood Educators must check the following:
 Medication form- must be completed and signed by the child’s parent of person named on the
child’s enrolment form
 Medication must be in its original packaging
 Medication must have label with the child’s name on it
 The expiry date- medication cannot be administered if it has passed its expiry date
 Medication instructions
 The medication label reflects the dosage outlined on the medication form
Early Childhood Educators that must administer medication to children are required by regulation
to accurately document each occurrence/use. Ideally, the format of the medication record should
follow the intent of the regulations. See example of a medication form below.
MEDICATION FORM
Name of Child: Polly Pocket
Date: 22/09/2012
Name of Medication: Children’s Panadol
Dosage: 1.5mls
Reason for Medication: Temperature of 39 C
Possible side effects: Drowsiness
Time/s to be taken: First dose at 3:30pm
Prescribing Doctor: Dr Tom
Doctor’s phone number: (02) 1234-5678
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Parent Signature: Phoebe
Parent Name: Phoebe Pocket
Pocket
DATE
TIME
DOSAG
E
NAME
OF SIGNATUR
PERSON
E
ADMINISTERIN
G MEDICINE
WITNES
S NAME
WITNESS
SIGNATUR
E
22/09/1
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Emma Balls
Mia Molly
MANAGE AND RESPOND TO ALLERGY/ANAPHYLAXIS
In order to manage and respond to allergy/ anaphylaxis you must be able to:
 Identify and recognise signs, symptoms and key characteristics of allergy/anaphylaxis
 Apply organisation risk management strategies for children with allergy/ anaphylaxis
 Administer medication for anaphylaxis according to organisation policies and legislative
requirements
Anaphylaxis is a severe allergic reaction and may be potentially life threatening. It must be treated
as a medical emergency and requires immediate treatment and medical attention. Anaphylaxis
allergic reaction often involves more than one bodily system, such as the skin, or the respiratory,
gastro-intestinal or cardiovascular system.
A severe allergic reaction/anaphylactic attack will usually occur within twenty minutes of exposure
to the allergic stimulus, also known as the trigger.
ANAPHYLAXIS TRIGGERS
Foods
Insect bites/stings
Medicinal compounds
Common food triggers are milk, eggs, peanuts, tree nuts,
sesame, fish, crustaceans (shell fish) and soy, although any food
can trigger anaphylaxis. Even the tiniest traces of the trigger or
its smell can cause an attack in someone who is anaphylactic.
Stings from bees and wasps and bites from jumper ants are the
most common causes of anaphylaxis due to envenomation.
However bites from ticks and fire ants may also cause
anaphylaxis in people who are susceptible.
Any form of medication whether it be chemical or natural,
prescribed or over the counter can cause anaphylaxis. Some
people can react to antibiotics, such as penicillin.
Allergies can become life threatening very rapidly and therefore must be responded to effectively,
efficiently and quickly.
Considering allergy/anaphylaxis can be common amongst children it is important that workers in
Child care area aware of first aid procedures needed to deal with such situations. Specialist
courses include
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Course in Anaphylaxis Management (30728QLD), or
Course in First Aid Management of Anaphylaxis (21659VIC), or
Initially, the symptoms of an allergic reaction may appear mild or moderate, but can worsen
rapidly. Signs and symptoms to be aware of
The common symptoms of a mild to moderate allergic reaction include:
 Tingling feeling in and/or around the mouth
 Hives, rashes, welts or redness of the skin
 Swelling of the face, lips and/or eyes
 Nausea, vomiting and/or abdominal pain
The key characteristics of the severe form of allergic reaction, anaphylaxis includes:
 Difficulty and/or noisy breathing
 Difficulty talking or hoarseness of the voice
 Loss of consciousness and/or collapse
 Loss of healthy skin colour
 Loss of muscular control
 Swelling of the tongue
 Swelling or tightness in the throat
 Wheeze or persistent cough
If a child has been diagnosed with an allergy it is essential that the parent/guardian makes the
childcare service aware of every detail needed in regards to that allergy. If a childcare service
suspects that a child may have an allergy they must insist they see a GP and the outcome assessed.
Knowing about a child’s allergy needs helps determine the Service’s Organisational Risk
Management Strategies for a child with an allergy.
The prescribed emergency medication must be readily accessible for a child in case of a reaction.
The centre must have an Anaphylaxis Medical Management Action Plan for their Child Care
Centre, signed by the child’s Doctor. The endorsed Anaphylaxis Medical Management Action Plan
should include, in detail, what the Centre should do, at an organisational level, to manage any
known risk to children.
Avoiding triggers is the first step in prevention. Accidental exposure unfortunately is a reality, so it
is also important to be able to recognise symptoms of an anaphylactic attack and be prepared to
administer adrenaline according to the individual child’s Anaphylaxis Medical Management Action
Plan. Adrenaline (epinephrine) is the common treatment for anaphylaxis.
According to research on the occurrence of anaphylaxis, fatalities occur more often away from
home and are associated with either not using adrenaline or delaying the use of it. In Australia,
adrenaline can be purchased with support from the Australian Government’s Pharmaceutical
Benefits Scheme (PBS) in the form of an auto-injector known as the EpiPen®. The EpiPen® autoinjector is an intra-muscular injection of adrenaline for the emergency treatment of anaphylactic
reactions. It is sold in two dosages, EpiPen® or EpiPen® Junior. Anyone who may have to
administer an EpiPen® should make sure they are trained and knowledgeable in its use.
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The treatment for anaphylaxis is relatively straight forward and legislation requires that at least
one staff member in a Child Care Centre, at any given time, is trained and competent in the use of
the EpiPen®.
In case where a centre may need to manage the incidence of a case of undiagnosed, suspected
anaphylaxis, the following steps may be followed:
 Seek immediate emergency medical assistance (i.e. call 000 for an Ambulance)
 Seek and note the advice of the 000 operator as to what should be done for the victim, until
the ambulance arrives
 Checking the victim’s vital signs and if there is no pulse, no breathing or loss of consciousness,
providing basic emergency life support including CPR where necessary
Depending on the details in the Anaphylaxis Medical Management Action Plan, the child may need
to have the EpiPen® administered either:
 Immediately after exposure to the trigger, or
 At the onset of any symptoms
If there is no pulse, no breathing or loss of consciousness, provide basic emergency life support
including CPR where necessary.
Emergency medical help should be arranged regardless of whether the Epipen® relieves symptoms
or the symptoms resolve. The victim should be kept in medical care under continuous observation
for four to six hours after all abnormal symptoms and signs have been resolved.
When an EpiPen® is prescribed for a child an Anaphylaxis Medical Management Action Plan needs
to be prepared by the Doctor specifically for that child, which includes instructions on how to use
the EpiPen® and a description of:
 The circumstances of the anaphylactic reaction,
 The trigger(s), if known,
 The symptoms that occurred in the past (i.e. first) event,
 The treatment administered including the use of the EpiPen®, and,
 Any other important information, such as discussing any subsequent anaphylactic episodes
with the Doctor, so that a clearer picture of the nature of the condition can be gained.
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UNIT 4
CHCCN302A
Provide care for children
 Provide physical care
 Create opportunities for children to develop their
understanding of physical care
 Establish and environment that encourages children to
complete tasks themselves
 Respond to the emotional needs of children
 Settle new arrivals
This unit describes the knowledge and skills required by those working with children to ensure the
child's physical and emotional well-being is maintained and their self-sufficiency is nurtured
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CHCCN302A PROVIDE CARE FOR CHILDREN
PROVIDE PHYSICAL CARE
Providing physical care involves:
 Organising opportunities and type of rest according to child's needs and context
 Creating an environment conducive to rest
 Providing quiet area for children to access as needed
 Assisting children with hygiene according to child's needs
 Dealing with toileting accidents in a manner that protects the child's self-esteem and
privacy
 Providing appropriate food and drink to children in a hygienic manner and supervise
children in eating and drinking
 Dressing children according to their needs and prevailing whether conditions and
acknowledge their clothing preferences whenever possible
 Ensuring children's nutritional needs are addressed by food provided meeting children's
nutrition requirements
The United Nation Convention on The Rights of The Child states that all children have the right to
an education which lays the foundation for the rest of the child’s life and maximises the child’s
ability to respects their family, cultural and other identities and languages. The convention also
recognises children’s right to play and the right to be active participants in all matters affecting the
child’s life.
Early Childhood Educators are responsible for providing young children with opportunities to
maximise their potential and develop foundation for future success in learning. Studies have
shown that the early childhood period has been identified as an important period in children’s
learning and development. Studies have also demonstrated the important role of play based
learning, communication and language (including early literacy and numeracy) social and
emotional development of children.
From birth children are connected to family, community, culture and place. Their earliest
development and learning takes place through these relationships. As children participate in
everyday life, they in turn develop interests and construct their own identities and understanding
of the world. It is the role of Early Childhood Educators to provide an environment which is safe
for children to thrive, grow, learn, and develop.
Daily routines are one of the most important and effective ways to build a child’s trust. Routines
should be reflective of each age group and stage of development of the group.
It’s important that Early Childhood Educators follow routines accordingly, while offering
appropriate flexibility.
The following is an example of a daily routine for a preschool (3-5years) which can be followed or
altered to suit each learning environment.
9:00am
Centre Opens, children’s free play
10:00am
Language and literacy group time
10:15am
Morning tea
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10:30am-11:30am
11:30am
11:45am
12.15pm
12.30pm
1:00pm
1:45pm
2:15pm
2.30pm
3:00pm
Outdoor free play (dependant on weather/
sun requirements)
Music and movement grouptime
Indoor free play
Small group experiences
Lunch
Relaxation/ sleep/ rest
Quiet activities
Story time
Afternoon tea
Centre closes
Every routine should contain routines of physical care, these include:
 Hellos and Goodbyes
 Sleep and rest times
 Meal times
 Nappy changes
 Clothing changes
Most Services have separate sleeping areas for infants such as a cot room, while others have
children’s beds placed into the general space. It is vital that the sleeping area is in a separate
location from noisy, active play areas so it can accommodate each child’s individual sleeping
schedules and preferences.
It is important for Early Childhood Educator to consider that:
Rest may include:
 Sleep
 Time sitting quietly
Rest provisions may vary according to:
 The venue at the time child needs rest
 The child’s need for rest
 Other children’s needs
 Space available
Bedding preferences may vary due to:
 Cultural practices Eg hammock
 Child’s preferences E.g soft toy
Adjusting the environment for children’s sleep and rest may include adjustments to:
 Level of noise
 Light
 Temperature
 Ventilation
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Many children have very specific rituals that help them sleep. Rituals are the ways we carry out
routine tasks. Rituals are very important to young children as they help set and establish patterns
and predictability in their day. When children know and are informed that the same thing will
happen in the morning, they will feel more safe and secure in the environment with us at the
centre. In addition to aiding children’s feeling of safety and security by following rituals, we also
need to be aware of respecting the family’s routines and providing consistency in our care for the
child.
Sleep and rest time for children in care settings can be very difficult and stressful for both children
and Early Childhood Educators. Some children will resist sleep or rest, simply because they are not
tired. Early Childhood Educators need to observe and assess each child’s individual needs required
for sleep and rest. Early Childhood Educators need to be aware and attentive to how a child is
feeling each day and provide children with opportunities to sleep if they are tired or alternative
activities if they just need to rest. Strategies to encourage sleep and rest include:
• Calming and relaxing activities such as singing lullabies and songs, reading a story or playing
restful music
• Dimmed lighting
• Allowing each child to have their own comfortable sleeping space
• Remove shoes, socks and other restrictive clothing and allowing children to sleep in clothes
they prefer and like
• Provide individual assurance to the child when needed
• Make sure all staff are aware of each child’s rituals, such as sleeping positions, comforters
whether they need or liked to be stroked, rocked or patted to sleep
• Have physically active play in the morning
• Following individual children’s sleep routines and rituals
• Maintaining a calm and relaxed atmosphere at all times
Babies/infants may need large amounts of sleep during the day. A newborn can sleep between 1618 hours a day (in total) and a twelve month old may only need 12 hours of sleep per day (Berk
2003). Each baby/infant will have different requirements and needs for sleep and Early Childhood
Educators will need to monitor this on an individual basis. Early Childhood Educators must ensure
the Service provides equipment that meets the following standards:
• Only use a standard cot for everyday use (not portable or travel cots)
• Cot catches must be child proof
• Ensure that there are no sharp edges or corners, or holes that fingers can be poked into
• Do NOT use the cot if it is broken
• Cots should have a fixed, low base
Early Childhood Educators also need to be aware that:
 The length of time each child sleeps will vary according to their needs
 Each child has the right to wake up in their own time
 It is inappropriate and not recommended to wake children up when their bodies are telling
them to rest
 Some days, children who usually sleep will not, this shouldn’t be of any concern, it’s quite
normal
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Each child will have a different sleep routine and we should follow each individual routine
accordingly. This could mean that a child goes down for a sleep early in the morning and the midafternoon, or perhaps a child will go down for sleep from mid-morning until lunch time. If a cot
needs to be shared, sheets MUST be changed between each child using the cot, as hygiene is of
utmost importance, especially when we are dealing with children who are very young and have
very low immunity.
Toddlers tend to go to sleep early afternoon immediately after lunch, therefore, lunch for this age
group is usually earlier than any other. A routine needs to be established so that children know the
format of their day. An example of a set routine may include:
• Lunch – children eat lunch with their peers whilst staff interacts and assist as required
• On completion of eating, children wash face and hands, have their nappies changed or use the
toilet
• Children lie on allocated mattresses to rest
• Relaxation music is played to encourage children to sleep or rest
• Children should be allowed to wake up in their own time
• Quiet activities should be provided for children to engage in until their peers wake up
Pre-schoolers should be encouraged to set up and make their own beds. Depending on our
Service’s Policies and Procedures, sheets can either be supplied or parents may be required to
supply their own bedding. Some children of this age group may not be required to sleep, as they
are preparing for primary school, these children however, should still be encouraged to rest and
engage in quiet activities while their peers sleep and rest. An example of a pre-schooler’s routine
may include:
• Children will retrieve their sheets and prepare their own mattresses
• Lunch – children eat lunch with peers whilst staff interact and assist as required
• On completion of eating, children should use the toilet if needed and wash their face and
hands
• Children move to their beds for sleep and rest
• Children should be encouraged to rest but not forced to lie down, consider giving activities (eg
children’s books and puzzles)
• Children should be allowed to wake up in their own time
• Quiet activities should be provided for children to engage in until their peers wake up
It is vital that cross contamination/infection does not occur, one of the strategies include giving
each child a separate bed and their own sheets. Beds should be cleaned between each use. As it is
compulsory to supply waterproof mattresses, some centres may also supply both bedding and
mattresses. Some things to remember about bedding hygiene include:
• Detergent should be used to clean and disinfect each mattress after each use
• Sheets must be changed and washed after use
• Sheets can be sent home each week to be washed and should be stored in their own casing
(pillow case, cotton bag)
• Mattresses should be stored safely away from children’s play areas, but should be easily
accessible
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Mealtimes are opportunities for children and staff to interact, both one on one and within a
group. Mealtimes also help develop the following:
• Develop and use social skills
• Develop fine and gross motor skills
• Develop hand eye coordination
• Learn how to use different equipment (cutlery, cups)
Mealtimes provide many opportunities for hygiene practices to be carried out and children must
be given appropriate nutritional food for their age to maintain optimum health. Some Services will
provide food while others require children to bring their own from home. Some hygiene practices
include:
 Making sure that the environment is cleaned prior to meals – tables and utensils are
hygienically cleaned, tongs are used as required, food is prepared in a safe and hygienic
manner
 Children wash their hands correctly before and after each meal
 All Early Childhood Educators must wear gloves when handling food
If the centre is providing food, we will need to know:
 When food will be served so that children are ready and settled and ready to eat
 Food must be labelled properly for children with food allergies
 What foods children are allergic to and implement strategies to make sure that they are not
given those specific food items
 What to do in the case that a child has an allergic reaction (anaphylaxis).
If the family is required to provide its own food, we need to consider:
 Storage requirements of food
 Whether food needs to be served hot or cold
 How to keep food hot or cold without it falling into danger temperature zones
Children should have access to water at all times throughout the day. Some centres have
children’s water bottles which can be accessed at any time. Fluids should also be available to
children during each meal. This can be in the form of water or milk.
One of the major tasks that children are confronted with in their second and third years is to
become independent in toileting, to achieve this, the child needs to be able to recognise and
communicate the need to go, walk to the toilet or potty, undress and then manage the actual
toileting procedure.
Toileting isn’t an easy topic to address and therefore needs to be handled delicately. Early
Childhood Educators should never embarrass or belittle a child when they have had an accident,
as children are learning to understand the signals that their body is sending. It is not unusual for a
child who is toilet training to have an accident because they were too engrossed or busy in an
activity and failed to read their body’s signs in time.
Some children will need extra support in achieving independence, Early Childhood Educators it is
our role to provide the encouragement and gentle reminders to push them towards the finish
line. As a child works towards gaining control over their body, we must remember not to make
them feel pressured, ashamed or embarrassed about toileting accidents. Some things we should
remember include:
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Always:
o Remain calm
o Use quiet non- threatening voice
o Maintain eye to eye contact with child when this occurs, this may require us to get down to
their level
o Use positive language at all times
o Clean up mess quickly and quietly
o Reassure the child that they have done nothing wrong and that these accidents happen at
times
Never:
o Denigrate the child by yelling, using offensive language or laughing
o Make the child clean up their mess
o Make the child feel embarrassed or feel like they have done the wrong thing
o Make a huge fuss or draw attention to the child
To support children’s independence in toileting, Early Childhood Educators should have equipment
that is easily accessible to the children that allows them to use the facilities independently. For
example the child needs to be able to reach the toilet, tap and hand towels. During the toilet
training period, it is also recommended that they wear clothing that is easy to put on and take off,
like elastic pants with no buttons or zips to allow the child to take them off easily by them-selves.
Most Services have a specific area set aside for changing nappies, which should be cleaned
thoroughly before and after each use. The procedure below should be followed for each nappy
change.
• Check to make sure that all the supplies you need are ready
• Get a walking child to walk to the change area
• Carrying a child away from your body is only necessary if there are faeces on the child and/or
their clothing
Disposable nappies can reduce the risk of infections as disposable nappies do not ‘leak’ as easily as
cloth nappies and are able to be disposed of immediately.
The following methods should be used to stop disease spreading during nappy changes:
• Washing our hands
• Placing paper on the change table
• Always wear gloves when changing nappies
• Removing the child’s nappy and put it in a ‘hands-free’ lidded bin
• Removing any clothes with urine and/or faeces on them
• Cleaning the child’s bottom, wiping from front to back to reduce the risk of infections
• Any creams to be applied must be applied using a fresh glove
• Removing the paper and put it in a ‘hands-free’ lidded bin
• Removing our glove before touching the child’s clean clothes
• Removing gloves by peeling them back from wrists, turning them inside out as we go. Do not
let your skin touch the outer contaminated surface of the glove
• Putting used gloves in the bin
• Dressing the child
• Washing and drying the child’s hands
• Taking the child away from the change table
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•
•
•
Cleaning the change table with detergent and warm water, paying particular attention to the
mat, at the completion of each nappy change
Washing our hands
Any toys used during nappy changes must be thoroughly cleaned afterwards
Nappy changes are one of the occasions where Early Childhood Educators can interact with
babies/infants on a one-to-one basis. Some babies/infants do not like having their nappies
changed, other babies/infants wriggle and squirm and some babies/infants love to have their
nappies off long enough to kick about freely! It is important that Early Childhood Educators make
nappy changing times as pleasant and positive as possible, aiming to meet the needs of the
individual child.
Clothing changes, like nappy changes, happen regularly throughout the day. Especially when
messy play is involved or when babies/infants are eating, being prepared for sleep and indoor and
outdoor play. It can be noted that some babies/infants may not like having their clothes changed
(or older infants who simply have too much playing to do to have time to change their clothing).
Early Childhood Educators need to make every attempt to make clothing changes as fun and
positive as possible. Some of the characteristics of suitable children clothing include:
• Freedom for action – should allow children to move around freely and not be constricted by
items which are too big or too small, this is especially the case for trousers, sleeves and shoes
• Sturdy – fabrics should be Serviceable and durable, children’s clothes will be washed
frequently due to messy play
• Allow for self- dressing – should have minimal fasteners and buttons which may be hard for
children to manipulate and handle, slip over the head clothing is preferable and much more
practical
• Weather suitable – should match the temperature at the time, we need to be aware that
children are more susceptible and sensitive to cold and heat
• Promotes good posture – should be large enough for children to stand and sit correctly.
Clothing that is too tight encourages children to slouch or slump forward. Shoes and socks
which are too big or small can also interfere with standing and walking
When considering clothing for children, there are some factors Early Childhood Educators should
consider:
• Weather conditions (heat, cold, rain)
• Physical environment
• Centre policies and practices
• Safety
• Age appropriate
It is important that children are given the opportunity to begin to dress them-selves. Most children
will manage to pull a t-shirt or their socks off by the age of 2 and by the age of 3 can usually dress
themselves.
Early Childhood Educator must provide appropriate food and drink to children in a hygienic
manner and supervise children in eating and drinking. Children need adequate food and nutrition
to grow and develop into healthy adults as children grow at individual rates. On average a child
will gain 2-3 kilograms a year until 9 years of age, they will also grow 6-8 centimetres a year until
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they have their adolescent growth spurt. To avoid children gaining too much weight, it is
encouraged that children carry out physical exercise, along with healthy eating habits. It is not
appropriate for an Early Childhood Educator to restrict a child’s food intake to reduce their weight.
Any dietary restrictions should be under supervision of a qualified dietician. Children should be
provided with a balanced diet according to following diagram of the healthy diet pyramid
This means:
 Children should eat most of:
o Breads, cereals, rice and pasta
o Fruit and vegetables (fresh, frozen,
canned and dried)
o Milk and milk products (milk, cheese,
yoghurt)
 Children should eat in moderation:
o Meat (red, poultry, fish, eggs)
o Dried beans and nut groups
 Children should eat least of:
o Fats (fried foods, potato chips, butter,
margarine, saturated oils)
o Sugars (soft drinks, lollies, cakes,
biscuits)
If children’s diets comply with the above
guidelines, children should grow and develop at a healthy rate, however Early Childhood
Educator’s should not forget to incorporate adequate exercise into children’s lives.
CREATE OPPORTUNITIES FOR CHILDREN TO DEVELOP THEIR UNDERSTANDING OF
PHYSICAL CARE
In order to create opportunities for children to develop their understanding of physical care you
must:
 Explain nutritional needs to children in a suitable language
 Explain hygiene practices and demonstrate through positive staff practices and daily
routines
 Explain safety issues and demonstrate procedures
 Support children to understand the relationship between physical activity and good health
 Offer opportunities for children to participate in food preparation and procurement
An Early Childhood Educator should explain hygiene practices and demonstrate these through
positive staff role modelling/ practices and daily routines. Promoting children’s hygiene practices
and helping children meet their own hygiene needs is vital and is an important part of their
learning. When children learn to care for themselves, this helps them feel independent and
competent; both these feelings contribute to building a positive self- image and help boost selfesteem. Personal hygiene is also a factor which helps prevent and combat cross infection. Early
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Childhood Educators are responsibility for both role modelling and encouraging children to take
care of their own hygiene needs.
Personal hygiene may include:
 Hand washing
 Toileting
 Blowing nose
 Brushing teeth/ rinsing mouth after meal
By demonstrating good hygiene practices at all times, children will imitate our actions, as they are
natural imitators. They learn social attributes by observing and imitating people who are caring,
powerful, popular or more skilful than themselves. After observing the same actions repeatedly,
children will form a prototype of what should occur and will attempt the actions in the order they
have observed.
We can encourage children to take responsibility for their own personal hygiene by promoting
hygiene practices during routines, as well as planning appropriate experiences. Using food
preparation experiences to reinforce the importance of hand washing before we prepare and eat
food is a great example of how we can reinforce the importance of personal hygiene. We can
encourage young children to take charge of their own cleanliness by providing them with washers
before and after meals and using fun and interactive ways to help them learn (Eg singing “this is
the way we wash our hands” while they are washing their hands).
Hygiene practices taught may vary with child’s age, and may include:
 Flushing toilet paper after use
 Discarding tissues in bin after use
 Washing hands before eating, after toileting
 Cleaning teeth or rinsing mouth after eating
Different family and cultural practices which may be relevant to hygiene include:
 Age to accommodate toilet training
 Eating food with utensils or fingers
 Hair care practices
An early Childhood Educator must consider children with a physical or developmental disability
and develop a hygiene plan according to the needs of the child.
Childhood Educators can encourage a child to participate in these activities, we must never force
them to help and we must be careful of not exposing them to chemicals such as cleaning
detergents and poisons which can be harmful to them.
When we promote the use of personal hygiene and hygienic practices, we need to be sensitive
towards the diverse needs of each individual child within the group and be aware of these
differences. There are certain factors such as religious or cultural practices, differences in family
resources, routines and expectations that need to be considered, as not all families have the same
approach to personal hygiene. It can be noted that for example in some families, children are not
bathed daily and their clothes are worn more than once, some families brush their teeth after
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every meal whereas some just brush their teeth once a day. Early Childhood Educators should be
aware of the customs and practices of each family in care and respect them without compromising
the health of the child.
Early Childhood Educators need to make sure hands and children’s hands are as germ free as
possible.
The process of thoroughly washing and rinsing our hands should take 10 – 15 seconds. This can be
achieved by slowly counting to 10 when we wash and then slowly counting to 10 when we rinse.
This is about as long as it takes to sing ‘Happy Birthday’ twice.
 Wet hands with running water
 Use liquid soap and spread over hands
 Rub our hands vigorously as we wash them
 Wash our hands all over. Pay particular attention to wash the palms and backs of hands, in
between fingers, under finger nails and around wrists
 Rinse our hands thoroughly to remove all suds and germs. Thorough rinsing will help prevent
dermatitis from suds
 Turn off the tap using paper towel
 Pat dry our hands with a new paper towel
After hand washing the application of a hand cream can help to prevent skin cracking and
dermatitis. Early Childhood Educators should strive to educate and encourage children to wash
their hands correctly. Early Childhood Educators should use songs and games to make hand
washing fun and children should always be supervised.
Babies need their hands washed as often and as thoroughly as older children. If the baby is able to
stand at an appropriate sized hand basin, Early Childhood Educators can wash and dry their hands
just as we would for ourselves. If the baby is unable to stand at a hand basin, Early Childhood
Educators can wash their hands using pre-moistened towelettes or wet disposable cloths, and
then pat dry with paper towel.
Early Childhood Educator should regularly explain safety issues and demonstrate procedures to
children. Young children need to have a safe environment as they are too young to care for their
own safety. Teaching children about danger is important but it does not always keep them safe. It
is the responsibility of Early Childhood Educators to ensure the environment is safe in all aspects
as well as modelling safe behaviour for children to see.
Common childhood injuries include falls, swallowing of poisons, burns from hot water or fire, sun
burn and when a child is learning a new skill.
Some hazard reduction methods include:
 Storing chemicals correctly and in places which are out of reach of children
 Medicines and cleaning agents are stored in locked cupboards
 Making sure children are aware of safety equipment such as wearing helmets when riding a
bike
 Checking toys for sharp edges and breaks
 Making sure First Aid kits are stocked and easily accessible by staff
 Install smoke detectors and routinely check batteries
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Always use straps in high chairs, prams, strollers
Never leave children unattended on change table or high chair
Checking areas for spiders and stinging insects
Keeping small objects away from babies
Never leaving children unattended
Every family’s primary concern is their child’s safety. The task for Early Childhood Educators is to
keep children safe while allowing them to explore freely. As children develop, safety concerns
change. A fully childproofed environment designed in accordance with legislation and knowledge
of child development can prevent, or minimise injuries. Early Childhood Educators should conduct
safety checks of the indoor environment every day before children entre these environments. Any
identified risks or hazards, we be recorded and actioned as soon as possible.
Early Childhood Educators should provide children with opportunities to participate in food
preparation and procurement. This can be achieved by:
 Allowing children to help cut fresh fruit – provided cutting utensils that are blunt and there is
close supervision,
 Allowing children to serve themselves,
 Asking children for ideas regarding what to put on the menus.
When Early Childhood Educators encourage children to taste and explore new foods or include
children in helping to prepare a snack, Early Childhood Educators are promoting good nutrition.
Food and related conversation and activities encourage development and learning in all areas.
Tasting and preparing food is a vital part of everyday living. Children become aware of the tastes
and textures of various cereals, fruits and vegetables as their families and caregivers gradually
introduce new foods. Children begin to express their personal preferences and start to learn the
names of different foods.
Preparation of food in hygienic manner will vary according to:
 Appropriate regulatory requirements relating to food handling and hygiene
 Alternative methods of cooling food and drink may need to be developed in remote or isolated
areas Eg hessian cooling bag
Appropriate washing and drying of utensils and crockery and cutlery may include:
 Hand washing in hot, soapy water
 Dishwashing
Organisation procedures for food preparation may include:
 Use of gloves when handling some foods
 Procedures for supervision
 Use of planners such as lunch box checklist for food brought from home and nutrition checklist
for long day care menu planning
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ESTABLISH AN ENVIRONMENT THAT ENCOURAGES CHILDREN TO COMPLETE TASKS
THEMSELVES
Establishing an environment that encourages children to complete tasks themselves involves:
 Making required materials accessible for children
 Making available sufficient time for the child to do the task in an unhurried way
 Encouraging all attempts and speak about them respectfully
 Making available sufficient time, if wanted by the child, for children to practise and develop
their skills
A successful program takes into account both the physical and human resources. Environments for
young children must offer the best of both. Early Childhood Educators must be vigilant in
maintaining the best possible environment which is safe, functional, aesthetically appealing,
challenging and accessible.
A bright room with ample space, good quality equipment, numerous colourful paintings and
pictures, we should also have easily accessible equipment, shelving should be at children’s level
and the decorations should also contain the work of the children.
One of the most important ways to put our knowledge of child development into practice is to
design spaces that accommodate children’s developmental needs, abilities and interests. As
children develop and learn, we will need to change the environment to keep children safe, provide
new challenges and inspire new interests.
The infant room is a place where infants and adults can be comfortable and interact positively
with each other. The younger infants need soft, comfortable places throughout the room and a
variety of good views. Lighting needs to be variable, from strong to soft and Early Childhood
Educators should take advantage of natural light whenever possible.
One of the most important things in setting up an environment for mobile infants is that they love
to explore and move from place to place. They need protected spaces where they can crawl, low
carpeted rises so they can navigate, secure railings so they can pull onto and stand on to cruise
and spaces where they can walk, fall safely and walk again.
Many aspects of the environment for young infants are also appropriate for mobile infants. Mobile
infants have preferences and like to choose what to play with and what to do. It is essential to
organise the room to offer different play experiences, such as places to play with toys, roll balls
and look at books. We might also want to designate a few areas for experiences such as art and
craft, imitating and pretending.
Toddlers are very active learners who change moment by moment. Sometimes they want help,
but often they want to be independent. They are usually sociable, but sometimes want to be
alone. Their environments must be extremely rich in opportunities that support all aspects of
development.
Early Childhood Educators should designate a few experience areas for young toddlers and add
more over the next few months. Separate noisier, more active spaces from quiet ones so that
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children may choose the type of play they want to engage in freely. Remember that toddlers can
often gather spontaneously in larger groups when they are interested in what other children are
doing. We must allow spaces for this to happen.
Two year olds have additional needs; we need to define more areas for creating with art, imitating
and pretending, sand and water, stories and books. Plan to use some of these spaces for music
and movement, art and craft and small group activities. Spaces for quiet activities such as stories
and books should be located away from nosier activities.
RESPOND TO THE EMOTIONAL NEEDS OF CHILDREN
In order to respond to the emotional needs of children Early Childhood Educators should:
 Develop routines appropriate to the child's developmental stage and provide a stable and
predictable environment
 Identify and respond to children's feelings openly, appropriately and with respect
 Encourage children to communicate, listen and treat them with respect
 Encourage opportunities to express feelings and emotions appropriately
 Deal with emotional outbursts in a calm and consistent manner whilst minimising
disruption to other children
 Comfort children when hurt or distressed
 Ensure children are informed appropriately and prepared for any change
An important element of understanding and responding to emotional needs of children is listening
to what children have to say. Active listening is an important communication strategy that Early
Childhood Educators can use to help children of all ages identify and talk about their feelings.
Active listening requires full attention, meaning we must listen to the child and watch for nonverbal cues, we also do well in not interrupting the children and we should accept and
acknowledge the child’s feelings and do not try to deny them or dismiss their feelings. When
children talk to us about their feelings, we should not give an opinion or pass a judgement;
instead, we should listen and reflect to them what they have told us.
Children can often become quite frustrated and overwhelmed by the intensity of their own
emotions. For example when a first born is dealing with the birth of a new baby in the family, they
may feel a whole range of emotions, ranging from jealousy, envy, anger, fear and even
excitement. These strong emotions can be quite stressful for the child, especially when they are
experiencing these emotions for the first time.
Early Childhood Educators can help children manage these emotions by helping them better
understand the cause of their feelings and why their bodies react to these feelings in the way that
it does. Once children understand the cause of their feelings, they are more likely to be able to
manage them.
Honest conversations with individual children are one of the ways of exploring intense emotions
and their effects on their bodies. There are many children’s books that explore emotions and
feelings and provide a useful way of approaching the subject with children.
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Early Childhood Educators should deal with emotional outbursts in a calm and consistent manner
whilst minimising disruption to other children, this can involve:
 Using sensitivity and empathy
 Ensuring physical and emotional safety of the other children in care
 Removing the child from the group and finding a safe quiet place where they can regain their
composure
 Allowing the child enough time to calm down
Early Childhood Educators can help children express their emotions in a safe, non-challenging and
acceptable way by:
 Encouraging the child to draw what they are feeling
 Help the child write a story about how they feel or about the way they are feeling,
 Encouraging children to express their emotions through creative mediums
 Using dramatic play to act out emotions
 Talking about feelings
 Reading stories about feelings and emotions
 Acknowledge children’s feelings and allowing them to talk about how they feel
By encouraging children to accept the vast array of emotions we feel as human beings and helping
them understand their feelings, we are laying the foundation for them to understand themselves
and their place in the world.
In managing change the United Convention on the Rights of the Child states that children have the
right to be consulted about matters that affect their lives and to express their views about such
matters. Early Childhood Educators can help children deal with change by:
 Giving children lots of warning about change,
 Talking about the implications and consequences for the child,
 Letting children make some decisions about the change,
 Allowing children to ask questions and providing them with answers that are age appropriate.
Promoting readiness to change involves not only the end product, which is the change, but also
the process of achieving that change.
SETTLE NEW ARRIVALS
In order for Early Childhood Educators to settle new arrivals they must:
 Observe parents and children for signs of stress/ distress on arrival
 Begin interaction with the child while parents are still present to minimise abruptness of
separation
 Encourage parents to take as much time as needed to have a relaxed, unhurried separation
from their child
 Establish routines to minimise distress at separation of parent and child
 Respond to child's distress at separation from parent in a calm reassuring manner
When settling new arrivals Early Childhood Educators need to observe parents and babies/infants
for signs of stress/distress on arrival, interact with children while parents are still present to
minimise abruptness of separation, encourage parents to take as much time as needed for a
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relaxed, unhurried separation. Early Childhood Educator should also establish routines to minimise
distress at separation and respond calmly and reassuringly to children’s signs of distress at
separation from parent.
Early Childhood Educators need to observe parents and baby/infants for signs of stress and
distress upon arrival so we can provide extra support. Signs may include:
• A rushed entry or exit by parent
• A baby/infant clinging to a parent
• Crying
• Tears from a parent
• Parent or baby/infant appearing withdrawn
• Unusual behaviour by parent (easily lose their temper or shout)
• Parent Fatigue from a lack of sleep
Early Childhood Educators need to be alert to these indicators and respond in a caring and
sensitive way to the needs of both parent and baby/infant. Early Childhood Educators respond
appropriately by:
• Greeting and reassuring parents/family members and offer assistance – such as unpacking
baby/infant’s belongings
• Listening sympathetically
• Talking to a parent/family member and offer support
• Providing physical comfort for the baby/infant
• Creating a calm, reassuring and welcoming atmosphere
Early Childhood Educator should begin interactions with the child while the parents are still
present to minimise abruptness of separation. Early Childhood Educators can interact with
babies/infants while parents are present by:
• Including both parents and babies/infants into an activity
• Nursing the baby/infant while talking to the parent
• Sharing information about the baby/infant – eg how they slept the night before, when they are
due for another feed
• Sharing a game together – eg clapping game, smiling, peek-a-boo
• Sitting on the floor with the parent and child to involve the child in an activity
• Including babies/infants in the conversation – eg wow! Look at your new tooth! Your smile
looks different now!
Early Childhood Educators should encourage parents to take as much time as needed to have a
relaxed, unhurried separation from their child. Examples including providing:
• A sofa in the book corner for the family to share a story together
• An extra chair at an activity
• A pillow on the verandah with suitable toys
• A rug on the floor with musical instruments
When time allows, we can also encourage parents/family members to:
• Change their child’s nappy at the centre before they leave and promote this as a time to share
a toe rhyme or tickle game
• Dress them for outdoor activities (eg place sunscreen and hat on),
• Participate in activities with their baby (eg shaking the rattle for the baby to imitate),
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•
Breast/bottle feed their baby in a quiet relaxing place.
It is very important for Early Childhood Educators to establish routines to minimise distress at
separation of parent and child. Establishing consistent routines and rituals to help baby/infant feel
secure involve:
• Greeting the family as they arrive at our Service
• Unpacking baby/infant’s bag
• Where possible have the same person greet families on arrival
• Encourage the parent and the baby/infant to spend time together before the parent departs
• Help the parent say goodbye before leaving
• Wave goodbye through a window or through a fence (after a kiss and cuddle)
Early Childhood Educators should ensure these routines are consistent each day to provide,
familiarity and continuity of care for each baby. If Early Childhood Educators are unfamiliar with a
child’s routine, the parent should be consulted to find out further information about the child to
ensure routines are developed to help assist with making separation times easier.
Early Childhood Educators should respond to child's distress at separation from parent in a calm
reassuring manner. Early Childhood Educators can respond in a calm and reassuring manner by:
 Offering physical comfort to the child (such as nursing them on our lap)
 Talking to children in a calm reassuring manner
 Singing to children
 Rocking children gently
 Patting or rubbing children’s back while holding children close
 Offering/giving the child their comforter
 Distracting the baby/infant Early Childhood Educators are in control of the situation when they
depart so they can trust us to continue to settle their baby/infant after they leave.
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UNIT 5
CHCCN303A
Contribute to provision of
nutritionally balanced food in a
safe and hygienic manner
 Plan food and drink provision
 Maintain food safety while carrying out food
handling activities
This unit describes the knowledge and skills required to ensure babies, children and young people
are provided nutritionally balanced, safe and hygienically prepared food.
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CHCCN303A CONTRIBUTE TO PROVISION OF NUTRITIONALLY BALANCED FOOD IN
A SAFE AND HYGIENIC MANNER
PLAN FOOD AND DRINK PROVISION
In order to plan food and drink provision Early Childhood Educators need to:
 Work within scope of own work role, ensure children are provided with food and drink
 Ensure children's individual needs are met to promote optimal growth and development,
respecting cultural requirements, appetites and food and drink preferences
 Encourage children to develop healthy eating habits
 Ensure meals and snacks are nutritious, attractive and an appropriate serving size for
children
 Promote healthy eating through role modelling, positive food awareness and mealtime
experiences
 Provide education and support to families and children around healthy eating, including
how to foster this
 Plan and develop cycle menus of foods for each meal and/or snack to display for
information of staff, parents and older children
 Work within scope of own work role, ensure nutrition policy includes identification,
management and monitoring of special dietary needs related to food allergies and medical
food conditions such as coeliac disease and diabetes
Many children spend a large amount of time in some form of child care, be it Long Day Care,
Preschool, Family Day Care or Occasional Care. In all types of child care environments, the food
and drinks provided either by the service or by the families impacts significantly on a child’s
nutritional intake during that day. With obesity rates in Australia continuing to rise, it is vitally
important that children receive the right types of food and drink and best portion size for their age
to ensure good health both now and in the future.
Good nutrition provides children with the basic building blocks for good health both now and in
the future. This is a lifelong process, but one that is made easier when children and families have
the knowledge to make good food choices and children are used to eating good food from a young
age.
When planning for the provision of food and drink for children it is very important to consider the
following:
 Food and drink provided to children is consistent with current relevant dietary guidelines for
their age
 Ensure children’s individual needs are meet to promote optimal growth and development
 Cultural requirements, appetites and food and drink preferences
 Developing healthy eating habits amongst children
 Meals and snacks are nutritious and attractive
o Be creative with how you provide food to children
 Age appropriate food and drink serving sizes
o Make sure meals and drinks are not too big or too small
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Early Childhood Educators should:
 Promote healthy eating through positive role modelling at mealtimes
o Setting a good example (lead by example) and making meal times fun!
o Eg if you would the child to eat a piece of apple, make sure the child sees you eating and
enjoying a piece of apple “mmm apple, yummy
 Provide education and support to children and families around healthy eating through
incorporating healthy eating and nutrition into the program, providing information sheets to
families
o Hold a family information night focussing on nutrition (you could organise a nutritionist as
a guest speaker)
o Have a variety of information sheets on nutrition, healthy eating (ensure information
sheets are also available in home languages)
As children attend child care for a significant amount of time per day, it is important for Early
Childhood Educators to provide a minimum of 50% of the child’s nutritional requirements,
therefore Early Childhood Educators should ensure children are provided with food and drink
which is consistent with the scope of the work role. It is equally important to create a homelike
environment in Child Care Centres, where children feel comfortable, safe and happy. This is
particularly important in mealtime situations as for many cultures, sharing food is a social and
enjoyable part of each day, therefore a child’s culture and religion can have a significant impact on
the food they are able to consume and at times the way the food must be prepared. It is
important for staff and families at Child Care Centres to be aware of these requirements in order
to cater for them and to foster a greater understanding and acceptance of children and families
whose beliefs and practices are different from our own.
The National Health and Medical Research Council have developed Dietary Guidelines in order to
promote healthy food choices. Therefore Early Childhood Educators should encourage children
and adolescents to:
 Eat plenty of vegetables, legumes and fruits
 Eat plenty of cereals (including breads, rice, pasta and noodles), preferably wholegrain
 Include lean meat, fish, poultry and/or alternatives
 Include milks, yoghurts, cheese and/or alternatives. Reduced-fat milks are not suitable for
young children under 2 years, because of their high energy needs, but reduced-fat varieties
should be encouraged for older children and adolescents
 Choose water as a drink.
 Limit saturated fat and moderate total fat intake. Low-fat diets are not suitable for infants
 Choose foods low in salt
 Consume only moderate amounts of sugars and foods containing added sugars
Early Childhood Educators should also ensure food and drink provided is reflective of the healthy
living pyramid and required food groups as the Healthy Living Pyramid has been developed to
provide a simple guide to planning the types of foods children and young people should eat and
explains the proportions in which the foods should be consumed. The pyramid represents food
from the core food groups.
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Eat most- Fruits & Vegetables & Breads & Cereals- The bottom layer, contains foods with different
nutrients which should make up the bulk of the food we consume. Eating a variety of these foods
each day will provide you with the necessary amounts of energy from carbohydrates, as well as
protein, minerals, vitamins and dietary fibre required. These foods include:
 Vegetables
 Fruits
 Nuts
 Dried peas
 Beans and lentils
 Breads and cereals (preferably wholegrain)
Along with eating these foods it is highly recommended for children to drink about 4-5 glasses of
water per day.
Eat moderately- Meat & Dairy- Food consumed in this middle layer provides protein, minerals
(especially iron and calcium) and B vitamins. These foods include:
• Fish
• Lean meat
• Eggs
• Chicken (no skin)
• Milk
• Cheese and yoghurt
GRAINS
Grains are a host of foods which come from
wheat, corn, oats, buckwheat, barley, rice
and rye these are all in the grain group.
These foods are excellent sources of
complex carbohydrates. Enriched grains also
provide iron and the B vitamins, niacin,
thiamine and riboflavin. Grain group foods
also add valuable fibre to children’s diets.
Complex carbohydrates are an important
source of energy. The B group vitamins help
the body release and use the energy in
carbohydrates. B vitamins also help to keep
the blood, skin and nervous system healthy.
Iron, an important part of red blood cells,
carries oxygen to all parts of the body.
Whole grains products provide more fibre
than highly-processed grain products. Fibre
helps to promote regular digestion and is
believed to reduce the risk for certain
cancers.
VEGETABLES
Vegetables are rich in vitamins A and C, fibre
GRAIN GROUP FOODS
Breads – all types, white, wheat and rye
buns, rolls, muffins, pitas and bagels.
Rice – all types.
Pasta – all types including spaghetti,
macaroni and noodles.
Other foods made from flour and grains such
as pita bread, some dry biscuits and
pancakes.
Biscuits, donuts, cakes are in the ‘Others’
category. The amount of added sugar and fat
increases the calorie content to the point
where it is higher than the nutrients
provided.
VEGETABLE GROUP FOODS
Fresh, frozen or canned – if it is a vegetable,
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and other nutrients. Vitamins A and C help
night vision, heal cuts and keep skin healthy.
Each vegetable contains different amounts
of these nutrients. So in addition to eating
the recommended servings, choose a variety
each day!
The deeper the green colour or the darker
the yellow colour, the richer the nutrient
content.
All vegetables are sources of fibre. Fibre
helps promote regular digestion and is
thought to reduce the risk for certain
intestinal cancers. All vegetables, except
avocados and olives, are naturally low in fat.
MILK
Calcium is the key nutrient found in milk and
is essential for strong, healthy teeth and
bones. Between ages 9 and 18, children
build up almost half of their bone mass.
As children’s bones get longer, stronger and
denser, they store extra calcium needed for
a lifetime.
Calcium plays an important role in regulating
blood pressure.
Research shows that calcium may reduce the
risk
for
colon
cancer.
Riboflavin,
phosphorous and vitamin D are other
important nutrients provided by Milk Group
foods.
MEAT
Foods in the meat group come from both
plant and animal sources and are excellent
sources of protein and iron. Adequate intake
of both nutrients is important for growing
children. Protein helps build strong muscles.
Protein also helps build and repair new body
tissue. Niacin and thiamine are other
nutrients provided by foods in this group.
FRUIT
is it in this group.
Examples are:
• Broccoli
• Carrots
• Sweet potatoes
• Zucchinis
Vegetables processed into other foods such
as tomato salsa.
Juices such as tomato, vegetable or carrot
juice.
MILK GROUP FOODS
All kinds of milk – whole, reduced fat, lowfat, fat-free, flavoured and buttermilk.
Yoghurt.
Cheese – all types, including matured and
soft.
Foods made with milk, such as puddings and
cream soups.
Ice cream and frozen yoghurts.
Milkshakes.
Some foods are made from milk, but not all
of them provide the large amount of calcium
children need.
MEAT GROUP FOODS
Meat, beans and nuts are in this group and
include:
Any kind of beef, chicken, turkey, pork or
fish.
Dry beans such as pinto beans, kidney,
beans, lima beans, lentils, chick peas and
split peas.
Tofu, because it is made from soya beans.
Eggs.
Any kind of nuts or seeds.
Peanut butter and other nut spreads (watch
for added salt and/or sugar)
Bacon is not included in the Meat Group,
because it contains primarily fat, not protein,
the key ingredient for this group.
FRUIT GROUP FOODS
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Like vegetables, fruits are rich in vitamin A
and C and fibre. The amount of these
nutrients in each fruit variety varies.
Strawberries and citrus fruits, such as
oranges and grapefruit, are excellent sources
of vitamin C. Cantaloupe and apricots are a
good source of vitamin A. Eat a variety to get
the amount of vitamin A, vitamin C and fibre
needed daily.
Fruits are a source of fibre. Fibre helps
promote regular digestion and is thought to
reduce the risk for certain cancers. All fruits
are naturally low in fat.
Fresh fruits – apples, bananas, kiwi, pears,
plums and cantaloupes are examples.
100% fruit juices – check the label to make
sure it is 100% juice, without added sugar.
Dried fruit – raisins, apricots, apples,
peaches, prunes, bananas and other are
available dried.
Frozen fruits – Many fruits that are hard to
get or are expensive off-season, are in the
frozen foods section of the supermarket.
These include strawberries, blueberries,
raspberries and melons.
Canned fruits – stewed apple, peaches, fruit
salad, apricots and pineapple are examples.
Foods that are made from fruit, but have a
lot of extra sugar and/or added fat are not in
the Fruit Group. These foods include fruit
snacks, jams, jellies and fruit pies.
FATS, OILS AND SWEETS (‘OTHERS’)
Whilst these foods may provide flavour, they
are not counted on to provide nutrients, as
they generally have higher amounts of
calories, compared to the levels of nutrients
they contain. These foods should be limited
and when consumed they should be
consumed in smaller amounts.
FOODS IN THE ‘OTHERS’ GROUP
Fats, oils, spread.
Lollies, chocolates.
Sweet biscuits.
Cakes.
Chips and other salty snacks.
Flavouring and sauces.
Soft drinks.
Coffee and tea.
Eat in small amounts- Sugars & Fats- The top layer of this pyramid contains the food we should
consume less of as these foods lack a good supply of the nutrients needed for growth, good health
and quick energy. However, small amounts of fats, oils and sugar are acceptable, while larger
amounts of these foods will cause an inadequate food intake. When choosing fats and oils it is a
good idea to choose the ones which have low levels of saturated fat and higher levels of omega -3
fats. It is also recommended that salt should not be added to foods.
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When serving a meal, the plate should contain foods in the “eat most” category (Fruits &
Vegetables & Breads & Cereals), with one third of the plate or less containing foods from the “eat
moderately” category (Meat & Dairy). There should be very little food from the “eat in small
amounts” category (Sugars & Fats).
Remember, in order to maintain a healthy body weight, food consumed (energy in) always needs
to be balanced with physical activity (energy out).
Early Childhood Educators need to ensure children's individual needs are met to promote optimal
growth and development along with respecting cultural requirements, appetites and food and
drink preferences that children may have.
Culturally based food requirements and preferences may include:
 Religious observations
 Meal patterns
 Food used
 Hot or cold meals
 Spices and flavourings used
Food and drink preferences will vary according to:
 Age
 Culture
 Dietary requirements
 Religion
 Family patterns
 Individual tastes
 Stage of the day
 Appetite
 Food allergies
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Breast milk is best in terms of nutrition for babies, yet it is not always possible for mothers to
breastfeed their child. It is a very personal choice as to whether a mother chooses to breastfeed or
not and centres have a responsibility to support each mother’s individual choice and develop
systems to incorporate both them and their child’s needs into a child care environment. Breastfeeding is the ideal nutrition to support optimal growth and development for about the first 4–6
months after birth. Although babies are typically breastfed until 12 months, it is recommended
that they begin to be introduced to solids from 6 months of age. This is referred to as ‘weaning’.
Weaning is when babies change from having milk (Breast milk or formula) only to eating solid
foods. From around 12 months on, babies typically should be ready to eat normal family foods.
Breast milk:
 Breast milk contains all the proteins, carbohydrates, fats and minerals that a baby needs
 As the baby grows, so does the quantities of each of these nutrients and the milk changes to
match the infant’s changing needs
 The mother’s milk supply is regulated by demand. The more the infant drinks, the more milk is
produced
 Breast milk has important immunological properties and so helps to protect young infants
from infection
Breast feeding has many positive benefits for babies and Child Care Centres need to provide
opportunities and encouragement for families to continue to provide breast milk for children
while in care. The use of expressed milk for feeding babies can easily be supported in child care
settings and Child Care Centres can accommodate this by developing clear Policies and Procedures
for the correct storage, warming and provision of expressed milk to children.
Where it is possible, the Service may also support mothers who are able to return to our Service to
breastfeed throughout the day. It is essential that Early Childhood Educators recognise that
families have the right to decide whether they will breast feed their child while they are in care
and each family’s decision should be accepted and respected.
Breast milk or infant formula is an important food for babies, but it is essential that solid foods are
also introduced at the right time. By about six months of age, a baby’s iron stores are low and
extra foods will be needed to prevent later nutritional problems such as iron deficiency. Start to
introduce solids around six months of age – depending on the developmental needs of the child.
Toddlers can eat wide variety of foods and textures. After 12 months of age, there are few foods a
child cannot have. This is the time to encourage children to try a wide range of foods, tastes,
flavours and textures. Toddlers and young children have a natural ability to sense when they are
hungry and when they are full. Children will learn to eat if they are given the same food and
encouraged to try it. Low fat or restricted diets are not recommended for toddlers as they may
result in poor growth.
Fussy eating can be common in toddlers as the world has become an exciting place and food may
become less important to them especially when there are many other things to do (play). Some
other reasons why toddlers’ eating patterns change include:
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Slower growth – growth slows down in a child’s second year. This means toddlers often have
smaller appetites and need less food. The amount eaten from day to day can change
dramatically. Although this sometimes worries parents, this change is normal and doesn’t
mean that the child is being difficult or is unwell,
Grazing and snacking – toddlers rarely follow a traditional meal pattern. They tend to need
small and regular snacks. This suits small tummy sizes and provides the energy to keep moving
all day. The amount eaten at mealtimes, in particular the evening meal may be smaller than
parents would like. However, children can balance the amount of food eaten with exactly how
much they need if they are not forced to overeat or finish all the food on the plate. This means
that healthy snacks are important to help provide the energy and nutrition children needs
during the day,
Fussy eating – showing independence is part of normal toddler development and this often
includes refusing to eat foods to see what will happen. Rejecting a food does not always mean
the child doesn’t like it. If you offer it on another day, they may eat it!
Early Childhood Educator should encourage children to develop healthy eating habits while at the
Centre. Therefore, mealtimes should be relaxed and happy. This can be achieved by:
 Allowing the child explore food by touching and expect some mess
 Allowing children feed themselves and give help if needed
 Keeping mealtimes relaxed
 Offering encouragement, but don’t argue or force the child to eat
 Talking pleasantly to children at mealtimes not just about food
 Don’t ask children to eat quickly
When a food is refused, the child may not be objecting to the actual food but is testing to see the
effect they have on people around them. By assuming the food is to blame, some parents can get
caught up in a frustrating game. Some helpful tips to deal with food refusal include:
 Try to stay calm
 Don’t force the child to eat
 Allow the child some likes and dislikes
 Offer new foods with familiar ones
 Provide a small spoon or fork and a comfortable chair
 Start with a small serve and give more if hungry
 If a meal is refused, let the child sit quietly for a few minutes before leaving the table
 Be a role model for children. If we eat well, they may copy us
 Make meal times interesting
We can use food activities with older toddlers to help them become familiar with foods and learn
simple ideas about nutrition. Letting children get involved in basic food preparation – like making a
sandwich or salad – teaches them about healthy foods. Other learning opportunities include:
 Exploration of shapes, colours and how foods grow
 Development of skills like pouring, stirring and cutting
 Learning simple hygiene, like washing hands before touching food or eating
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It is very important for Early Childhood Educators to ensure meals and snacks are nutritious,
attractive and an appropriate serving size for children. This can be achieved by ensuring:
 All food provided by the centre reflects Dietary Guidelines for Children and Adolescents in
Australia
 The centre incorporates aspects of good nutrition into the program, displays and information
provided to families
 Families are encouraged to provide food for their child which reflects Dietary Guidelines for
Australians
 Water is made available for all children across the day, allowing opportunities for children to
self-serve
 All eating utensils utilised by the children will be of child size and allow for the development of
independence
 All furniture utilised by children will be of child size and appropriate for their developmental
requirements
In order for Early Childhood Educators to promote healthy eating they should role model positive
food awareness and participate in positive mealtime experiences. It is very important for Early
Childhood Educators to create pleasant mealtimes where children are able to enjoy their food,
strengthen social bonds with their peers and other Early Childhood Educators, explore their own
and peers culture while developing their independence and self-help skills. This can be achieved
by:
 Ensuring Early Childhood Educators sit with children during meal and snack times to discuss
nutritional aspects of food during mealtimes, strengthen social bonds, discuss issues of
interest to the children and maintain effective supervision
 Maintaining a healthy environment by preventing children from sharing food and drink, eating
from a dirty utensil or eating food or with utensils that have dropped on the floor
 Sharing children’s individual culture within meal times through discussion and inviting families
to participate where possible
 Creating a calm, happy and comfortable environments for mealtimes
 Allowing children enough time to eat and enjoy their food
 Ensure infants are closely supervised when eating, encouraging their self-help skills while
providing support to feed where required
It is also very important for Early Childhood Educators to:
 Respect each child’s individual food preferences, appetite, personality and mood
 Celebrate children’s culturally and linguistically diverse dietary differences
 Encourage children to eat and try new foods, but never force children to
 Do not use food as a reward or punishment
 Be patient with fussy and/ or slow eaters
 Encourage older toddlers and preschoolers to assist in setting up, serving and packing away
their own food and drink
 Record each child’s nutritional intake every day they attend
Early Childhood Educators can provide education and support to families about healthy eating by:
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Discussing each child’s nutritional requirements, cultural, religious and individual preferences,
food intolerances and allergies during enrolment with their family and provide each family
with the Nutrition Policy
Providing current information for families from recognised health authorities within
newsletters, fact sheets, displays and information folders regarding nutrition in languages
reflecting centre families, staff and the wider community
Providing specific diet related information for Aboriginal families due to associated health
issues in folders and pamphlets available at the centre.
Surveying families to determine the children’s current food requirements, food preferences
and nutrition related information they would like to know more about.
Inviting and encouraging all families to share family recipes with the centre, particularly ones
with that reflect your family culture so we can share this with all of the children at the centre
Providing families with recipes and food ideas that reflects healthy eating guidelines
Providing education and support to children about healthy eating can be achieved by:
• Incorporating food experiences into the centres daily routine, program and environment to
assist children in making good food choices both now and in the future. Examples of ways this
can be achieved include:
Routine
Program
• Children
help • Opportunities to prepare food is
prepare food on a
incorporated into and recorded in the
daily basis i.e.
program
cutting fruit for
afternoon tea
• Excursions developed to purchase food
from the local community i.e. fresh food
• Children prepare
markets, fruit shops or grocery stores.
food on a regular
basis to support • Opportunities to grow food for the centre
the menu or
is incorporated into and recorded in the
program
i.e.
program
healthy snacks or
aspects of the • Projects based on children’s interest in
main meal
types of food/ food production/ use of
food are developed, recorded and
displayed for children and families
•
Celebration of cultures through sharing
culturally specific food in appropriate
ways
Environment
• Herbs/ vegetables grown in pots
in the room
•
Herb/
vegetable
developed in the
environment
gardens
outdoor
•
Healthy food posters displayed
in the room and centre
environment
•
Food based projects and related
documentation displayed in the
room and centre environment
•
Provide fiction and non-fiction
books that reflect healthy food
choices, food development and
production etc
It is important for Early Childhood Educators plan and develop cycle food menu for each meal/
snack provided and ensure information is displayed for all children, staff and families to see. In
doing so Early Childhood Educators should:
• Provide nutritionally balanced menus that reflects current recommendations and guidelines
while representing the cultural diversity present in the centre and wider community
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Provide 50% of a child’s nutritional requirements during the day
Provide families with recipes that reflects healthy eating guidelines where appropriate
Develop menus that reflects nutritional guidelines, seasonal produce, cultural and religious
preferences in addition to food intolerance and allergies
Refer to the Nutrition Checklist for Planning Child Care Centre Menus from Planning Nutritious
Child Care Centre Menus- Nutrition Checklist and Support Materials or Caring for ChildrenFood, Nutrition and Fun Activities (2005) as a guide to ensure children’s nutritional needs are
being met within the menu.
Conduct meetings/ phone conversations with families of children with additional food
requirements to effectively incorporate their needs into the centre environment. Ensure this
information is shared with room staff
Participate in group menu planning sessions with the children at the centre on a regular basis
Invite families to contribute food suggestions and recipes while providing feedback on the
children’s menu twice a year
To involve families and children in the development and evaluation of centre menus
Planning for nutritional needs will include:
 Provision of food and drinks consistent with the current dietary guidelines for children and
adolescents in Australia and infant guidelines
 Relevant to nutritional needs for age and developmental status
Menus relevant to each service and type may include:
 Breakfast
 Lunch
 Dinner
 Snacks
 Drinks
When developing menus for children it is important to:
 Ensure the menu reflects the current relevant dietary requirements
 Ensure the menu reflects individual children’s needs (age of children, food allergies/
intolerances, cultural requirements, children’s food and drink preferences)
 Display the menu in advance for families
 Provide children with a wide variety of healthy and nutritious foods
 Provide healthy snacks which complement meals
 Ensure meals and snacks are varied
 Ensure water is readily available to children throughout the day
To ensure food is appetising you may consider:
• Colour
• Shape
• Texture
• Variety
When children bring in food from home it is important to:
 Provide families with information about the current relevant dietary requirements of children
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Provide families with recommended food and drinks for children
Provide families with suitable lunch box ideas for children
Discourage highly processed snack foods such as foods and snacks high in fat, salt and sugar
and low in essential nutrients. Eg lollies, chocolates, chips, sweet biscuits, breakfast bars, fruit
filled bars, chips, oven-baked crackers and corn chips.
Some useful resources we can use to help develop a menu include:
• The Dietary Guidelines for Children and Adolescents – endorsed by the National Health and
Medical Research Council (2003),
• Nutrition checklist for Planning Long Day Care Menus
Planning a menu involves the following steps:
 Understanding of the dietary intake: identify how many food group serves the group of
children will require each day.
 Understanding cultural and religious food requirements of children in your care and their
attendance patterns
 Understanding the individual needs of the children in your care
 Knowledge of the children, their nutritional needs, nutritional recipes and available resources
to identify meals/snacks that will provide enough servings of the core food groups each day for
a set period of time,
 Surveying parents to gain their input
 Designing the menu
 Evaluating the menu and make any alterations necessary.
The amount of children who have food allergies and severe food allergic reactions each year in
Australia is steadily increasing. There are many young children who live with food allergies and
although the severity of this can vary, for some their allergy is potentially fatal. It is vitally
important that Child Care Centres and Early Childhood Educators work within the scope of work
role, ensure the Centres nutrition policy includes identification, management and monitoring of
special dietary needs related to food allergies and medical food conditions such as coeliac disease
and diabetes and have procedures in place to raise awareness of issues surrounding food allergies
and anaphylaxis, minimise the risks children with allergies are exposed to in addition to ensuring
staff members are able to recognise and respond to incidents of anaphylaxis if they occur within a
child care environment.
Health needs of children to be considered may include:
 Medical advice and diet
 Allergies to certain foods
 Underweight (failure to thrive) and iron deficiency anaemia
 Overweight or obesity
The most effective way to manage food allergies is to eliminate the allergen from the child’s diet.
Early Childhood Educators should monitor children with food allergies during meal times to ensure
they do not access food they are allergic to. For children with severe anaphylactic reactions where
touching or smelling the food will cause an anaphylactic response, that food should not be served
at the centre at all on the days they attend nor utilised in cooking or craft experiences
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Families should be notified if a child at the centre has a severe allergic reaction to a specific food,
provided with an information sheet on food allergies and anaphylaxis and requested not to send
their child to the centre with food containing the allergen where possible. The child should not be
identified in any way, but it is important families in the centre are aware of the specific allergy to
ensure the safety of the child.
Where a child’s diet is structured around medical advice, it is important to follow the Doctor’s or
dietician’s advice. It is also necessary to keep accurate records of what is actually consumed by the
child, as in the case of a child with insulin-dependent diabetes for example.
Any medical information which relates to the child and what they should or should not eat should
be provided by the person responsible for enrolling the child. Food should not be provided to any
child without staff being absolutely sure that the child is able to consume the food.
Allergic reactions to specific foods can be life threatening. ‘Food allergy’ and ‘food
hypersensitivity’ are broad terms that cover a range of abnormal immune responses to food. The
term ‘food allergy’ is often misused and can sometimes be confused with other conditions that do
not involve an immunological response, for example, food intolerance, food poisoning, inherent
problems with metabolism, or disorders of the digestive tract.
Coeliac disease is a food related medical condition caused by an immune reaction to gluten, which
is a protein found in grains, such as wheat, barley and rye. The presence of gluten, in the stomach
of someone with the disease, causes inflammation and damages the lining of the small bowel,
which reduces its ability to absorb nutrients.
Typical symptoms of coeliac disease in children include:
• Abdominal pain, bloating and flatulence,
• Bulky, foul-smelling bowel movements’
• Chronic anaemia,
• Delayed growth or delayed puberty,
• Irritability,
• Nausea and vomiting,
• Poor weight gain or weight loss in older children,
• Tiredness.
The only treatment for coeliac disease is to completely and continuously avoid all gluten food or
food contacting gluten, such as breads, cakes and pasta. However, there is also a whole range of
ingredients within prepared and commercial foods that can come from a gluten source. It is
essential that a person with coeliac disease becomes ‘ingredient aware’.
Diabetes is one of the most common serious childhood diseases, as circa one in every seven
hundred Children in Australia has diabetes. Diabetes is a disorder of the endocrine system and is
characterised by the body’s inability to use blood sugar (glucose). Unfortunately, there is no cure
for Diabetes, however it can be successfully managed with the appropriate medication, dietary
modifications and exercise.
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There are two main types of Diabetes: juvenile-onset and mature-onset. Juvenile diabetes can
affect anyone of any age, however is more common in people under the age of thirty and tends to
develop in childhood, hence its name. Other names for juvenile diabetes include diabetes and
insulin dependent diabetes mellitus (IDDM).
Anaphylaxis, or anaphylactic shock, is a severe allergic reaction that needs urgent medical
attention. Peanuts, other nuts, insect stings and some medicines are the most common allergens
that cause anaphylaxis. Within minutes of exposure to the allergen, the child/ person can have
potentially life-threatening symptoms, which include:
• Difficult or noisy breathing
• Swelling of the tongue
• Swelling or tightness in the throat
• Difficulty talking or a hoarse voice
• Wheeze or persistent cough
• Loss of consciousness or collapse
• Becoming pale and floppy (in young children)
To prevent severe injury or death, a person with anaphylaxis requires an injection of adrenalin.
Injections of adrenaline, which can be given by the person themselves or their family or carer, are
available on prescription or directly from a pharmacy. If there is a child in our care that requires an
epipen, staff members need to be trained on how to use one in case of emergency.
90 per cent of food allergies are caused by nuts, eggs, milk or soy and peanut allergy is one of the
most common allergies in older children.
These foods commonly cause allergies:
• Eggs
• Peanuts
• Milk
• Other nuts
• Sesame
• Gluten
• Fish
• Grains such as rye, wheat, oats
• Soy
• Molluscs such as oysters, mussels, clam, squid and octopus
• Crustaceans such as lobster, prawn, crab, shrimp
• Fruit, berries, tomato, cucumber, white potato or mustard
• Food additives like benzoates, salicylates, MSG and sulphite derivatives
Some children are sensitive to particular foods like nuts, shellfish and cereals. The symptoms of
food allergy can include breathing problems, stomach upsets and skin rashes and are caused by an
immune system response or a chemical reaction in the body. Severe food allergies can be life
threatening therefore diagnosis is crucial.
Common symptoms include:
• Itching, burning and swelling around the mouth
• Runny nose
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• Skin rash (eczema)
• Hives (urticaria skin becomes red and raised)
• Diarrhoea, abdominal cramps
• Breathing difficulties, including wheezing and asthma
• Vomiting, nausea
Various sites on the body can be affected by an allergic reaction to food, including:
• Eyes - itching, watering
• Nose - stuffiness, sneezing
• Mouth - itching, swelling
• Throat – swelling
• Digestive system - stomach pains, vomiting, diarrhoea
• Skin - rashes, such as hives (urticaria) or atopic dermatitis
• Lungs - asthma, more common in children than adults
• Central nervous system - headache, irritability, fatigue, convulsions
As an Early Childhood Educators, it is our responsibility to check labels to ensure that we do not
give food to children if they are allergic to it as we have a duty of care to prevent children from
having an adverse reaction to a known allergy.
MAINTAIN FOOD SAFETY WHILE CARRYING OUT FOOD HANDLING ACTIVITIES
To maintain food safety while carrying out food handling activities Early Childhood Educators
must:
 Work within scope of own work role, carry out food handling, preparation and storage
according to organisation guidelines, legislation and licensing requirements for food safety
 Identify and remedy processes or practices which are not consistent with the guidelines
according to local, state/territory legislation within scope of own work role
 Address health conditions and/or illness that may impact on safe and healthy food
handling
 Wear clothing and footwear that is appropriate for the food handling task
Maintaining food Safety is of vital importance in an environment where food is prepared for young
children and involves safe storage, preparation and service of food as well as proper personal and
food hygiene. All food provided by Child Care Centres should be of high quality nutritionally and
hygienically. This can be achieved by:
• Ensuring all Early Childhood Educators implement effective hygiene practices at all times and
in particular when handling food
• Promoting food safety in the home environment through the provision of current information
• Receiving regular professional development, information and/ or training on food handling,
food safety and personal hygiene
• Ensuring all food is stored, prepared and served following safe food practices
• Store food in food storage areas, never on the floor and always separately from chemicals
• Keep foods below 5ºC or above 60ºC
Maintain food safety includes:
 Maintenance of clean and tidy areas for food handling, preparation and storage
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Compliance with personal hygiene standards
Compliance with workplace measures to prevent pest entering food premises
Identification and reporting of any indicators of pest presence
Safe disposal of food according to food safety program requirements
Controlling the temperature of foods is very important. Keeping potentially hazardous foods out of
the temperature danger zone will decrease chances of harmful bacteria multiplying. A few things
to remember regarding temperatures are:
Temperature
Above 60  C = Hot Food Zone
Between 25C and 50C = High Danger Zone
Between 5C and 60C = Temperature Danger Zone
Between 0C and 5C = Cold Food Zone
Below MINUS 18C = Frozen Food Zone
Early Childhood Educators must implement hygiene procedures at all times. Early Childhood
Educators must wash their hands before:
 Starting or re-commencing food- handling (for example, starting a shift, returning from a
break)
 Handling food
 Wearing disposable gloves
Early Childhood Educators must wash their hands after:
 Attending the toilet
 Handling raw ingredients
 Eating or drinking
 Habits that can cause contamination, such as licking fingers, biting nails, smoking, touching
pimples or sores
 Coughing, sneezing, using a handkerchief or disposable tissue
 Disposing of or handling waste
 Handling animals
 Handling anything else other than food (for example money, cleaning cloths, cleaning
equipment)
 Handling any food that may potentially contaminate other food products
 Utensils must be used or disposable gloves worn when handling cooked or ready to eat foods
o Dish cloths, dish mops, scourers should be cleaned and sanitised after each use
o Use coloured coded boards to prevent cross contamination when preparing food. Always
display a sign indicating what each board is used for-
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A guide to refrigerator food that is has is not vacuum sealed bags:
Raw Food
Chicken
Meat
Fish
Minced meat
Prawns & other shellfish
Milk
Expressed breast milk
Storage life in Refrigerator
3 days
3 days
3 days
2 days
2 days
5 days
2 days
Early Childhood Educators should always ensure that they work within the scope of work role,
carry out food handling, preparation and storage according to organisation guidelines, legislation
and licensing requirements for food safety. According to the Education and Care Services National
Regulations, Child Care Centres must:
 Implement adequate health and hygiene practices and safe practices for handling, preparing
and storing food to minimise risks to children being educated and cared for by the service.
 Implement, and ensure that all staff members and volunteers at the Centre implement
adequate health and hygiene practices and safe practices for handling, preparing and storing
food to minimise risks to children being educated and cared for by the service.
 Ensure children being educated and cared for by the Centre have access to safe drinking water
at all times and are offered food and beverages on a regular basis throughout the day.
 Ensure food and beverages provided to children are nutritious and adequate in quantity and
that the food or beverages provided is chosen having regard to the dietary requirements of
individual children taking into account each child's growth and development needs and any
specific cultural, religious or health requirements.
 Ensure that a weekly menu is displayed at a place at the Centres premises accessible to
parents of children and accurately describes the food and beverages to be provided by the
service each day.
Food handling and hygiene practices which should be implemented and adhered to by Early
Childhood Educators include:
 All staff should take all practicable measures to minimise the risk of food becoming
contaminated by following strict compliance with food safety procedures and practices
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Wash hands in accordance with hand washing requirements/procedure (see “Hand washing
procedure” - below) and under any circumstances whenever hands are likely to be a source of
contamination of food
Disposable gloves must be used when handling food and for one task only; we should change
gloves if we touch our hair, face or if coughing or sneezing is deflected by hand
If direct contact is necessary our hands should be thoroughly washed and dried as per hand
washing procedure
Use tongs, spoons, forks or other utensils as a barrier between food whenever possible
Keep fingernails short
Wear hair tied back
Limit the amount of jewellery worn
Clean protective clothing is to be worn over regular clean clothes and washed daily
Protective clothing should only be worn in food handling areas, removed for toilet and other
breaks
Aprons should be changed throughout the day when soiled
Personal items should be stored away from the food handling area
Any wound, infection or cracks on the hand or arm must be completely covered with a brightly
coloured waterproof band aid. Where the wound is on the hand, disposable gloves should be
worn at all times, changing them after each task
If a cut occurs during food preparation, discard any food that may have been contaminated by
blood and follow a blood spill procedure
If Early Childhood Educators identify processes or practices which are not consistent with the
guidelines according to local, state/territory legislation within scope of own work role they should
speak to the supervisor in order to remedy the identified process or practice not consistent. It is
also important for Early Childhood Educators to address any health conditions and/ or illness that
may impact on safe and healthy food handling.
According to Food Safety Standards Food handlers (cooks) and staff which handle food must
advise the Centre Director if they have any of the following symptoms while they are at work:
 Vomiting
 Diarrhoea
 Fever
 Sore throat with a fever
The only exception to this is if the food handler knows that he/she has these symptoms for a
different reason. For example, a food handler may be vomiting at work because of pregnancy.
Staff that handle food must also advise the Centre Director if they have been diagnosed as having
and or carrying a food-borne illness. As well as reporting food-borne illness, they must not handle
any food where there is a possibility in which they might make the food unsafe or unsuitable
because of their illness. Also, if a food handler stays on at work to do other work, he or she must
do everything reasonable to make sure that they do not contaminate any food.
Safe and healthy food hygiene practices and cleanliness must minimise the risk of food
contamination. The most important things food handlers and Early Childhood Educators must
understand and implement when addressing health conditions and/or illness:
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Take all reasonable measures to prevent their body and anything they are wearing from
coming into contact with food or food contact surfaces
Take all reasonable measures to stop unnecessary contact with ready-to-eat food
Wear clean outer clothing at all times
Ensure bandages or dressings on any exposed parts of the body are covered with a brightly
waterproof cover
Ensure they do not eat over unprotected food or food surfaces which may come in contact
with food
Ensure they do not sneeze, blow or cough over unprotected food or food surfaces which may
come into contact with food
Ensure they do not spit, smoke or use tobacco where food is handled
Food handlers are expected to wash their hands whenever their hands are likely to contaminate
food.
This includes washing their hands:
 Immediately before commencing their shift, before working with ready-to-eat food and after
handling raw food
 Immediately after using the toilet and returning to the kitchen
 Before they start to handle food or when returning to handle food after other work, or a break
 Immediately after smoking, coughing, sneezing, using a handkerchief or disposable tissue,
eating, drinking or using tobacco or similar substances; and
 After touching their hair, scalp or a body parts
Food handlers should wash their hands by:
 Using the hand washing facilities provided by the Centre
 Clean their hands thoroughly using soap Use warm running water.
 Dry their hands thoroughly on a single use towel
All food handlers Early Childhood Educators which handle food must be very careful not to
contaminate food and understand their personal hygiene roles and responsibilities.
Clothing
Food handlers usually wear a uniform and/ or apron which is designed to protect food from your
body and is dependent on the kind of food that you handle and prepare. Regardless, their clothing
should never contaminate food or surface areas which come into contact with food. Protective
clothing for food handlers includes:
 Aprons
 Uniforms
 Protective coats
 Hair nets/hats
 Disposable food handling gloves
Do’s and Dont’s in relation to clothing, footwear and food handling:
DO’S
DONT’S
Store personal belongings and clothing in a Store personal belongings and clothing in food
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locker or changing room
Wear clean, well-fitted uniform and shoes
Take off your apron each time you go to the
toilet or outside the food preparation area
Keep hair clean and tied back when handling
food.
Remove all jewellery before handling, preparing
and serving food
preparation or food storage areas.
Change in the toilet.
Wear unsuitable clothes for food handling such
as shorts and thongs.
Touch or comb your hair when preparing food
Wear watches, rings and jewellery
Wear artificial nails as they can fall off and into
food
Wear nail polish as it can chip off into food
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UNIT 6
CHCCS400C
Work within a relevant legal
and ethical framework
 Demonstrate an understanding of legislation and
common law relevant to work role
 Follow identified policies and practices
 Work ethically
 Recognise and respond when client rights and
interests are not being protected
This unit describes the knowledge and skills required to work within a legal and ethical framework
that supports duty of care requirements
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CHCCS400C WORK WITHIN A RELEVANT LEGAL AND ETHICAL FRAMEWORK
DEMONSTRATING AN UNDERSTANDING OF LEGISLATION AND COMMON LAW
RELEVANT TO WORK ROLE
In order for Early Childhood Educators to demonstrate an understanding of legislation and
common law relevant to work role, they must:
 Demonstrate in all work, an understanding of the legal responsibilities and obligations of
the work role
 Demonstrate key statutory and regulatory requirements relevant to the work role
 Fulfil duty of care responsibilities in the course of practice
 Accept responsibility for own actions
 Maintain confidentiality
 Where possible, seek the agreement of the client prior to providing services Follow
identified policies and practices
In Australia, laws are created through Parliament and through the Courts. The Australian system of
government is based on the British Westminster System. Under that system, the people elect
representatives to sit in a parliament, which develops laws and policies to govern the way people
live. This is known as statute law. Other law – known as common law, is laid down by the Courts,
through the decision of judges. Legislation (statute law) is much more flexible than common law
and always takes precedence over it. Parliament has the power to change any rules deriving from
case law that may be considered undesirable.
It is important that Early Childhood Educators comply with applicable statutory and regulatory
requirements. These include:• Aged care standards
• Building standards
• Care and Education of young children
• Child Protection and guardianship legislation
• Criminal acts
• Disability standards
• Discrimination and harassment
• Equal Employment Opportunities
• Freedom of Information
• Health records legislation
• International and national standards
• Mental health legislation
• Pharmaceutical benefits
• Poisons and therapeutics
• Privacy legislation
• Public health
• Registration and practice of health professionals
• Residential and community services
• Restrictive practices
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WHS/OHS
In December 2009, all Australian Governments agreed to a new National Quality Framework (NQF)
for Early Childhood Education and Care. This agreement means that all Australian children,
regardless of their location, will get the best possible start in life through high quality early
childhood education and care and school age care services. The Framework has been developed to
improve services in the areas that impact on a child’s development and empower families to make
informed choices about which type of care service is best for their child.
The NQF aims to improve quality and drive continuous improvement and consistency in education
and care services through:
 Education and Care Services National Law and Education and Care Services National
Regulations (a national legislative framework)
 National Quality Standard (NQS)
 Assessment and rating system
 Regulatory authority in each State/ Territory (the regulatory authority will have primary
responsibility for the approval and monitoring of the quality assessment of services in their
jurisdiction in accordance with the Education and Care Services National Law and Education
and Care Services National Regulations and the National Quality Standard)
 Australian Children's Education and Care Quality Authority (ACECQA). ACECQA is the new
national body who is responsible for providing the oversight of the new system and ensuring
consistency of approach.
The Education and Care Services National Law and Education and Care Services National
Regulations have been established through an applied laws system which jointly governs a
uniform national approach. These regulations support the legislation and provide detail on a range
of operational requirements for education and care services.
The NQF sets out a new NQS for early childhood education and care and outside school hours care
providers in Australia. The NQS has introduced significant changes by improving quality across
early childhood services through:
 Improving educator to child ratios which ensure each child receives individual care and
attention
 Implementing new educator qualification requirements which ensure Early Childhood
Educators have the necessary skills to help children learn and develop
 Implementing a new quality rating system which ensure Australian families have access to
transparent information relating to the quality of children's education and care services
 Establishing ACECQA which is the new national body who ensures children's education and
care is of high quality
The NQS is also linked to a national learning framework which recognises that children learn from
birth. This framework outlines fundamental components which informs and guides educators. The
Early Years Learning Framework and Framework for School Age Care are essential resources for
services in implementing the National Quality Standard as these Frameworks outline the principles
and practices required to guide educators working with young children ensuring consistent
national delivery of high quality experiences and programs in children's education.
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All Early Childhood Educators need to be aware of their responsibility of duty of care. Duty of Care
is the legal responsibility to ensure one’s own safety at work and that of others who are at the
workplace or who might be injured by the work that is undertaken. These general duties are
aimed at preventing anyone being killed, injured or contracting an illness because of work or
activities at a workplace, including using plant or equipment.
When working with children, these principles are of particular importance because the children
are sometimes vulnerable and are not always able to voice their concerns and issues. Children also
generally do not understand the concept of safety and will behave in ways that adults would not
(running across the road to pick up a ball without considering the traffic). A breach of duty of care
includes both avoiding acts (doing something) or omissions (not doing something) which could be
reasonably foreseen to likely cause harm to any of the children in care.
Some examples of Early Childhood Educators breaching their duty of care:
• Serving food to a child with known allergies without checking the ingredients in the food to
ensure that it is safe for the child to eat
• Allowing child to play outside without applying sunscreen or providing a hat to wear, resulting
in the child becoming sun burnt
• Leaving a gate opened and a child wanders onto a road
• Releasing a child to an adult who is unknown to the centre (not the child’s parent) without
checking with the parents of the child
If duty of care has been breached and damage or injury has occurred, then an Early Childhood
Educator may be disciplined by the centre. This can include receiving a formal warning or being
dismissed. The Early Childhood Educator can also even be sued for negligence. Negligence is
carelessness or a failure to take reasonable care for the safety of lives of others. An action for
negligence can only be taken for harm that should not have occurred in the normal course of
events.
Early Childhood Educators must ensure that equipment is suited to those who children will be in
attendance on that day and that daily safety check of equipment and the environment occur. This
is to ensure that the equipment is in good condition and may not harm a child and that there is
nothing in the environment that should not be there.
Early Childhood Educators must ensure that confidentiality is always maintained. Children and
their families have a right to expect that Early Childhood Educators will keep sensitive information
regarding them confidential. Confidentiality breaches can occur both intentionally (eg giving out
client details to people who should not have this information) and unintentionally (eg carelessly
leaving a confidential file open on a table in a public place).
Early Childhood Educators can take the following steps to ensure that confidentiality is
maintained:
 Keep informed of all laws and regulations regarding the handling of personal information
 Not sharing information with people who don’t need it
 Keeping written information in a safe place
 Not Gossiping
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Instances will occur when information will need to be shared with other Early Childhood
Educators. These instances can include:• A change to who will be picking up the child or who is allowed to pick up a child
• A change in the child’s home situation (Eg divorce, death, parent remarried)
• A change in the child’s health (eg a child has been diagnosed with an allergy)
• A change in a child’s behaviour
FOLLOW IDENITIFED POLICIES AND PRACTICES
In order to follow identified policies and practices, Early Childhood Educators should:
 Perform work within identified policies, protocols and procedures
 Contribute to the review and development of policies and protocols as appropriate
 Work within position specifications and role responsibilities
 Seek clarification when unsure of scope of practice as defined by position description or
specific work role requirements
 Seek clarification of unclear instructions
All Early Childhood Educators need to be aware of and comply with the policies, procedures and
protocols of the Service in which they work. These are guidelines and practices developed to
address legal, ethical and regulatory requirements and include
• Formal, documented guidelines of an organisation
• Informal practices used by a small organisation or individual owner/operator
Policies, procedures and protocols should be written in a professional manner and be clear,
concise and offer guidelines which define how the Early Childhood Educator should behave in
certain scenarios. Compliance with the policies, procedures and protocols of a Service is important
as it ensures all staff are working in a consistent manner.
Common policies, procedures and protocols in a Service can cover:
• Accident and Injury
• Allergy and Anaphylaxis
• Anti-discrimination
• Building and Equipment Safety
• Centre’s Philosophy
• Child Protection
• Clothing
• Confidentiality & Privacy
• Critical Incidents
• Dangerous Products
• Delivery and Collection of Children
• Dental Care
• Emergency Drills
• Enrolment of Children
• Excursions
• Family Involvement
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Fees
Grievance
Health, Safety and Hygiene
Media
Nappy changes
Nutrition
Medication
Positive Behaviour Management
Program/Curriculum
Record Management
Safe Sleep/Rest
Sun Protection
Transition to School
Water Safety
Waiting List
All Policies, procedures and protocols should be reviewed regularly and often feedback from Early
Childhood Educators working in the centre is sought in the review process. Providing Quality
feedback and genuine suggestions for improvement ensures that the review process results in
improvements to the Policies, procedures and protocols. Perform work within identified policies,
protocols and procedures
Every Early Childhood Educator must be a positive role model for each child. Happy, healthy and
professional caring staff will promote the development of happy, healthy and secure children. This
means that positive and responsive relationships should be built with not only the children, but
with their families and work colleagues.
It is important that Early Childhood Educators work within their position specifications and role
responsibilities. These are outlined in job or position descriptions and should be provided to new
staff upon their commencement. Each position will have different responsibilities and job focus.
The following are examples of the various tasks that Early Childhood Educators and Centre
Directors could find in their position specification:
An Early Childhood Educator (includes various levels depending on the level of qualification,
skills/experience) may perform some or all of the following tasks:
• Plan and implement developmental programs, based on observation of individual children
• Observe and record children's growth, behaviour and development, and discuss with parents
• Integrate children with special needs into the program, modifying the program and the
physical environment if necessary
• Supervise and train staff and students undertaking child care training programs
• Prepare play and learning materials and set up the children's environment
• Supervise children's play, making sure of their physical safety at all times
• Help children with daily routines such as toileting, dressing, eating and sleeping
• Guide children's behaviour and social development
• Prepare light snacks and meals
• Maintain a safe, clean, appealing environment
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Perform simple first aid in emergencies
A Centre Director directs the activities of a Child Care Centre and services and may perform the
following tasks:
• Direct and supervise Early Childhood Educators in providing care and supervision for young
children
• Develop and implement programs to enhance the physical, social, emotional and intellectual
development of young children
• Provide care for children in before-school, after-school, day care and vacation care centres
• Manage physical facilities and make sure all buildings and equipment are maintained
• Make sure that the centre is a safe area
• Maintain records and accounts for the centre
• Make sure that procedures are in line with government standards
• Keep in touch with parents
• Recruit staff and coordinate professional development
• Develop and implement policies on a broad range of issues.
It is important that clarification is sought from the Supervisor/Director if there is confusion about
anything in the position specification or the Centre policies/procedures.
WORK ETHICALLY
For Early Childhood Educators to work ethically they must:
 Protect the rights of the client when delivering services
 Use effective problem solving techniques when exposed to competing value systems
 Ensure services are available to all clients regardless of personal values, beliefs, attitudes
and culture
 Recognise potential ethical issues and ethical dilemmas in the workplace and discuss with
an appropriate person
 Recognise unethical conduct and report to an appropriate person
 Work within boundaries applicable to work role
 Demonstrate effective application of guidelines and legal requirements relating to
disclosure and confidentiality
 Demonstrate awareness of own personal values and attitudes and take into account to
ensure non-judgemental practice
 Recognise, avoid and/or address any conflict of interest
Ethics are the moral principles that govern a person's or group's behaviour. Ethics involves
thinking about every day actions and decisions either individually or collectively and then
responding with respect for all concerned. Ethics can be confusing as all people are different and
think differently. In some scenarios, decision making is difficult because there can be different
solutions or responses to a situation, each of which may seem appropriate. These situations are
known as ethical dilemmas and may require considerable negotiations by all concerned to achieve
an ethical outcome.
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Early Childhood Australia adopted its first Code of Ethics in 1990 and later revised in 2006. The
Code is ‘a framework for reflection about the ethical responsibilities of an early childhood
professional.’ Core values which underpin the Code include respect, integrity and honesty and are
regarded as important for every service and every Early Childhood Educator working with children.
The ECA Code of Ethics is often included in new employee’s induction package as well as a copy of
the Centre’s ethics policies or beliefs.
One of the important matters to consider when thinking about difficult issues is the need to
distinguish between an ethical and a legal issue, and to identify whether an issue has both legal
and ethical implications. There are legal responsibilities in children’s services which are mandated
by legislation such as practitioners’ duty of care to children as identified in regulations or
mandated requirements to report suspected child protection issues. Some ethical issues do not
have legal implications. For example, it is ethical to be honest with colleagues but there are no
legal requirements for this professional behaviour.
If an Early Childhood Educator is experiencing an ethical dilemma, advice should be sought from
an appropriate person. An Appropriate person may include:
• Advocates/family members
• Colleagues
• External agencies (complaints and advocacy services, professional registering authorities, child
protection authorities)
• Health professionals
• Law enforcement officers
• Legally appointed guardian
• Member of Senior Management
If an Early Childhood Educator recognises unethical conduct a report should be filed with an
appropriate person. The report may be made either verbally (either through a telephone call or
face to face) or non-verbally i.e. written (through progress reports, case notes or incident notes)
Strong Problem Solving skills are a personal attribute of great Early Childhood Educators. A
systematic approach to problem solving includes the following steps
1. Define the problem
2. List the possible solutions of the problem
3. Consider the advantages and disadvantages of each of the possible solutions
4. Decide on the best solution
5. Devise a plan in how to implement the solution
6. Implement the solution
7. Review the problem and the effectiveness of the solution
8. Take follow up action (if required)
An Early Childhood Educator should ensure that services are available to all clients regardless of
personal values, beliefs, attitudes and cultures. Clients may include:
• Children and families using children’s services
• Children and young people
• Individuals living in Government funded services and/or institutions to ‘clients’
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Individuals living in residential aged care environments
Individuals living in residential disability environments
Individuals living in the community
Job Seekers
People seeking advice and assistance
Prospective individuals to the service or services
RECOGNISING AND RESPONDING WHEN CLIENT RIGHTS AND INTERESTS ARE NOT BEING
PROTECTED
Early Childhood Educators need to recognise and respond when client rights and interests are not
being protected. This can be achieved by:
 Support the client and/or their advocate/s to identify and express their concerns
 Refer client and/or their advocate/s to advocacy services if appropriate
 Follow identified policy and protocols when managing a complaint
 Recognise witnessed signs consistent with financial, physical, emotional, sexual abuse and
neglect of the client and report to an appropriate person as required
 Recognise and respond to cultural/linguistic religious diversity, for example providing
interpreters where necessary
Any parent, primary caregiver, family member or advocate (someone who speaks on behalf of
another person) who is concerned by something in a Service should be encouraged to raise their
concerns. An Early Childhood Educator should provide support and listen to the concerns that are
raised. It is particularly important if the concerns raised relate to the rights of the client. These
rights can include concerns regarding:
• Access to services
• Confidentiality
• Dignity
• Freedom of association
• Informed choice
• Privacy
• Right to express ideas and opinions
• Standards of care
• The lodgement of a complaint
Client’s rights are detailed in:
• Accreditation standards
• Industry and organisational codes of conduct, practice and ethics
• Industry and organisation service standards
• International and national charters
• Legislation
If appropriate, Early Childhood Educators should refer a client and/or their advocate/s to available
advocacy services. Governments, at both State and Federal levels, are committed to the
development of strong and effective advocacy systems, and work with individuals, with local
communities, with advocacy organisations and with other advocacy supports to achieve this.
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When managing a complaint, Early Childhood Educators need to follow the service’s
complaints/grievance resolution policy. The objective of complaint management is to resolve the
complaint, ideally by satisfying the aggrieved person (i.e. the ‘complainant’).
The most common mechanism for dealing with complaints is to follow a sequential process which
involves a number of stages. At each stage the person(s) managing the complaint, attempts to
reach a resolution of the complaint by establishing the complainants satisfaction. If the process at
a particular stage fails to yield a result that is satisfactory from the complainant’s point of view, it
moves on to the next stage and continues to do so until the client is satisfied that the matter has
been resolved.
In managing a complaint, Early Childhood Educator may be required to conduct the following:
 Advocate on behalf of the client
 Initiate, negotiate and implement relevant strategies for addressing client needs
 Identify and contact the most appropriate individuals or organisations to optimise outcomes
for the client
 Represent the client’s point of view clearly to optimise outcomes for the client
 Keep information in confidence unless authorisation is given to release it
 Discuss progress and outcomes with the client and take further action as necessary
 Raise issues with an appropriate person
 Initiate and implement strategies for addressing the client’s needs in consultation with the
appropriate personnel
 Identify and address any potential conflicts of interest
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UNIT 7
CHCPR301C
Provide experiences to support
children’s play and learning
 Create a stimulating, positive and developmentally
appropriate environment to foster development,
play and learning
 Actively guide and encourage children to undertake a
variety of developmentally appropriate activities
 Facilitate children’s play learning and physical activity
This unit describes the knowledge and skills required to conduct a range of activities that assist in
enhancing children's developmental and leisure experiences.
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CHCPR301C PROVIDE EXPERIENCES TO SUPPORT CHILDREN’S PLAY AND LEARNING
CREATE A STIMULATING, POSITIVE AND DEVELOPMENTALLY APPROPRIATE ENVIRONMENT TO
FOSTER DEVELOPMENT, PLAY AND LEARNING
To create a stimulating, positive and developmentally appropriate environment to foster
development, play and learning Early Childhood Educators need to:
 Provide areas, resources and materials for different kinds of play and physical activity
 Change the resources regularly to provide variety of activities
 Ensure play and physical activity reflects the cultural diversity, gender and abilities of
children
 Set up environment in a way that is safe, non- threatening, challenging and stimulating
 Allow sufficient time for play to develop and be completed when possible
 Identify children's individual interests and needs and support by provision of activities or
materials
 Provide a range of physical activities to allow children choice in their play whenever
possible
 Provide opportunities for both group and individual play activities and experiences indoors
and outdoors
The importance of the environment cannot be emphasised strongly enough, it is often referred to
as another teacher as its influence on a child’s learning is so profound and important. The way a
room is set up can influence and greatly impact on the atmosphere of a room, effective
supervision, ability to self- select equipment, safety, noise levels and comfort of the children, staff
and families.
The environment should:
• Reflect and support the program that has been established
• Be comprised of individual areas that support different aspects and areas of the program and
different types and stages of play
• Reflect the individual children that are present in the centre
• Reflect the cultural diversity within the centre itself and the local community.
• Be aesthetically appealing and similar to the their home setting as this will allow the children
to be comfortable and at ease in their centre environment
• Allow children to self-select equipment according to their interests
• Remain static and the same to allow children time to further develop their knowledge and
abilities unless changes are required
• Allow for effective supervision at all times while at the same time providing small, safe and
quiet spaces for children
• Allow for children to move around freely and safely around the environment while at the same
time making sure emergency exits remain clear and clutter free at all times
Setting up the physical environment is the first step in creating a stimulating atmosphere for
children’s learning. A well planned room means a welcoming place for the children, families and a
pleasant, efficient place in which to work. Children may spend many hours at our Service,
therefore as Early Childhood Educators, we have a duty of care to provide them with a
comfortable place where they can learn and develop at the same time. Children are most
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comfortable when they are in a place which includes sights and sounds that are like their home
setting. A child care environment that is similar to the children’s homes encourages feelings of
safety and security that young children experience with their families.
A warm and friendly environment is also reassuring to families as well. Areas that are effectively
designed with family members in mind sends a clear message that they are always welcome at the
centre. Families can share ideas for making our environment homelike and they might be willing to
contribute items and skills as well. In order to create an environment that is stimulating for
children, we need to consider the following:
 Age/stage of development for children in our care at the centre
 Objects and materials and the resources that we have at our disposal within the environments
(Eg decorations, equipment, toys, fabrics, utensils, furniture)
 The actual design and layout of the rooms, including indoor and outdoor space
 Choices and alternatives which are available to the children
 Effective materials that encourage children to develop new skills and at the same time build
upon existing abilities that they currently have
 Designated areas that are conveniently located, organised and well-equipped to make routines
much easier to manage and allow to focus on our interactions with children (Eg sleeping areas,
eating areas, nappy change and toileting areas)
 Areas for experiences or activities should be arranged according to and in regards to the
strengths and needs of children in our care at the centre
It is important for Early Childhood Educators to consider that environment may include:
 The building and grounds where the service is located eg Home, centre
 The local area around the service and its resources and characteristics
An environment set up to 'invite' children to play and foster play and leisure may:
 Be safe, physically and psychologically
 Look interesting to the child
 Provide challenge appropriate to the children's stage of development
 Provide choices indoors and outdoors
Other responsibilities that Early Childhood Educators need to take into consideration when
creating a stimulating, positive and developmentally appropriate environment to foster
development, play and learning include the following:
 To provide areas, resources and materials for different kinds of play and physical activity at all
times,
 Changing the resources on a regular basis to provide variety of activity
 Making sure that play and physical activity reflect and demonstrate the cultural diversity,
gender and abilities of children at our centre
 Setting up and designing the environment in a way that is safe, non- threatening, challenging
and stimulating at the same time
 Allowing sufficient and plenty of time for play to develop and be completed when possible
 Identifying and pinpointing the children’s individual interests, needs and support by provision
of activities or materials and resources
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Providing a gamut of physical activities or experiences to allow children to have a choice in
their play whenever it is possible
Providing opportunities in different settings such as group and individual play activities and
experiences that are both indoors and outdoors
Contingency management by demonstrating respect for children’s choice not to participate by
providing other activities or changing activity to suit child’s specific needs and interest
Creating an environment to foster play and leisure may depend on:
 Age of children
 Community background and expectations
 Environment - indoors and outdoors
 Location
 Materials available (natural and processed)
 Number of children
 Resources available
 Staff
 Type of service
 Whether the service has to set up and pack up for each play session
 Whether the space is shared with other services
Providing areas, resources and materials for different kinds of play and physical activity is of
utmost importance for the environment to. This may include:
• Cooperative play
• Functional, constructive, dramatic play
• Fundamental movement skills games and activities
• Games and free flowing play
• Imaginative play
• Outdoors and active
• Painting, crafts, board games
• Play with words/music
• Quiet and energetic, boisterous
• Solitary, parallel and interactive or a mix of these
• Story reading and telling
• Use of music, movement and visual arts
• Home corner
• Art/craft
• Sensory
• Language
• Music and movement
• Science, maths and investigation
• Construction
• Baby play
• Dramatic and imaginative
• Manipulative
• Drawing/ literacy area
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Solitary play
Co-operative play
Project areas
Interest tables
Spontaneous activities or situations
For older children, play, leisure and physical activity may include:
 Fundamental movement skills games and activities
 Games
 Going for a walk
 Hobbies and interests
 Interactions with people from community
 Listening to music
 Observing
 Organised games eg Races, soccer
 Solitary activities
 Sports
 Talking with friends
Early Childhood Educators need to make sure that play and physical activities reflect and
demonstrate the array of different cultures that are present at the centre and in general, gender
and abilities of the children
• When reflecting the cultures of the children and local community within the established
program, the following aspects should be considered and taken into account:
o The aesthetics of the room reflects the various cultures present in appropriate and
respectful ways, such as:
• Art work
• Objects of cultural significance and importance
o There are pictures/photos that are reflective of the specific cultures, such as;
• Photos of immediate or extended family members of the children
• Pictures of significant and important events/structures that is reflective of the cultures and
backgrounds within the centre environment
o Experiences that are reflective of, are individual to and/or support individual cultural
beliefs and backgrounds, such as;
• Games reflective of those played by children from specific cultural backgrounds
• Matching games using Aboriginal art etc.
o Art/craft experiences that depict a variety of cultures, such as;
• Dot painting
• Mosaic collage
• Working with clay
o Music that represents a variety of cultures, this can be bought or donated from families
o Families child rearing practices, in particular beliefs revolving around;
• Education
• Expected behaviour
• Social rules
• Respect
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o Learning styles that depict the children’s culture such as;
Asking teacher’s a question / do not question adults as this is sometimes thought be
disrespectful
Learn through listening/ learn through watching and carrying out a task on hand
Learn and develop on their own/ learn and develop in a social group setting
o Religious/ cultural celebrations that are important and relevant with each individual
group of children, such as;
Christmas
Hanukah
Ramadan
ACTIVELY GUIDE AND ENCOURAGE CHILDREN TO UNDERTAKE A VARIETY OF DEVELOPMENTALLY
APPROPRIATE ACTIVITIES
In order to actively guide and encourage children to undertake a variety of developmentally
appropriate activities, Early Childhood Educators should:
 Encourage and acknowledge children's efforts
 Use activities, resources and materials flexibly to meet children's individual preferences
and prompt extensions of play
 Encourage children to participate in a variety of experiences and to choose activities which
support their development and fundamental movement skills competency and confidence
 Demonstrate respect for children's choice not to participate and encourage where
experience is new or unknown
Early Childhood Educators should encourage children to participate in a variety of experiences and
activities and to choose activities which support and enhance their development and fundamental
movement skills competency and confidence in general. This can be achieved by:
• Setting up the environment to encourage and promote children in self- selecting equipment
and experiences. Examples could include;
o Creating an art/craft folder that permits children to look through and search examples
of art/craft experiences and activities and in turn choose which one they would like to
participate in and carry out
o Setting up an art/craft area where related tools and equipment are put on display for
children to choose from and enjoy
• All examples of a child’s contribution and input to the program needs to be recorded and
registered on the daily program and reflected in the child’s individual journal
Play can be defined as ‘Children doing something they have chosen themselves which they find
pleasurable and enjoyable’. It can be noted that each child has some control over the experience
they participate in and is usually captivated by their actions. Play and leisure experiences should
never be boring, routine or mandatory.
Early Childhood Educators should create and design environments or contexts which offer rich
experiences; the environment should be pleasurable and enjoyable and meet the children’s
interest and needs at the same time. Choices should also be offered and made available to allow
children to choose freely at all times. Providing opportunities for children’s play and leisure is one
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of the most important ways Early Childhood Educators provide for children’s needs and interests.
When we are able to create and provide good quality play and leisure environments for the
children in our centre, we provide them with the opportunities to:
 Expel energy
 Explore their feelings
 To share and explore all aspects and ideas
 Express thoughts and feelings
 Learn about the world around them
 Develop new skills and knowledge
 Develop accurate and correct ideas of themselves and others such as their peers
 To experience power
 To be able to build upon existing skills that they already possess
Play is a context for learning that:
• Allows for the expression of personality and uniqueness of each individual child
• Enhances and highlights dispositions such as curiosity and creativity
• Enables children to make connections between previous experiences and new learning
• Assists and aids children to develop relationships and concepts
• Stimulates a sense of wellbeing in the children
Children use and learn a whole range of skills and knowledge when they play. This can even be
seen in the simplest experiences as these also provide opportunities for their skills development.
Early Childhood Educators must plan play and leisure activities that focus and hone in on the
developmental domains in order to provide opportunities for children to acquire new skills and
knowledge. Children’s developmental domains are:
• Physical development
• Social development
• Language development
• Emotional and psychological development
• Cognitive development
• Creative development
Play and leisure environments should provide opportunities for all children to experience power.
We should create environments where children are encouraged and motivated to make decisions,
to do things for themselves, play in small groups, share resources and ideas and choices should be
available should the child choose not to participate in a certain activity.
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The following diagram illustrates the many different stages of play children go through.
•Child plays by
themselves and
seems to be
unaware of
other children
whom might be
playing around
them
Solitary Play
• A child will
watch and
observe other
children play
but does not
participate in
the
experience
•There is no
interaction
whatsoever
between
children
but they
play with
similar toys
in very
similar
ways
Parrallel Play
Onlooker Play
Associative
Play
•Children will
interact and
often share
the same
resources and
materials but
they each
appear to be
playing their
own game
• The children
can be
observed
playing
together
either taking
turns or
working
together to
create and
come up with
a real or
imaginary
game
Cooperative
Play
TYPES OF PLAY
There are many different ways to classify the different kinds of play and leisure experiences. The
different types of play can include:
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Sensory play includes some or all of our senses, these can includie
tasting, touching, hearing, smelling and looking /observing
Construction/deconstruction is where a child learns to put things
together, or to take them apart to make something that is new. This
usually can involve block structures, box construction, building and
demolishing
Dramatic play consists of pretending to act out a role or roles. This
includes imaginative play, role playing and story telling as well.
Exploratory play consists of exploring the ways things work or what
they look like when they are close up. It may involve exploring a new
play environment as well
Manipulative play consists of any kind of physical play that may need a
greater and concentrated effort in controlling small muscles and also
hand eye coordination.
Creative play refers to the use of various and severak media to express
thoughts and feelings. This can consist of drawing, painting, moving to
music, writing stories, puppets and also songs
Physically active play consists of any kind of play that involves physical
exertion and activity. It entails developing skills in mobility, climbing,
balancing, catching, throwing and also riding a bike
Areas for different kinds of play, leisure and physical activity may include areas for:
 Constructive play
 Conversations
 Creative play
 Dramatic play
 Music
 Nature based outdoor play
 Noisy play
 Physical play and activity
 Quiet play
 Sand play, water play
 Solitary activities
 Sports including fundamental movement skills games and activities
FACILITATE CHILDREN’S PLAY, LEARNING AND PHYSICAL ACTIVITY
Facilitating children’s play learning and physical activity involves:
 Follow child's lead in play and physical activity and participate when invited
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 Initiate play and physical activities and invite child to participate
 Interact with children showing enthusiasm, playfulness and enjoyment
 Monitor children's reactions to play environment to ensure each child remains interested,
challenged but not frustrated
 Encourage children to include other children in their play
 Monitor interaction between children to ensure children remain safe and are interacting
appropriately
 Redirect children's inappropriate play
 Provide interesting and varied natural outdoor space to encourage active play
 Prepare and provide suitable materials for activities
There is an array of research and study that focus and highlight the importance of a child’s early
years, including studies that are directly related to developmental milestones, brain development,
different learning styles, cultural diversity, the stress hormone cortisol, attachment theory, group
sizes etc. Within child care environments, it’s imperative that Early Childhood Educators consider
all aspects of how a child learns and grows to be able to successfully cater for their individual likes
and needs in a group setting. This knowledge is highlighted and also reflected in the educational
program implemented at Child Care Centres.
When we spend time and earnest effort to plan, set up activities/experiences and areas for
children play and leisure, we also need to think about the amount of time we plan for them to
engage in the play, that is, we must allow PLENTY OF TIME! Having something fun and interactive
interrupted can be annoying and frustrating, think back to a time when you were watching your
favourite television program, only to have your phone ring at a crucial part, annoying wasn’t it? It
is much the same for children who are in the middle of a fun and captivating play experience, only
to be interrupted half way by a call to pack up for lunch or some other reason.
Early Childhood Educators need to be aware and know that children need time to:
• Explore thing and their environment, experiment, problem solve and create
• Practice developing skills at all times
• Develop play themes
• Socialise and engage with others that they are with
• Finish what they have started
Sometimes when a child has not been given enough time to complete their play experience or
activity, they can get extremely upset and also frustrated. It is easy for an Early Childhood
Educator to see and observe that a child is upset because we asked them to pack away for lunch or
whatever reason, however, we must also realise and acknowledge the efforts they have put into
what they have accomplished and completed so far, the child may not want to disregard or ignore
their efforts by putting the puzzle away, instead, we should offer the child the chance to put the
puzzle in a safe place so that they can finish it after they have eaten their lunch or completed
whatever task. This shows a deep respect for the child, as well as help’s children enhance and
cultivate their own self esteem.
Ways of facilitating play will be affected by a child's age/stage of development and must include:
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For babies and infants:
 Flexible routines to allow for the needs of individuals to be met
 Gentle handling, eye contact and appropriate sensory experiences to develop security and
trust
 Safe environment to explore
For toddlers:
 The day is structured and routines are established
 Blocks of time are available for exploring and experimenting with the materials
 Caregivers introduce new and different experiences to children
 Play is extended by introducing new materials or resources or suggesting alternative ways to
use the materials
 Caregivers give children time to develop their ideas
 Transition from one activity to another is smooth
 Model appropriate play and use of equipment
For 3 to 5 year old children:
 Care giver's interactions provide a positive role model for children
 An environment is maintained that respects individual and group needs
 Children are aware of the limits which are applied consistently
 Children's feelings are acknowledged and respected by caregivers and children
For 6 to 12 year old children:
 Participation with children
 Materials are suggested or alternatives uses of equipment/materials are suggested
 Cycling
 A variety of indoor and outdoor activities for all ages
A family’s cultural practices can influence and have a great impact on the rate at which children
develop physical skills. It can be noted if a child’s home culture strongly believes in independence,
then that child may be encouraged to do things on his/her own at an earlier age. If a child’s home
culture values relationships with others more than personal independence, then he/she may in
turn be discouraged from doing things at a very young age. These values also dictate and
determine the type of play a child is encouraged to engage in at home and at our Service.
Young children learn by observing the important people that are in their lives. Their families’ home
culture has a huge impact on their understanding of which emotions and feelings to express, how
and when to express them. Some cultures however they value the group’s well-being over the
individual’s well-being. In these cultures, it can be noted that it’s important not to express strong
emotions in so that the harmony of the group is maintained. Cultures that value the individual’s
well-being over the groups’ tend to appreciate and welcome the expression of an individual’s
feelings such as smiling broadly, laughing loudly, crying mightily or scowling deeply. Children will
engage and demonstrate appropriate and suitable, familiar play which reflects and mirrors their
culture at home.
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A child’s home culture can influence or impact when a child speaks and the way in which he or she
uses verbal language, their facial expressions, gestures and silence to communicate with others.
Some families rely more on verbal language and direct speech. Others rely on a greater extent on
the facial expressions of the speaker and on indirect communication strategies. Children that
come from families who value and prefer direct communication and who may use many words to
explain a situation or to express feelings, whereas a child whose family values indirect
communication is generally physically closer to his parents encourages the child to continue
communicating non-verbally rather than relying on words. Understanding these different styles
will help us recognise and acknowledge each child’s communication attempts and better support
the language development of the children in our care at the centre.
A child’s culture can affect their creativity by influencing the opportunities they are presented with
to express their creative self. Some cultures are found to be more conservative therefore the child
is less likely to use their imagination and self- expression, in contrast to other cultures which
encourage children to explore their creativity in everyday experiences such as speaking, singing,
painting, celebrations etc. It is our job as Early Childhood Educators to provide culturally
appropriate experiences and celebrations and encourage children to readily accept each other for
their differences. It is important to communicate with families to obtain information about each
child’s cultural background in order to plan activities which will help a child learn about their
cultural background.
A child’s home culture or setting can influence the way they learn and processes new information.
Cultures encourage children to explore their environments in different ways. In some cultures it
can be noted that experimenting with toys, manipulating objects and solving problems by using
materials or resources are highly valued as the way children learn best. Other cultures value
observation more than handling materials. In some communities, children learn by observing their
environments and surroundings, watching others interact and focusing on people rather than
materials.
It is important to know and learn about each child’s cultural diversity and background and we
must consider these differences when we plan and program for play. It is vital to consult parents
to collaborate and share information about special occasions and how each family celebrates to
enable and allow us to introduce these concepts in a relevant manner. Special occasions may
include:
• Birthdays of children
• Festivals
• Celebrations of achievements
• Community events
• Birthdays of animals
• Beginning and end of school term or holidays
• Cultural events
• Any events of significance or importance to a child and their family
There are many ways to incorporate culture into our curriculum, it’s imperative that we use our
creativity and imagination, anything is possible! As Early Childhood Educators we must try to make
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these experiences fun and educational. By spreading cultural awareness, we are encouraging each
child to embrace their culture and share it with their peers.
As Early Childhood Educators, we play an important part in supporting and encouraging children in
their explorations of their new environments and surroundings and to take charge of their learning
and development. Our efforts can change their worlds into an exciting and adventurous place
where they can be confident and competently experiment with new things and ideas. Our words
of encouragement and encouragement can be responsible for expanding horizons, broadening
their interests and developing their skills.
We can effectively encourage children’s efforts in their play and leisure by:
• Simply acknowledging a child and what they are trying to achieve
• Showing personal interest and asking questions about what they are doing,
• Provide positive feedback on the skills they are implementing
• Acknowledge a child’s efforts
• Sharing and celebrating a child’s efforts and achievements
• Providing verbal encouragement at all times
• Providing non-verbal encouragements and praise (Eg smiling, clapping, nodding, etc),
• Giving them our undivided attention at all times
• Showing faith in their abilities and skills
Early Childhood Educators should encourage children to actively participate in a variety of
experiences and choose and focus on activities which support their development and fundamental
movement skills with competency and confidence. We must be aware of each child’s
developmental age/stage so that we can plan appropriate activities accordingly.
We should also encourage children to include and interact with other children in their play (when
this is age appropriate) however, we need to monitor and observe the interactions between
children to ensure children remain safe and are interacting appropriately at all times.
At times we will be required to redirect children when their play is unsafe or negatively affect
other individuals in the group. In these cases, as Early Childhood Educators it is our responsibility
to protect all the children in our care; one way we can do this is by managing children’s behaviour.
There is no one way to redirect children’s behaviour and what may stop the action of one child
may not always work on another child. We need to know the child, understand their abilities, be
aware of previous events and have an awareness of their individual temperament and personality.
When Early Childhood Educators monitor and observe children’s play, we cannot fully participate,
instead, we must move around the environment looking for situations which require our
attention. This includes identifying when a child:
• Needs some assistance and help with their personal needs
• Require assistance in their interactions with a peer
• Is in need of guidance and help in terms of safety
• Is in need of guidance in terms of behaviour
• Requires assistance using an equipment/material/resource
• Needs help locating equipment/material/resource
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When Early Childhood Educators are invited to actively participate in children’s play, we must do
so always respectfully, this can be done by using the following skills:
• Responding appropriately and cordially to an invitation,
• Collaborating with children at all times,
• Encouraging children to retain power and control in their play,
• Taking responsibilities of our own needs,
• Using our imagination to help children with their play ideas,
• Depart from play experiences and activities in a respectful manner.
Early Childhood Educators must remember to never leave a play situation abruptly as this will
upset the children that are engaged in play. As Early Childhood Educators we must note that if
there is an emergency which requires our immediate attention, we must make an effort to always
take the time to thank children for allowing us to play with them and let them know that we will
be ending our interaction and the reasons. For example we might be having an imaginary tea party
or a Teddy Bears Picnic and it is time to change nappies, rather than getting up and leaving, we
should announce and explain that it is time to change everyone’s nappies, therefore, we cannot
have any more tea, but we will probably be able to sit down for another cup after everyone’s
nappies have been changed.
The National Physical Activity Guidelines for Australians guidelines outline the minimum levels of
physical activity that are required to gain a health benefit and practical ways to incorporate
incidental physical activity into everyday life. It is important for Early Childhood Educators to have
an understanding of physical activity. Physical activities include any bodily movements produced
by skeletal muscle that results in a substantial increase over the resting energy expenditure.
Furthermore, leisure is understood to be:
 A special way of doing and feeling
 It balances those things in life that may be boring, onerous, time consuming busy work,
expectations, tiring, repetitive, hurried or dutiful
 It mixes stimulating, creative, relaxing, playful, refreshing challenging and pleasant
 Leisure describes pursuits that are freely chosen and deeply satisfying
Being active is good for you in so many ways, as it can provide a huge range of fun experiences and
activities which make feel good, improve your overall health, and is a great way to relax and enjoy
the company of your dear friends.
Regular physical activity can:
• Help prevent heart disease, stroke and high blood pressure
• Reduce the risk of developing type II diabetes and some cancers
• Help build and maintain healthy bones, muscles and joints reducing the risk of injury, and
• Promote psychological well-being
Early Childhood Educators should be aware of the following physical activities recommended for
children:
0-5 YEARS
• For healthy development in infants (birth to 1 year), physical activity – particularly supervised
floor-based play in safe environments – should be encouraged from birth.
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•
•
•
•
Toddlers (1 to 3 years) and pre-schoolers (3 to 5 years) should be physically active every day
for at least three hours, spread throughout the day.
Children younger than two years of age should not spend any time watching television or using
other electronic media (DVDs, computer and other electronic games).
For children two to five years of age, sitting and watching television and the use of other
electronic media (DVDs, computer and other electronic games) should be limited to less than
one hour per day.
Infants, toddlers and pre-schoolers should not be idle, restrained or kept inactive for more
than one hour at a time – with the exception of sleeping
5-12 YEAR OLDS
A combination of moderate and vigorous activities for at least 60 minutes a day is recommended.
Examples of moderate activities are a quick walk, a bike ride or any sort of active play that they
may enjoy.
More vigorous and strenuous activities will make children “huff and puff” and include organised
sports such as football and netball, as well as activities such as ballet, running and swimming laps
as well. Children typically accumulate activity in intermittent bursts ranging from a few seconds to
several minutes, so any sort of active play will usually include some vigorous and strenuous
activity.
Most importantly, children need the opportunities to participate in a variety of activities that are
fun and suit their interests, skills and abilities. Variety in activities will also offer the child a range
of health benefits, experiences and challenges.
Children shouldn't spend more than two hours a day using electronic media for entertainment (eg
computer games, TV, internet), particularly during daylight hours.
Exercise is important and vital for all and Early Childhood Educators should teach and encourage
children why we need exercise for our bodies, so that they understand and comprehend the role it
plays in keeping healthy. Reasons why exercise is good for us include:
• It helps us feel fit, strong and stay healthy at all times,
• Our brains release endorphins during and after exercise, endorphins are produced naturally
and makes us feel food after
• It allows us to feel relaxed and at ease
• Fun way to socialise with others
• Helps keep our weight down
• Helps our muscles get stronger and stronger
• Helps us sleep better
• Reduces the risk of heart and lung disease
• Great way for us to relieve any tension we are feeling
There are many ways to encourage children to exercise, including dancing to music, running
around outside and other activities. As Early Childhood Educators, we build upon our list of age
appropriate activities by being aware of age/stage developments and using our creativity to make
staying healthy fun!
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UNIT 8
CHCIC301E
Interact effectively with
children
 Communicate positively with children on an ongoing
basis
 Promote positive behaviour
 Collaborate with children about their interests
 Respect similarities and differences and encourage
children to respect these differences
 Support children in learning about the decisionmaking process
This unit describes the knowledge and skills required by anyone working with children to ensure
they can develop and maintain effective relationships and promote positive behaviour in the
childcare environment
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CHCIC301E INTERACT EFFECTIVELY WITH CHILDREN
COMMUNICATING POSITIVELY WITH CHILDREN ON AN ONGOING BASIS
In order to communicate positively with children on an ongoing basis Early Childhood Educators
must:
 Use language style that is appropriate for child's age, developmental stage and culture
 Use key words of meaning to a child
 Ensure non-verbal communication is appropriate and relevant
 Ensure interactions are frequent, caring and respectful
 Use non-gender-specific and non-stereotypical language
The language that we use with the children has a direct impact on their self-esteem and the way
they feel about themselves in general. If we interact actively with children using positive language
at all times, we are demonstrating to them that we are being respectful towards them and as Early
Childhood Educators we are building a self- esteem enhancing environment in which children can
attain and develop confidence and learn to interact successfully with others. Communicating with
children is a vital part of our work with children. Language is a powerful medium and is what we
use to communicate and build our relationships with others.
Relationships are based on social interactions between people over a general period of time. In
order for us to build a positive relationship with the children we work with, one which is built on a
foundation of trust, we should:
• Establish and work on having a positive relationship with children
• Treat all children with respect, acceptance and trust
• Use a calm and caring voice at all times that shows children that we are interested and enjoy
their company
• Listen to what children have to say even if we are busy
• Respond to issues that concerns them even if they don’t seem important to us
• Be aware of our non-verbal cues at all times
• Get down to their level and maintain eye contact at all times
• Act natural and do not force a friendship
Early Childhood Educators have the pleasure of assisting children with their growth and
development in the first five years of life. We can help this process by interacting effectively and
responding to them in appropriate ways at all times. Young people are unique individuals with
their own personalities, characteristics and traits which have developed due to an amalgamation
of their family, people around them, their culture, background, history, experiences etc. It is
important for Early Childhood Educators to acknowledge a child’s cultural background and it’s vital
for us to recognise and accept this so that we may in turn learn how to respond to each child in a
way that sends the messages that they are worthwhile and capable beings. People with more
positive self-esteem feel more positive about themselves and confident to operate in the real
world and interact effectively with those around them. As Early Childhood Educators it is our job
to give children the tools they need to be such people as mentioned previously.
Early Childhood Educators must ensure they use language that is appropriate for each child's age,
developmental stage and also culture. Language that is implemented and utilised should be
communicated effectively while also encouraging the continued and ongoing development of the
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child’s functional expertise in communication. Children, who feel like they are being spoken down
to, will react in much the same way as an adult who feels like they are being patronised, that is
they won’ react positively. Language pitched at a level below a child’s capacity will also frustrate
the child and work against their maturation.
Communication is the main tool used in providing care for children and should be seen as an
ongoing process which allows needs to be expressed and met. The quality of communication is
governed and controlled by two factors:
 Its appropriateness and relativeness to the children’s ages and developmental stages,
 It’s relevance to their respective cultures and backgrounds.
When high quality communication is utilised this results in the delivery of high quality care.
It is the duty of Early Childhood Educators to get to know as much as possible about each child’s
cultural and social backgrounds, they can learn from:
 Children themselves
 Parents
 Other workers
 Neighbours
 Local council
 Shop keepers
 Community Services agencies
 Their own observations and interactions
By using key words that are of meaning to a child, Early Childhood Educators are demonstrating to
the children that we respect where they come from and create a sense of belonging and
acceptance.
Early Childhood Educators need to ensure when using non-verbal communication that it is age
appropriate and relevant to the child and situation. It can be noted that some language experts
believe that the words we use carry only up to twenty percent of the message that is received. Our
gestures, facial expressions and body language do the rest. Children begin communicating and
interacting in ways other than speech and may rely depend on non-verbal communication
strategies. Some of these may have developed and adopted in the home amongst siblings, parents
and other household members and as a result, may not be immediately recognised outside the
family environment or setting. To enable children’s development towards more conventional
communication styles, adding verbal input can enhance and aid non-verbal communication.
Non-verbal communication is used with spoken form through life. Knowing in advance how an
infant will communicate, verbally and non-verbally at each of their developmental stages assists
and helps us in adapting our communication styles (verbal and otherwise) to each child that is in
our care. We must also remember the importance of social and cultural factors for each child.
Non-verbal communication such as sharing an activity, positioning and accommodating ourselves
in close proximity to the child, making constant eye contact, getting down to their level, giving a
warm hug or a smile, goes on constantly all around us. It is at least as effective as conveying
thoughts, emotions and ideas as words can be. Thus the saying, actions speak louder than words!
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Many children will respond positively to a direct look, some children whose cultural norms have
taught them to interpret and understand a direct look as a threat or an authoritative gesture will
avoid direct eye contact.
The diversity in a Child care group setting will often require identifying the range of cultural and
other influences that impact and have an effect on the variety of non-verbal communication styles
used within the group. This should be done through consultation with the children’s parents, other
carers and the children themselves at all times.
Non-verbal communication plays the same role as verbal communication. Communication in all its
forms is the primary tool used by Early Childhood Educators in the face to face delivery of quality
child care.
Early Childhood Educators must ensure all interactions are frequent, caring and respectful as
happy children will always feel good about whom they are. Children will feel good about
themselves when they think and perceive that what they have to communicate is worthwhile and
of significance. People who listen to children at all times and think that what they have to say and
transmit is worthwhile demonstrate this by listening attentively and by responding to what they
are hearing.
When children are showing and demonstrating signs of struggling with communication, it is
essential that their attempts be encouraged and we reward their improvement. It is best to avoid
putting direct pressure on the child to correct poor communication skills, as it is better to provide
good models at all times and use positive reinforcement instead through feedback, to overcome
problems and developmental delays.
Children have a habit of wanting attention when our hands are full. It is very easy to get tied up in
routine matters but taking the time to talk and listen to children is essential. Early Childhood
Educators need to make sure that every child in the group has plenty of opportunities for formal
and informal contact. Putting children on hold when we finish our current task isn’t ideal, instead,
it’s a good idea to involve the child in our work and engage them in conversation as they help with
tasks and participate in activities.
As children are all different, they will try to have contact with us in various ways, but not all
strategies will be obvious and apparent, therefore, we must be vigilant and attentive and identify
each child’s attempt to communicate with us.
In order to interact effectively with children in our care, we should:
 Make ourselves accessible and approachable
 Stay close to children at all times
 Look beyond superficial communication behaviour, to its underlying causes
 Maintain eye contact with children at all times
 Stoop/bend down to the child’s level whenever possible
Not so long ago, most children’s literature was very sexist. They conveyed the message that little
girls were always neatly dressed and playing quietly with dolls, whilst boys raced around and made
a mess playing cowboys and Indians. In general doctors were men and mothers were always in the
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kitchen. John always wore blue and Betsy always wore pink. These stereotypes haven’t helped in
broadening the children’s understanding of the world and have aided the prevalent myths and
generalisations that exist today.
Well before children start reading, they start to develop ideas of how the world is from the
information they receive through all their senses. If they perceive differences that come across in
a negative way (Eg girls are weak, boys are messy, men go to work while women stay at home,
etc) the reactions or responses that they get to the behaviour that is based on this perception,
will limit the formation of inclusive, non- discriminatory attitudes in their young minds.
Although it is the most obvious and apparent difference, an Early Childhood Educator should use
other ways of separating the group. It is recommended to introduce non-gender specific and nonstereotypical examples that broaden ideas when talking to children about roles, such as
occupations and family structure. We can use generic characteristics to separate a group, e.g:
 Colour of clothing that they are wearing
 Long or short hair
 How many people in their family
 Favourite animals
The spin off and result for children doing things this way is that they learn that individual and
cultural characteristics, like differences and uniqueness, are positive and valuable.
PROMOTE POSITIVE BEHAVIOUR
When promoting positive behaviour it is very important to:
 Communicate to child, positive and realistic expectations of their behaviour
 Regularly identify and explain to children examples of positive behaviour
 Use clear communication that suggests positive options to encourage a child's cooperation
 Draw child's attention to positive aspects of the child's behaviour
 Apply limits to behaviour within service policies
Approaches to the provision of care for children in our care, involves positive reinforcement at all
times as well as modelling as this permits us to promote the kind of behaviour in children which is
consistent with the provision of quality child care that we are offering. Positive reinforcement
entails giving the recognition and praise for desirable behaviour that is displayed. Modelling
provides children with direction on how to behave appropriately.
Understanding what is expected in certain situations isn’t always easy. When children come to our
Service, it is important that we do not assume that they know in advance how we expect them to
behave and act. Child care represents a completely new experience for many children and many
times the expectations of Early Childhood Educators and other children are very different from
those of their parents and other family members.
As we begin to understand how to guide children’s behaviour, it is essential that we comprehend
that sometimes children behave inappropriately, not because they want to be silly, but probably
because they do not know how to behave in any other way or manner. The task for us as Early
Childhood Educators is to make our expectations clear for children and to teach them how to
behave accordingly in ways that are accepted within our Service’s setting.
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Our expectations for children’s behaviour will vary in accordance to the individual needs of the
child. The way in which we respond and perform to the individual needs of each child will also
depend on:
 The context and setting in which the behaviour occurs
 The age and developmental stage/ability of the child that is involved
 Social structure and culture
It can be noted that limits and guidelines on behaviour introduce children to the concept of selfcontrol and self-accountability. These can take various forms including explanations of
expectations about behaviours towards and treatment of each other, repetitive practice of routine
procedures for health and safety purposes (Eg washing hands). Behaviour management strategies,
appropriate to the stage of development of the child may include:
• Baby/infant – saying ‘stop’ and using non-verbal signs, especially facial gestures, encouraging
and motivating the child to move away from the situation that is causing the problem at hand,
initiate interest in another activity (this is often referred to as ‘distraction’)
• Toddler – respond patiently, warmly and firmly, suggesting alternatives to the current
behaviour and be consistent
• Pre-schooler – clearly communicate expectations and rules in simple terms,
• Primary school aged child – discuss the reasons for guidelines and limits on children’s
behaviour, explore the nature and logical consequences and results of having guidelines and
limits on behaviour
Factors that need to be remembered when we are communicating expectations to children
include:
• Developing adequate communication about rules, limits and the consequences that will follow
when the rules and limits are broken or not adhered to
• When bringing a child’s behaviour to their attention or making them aware of it, it’s essential
to focus on the behaviour and avoid personalising it. It is the behaviour that is unacceptable
and inappropriate, not the child
• It’s imperative to be consistent in enforcing the roles and limits. There should not be any
confusion or misunderstandings as to what will follow and how serious we are,
• Make sure our instructions are clear and coherent, we may need to go over what we mean
more than once
• Identify the triggers for each child’s behaviour, as we may be able to avoid difficulties before
they surface, if we know what sets off the child in the first place
• Setting a logical relationship between the behaviour and the consequence or result that the
child will experience as a direct result of choosing to behave in a certain way or manner,
• Always respond to unacceptable behaviour immediately at all times
• Give appropriate warnings, never threaten, help child modify their own behaviour before it
strays beyond acceptable limits
In developing expectations about a child’s behaviour, we do well to consider the child’s age and
think about what is reasonable for that particular child. When giving children choices about how
they are behaving and interacting, we must make sure we give them real choices. We should
clearly establish the differences between the choices available and explain the different
consequences that will follow the choices. Communicate our expectations of their behaviour
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standards when the child is settled, not in the heat of the moment. We can promote, encourage
and positively reinforce strategies for good behaviour rather than trying to concentrate on
diminishing the occurrences of less desirable behaviour.
When children are doing the right thing, it makes good sense to acknowledge these examples
publicly. Explicit recognition positively reinforces the behaviour in the child concerned and at the
same time provides a model for other children to follow suit so that they can gain recognition in
the same way. Some children’s behaviours are ‘naughty’ simply because they do not know how
else to get attention so effectively. Children often cannot identify the difference between good
attention and bad attention. Where this sort of behaviour has been unwittingly reinforced, it
becomes imprinted and more so automatic, so that every time the child wants attention, they will
misbehave.
To overwrite this imprinting, it is vital to create a stronger association than the one the child
currently has. Therefore, it may take successive applications of identifying and rewarding positive
behaviour over a period of time, whilst at the same time ignoring the behaviour that worked
effectively in the past.
Long term, structured management of undesirable, unacceptable and inappropriate behaviour, is
accomplished through the child’s behaviour management plan being implemented within the
centre’s policy guidelines and regulations. This approach works best when parents share and
endorse our expectation. Consult and refer to them as often as necessary and possible to achieve
consistent approach to positive behaviour management. These management plans need to be
enforced both at home and at our Service so that they are effective.
Children know when their attempts fall short of the expectation that is expected from them. The
reactions from those around them are enough to get the message through to them. Children, like
adults, experience emotional tension when they are frustrated by their inability to achieve the
desired result. This tension is a result of their not knowing what it is that they have to do in order
to succeed. When a child is frustrated by their inability to conceptualise a way for them to
cooperate, we must come to their aid and provide them with some assistance.
When force and punishment were used to modify children’s unacceptable and undesirable
behaviour, children experienced stress and trauma, long after they had worked out how to avoid
being thrashed. The stress was consequently due to their not understanding how to behave. On a
positive note, we know a lot more these days, about encouraging cooperation, by providing
children with positive cues on a regular basis on acceptable behaviour. What we are saying to
children is ‘You have the ability to behave well and this is how you can show it”.
A lot of research has been done on trying to find the most effective type of motivation to use to
encourage certain and particular behaviours. In previous times, researchers worked out that
‘positive reinforcement’ was the way to go. This involves rewarding the desired behaviour when it
is performed. It also involves rewarding randomly and often.
When every single positive action that a child performs is rewarded, the rewards list their
effectiveness due to habituation. After a while the child will associate the reward as the automatic
outcome of the action. Some children are so over-rewarded that they eventually lose interest in
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the achievement and simply go through the motions in the expectation of the reward, rather than
to achieve the outcome they desire.
Naturally, in a busy Child Care Centre, some positive behaviour is going to go unnoticed and not be
so apparent and therefore go unrewarded. When we notice the child’s demonstrating the type of
behaviour that our centre expects, we should reward it accordingly. If we are worried that we may
have missed the odd occasion, where we could have given some recognition and praise for a job
well done, it is not a major problem. Despite what they might say if we asked them, children’s
most valuable reward is recognition, not junk food or a video as some may perceive. By drawing
firstly the child’s attention to his or her cooperative play, we give our stamp of approval and lift
the child’s self-esteem. When we then point it out to other children then his or her self-worth in
the group builds further and further. The other children are getting real examples of how to get
the attention they want – by behaving appropriately. This recognition can take many forms; a
verbal comment or physical contact like a pat or a hug, are easily provided and always warmly
received by the children.
The following table shows examples of positive behaviour reinforcement appropriate to the child’s
stage of development:
APPROPRIATE POSITIVE BEHAVIOUR REINFORCEMENT
Child’s age/stage
Baby/infant
Toddler
Pre-schooler
Primary School Aged
Positive behaviour reinforcement
Smiling and looking at the baby/infant
Giving the baby/infant one-to-one attention and physical contact
Talking about how to play happily with others in the centre
Initiating interest in another activity (distraction)
Suggesting alternatives to current behaviour
Repeating the good behaviour guidelines
Offering choices of appealing activity at all times
Giving verbal praise and encouragement
Redirecting child before behaviour becomes troublesome
Explaining the reasons for good behaviour guidelines so that they
understand
Giving non-verbally communicated recognition that has important to
children of that age and the peer group (eg the special seat, a sticker or
another type of privilege)
Exploring children’s feelings with them and examining how they
influence their behaviours
Setting the standard through our own behaviour at all times (role
modelling)
Involving the children themselves in the setting and monitoring of good
behaviour guidelines
Providing written copies of our centre’s good behaviour guidelines to
children, which are appropriate to their reading ability levels
Early Childhood Educators must apply limits to behaviour within service policies.
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Service policies are developed to:
 Provide guidance to staff in the performance of our duties and responsibilities
 Inform parents and guardians of the terms and conditions, under which care is provided for
their child at the centre
Documents detailing Service Policies and Procedures in respect of children’s behaviours should be
available somewhere in the centre. It is appropriate for these documents to be made available to
new employees when they start work and for families enrolling their child in our Service for the
first time.
Our Service’s Policies and Procedures, which manage responses to children’s behaviour, need to
take into consideration all of the federal, state and local laws, legislation and statutory regulations
that may apply to child care, including the Children’s Services ACT, the Children’s and Young
Person’s Act and the Anti-discrimination laws.
Duty of care, under common law, is also an important factor in our Service’s policies and
procedure in respect to responding to and managing children’s behaviours.
We should familiarise ourselves with the material that our Service has produced and acquaint
ourselves with the policies and the procedures. Should our performance as an Early Childhood
Educator ever be questioned, the best answer is to prove that we have a good working knowledge
of the relevant policies and followed recommended procedures as closely as practicable and
possible.
COLLABORATING WITH CHILDREN ABOUT THEIR INTERESTS
In order to collaborate with children about their interests you should:
 Consult children using a range of communication forms
 Interact and collaborate with all children in the service on a regular basis
 Encourage children to consider new ideas and interests that haven't previously been
catered for in the service
 Allow sufficient time for children to express their ideas in a variety of contexts
 Positively acknowledge and act upon suggestions whenever possible
Decision making, the most crucial of the thought process, develops like the rest of the numerous
skills and abilities that a baby is eventually expected to master by adulthood. Like all these
important skills and abilities, decision making is encouraged into their development, through
nurturing relationships, first with their parents, family members and then with the outside world.
Early Childhood Educators should consult children using a range of communication forms,
including words, signs, movements, body language, music, songs, etc are all implemented by
children to various degrees to express their reactions to events, ideas, activities, etc.
People who work most effectively and positively with children are those that have a working
knowledge of the world in which the child lives in. Through their own experience of the outside
world, children have their own preferences and favourites. Significant adults in children’s lives
need to ensure that they stay in touch with what is seen as important to that child. Eg fashion,
entertainment, food, technology, etc)
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Children will often have an opinion on anything that is of vital importance to them. Talking and
listening, individually or in a group, regularly or spontaneously, provides Early Childhood Educators
with opportunities for discovering and capitalising on children’s interests.
Children like to be specifically asked about something in which they are interested and generally
like to be active and involved in discussion about an aspect of life at our Service or something that
is going on in their home setting. As Early Childhood Educators Professionals, we need to consult
and ask children using a range of communication forms to gain information about the specific
child, this can include:
 Surveys
 Evaluations
 Discussions
 Suggestion box
Talking to children about their interests and what concerns them sends a clear and important
message to them that they are important. Conversations with children help adults to understand
them to a greater degree and more completely meet their needs. Knowing about children’s
interests and concerns help us as Early Childhood Educators, to closely match child care activities
and resources to the children’s stages of development and to their individual preferences.
Getting to know the children and their likes and dislikes gives us opportunities to plan activities,
routines and programs that children will feel valued and respected at all times. Children feel more
relaxed and at ease and at home when they can see their interests being reflected in the
surrounding environments and hearing those around them, talking about it in conversation.
Encouraging children to openly talk about their interests, is part of every quality Child Care
Centre’s philosophy. A quality child care program plans for open discussions between and with
children at all times. Spontaneously carrying out activities and interactions with children involving
their interests and preferences should occur frequently. Our day to day program should include
planned activities and provide plenty of opportunities for interactions with children while they are
engrossed in something they enjoy doing. Our program should also mirror and cater for those
interests. The maturational process at work in a child will affect the child’s interest and
preferences and in order for us to keep up with this development, discussion and other fact
finding strategies must be used by Early Childhood Educators regularly.
Early Childhood Educator’s need to allow sufficient time for children to express their ideas in a
variety of contexts. As the role of an Early Childhood Educator is to provide them with the security
and safe environment in which to form and express their ideas. Early Childhood Educators need to
positively acknowledge and act upon suggestions whenever possible. Whenever children offer a
suggestion, it is important to acknowledge their input and responses. Naturally, there will be times
when an unusual suggestion is made and we must acknowledge them in a sensitive manner, we
must avoid situations or contexts where a child’s suggestion is not wanted or valued.
Children’s creativity and imagination is what makes each day different and exciting. Children
should be praised and commended for using their imaginations and providing us with suggestions,
even if they are out of this world. Once we acknowledge their suggestions, we must also explain
why we cannot act upon these suggestions with a logical and reasonable explanation. For
example: William wants to be an astronaut when he grows up, today, he suggests that we should
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fly to the moon before lunch time. We should acknowledge that it is a fantastic idea, although, it is
too difficult to physically fly to the moon, perhaps we can use our imagination and go on a space
adventure instead? Or read a book about space.
RESPECT SIMILARITIES AND DIFFERENCES AND ENCOURAGING CHILDREN TO
RESPECT THESE DIFFERENCES
Respecting similarities and differences and encouraging children to respect these differences
requires Early Childhood Educators to:
 Identify and talk about children's likes and dislikes
 Talk about differences as resources, not as inferior or a problem
 Respond positively and with respect to different communication styles used by children
Whether we like the idea of someone else’s being different from ourselves, there is not a lot that
can be done about it. Differences will always exist! Denying that differences exist does not lead to
equality. Differences exist and must be recognised at all times. Differences can make us
uncomfortable and we may not always readily accept them in other people. However, not
accepting another person’s difference from ourselves is not bad or wrong. Preventing others from
being different, being themselves and not the same as we are, is unfair, unjustifiable and in, some
cases, against the law.
Differences between people are positive, as they make the world a much more interesting place in
which to live in. Acceptance is an easier way to come to terms with differences, than trying to
deny they exist or eliminating them. Getting along well with others requires us to accept their
differences. In accepting the reality of the situation, whereby differences exist and we are better
off to accept them, we do well to note that some are positive and others may not be to our liking,
we understand that belonging to a society obliges us to tolerate the differences that challenge us.
In a society, tolerance is a very valuable asset indeed.
The colour of our skin, our eyes, or our hair, our body shape, our looks and so on, are all due to
our genetic make- up and inheritance. Our parents pass on, these characteristics, to us. Children
will in turn inherit a set of biological traits from their parents, which broadly determines the limits
of physical features, which the individual may or may not develop, depending on factors such as
the environment. Consider people who are born with genetic disposition to hay fever. Not all of
them develop the condition, because they manage, either by luck or good management, to avoid
environments that may bring on the hay fever. Others do not have to endure it until later in life,
when the condition surfaces, after lying dormant for years, without any noticeable change in the
environment.
Personality traits will vary from person to person, as they are determined by interactions between
a combination of the environment and child rearing practices and genetically inherited personality
traits. In addition to these genetic and environmental differentiating factors, each of us belong to
a determined culture and has a cultural identity.
Early Childhood Educators need to be able to identify and talk about children's likes and dislikes.
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Children identify themselves with what they like and what they dislike. Encouraging children to
identify and discuss their likes and dislikes, will equate to getting them to talk about themselves.
Talking about ourselves helps us to work out who we are.
Choices and preferences are exercises in individuality. Providing plenty of planned opportunities,
for children to talk about their likes and dislikes, and taking advantage of these golden moments
when something interesting suddenly appears, delivers a number of desirable outcomes. These
include:
 Identifying children’s interests, so that they can be adequately provided for
 Increasing opportunities for communication skill practice and development
 Obtaining relevant content for activity programs
 Evaluating their developmental progress
 Checking that what is currently going on is to the children’s liking

Children, who perceive that the things that are important to them are also important to others,
will generalise this thinking to themselves as individuals. That is, the child thinks ‘if what is
important to me is also important to others, I must be important too!’
Individual differences are an asset to a group. This principle can also be expressed as two heads
are better one. The range of individual differences in even a small group of children can be quite
different and a discussion of these, highlighting the positive aspects, help children know and
accept themselves and secondly, understand and appreciate others. Where children think that
their individuality makes them inferior in some way, they will try to suppress this side of their
character, which will in turn cause them stress and anxiety. They may not want to attend the
centre, because they feel as though their inferiorities are exposed, when compared to the other
children. We should explore these differences in children and emphasise and stress how this
diversity helps the group and society at large, adapt to change.
Early Childhood Educators need to ensure they respond positively and with respect to different
communication styles used by children. As Early Childhood Educators, we are in a position of
influence and are able to set the tone for communication within the group.Modelling a
communication style, which is in general positive, mutually respectful and inclusive, gives the
children an example to follow in their own communication styles. It sets the ground rules for
communication between everyone. It must be noted though that the individual differences in the
group need to be taken into account. Variations in communications due to cultural and linguistic
diversity also need to be considered and accommodated.
Children who are exposed to negative forms of communication, even if the interaction does not
actually involves them, may find it more difficult and strenuous to work out how they should
communicate appropriately, especially when they see the people who care for them, failing to
maintain a positive communication ethic. Groups of adults, who work with and around children,
need to be conscious of the communications that occur amongst them. Where these adults
practise a positive and respectful communication style between each other, and in turn model the
same thing for the children’s benefit, the children will more readily form the idea that the same
principle applies to their communications: Speak to others, as you would like to be spoken to
yourself!
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Sometime between the toddler stage and primary school age, children become much more aware
of their place in the world and that there are lots of people around. At this time they will show
their first signs of embarrassment and self-consciousness. They may be uncomfortable about their
differences from others and may need to be reassured that they fit in.
Until they come into child care, some children may have spent little or no time in situations where
others behave in ways vastly different from the way they currently do. The habits and attitudes of
the home environment or setting will significantly influence their communication style, to the
extent where they may feel very much out of place. It is important to reassure the child that,
although possibly different from everyone else’s, their communication strategies are respected
and responded to positively, in the same manner as everyone else’s.
SUPPORT CHILDREN IN LEARNING ABOUT THE DECISION MAKING PROCESS
Early Childhood Educators can support children in learning about the decision- making process by:
 Assisting children to share their ideas, discuss limitations and solve problems
 Clearly describing to children limitation of resources
 Discussing safety factors and legal requirements that may constrain options
 Assisting children to plan implementation of ideas/ suggestions
 Acknowledging suggestions that cannot be used and explore alternatives with the children
Quality child care programs encourage and motivate children to make choices and take on new
challenges. Providing children with access to a variety of resources and experiences will in turn
allow them to choose those that interest them and to in turn match their own competency levels.
Children gain greater appreciation of their own levels of abilities if they are consulted on the
equipment and materials provided at hand. Talking to toddlers and pre-schoolers about their play
space can be a part of daily small group discussions.
Open-ended materials are those that do not have a single specific use and may be used in a variety
of ways or settings. They are valuable because they provide interest, challenge, success and
satisfaction for children interacting in a group and for those playing by themselves by providing
them with a sense of ownership about the setup of materials and equipment.
It is vital to be readily available to assist children with choices, provide support and stimulate
ideas. We do well to regard children’s play as a medium of learning and communicate this to all
children. Identify and monitor children’s interests and support them to further these interests at
all times. Ensure that children are able to find space to be alone, but are still under adult
supervision. Encourage children to discuss their ideas for play and to choose the activities in which
they want to interact in. Show them that we respect their choices by not unnecessarily
interrupting them. Encourage children’s independence, show patience with their efforts and
acknowledge their competencies. Make an active effort to be very sensitive to children’s needs to
build self- esteem, confidence and competence.
It is essential to take an active but sensitive role in extending self- initiated play, so that children
feel competent in solving problems that require new skills. Be creative in challenging children and
make sure that the challenges are tailored and suited to each child’s competency levels, their
interests and abilities. Consistently incorporate children’s suggestions and ideas about materials
and experiences in their daily programs. Early Childhood Educators should encourage small groups
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to work together on their projects and be sensitive to the varying levels of competence and
confidence of all children involved. Know when to offer challenges, choices or help. Know when
not to help out. Openly acknowledge and appreciate children’s efforts and motivate them to
acknowledge and appreciate each other’s efforts as well.
It is very important for Early Childhood Educators to assist children to share their ideas, discuss
limitations and solve problems. Play is one of the key ways that children learn. Children learn
better when they are encouraged to exercise choice and decision making. Ideally, this should be
with willing play partners, using equipment and materials that are designed and created for
flexible and creative use. As children explore and experiment with language, relationships, ideas,
suitable equipment and materials, they not only learn about themselves but also about the world
around them. When children explore through play, they work out their own comfort zones and
adjust the level of challenge accordingly and the amount of practice they engage in. In this way,
Children meet their own needs for learning and development across the cognitive, socioemotional and psychomotor domains. To maximise learning opportunities, our centre should
provide a safe, stimulating and challenging environment for self- directed play. In this context, the
environment allows each child to select their own play activities and provides ample time for them
to explore, create, experiment and express themselves accordingly.
It is very important to recognise the spontaneity that characterises children’s play and to use such
opportunities to promote learning and development throughout the children’s day. Sensitive
adults are sometimes included in children’s play, but we need to be careful that our participation
does not inhibit the children’s initiative.
Early Childhood Educators can often help children to develop their skills by:
 Helping infants reach toys
 Writing signs and messages
 Modelling interaction skills
 Reading instructions
 Setting out rules of a game
 Playing musical instruments
 Help solve problems
Adults can also help children research relevant information and provide them with emotional
support.
Early Childhood Educators need to clearly describe to children limitation of resources. Due to
statutory regulations that control the child care industry, Early Childhood Educators are bounded
by limits that apply to child care operations. For example, the limits of the physical environment of
a Service effectively controls the number of children allowed on premises at the one given time.
Our Service has to carefully coordinate all activities so that there is enough room to safely conduct
all those activities that need the space, along with the required number of qualified staff members
who need to be on duty. Where these limitations are described in terms that can be understood
by and discussed with children, they learn to work, rest and play within these limits.
Discussing the reasons behind a decision that affects the group is a good opportunity to learn
about simple ‘cause and effect’ relationships. Positive behaviour management depends heavily on
children developing their understanding of consequences. Constraints imposed from outside our
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Child Care Centre, specifically the health and safety factors and legal requirements, can be
explored with the children and make a good starting point for developing their understanding and
appreciation of rules that are established.
For example, consider this scenario. A dead bird is noted by a group of children that are playing in
the play area, they want to pick it up, more out of curiosity that anything else. The Early Childhood
Educator supervising the group outside could simple say: ‘Don’t touch it’, and get rid of the dead
bird. On the other hand, it is more likely that the worker would explain that handling a dead
animal is not a good idea because of the germs that would end up on our hands could in turn
make us sick too, like the bird. The worker would go on to make the point about washing hands
regularly, especially when we are about to come inside, to keep us healthy. She could then
demonstrate a hygienic and environmentally responsible way of dealing with the corpse.
Assist children to plan implementation of ideas/ suggestions
THINK
How can we
do this?
DECIDE
Has it been
successful?
The
Planning
DO
Let's try
this!
Cycle
WATCH
How is it
going?
The diagram above represents the process of putting an idea or suggestion into action. It is often
used for making a change to a process of a system. It can also be used for trying out an innovation
to see if it is worth adopting or using.
For example, where a child suggests a practicable change in the program, the child’s idea can be
put into action in the centre. Whilst the change is in action the effects of the change should be
observed and its advantages and disadvantages identified. We can then weigh up these
advantages and the disadvantages and make a correct decision on whether the change is
worthwhile or not.
Involving children in the ongoing process of day to day programming evaluation is achieved by
getting their input or responses at the ‘decide’ stage of the planning cycle.
It may be suggested to change the schedule of a routine activity. Using the planning cycle model,
the change would be made to the timing of the activity after considering and allowing for
implications or consequences of doing the activity at a different time (Eg having sleep time earlier
in the afternoon). Whilst the different sleep time is in progress, the Early Childhood Educator can
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note any problems or benefits that arise. The children can discuss how it went after the rest period
and then a group decision can be made to adopt, amend or reject the suggested change.
In this given case, children can see that their ideas have been acknowledged, considered,
evaluated and its adoption or otherwise has been based on their input, genuine ideas, suggestions
and personal opinions.
Acknowledge suggestions that cannot be used and explore alternatives with the children.
If the child makes an impracticable suggestion, it is important to recognise the fact that the child
has contributed a good idea. Where the idea cannot be implemented, guide the discussion
towards more practicable alternatives, by introducing them ourselves or getting them from the
group.
When a useable alternative is found and agreed on, we must remember to include our
acknowledgements, the contribution made by the child whose impracticable suggestion actually
initiated the process in the first place. Children need to experience collaborative decision making
in action, where everyone’s suggestions, good, bad were added to the melting pot of ideas, out of
which the practicable ideas are taken. Explain to the children that problem solving in a group
involves everyone’s brains thinking up possible solutions and that all ideas whether they are
practical or not bring the workable solution a step closer.
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UNIT 9
CHCPR303D
Develop understanding of
children’s interests and
developmental needs
 Gather information about the child through
observation
 Gather information about the child through
secondary sources
 Record observations appropriately
 Use observations and information collected to
understand the child and contribute to program
planning
This unit describes the knowledge and skills required to gather information about children through
observation and other sources as a basis for addressing their interests and developmental needs.
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CHCPR303D DEVELOP AN UNDERSTANDING OF CHILDREN’S INTEREST AND
DEVELOPMENTAL NEEDS
GATHER INFORMATION ABOUT THE CHILD THROUGH OBSERVATION
Early Childhood Educators can gather information about the child through observation by:
 Observing children during their normal patterns of play and daily interactions to identify
their interests and needs
 Monitoring strengths and needs of children
Observing children is the responsibility of all Early Childhood Educators and is the first step in
planning appropriate learning activities. When observing children it is important to observe the
child’s interactions and experiences with other peers and other Early Childhood Educators.
Observing children during play experiences, routines and transitions allows Early Childhood
Educators to learn more about each individually as and part of a group. These observations should
then be used to:
 Monitor and assess child development
 Monitor strengths and needs of children
 Develop an ongoing developmental record for children
 Identify areas of developmental needs and concerns
 Identify any areas for further extension and follow- up
 Identify if further assessment is required
 Evaluate the experiences and the overall program
 Enhance our ongoing understanding of child development
Early Childhood Educators can gather information by:
 Observing the child
 Questioning
 Reports
 Conversations with peers
 Anecdotal information eg remembrances of other Early Childhood Educators and parents
Observations form a vital part of the documentation gathered to be used as the basis of the
program. They should reflect a variety of aspects including:
 What the child is doing and how they are doing it
 What other children are doing around the child and how this impacts on the child
 Any language used by the child
 Details of any interactions between the child and other children and/or staff
 How staff are interacting with the child/children in the experience and how this impacts on the
situation
 Any modelling or scaffolding that has occurred from other children or from staff with the play
experience
 Inclusion of individual, group, planned and spontaneous experiences. Group observations must
contain details of how each child is involved in the experience in addition to an individual
interpretation
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Through observing children Early Childhood Educators are able to identify and monitoring
strengths, interests and needs of children and can be used to extend and plan follow-up activities
and experiences, along with observing children, Early Childhood Educators should gather
information from secondary sources.
GATHERING INFORMATION ABOUT THE CHILD FROM SECONDARY SOURCES
Early Childhood Educator s can gather information about the child through secondary sources by:
 Using child records to collect information about each child
 Using information exchange with family to collect information about each child's needs
interests and cultural practices
Early Childhood Educators can gather information about each individual child is through secondary
sources. Secondary sources of information can include:
 Children’s enrolment forms
 Family members of the child
 Other Early Childhood Educators
Gathering information from secondary sources fosters Early Childhood Educators ability collect
information about each child’s needs and interests and cultural practices. It is very important for
Early Childhood Educators to have an understanding of each child’s culture and cultural practices.
Having an understanding of these cultural practices and cultural aspects allows Early Childhood
Educators to incorporate into the daily routine and program of the centre.
RECORD OBSERVATIONS APPROPRIATELY
In order to record observations appropriately Early Childhood Educators must:
 Ensure information collected through observation and secondary sources is discussed with
relevant people and/or recorded according to requirements
 Ensure discussion or recording of information is free from biased comments and negative
labelling of children
 Ensure observations are recorded carefully and accurately
There are a variety of methods Early Childhood Educators can use to document observations on
children. These include:
 Narrative:
o Running record- documented as the observation occurs (written in present tense)
o Anecdotal record- documented the observation/ event has occurred (written in past
tense)
 Samples:
o Time samples- used to identify how often a particular behaviour occurs
o Event samples- used to capture further information about conditions/ reasons why a
particular behaviour occurs
 Checklists- used to document the child’s overall development, or development in a specific
area
 Sociograms- simple diagrams drawn by the Early Childhood Educator
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Photographs- used to physically capture a moment or a sequence of events
Videos- used to physically capture a period or experience in motion.
Daily diary- used to document it brief detail what occurred during the day, can cover specific
individual children and children in group situations
Activity records- used to document the activities available for children and the children’s
involvement in these activities
It is important for Early Childhood Educators to recognise that contributions to observation
recording can be in the form of:
 Writing
 Discussions
 Conversations
Early Childhood Educators must ensure recorded observations meet specifications which include:
 Organisation requirements
 Service accreditation requirements (national quality standards)
 Confidentiality
 Policies and procedures
Early Childhood Educators should remember when recording observations, these observations
should cover and include:
 Ongoing and regular (across the child’s time at the centre)
 Areas of development (physical, social, emotional and psychological, cognitive, creative)
 Play opportunities and learning areas (puzzles, construction, sensory, imaginative, home
corner, book corner)
 Group experiences (individual, small and large)
 Environments (indoor, and outdoors)
 Time (morning, afternoon, variety of days in which child attends)
It is also important for Early Childhood Educators to understand and consider that play may be
recorded through writing, videos and photographs.
An early Childhood Educator must ensure when recording observations on children that all
observations are recorded appropriately, and are free from bias and/ or negative comments or
labelling of children. Observations must be documented in a positive manner, focussing on the
child’s strengths. Early Childhood Educator should also ensure that information gathered from
observing children and from secondary sources should be discussed with parents/ guardians on a
regular basis. This allows parents/ guardians to be kept up dated with their child’s learning and
developmental progress.
USE OBSERVATIONS AND INFORMATION COLLECTED TO UNDERSTAND THE CHILD
AND CONTRIBUTE TO PROGRAM PLANNING
Using observations and information collected to understand the child and contribute to program
planning involves:
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 Using information gathered about the child to provide suggestions for ways to enhance
that child’s play and physical activity to contribute to development of fundamental
movement skills and leisure
 Use information gathered about the child to ensure interactions with the child meet their
individual requirements
Using information gathered about the child allows Early Childhood Educators to suggest ideas on
how to enhance the child’s play, learning, physical activity to contribute to development of
fundamental movement skills and leisure and overall child development.
eg If an Early Childhood Educator observes a child is demonstrating an interest in reading/ looking
at stories about trucks. The Early Childhood Educator could provide the child with a road map with
trucks, or could include trucks and wooden balance beams to the sandpit.
eg if a parent/ guardian mentions to an Early Childhood Educator that they the child found a
caterpillar in the garden this morning the Early Childhood Educator could use this information and
read a story about a caterpillar (The very hungry caterpillar).
Early Childhood Educators should use observation documented and information gathered to
identify children’s interests and plan future experiences. These will vary according to children’s
ages and must include:
For babies, infants and toddlers:
 All aspects of the child's development
 Fine and gross motor skills
 Interests, strengths and needs
 Child's knowledge, skills and understanding
For 3 to 5 year olds:
 All aspects of child's development
 Fundamental movement skills
 Child's interests
 Child's strengths and needs
 Social interactions
 Child's knowledge, skills and understanding
For 6 to 12 year olds:
 All aspects of child's development and fundamental movement skills
 Child's interests
 Child's strengths and needs
 Their interests and leisure requirements
 Peer groupings, and social interactions
 Socially isolated children
 Interests, strengths and needs
When planning for children Early Childhood Educators need to consider the following:
 Ages if children
 Abilities of children
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Strengths of children
Interests of children
Areas of development
Stages of play
Family input
Cultural/ religious requirements of children
Contributing to program planning may involve observations that:
 Play environment is too challenging, leading to children becoming frustrated
 Play environment is not stimulating enough, leading to children becoming bored
 Play environment does not provide opportunity for child's interests/needs
 Child's reactions to play environment
 Child's play interests
Early Childhood Educator must ensure that the program is based around the child and all the
children in the care environment.
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UNIT 10
HLTFA311A
Apply first aid
Child Care Centres may also want applicants to hold a
current certification in approved courses for Anaphylaxis
and Asthma Management. These are also separate from
this Qualification, but may be necessary to gain
employment.
Workbook 1 - ACTIVITY 10 (HLTFA311A) & Workbook 2- ACTIVITY 25 (HLTFA311A)
For this activity you will need to complete HLTFA311A or equivalent externally and provide
evidence of this to your HBA assessor by posting a Certified Copy of your Certificate in the mail.
PLEASE NOTE: CPR is a component of Apply First Aid, that is required to be refreshed annually,
therefore Learners will be required to submit a Current copy of their CPR. Apply First Aid is to be
refreshed every 3 years.
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UNIT 11
HLTWHS300A
Contribute to WHS processes
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Plan and conduct work safely
Support others in working safely
Contribute to WHS participative processes
Contribute to hazard identification, WHS risk
assessment and risk control activities
 Participate in the control of emergency situations
This unit specifies the workplace performance required by a worker to contribute to work health
and safety (WHS) processes where there is responsibility for own work outputs and possibly limited
responsibility for the work output of others.
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HLTWHS300A CONTRIBUTE TO WHS PROCESSES
PLAN AND CONDUCT WORK SAFELY
In order to plan and conduct work safely Early Childhood Educators must:
 Plan work in accordance with relevant WHS legislation, standards, codes of
practice/compliance codes and guidance material
 Identify hazards as part of work planning and work process
 Address identified hazards prior to starting work using judgement within defined scope of
responsibilities
 Report residual risk according to organisation procedures
 Report incidents and injuries in line with organisation policies and procedures
 Undertake WHS housekeeping in work area
 Monitor own levels of stress and fatigue to ensure ability to work safely and sustainably
WHS (Work health safety) refers to the legislation, policies, procedures and activities that aim to
protect the health, safety and welfare of everyone in the workplace. Each state and territory has
legislation whether it be WHS or OHS. It is up to the company and the individual to be aware of
the current legislative requirements in their industry and state or territory.
Legislation makes it a legal requirement for all places of employment to undertake certain health
and safety procedures.
Early Childhood Educators must plan work in accordance with relevant WHS legislation, standards,
codes of practice/compliance codes and guidance material. In each State and Territory of
Australia, government legislation aims to prevent illness and injuries in the working environment.
SOURCES OF WHS INFORMATION FOR EACH STATE AND TERRITORY
State/Territory
Australian Capital Territory
New South Wales
Northern Territory
Queensland
South Australia
Tasmania
Western Australia
Victoria
WHS Authority Website
ACT WorkCover
http://www.workcover.act.gov.au/
NSW WorkCover Authority
http://www.workcover.nsw.gov.au/
Northern Territory Work Health Authority
http://www.nt.gov.au/wha
Queensland Division of Workplace Health & Safety
http://www.whs.qld.gov.au/
South Australian WorkCover Authority
http://www.workcover.com/
Workplace Services South Australia
http://www.eric.sa.gov.au/
Workplace Standards Tasmania
http://www.wsa.tas.gov.au/
WorkSafe Western Australia
http://www.safetyline.wa.gov.au/
Victorian WorkCover Authority
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http://www.workcover.vic.gov.au/
All workers and workplaces need to make sure that they periodically check they are working with
the most recent versions of relevant Acts and Regulations. Each company should carry out their
own checks/audits to ensure they are fully aware of and comply with, all the relevant WHS
requirements of a worker in the child care industry in their relevant State or Territory.
Under the WHS/OHS Acts it is a requirement that an Early Childhood Centre provides a safe
workplace, safe equipment and machinery, safe work practices, competent and safe training and
supervision, communication and a safe working environment.
Early Childhood Educators must also follow health and safety rules in the workplace, not only to
prevent injury to themselves, but to also prevent the injuries to our fellow workers, visitors and
children. Any person, regardless of their level of responsibility, who breaches health and safety
laws, may be prosecuted for doing so. Huge fines and even jail time can be a consequence of
breaching the safety laws.
Workplace hazard identification is everyone’s responsibility. Everybody should be aware of their
surroundings at all time. Hazards can be identified in formal/informal checks, from near misses,
accidents, changes in procedures, environment and activities.
A hazard is anything that can cause harm, injury, damage, loss, incapacity or death. Hazards can be
grouped into five broad areas:
 Physical eg noise, radiation, light, vibration
 Chemical eg poisons, dusts
 Biological eg viruses, plants, parasites
 Mechanical/electrical eg slips, trips and falls, tools, electrical equipment
 Psychological eg fatigue, violence, bullying
The requirement of all employees, to conduct themselves in the workplace in a manner that
ensures personal safety, is part of the current WHS legislation.
Workers who are injured as a result of their failing to adhere to defined workplace safety
procedures, may be found to be negligent, which can jeopardise their entitlement to
compensation for any resultant injury and may make them liable for damages themselves.
Early Childhood Educators must approach each task with a hazard identification and risk
assessment mindset, by considering factors involved in the task, such as:
 Repetitive or sustained application of force, awkward posture or movement
 Application of high force
 Exposure to sustained vibration
 Handling people (including children)
 Handling loads that are unstable, unbalanced or difficult to move
Repetitive application of force means using force repeatedly over a period of time to move or
support an object, for example, typing, or lifting
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Sustained application of force occurs when force is applied continually over a period of time, for
example carrying a child
Forces, postures, movements and vibrations all need to be taken into account when performing a
work task. The worker who encounters a risk of this nature needs to examine the factors involved
and to seek advice from their supervisor as to how to modify the task so that the risk is eliminated
or minimised.
Application of high force applies to tasks that require large effort, for example, lifting or carrying a
heavy object.
Vibration transferred from tools or machinery to the operator’s body can increase risk of a
musculoskeletal disorder.
An awkward posture is one in which any part of the body is in an uncomfortable or unnatural
position for any amount of time. Eg reaching side-ways to pick up a child, or a heavy piece of
equipment or crouching to get down to eye-level with a small child, kneeling while cleaning,
leaning over a low bath while bathing a child.
Loads that are difficult to hold include loads that are very large, slippery, floppy, sharp, cold, hot,
etc.
360 degree vigilance – WHS regulations requires us as Early Childhood Educators to identify any
tasks or areas. All existing hazards in the workplace must be identified and workers should always
be on the look-out for new hazards especially whenever change occurs eg a new process, task,
piece of equipment.
When a hazard or hazardous activity is identified in the workplace, it must be reported
immediately to the WHS representative or the manager.
Early Childhood Educators must address identified hazards prior to starting work using judgement
within the defined scope of their responsibilities. Relevant workplace procedures addressing
hazards should be developed, staff should be educated and trained in these, and they must be
displayed around the premises in clear sight.
Workplace procedures may include:
 Hazard Policies and Procedures
 Job procedures and work instructions
 Emergency, fire and accident procedures
 Procedures for the use of protective clothing and equipment
 Hazard identification and issue resolution procedures
 Workplace safety posters and advisory brochures
Procedures for identifying hazards and assessing and controlling risks may differ from workplace
to workplace. Every person in a workplace should be educated and trained with them in order to
implement and monitor them effectively.
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The hazard identification and risk analysis process is most effective in dealing with workplace
hazards when we understand the relevant WHS criteria.
1. Identify hazard
2. Assess risk
3. Decide on controls
4. Implement controls
5. Monitor and review
What is a hazard?
Hazards are defined as anything that has the potential to:
 Harm in terms of human injury, ill health or death
 Damage property
 Damage the environment
 Or a combination of the above
As risk is a measure of the potential, or probability, of harm occurring, then the effectiveness of
any controls in place is a major factor in determining the probability or likelihood of a specific
outcome. Therefore, the next step in the risk analysis process is to identify the controls, if any that
are currently in place.
Factors contributing to risk may include those associated with:
• Equipment
• Frequency and duration of exposure
• Individual/operator
• Number of people exposed/involved
• Task
• Work environment
• Work organisation
Once a hazard has been identified its risk must be assessed. When assessing risk, possible
scenarios where the hazard could cause injury, illness, damage or death must be analysed. Firstly
look at the possible consequence the hazard could have eg minor injury, major injury, death and
what is the likelihood of that consequence occurring.
Once the risk has been assessed, using the appropriate risk matrix, an appropriate control
measure needs to be decided on using the hierarchy of control. If the hazard cannot be
eliminated, use the hierarchy of control to minimise the risk of the hazard. One or a few of the
following control methods may be used: substitution, isolation, engineering, administration
and/or PPE. When deciding on the controls the following must be analysed
 The severity of the risk
 What is generally known about the risk and any ways of removing or reducing the risk
 The availability and suitability of ways to remove or reduce risk
 The cost of removing or reducing risk posed by the hazard
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Once the selected control measures have been implemented they must be monitored and
reviewed to ensure that they have been successful in their purpose and they haven’t created any
other hazards.
Early Childhood Educators must report residual risk according to organisational procedures.
Residual risk is the risk that remains after the controls have been put in place. The idea of
implementing controls is to minimise the risk of a hazard. Ideally if a hazard cannot be eliminated
it can be minimised by using the appropriate control. If a hazards cannot be minimised it can still
be a risk, it is essential that the residual risk is reported and employees are aware of it. Controls
unfortunately do fail especially if relying on the lower levels of the hierarchy of control, so care
must be taken.
Early Childhood Educators must report incidents and injuries in line with organisation policies and
procedures. Each Service will have their own Policies and Procedures for reporting WHS incidents,
accidents and near misses. It is vital that employees are familiar with their workplace’s Policies and
Procedures for reporting WHS incidents, accidents and near misses.
A procedure for reporting incidents and injuries may be along the following lines.
Significant incidents, Notifiable Incidents and Notifiable Dangerous Occurrences are to be reported
immediately to WHS Coordinator/Representative and the Centre Director/manager. Notifiable
Incidents and/or Dangerous Occurrences are to be reported immediately to the WHS Statutory
Authority within the designated time frame or as soon as reasonably possible. Eg A mandatory
WHS Statutory Authority Incident Notification Form must be completed and forwarded to the
WHS Statutory Authority within 48 hours of the incident.
In the case of a workplace death or notifiable incident, where practicable, the site of the incident
must be preserved (i.e. not disturbed) until directed by an Officer of the WHS Statutory Authority.
The site should be isolated and witnesses separated and cared for.
An incident follow-up/investigation is to be conducted by the Room Leader with the participation
of the involved person and the WHS Coordinator/Representative as appropriate and should
include:
 Determining the root cause and factors leading up to the incident
 Recommendations for future to prevent such an incident occurring again
A Corrective Action Plan may include multiple risk control measures, for example, interim control
measures that can be implemented immediately and longer term control measures that may be
more effective, in the long term. The selected controls need to be monitored and reviewed to
ensure that implemented risk control measures are effective.
All Early Childhood Educators are required to promptly report any incidents, near misses, actual or
potential hazards to their Room Leaders or the WHS Coordinator/Representative.
Incidents should be reported verbally and again in writing using an Incident Report Form.
An incident involving anyone or anything needs to be reported.
All contractor and agency staff engaged by our Service are required to report any incidents, near
misses, actual or potential hazards to the Centre Director or the WHS Coordinator/Representative.
Room Leaders are responsible for:
 Ensuring that staff are aware of and trained in the incident reporting procedures and the
importance of prompt incident reporting
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Taking immediate steps required following an incident to make the area safe and protect the
health and safety of all persons
If First Aid is required as a result of an incident, arranging it appropriately and organising
medical attention if needed
Contacting relevant persons eg family members, emergency response teams
Ensuring that the incident reporting and investigation procedure is implemented within areas
under their control, including following recommended timeframes for incident reporting and
notifying significant incidents
Room Leaders must check that the Incident Report Form is fully completed. Signing the Incident
Report Form indicates that the Room Leader is aware of the incident, reasonably sure that the
information is correct and intends to implement an agreed Corrective Action Plan. Room Leaders
are responsible for ensuring that appropriate risk control measures are developed and
implemented. Room Leaders need to monitor risk control measures that have been implemented
are effective and that additional hazards have not been created as a result. The WHS
Coordinator/Representative should be contracted for assistance with this if required.
The designated WHS Coordinator/Representative:
 Assists with steps required to make the area safe and to protect the health and safety of all
persons, immediately following and incident,
 Assists with the incident investigation and the development of appropriate risk control
measures,
 Assists with investigation of significant incidents, in consultation with management
 Monitors incident trends and make recommendations regarding corrective and/or
preventative actions,
 Co-ordinates the reporting of all notifiable incidents or dangerous occurrences in accordance
with regulatory and organisational requirements,
 Maintains a Register of Incidents.
Early Childhood Educators need to be able to monitor their own levels of stress and fatigue to
ensure ability to work safely and sustainably. There are many sources of stress:
1. Situational stress - stressful situations,
2. Physical stress – over exertion, injury,
3. Chemical stress – exposure to drugs, chemicals etc
4. Environmental stress – too much noise, light, temperature eg too hot, too cold
5. Psychological stress – sleep deprivation, worry, anger,
6. Biological stress – illness
7. Nutritional stress – too much sugar in diet, not enough food or nutrients
Stress is a normal human reaction, how we deal with that stress is what is important to our health.
The body is made up so that in times of stress it releases a stress hormone called cortisol. Cortisol
is naturally produced by the body allowing us to fight or flight in a stressful situation. It increases
our awareness, reaction time, memory, strength etc.
However if we spend too much time in this heightened state due to stress it can make us very ill.
Cortisol is meant to be used immediately when the stress occurs, combined with adrenaline and
testosterone that are realised when a person fights or flights it is a very powerful combination.
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However in today’s day and age it is almost impossible for a person to fight or flight in a stressful
situation therefore leading to a build-up of cortisol which in turn can lead to adrenal exhaustion
and chronic fatigue. Cortisol needs to be used by the body, so if it cannot be used in the fight or
flight mode, we need to learn how to kick into the parasympathetic nervous system and teach the
body and brain to calm down, what is needed for resting and digesting. Such techniques include,
breathing, yoga, meditation etc
In order for us to meet our responsibilities in the workplace and function effectively, we need to
explore steps for reducing our stress, these are:
1.
Identifying stress – people react in a range of ways, we should know what our responses
are so that we can better equip ourselves on handling them appropriately
2.
Controlling stress – physical, mental and emotional changes that occur under stressful
conditions can easily develop into uncontrolled cycles of vulnerability, loss of confidence
and self-criticism. It is better to control the anxiety by making an active decision to change,
this is not easy and is a bit of a process but trialling different methods to control stress
levels is a good idea
3.
Reducing stress – it is important for us to recognise that our individual performance can
affect all workers. We need to work on reducing our stress by looking after ourselves,
providing a medium of relaxation and participating in self-care
4.
Managing stress – If we find ourselves in a situation where our stress levels are above our
comfort levels, we should speak with our supervisor or Director. Open communication
between worker and management can solve many problems
SUPPORT OTHERS IN WORKING SAFELY
Support others in working safely requires you to:
 Share information on safe work practices and work procedures with others, including
members of the work group where relevant
 Check the WHS practices of less experienced members of the workgroup or other
stakeholders in the work context
 If appropriate provide guidance and coaching to less experienced members of the
workgroup to support them in working safely
 If appropriate support others accurately record incidents and complete associated
workplace documentation according to organisation procedures
It is important for Early Childhood Educators to share information on safe work practices and work
procedures with others, including members of the work group where relevant. WHS is ideally a
holistic approach, across the entire organisation and reaching every individual worker.
All cultures, regardless of whether there are social, ethnic, regional or workplace-based, are built
on communication. Communication is the key to having a save environment and a positive
WHS/OHS working culture.
Consultation is a legal requirement under the legislation. It is an extremely important practice
where information and ideas can be shared. Consultation needs to involve every stakeholder from
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employees to the employer. The most reliable source of information about work practices and
work procedures is the workgroup itself, whose responsibility it is to perform such activities. The
workgroup will be able to give information on the best way of doing things and reasonable
timeframes. They will also be able to indicate resources that may be needed to create a safer
work place. In the safest workplaces, the workforce has shared its collective wisdom, and, through
consultation with the workplace’s WHS specialists and the management of the organisation, has
enabled the collective wisdom to underpin the planning, implementation and continuous
improvement of WHS policy, systems, procedures and practices.
The sources of information that are shared within the workgroup include:
 Hazard, incident and investigation reports,
 Workplace inspection reports
 Incident investigation reports
 Minutes of meetings
 Risk assessments
 Material safety data sheets (MSDS)
 Employee handbooks
 Manufacturers manuals and specifications
 Information from WHS representatives
 Reports from WHS committee
 Information from external sources on hazards and risk relevant to the work group
 The workgroup’s collective experience from the day-to-day performance of its duties
 Legislation
Work procedures which may be shared within the workgroup include:
 Standard operating procedures
 Role descriptions, job specifications and procedural instructions
 Operator or manufacturers handbooks and manuals
 Procedures for selecting, fitting, using and maintaining personal protective equipment (PPE).
Sharing WHS knowledge within the workgroup is of benefit for both the new Early Childhood
Educator and the more experienced person. By communicating WHS information, the experienced
person refines and consolidates their WHS competency. By learning from the more experienced
worker, the new worker learns from the person’s experience rather than by trial and error.
Tapping into the collected wisdom – The knowledge, that comes with experience in the WHS
aspect of delivering Child Care Centres, and therefore may be useful to less experienced workers,
usually covers such things as:
 Following relevant legislation and regulations
 Understanding principles and practices of workplace health and hygiene,
 Recognising and responding to safety hazards,
 Minimising risks from manual handling tasks
 Minimising risks from hazardous substances and materials
 Minimising risks from excessive noise
 Minimising risks from working in confined spaces
 Maximising protection provided by personal protective equipment
 Being able to undertake emergency procedures effectively
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Avoiding cases of harassment and discrimination by
Using the injury compensation and rehabilitation system when necessary
Having an understanding of the concepts of the above areas is of huge benefit to any worker.
People who have been in the industry for a long period of time have usually learnt and practiced
many of the tasks needed to create and maintain a safe working environment. With this amount
of background, a very experienced Early Childhood Educator, such as a qualified Room Leader, is
going to have a ‘sixth sense’, when it comes to checking whether the less experienced members of
the team are working to WHS principles. For a worker, who is at the entry level of the child care
industry, the most important thing to do is to cooperate with the steps taken by the leader of the
workgroup in checking the WHS practices of less experienced members. If the worker has any
misgivings about their capacity to keep themselves safe and healthy at work or someone else’s
capacity to do so, they should let their leader know. Openness and honesty are far better
attributes, in the context of WHS, than keeping things to oneself. A new worker may sit down
with their team leader to develop an action management plan to enable them to increase their
learning about WHS/OHS in a practical capacity.
Guidance and coaching less experienced members of the workgroup, in order to support them in
working safely, may include providing:
 Guidance and explanation on implementation of work and organisational procedures
 Feedback
 Encouragement
 Assistance with problem-solving
Good leaders make a deliberate point of transferring these ideas and knowledge to the team,
particularly the less experienced members. Other, more experienced workgroup members also
play a valuable role in supporting the leader in this role by consolidating and reinforcing the
guidance provided by the team leader.
In guiding and coaching less experienced members of the workgroup, an experienced worker may
help in providing the following:
 Providing information about WHS/OHS
 Providing instructions on a particular WHS/OHS related task
 Providing help in setting and achieving WHS/OHS goals
 Helping to develop a specific skill which will provide the less experienced worker with a safer
way of doing a task
 Advising the less experienced worker about more efficient ways to accomplish tasks
 Recognising the less experienced worker’s WHS related accomplishments
 Providing opportunities to gain experience in WHS decision making and leadership roles
Whether our role is one of leadership or membership of the workgroup, it is important to be open
to the wisdom that is shared, to contribute when we have something constructive to offer.
A safe workplace relies on everyone’s ability to complete Workplace documentation accurately,
legibly and competently. If an employee is unable to use the information and data recording
system properly, records may be corrupted and then the records may lose their credibility, and
may present difficulties in proving that the Service and its workers were following the correct
workplace principles and procedures, when an incident occurred.
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Entries made in Work Health Safety records may be examined as part of an investigation into a
serious WHS incident or near miss. Heavy penalties may be imposed on organisations and
individuals who are unable to prove that they were complying with the various requirements,
when something went tragically wrong in the workplace.
WHS incident investigators will usually expect to find accurate, legible, and clear descriptions of:
 What happened
 When it happened
 How it happened
 Who it happened to and who saw it happen
 Where it happened
 Why it happened
 What was done about any injury or damage
 What was done to address the cause of any injury or damage
Regardless of whether they are needed for mounting a defence in the event of an incident or for
continuously improving performance and compliance, Services, and by implication, workgroups
operating in a Service, are required to keep records.
An effective WHS information and data management system is an essential part of an active,
preventative approach to work health safety.
It is important to remember, even the world’s best WHS information system, is of no value unless
it is used properly and is effective in preventing injuries and illness before they happen.
The information in incident reports will highlight the area or trends in regards to, occupation,
injury, or illness, incident type and time of the incident, and may provide useful facts about:
 Identifying hazards
 Assessing risks
 Initiating possible suitable risk control measures
 Identifying unsafe work practices or situations
 Identifying training needs
 Suggesting new or improved procedures
Comparing the information from past incidents, injury and dangerous occurrence reports can
assist with:
 Evaluating the effectiveness of the Service’s preventative strategies Determining whether
more detailed investigations of the causes of particular incidents are needed
To ensure WHS information collection, analysis and communication strategies, which have been
developed, actually do meet the needs of the workgroup and our Service, it is important to:
 Verify the appropriateness of the design and ease of use of the recording procedures and
documentation,
 Determine whether sufficient information has been collected to enable the identification of
the underlying causes of accidents and incidents,
 Ensure that no under or over-reporting occurs, and
 Ensure that all potential users of the information obtain what they need.
For a Early Childhood Educator, who is at the entry level of the child care industry, the most
important thing to do is to ensure that they accurately and thoroughly record all WHS incidents
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and complete associated workplace documentation according to organisational procedures. If
these requirements is challenging for any one worker, they should seek the support, guidance and
assistance of their immediate superior, without delay, before important details are forgotten or
confused. More experienced members and team leaders should always be looking out for any
areas that a newer employee may need assistance with. And should mentor them through any
important data entry or any process involving any incident
CONTRIBUTE TO WHS PARTICIPATIVE PROCESSES
Contributing to WHS participative processes involves:
 Raising WHS issues in accordance with organisation procedures within appropriate
timeframes
 Contributing to workplace meetings, workplace inspections or other consultative activities
 Providing assistance to workgroup members or other stakeholders to contribute to
workplace safety
If there is no WHS representative in the workplace direct consultation between employer and
employees is necessary.
As Early Childhood Educators, we should consult with our WHS representatives, and other
employees, on all health and safety matters relevant to the workplace, including developing and
reviewing of all safety related task and materials.
Consultation involves both, information being given to employees and employees’ opinions and
ideas’ being listened to and considered prior to any decisions’ about workplace health and safety
being made.
When changes in the workplace are planned and when hazard identification, risk assessments and
risk control processes are undertaken in the workplace, consultation should occur as early as
possible. Hasty decisions made on the basis of inadequate or incorrect information, with often
costly outcomes, may be avoided, through timely consultation with all relevant stakeholders.
Early Childhood Educators and WHS representatives should feel free to express views openly and
frankly during consultation process.
Employers should keep appropriate records (eg meeting notes) about what consultation has taken
place. This may be used by the employer to demonstrate compliances with their obligations under
WHS legislation and help all parties keep track of the decisions made.
Early Childhood Educators must raise WHS issues in accordance with organisation procedures
within appropriate timeframes. WHS information may be requested or issues may be raised by
groups or individuals. There are many ways that these requests may be made including:
Workplace documents:
 Hazard alerts
 Memos or emails
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Surveys or checklists
Suggestion boxes
Workplace meetings:
 Informal discussions with team members, especially health and safety representatives
 Tool box meetings
 Employee meetings
 Meetings with health and safety, and employee representatives
 Consultative or OHS committee meetings
Workplace processes such as:
 Workplace inspections and safety audits
 Hazard identification and risk assessments
 Formal issue resolution processes
An Early Childhood Educator should contribute to workplace meetings, workplace inspections or
other consultative activities. WHS legislation provides an opportunity for all people at the
workplace to consult each other on Work Health Safety issues. Typically, this consultation process
involves employers and employees sharing information and views on a variety of health and safety
matters.
People that may be involved in consultation
Stakeholders – those people or organisations who may be affected by, or perceive themselves to
be affected by an activity or decision. Stakeholders in workplace OHS include:
 Managers
 Supervisors
 Health and safety and other employee representatives
 OHS committees
 Employees and contractors
 The community
Key personnel are:
People who are involved in OHS decision-making or who are affected by decisions. This may
include finance, procurement, HR, maintenance and other functional management areas.
OHS technical advisers are persons providing specific technical knowledge or expertise in areas
related to OHS and may include:
 Risk managers
 Health professionals
 Injury management advisers
 Legal practitioners with experience in OHS
 Engineers (such as design, acoustic, mechanical, civil)
 Security and emergency response personnel
 Workplace trainers and assessors
 Maintenance and trade persons
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OHS specialists are persons who specialise in one of the many disciplines that make up OHS,
including:
 Safety professionals
 Ergonomists
 Occupational hygienists
 Audiologists
 Safety engineers
 Toxicologists
 Occupational health professionals.
Formal arrangements for WHS/OHS consultation may involve:
 Procedures for raising and resolving OHS issues
 Health and safety representatives and other employee representatives
 OHS and other consultative committees
 Employee and workgroup meetings
Other strategies and tools for OHS consultation might include:
 Informal discussions with representatives of the various stakeholder groups
 Input to safety audits, inspections and risk assessments
 Tool box meetings
 Hazard and incident reporting;
 Memos and emails
 Suggestion boxes and similar processes
Early Childhood Educators need to provide assistance to workgroup members or other
stakeholders to contribute to workplace safety.
Continuous improvement has the five key steps of:
 Commitment and policy
 Planning
 Implementation
 Measurement and evaluation
 Review and improvement
Thus:
 Consultation arrangements and processes should be reflected in the OHS policy with
demonstrated management commitment
 There should be planning for OHS consultation and provision for consultation should be built
into all planning processes
 Implementation of consultation arrangements and processes should include documentation of
procedures, allocation of appropriate resources, and training; and
 There should be measurement and evaluation to enable review and improvement
In determining what is ‘practicable consultation’, the employer should consider:
 The size and structure of the employer’s business
 The nature of the work that is carried out
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The nature of the particular decision or action, including the urgency of the need to make a
decision or take action
The work arrangements, such as shift work and remote work
The characteristics of employees, including languages spoken, literacy or disabilities
Effective consultation requires that:
 Information is shared with employees (this may be through the health and safety
representative);
 Employees are able to understand the information;
 Employees are given a reasonable opportunity to express views about the matter; and
 Those views are taken into account.
Consultation is not about just telling people what will happen, nor is it about agreement.
When consultation occurs
Employer role
Employer skills needed
Employee role
Employee skills
Interaction style
Approach toward each other
Process
Information
Communication
Outcomes
Effective consultation
Early, before the agenda is set
and decisions are made
Interested in and values
employees’ ideas
Interpersonal, facilitative,
listening
Proactive; employees are
encouraged to suggest ideas
Training provided in
communication skills and risk
assessment
Planned, genuine and
collaborative
Trust and mutual respect
Open and receptive to
employee participation
Relevant information provided
Opportunities for one-to-one
communication with
employees; clear and ongoing
feedback
Outcomes result in
improvements to how safety is
managed
Ineffective consultation
After the agenda is set and
decisions are made
No recognition of the benefits
of consultation
No skills needed
Reactive; employees have no
role in improving OHS
No training provided to
enable participation
Directionless, tokenistic or
sporadic
Mistrust and lack of respect
for differing views
Invisible, with barriers to
employee participation
Limited access to information
No direct communication
with employees; no feedback
No improvement in the
systems for managing safety
CONTRIBUTE TO HAZARD IDENTIFICATION, WHS RISK ASSESSMENT AND RISK CONTROL
ACTIVITIES
Contributing to hazard identification, WHS risk assessment and risk control activities involves:
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 Reporting identified hazards and inadequacies in risk controls within appropriate
timeframes
 Checking the workplace for hazards using itemised checklist(s) in accordance with work
procedures
 Contributing to risk assessments
 Providing input to development and implementation of control measures, with reference
to the hierarchy of risk control
There are a number of ways hazards can be identified in the workplace. These include:
 Workplace inspections
 Consultation between employees and employers
 Monitoring injury and illness records
 Health and environment monitoring
 Recording complaints
 Observation
Appropriate and timely reporting of outcomes of the hazard identification is vital.
When hazards or inadequacies in risk controls are identified, steps can be taken to minimise any
risk from the hazard, making the workplace safer, more efficient and more profitable.
Hazards and inadequacies in risk controls may be identified through:
 Workplace inspections
 Following up accident/injury investigations
 Incident reports
 Workers providing WHS reports and information about hazards and inadequacies in risk
controls
Early Childhood Educators have a legal responsibility to report any hazards they become aware of
to their employer. There are certain occurrences that law requires employers to report
immediately to the relevant WHS authority. The benefits of reporting identified hazards and
inadequacies in risk controls are:
 Reduced injuries and illness
 Reduced downtime due to incident responses and follow-up
 Higher quality Service outcomes
 Increased efficiency and safer work practices
Early Childhood Educators must check the workplace for hazards using itemised checklist(s) in
accordance with work procedures. Commonly used tools for identifying hazards include:
 Informal ‘walk throughs’
 Interviews or questionnaires
 Checklists for workplace inspections
 Ergonomic tools such as task analysis checklists and body mapping
 Job and work system analysis (JSA)
These tools and techniques may be:
 Internally or externally developed
 Customised to the particular industry and workplace
 Scheduled or unscheduled
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
Undertaken by individuals or small groups
It is not good enough just to find what looks like a good hazard identification tool. It needs to be
checked to ensure that it:
 Is relevant to your industry or type of work
 Suits your workplace
 Addresses all the required areas or items
 Is usable by the people in your workplace
Workplace inspections may be generic ‘housekeeping’ type inspections or they may target a
specific hazard such as use of chemicals or work postures.
All hazard identification tools and techniques should be reviewed on an ongoing basis to ensure
they allow for emerging issues and that they reflect current industry knowledge and practice.
While hazard identification and risk assessment are dealt with separately in this learning resource,
in practice the two processes tend to occur simultaneously.
There are five steps in this process in selecting and using a checklist for hazard identification:
1. Source a checklist
2. Review the checklist
3. Prepare for the inspection
4. Conduct the inspection
5. Report the outcomes
When using checklists for hazard identification you need to firstly, identify the purpose of the
inspection. Is it a general housekeeping type inspection or is there a particular target such as
ergonomic assessment of workstations, or to test compliance with particular procedures, or to
implement a hazard identification tool developed from a code of practice? Unless you are
experienced, you will not want to start with a blank sheet. You may already have a workplace
inspection checklist in your workplace or you may check your resource file for contacts such as
your OHS regulator, industry bodies, similar workplaces or OHS advisors for sample checklists.
Even if you have checklists in your workplace it is important to regularly ‘benchmark’ and check if
there are better or more useful checklists available.
Once you have
 Sourced a hazard identification tool
 Reviewed it in consultation with appropriate persons
 Where required, modified it to suit your workplace
The remaining steps are to:
 Prepare for the inspection
 Conduct the inspection
 Report on the outcomes
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Whether hazard-specific or ‘housekeeping’ type, inspections at a workplace should be repeated at
regular intervals. They should also be conducted at unscheduled times to notice the items that
may not be apparent when scheduled inspections occur.
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The sole purpose of the inspection is to identify hazards and pre-conditions so that preventive
action can be taken. (The purpose is NOT to catch people out).
Open discussion among team members can enable others to see things from a different
perspective and may also lead to improvement in the inspection checklist.
Don’t ‘whitewash’ by omitting items that present difficulties to any of those concerned.
Vary the routine of inspection; look beyond the obvious.
Remember that workplace inspections are a constructive process; avoid negativity and
criticism. The inspection must be used as a means of working towards the solutions to
problems and not as a means of passing judgment on individuals.
If you identify anything that is an immediate threat to safety, then bring it quickly to
somebody’s attention for action. Do not just note it down.
Ensure that the outcomes of the workplace inspection are reported promptly and that there is
an action plan with delegated responsibilities and timeframes.
Keep in mind that you should be an example of good OHS practice when you are conducting an
inspection. Remember to follow the rules and procedures.
Early Childhood Educators need to contribute to risk assessments. Factors contributing to risk may
include those associated with:
 Equipment
 Frequency and duration of exposure
 Individual/operator
 Number of people exposed/involved
 Task
 Work environment
 Work organisation
Early Childhood Educators should identify current risk controls for each hazard as risk is a
measure of the potential, or probability, of harm occurring, then the effectiveness of any controls
in place is a major factor in determining the probability or likelihood of a specific outcome.
Therefore, the next step in the risk analysis process is to identify the controls, if any that are
currently in place.
Early Childhood Educators need to evaluate adequacy of current controls (if any), taking account
of relevant standards and knowledge. History developed from investigating occurrences and
workplace OHS issues shows that there are six predictable ways in which risk controls fail:
 Inadequate initial design
 Inadequate installation
 Incorrect usage
 Inadequate maintenance
 Changing parameters of the problem such as changes in personnel
 Materials or work methods
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Authorised or unauthorised modifications to equipment or processes
Relevant standards may include:
 Australian and industry standards
 Codes of practice
 Current knowledge related to the specific hazard and controls
 Current practice in the industry and
 Legislation
Early Childhood Educators need to identify discrepancies between current controls and required
quality of control. While no activity or environment can be 100 per cent risk free, there is a legal
obligation to minimise risk as far as is practicable. Thus the question becomes: ‘What is a
practicable level of control?
Prioritising hazards requiring further control action may include:
 Other recognised processes
 Specially designed tools
 Standard ranking tools
Risk assessment includes identification of:
 Factors contributing to risk
 Current controls and their adequacy
 Discrepancy between current control and required standard
 Prioritisation or ranking of a number of risks, where appropriate
Risk Matrix
Consequences
Likelihood
of the
Incident
Occurring
Insignificant
Minor
Moderate
Major
Catastrophic
Minor injury
not requiring
First Aid
treatment
First Aid
Treatment
required
Medical
Treatment
required
Permanent
Disability
injury
Death
(A)
certain
M
S
H
H
H
(B) Likely
M
S
S
H
H
(C) Moderate
Low Risk
Moderate
Risk
Significant Risk
High Risk
H
(D) Unlikely
L
L
M
S
H
(E) Rare
L
L
L
M
S
Almost
The following process is recommended:
Risk Assessment and Prioritisation
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1. Estimate the potential for damage where there are no controls.
HIGH = death or permanent impairment
MEDIUM = temporary impairment
LOW = only minor inconvenience.
2. Estimate the effectiveness of the controls in place.
3. Estimate the likelihood of being injured when proper controls are in place. This is a ‘what if’
process;
What could happen if…?
Is it possible that …..?
Could someone…?
Has anybody ever…?
Do not say, it could not happen!
4. Estimate the consequences or seriousness if injury occurred.
5. Prioritise the risks:
Stage 1 of prioritisation
Is it cheap and easy?
It is a must do? required by law, practicable
Is it a should do? recommended by code of practice or standards
Is it a could do? based on standard cost-effective analysis.
Stage 2 of prioritisation
Where required, rank the ‘should do’ and ‘could do’ risks.
The hierarchy of control gives the priority order in which hazard and risk controls should be
considered, with the eventual outcome often being a combination of measures.
Hierarchy of control may include:
 Eliminating hazards
and where this is not practicable, minimising risk by:
 Substitution
 Isolating the hazard from personnel
 Using engineering controls
 Using administrative controls (eg procedures, training)
 Using PPE
Personal protective equipment is equipment designed to be worn by a person to provide
protection from hazards, and may include:
 Clothing and footwear
 Face and eye protection
 Hand protection
 Head protection
 Hearing protection
 Respiratory protection
Factors with a potential to impact on effectiveness of controls may include:
 Cultural diversity
 Geographic location
 Hierarchical structure
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Language
Literacy and numeracy levels
Shift work and rostering arrangements
Size of organisation
Training required
Workplace culture related to OHS including commitment by managers and supervisors and
compliance with procedures and training
 Workplace organisational structures (size of organisation, geographic, hierarchical)
Planning for improvement needs to be systematic. A documented action plan is needed to
implement improvements identified. The risk control action plan should include:
 Actions required for the risk controls to be effective;
 Responsibility for actions (by name AND position);
 Target date for completion
 Expected outcome
 Budgets.
The ‘hierarchy of hazard control’ is a list, in order of preference, which can be considered in hazard
control. It emphasises controlling a hazard at the source.
Elimination
Eliminate the risk by removing the hazard
Substitution
Substitute less hazardous materials, equipment, processes or substances
Engineering Controls
Adopt a safer process - alterations to tools, equipment or work systems can make them safer.
Enclose or isolate the hazard through the use of guards or remote handling techniques
Administrative Controls
Establish appropriate administrative controls such as policies, guidelines, standard operating procedures, signage,
job rotation to reduce exposure or boredom, routine maintenance and housekeep procedures and traning on
hazards and correct work procedures
Personal Protective Equipment (PPE)
Provide correctly fitted and properly maintained personal protective equipment (PPE), and/ or protective clothing
and the training in its use.
Hierachy of Hazard Control
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PARTICIPATING IN THE CONTROL OF EMERGENCY SITUATIONS
Participating in the control of emergency situations involves:
 Identifying emergency signals and alarms and respond to them appropriately
 Taking initial action to control/confine emergency according to organisation procedures,
and taking account of the nature and scope of the emergency
 Implementing emergency response procedures within scope of training and competence
An emergency is any unplanned, sudden or unexpected event or situation that requires immediate
action to prevent further harm, injury or illness to persons or damage to the Child Care Centre’s
property or environment and surrounding community.
All Child Care Centres are required by Government Authorities to define, identify and prepare
responses for emergencies that are specific to their particular surroundings.
For example, Services in locations that are prone to bushfires may develop a set of emergency
procedures relating to the threat of fire, which may be very different to that of an inner city
Service located on the top two floors of an office complex.
The emergency events or situations, which our Service’s Emergency Policy may identify, and to
which it responds, may include:
 Fires
 Missing child/children
 External emergency such as a car crashing into the building or play yard
 Bomb/substance threats
 Burglary
 Intruders (animal or human)
 The involvement of firearms or other weapons
 Power failures or electrocution
 Structural damage
 Natural disasters, such as a hail storm, flood, cyclone, thunderstorm, or earthquake
Emergencies are colour coded so they are easy to distinguish which particular emergency that is
being dealt with.
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Emergency signals and alarms are used for many purposes; some minor, some major, and may
include:
 Evacuation alarms or announcements
 Fire alarms
 Smoke alarms
 Plant or machinery malfunction alarms
 Plumbing, sewerage or drainage failure alarms
 Reversing beepers on reversing trucks or mobile plant
The alarm or signal must be audible, such as a bell, buzzer, horn or siren. Some places use a visible
light to also indicate an emergency, it may just light up, change colour from green to red, or flash
on and off. In the modern workplace there is usually an array of various alarms and signals, with
various levels of significance. All Early Childhood Educators should be acquainted with every
audible and visible signals and alarm that may be used within and around the Child Care Centre. It
is important to understand the difference between those alarms and signals that are of lesser and
greater importance. Without this understanding, there is a risk that important alarms may be
ignored and this can lead to escalating the emergency.
When identifying options for an initial emergency response, internal and external capability and
capacity needs to be evaluated including:
 Current levels of trained personnel and their specialisation (eg management, wardens*,
response teams)
 Equipment requirements (eg replacement or maintenance schedule and testing requirements)
 Emergency response exercises (frequency and participation)
 Integration with external specialists such as ambulance services, fire and police
 Contact details for all relevant outside agencies
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Evacuation maps should be displayed in a visible position in every room, in all community
languages, and identify:
 Exits
 Safe evacuation routes to the assembly areas, considering hazards such as traffic (primary and
contingency plans should be considered)
 Assembly or refuge areas that are far enough away from the building
 The location of emergency equipment (fire hose reels, extinguishers, manual call points,
telephones, portable First Aid Kits)
Emergency response actions need to reflect the hierarchy of priority:
Priority I.
Safety of all personnel within and outside the facility.
Priority 2.
Containment where possible to limit property damage.
Priority 3.
Containment and controls to limit environmental impact.
Many actions taken during an emergency response occur simultaneously. For example, while an
evacuation of personnel to emergency assembly points is occurring, the on-site emergency
response team will be contacting outside responders: fire brigade, ambulance and police, as
relevant.
Personnel
The first priority is always people and their safety.
Specific procedures will be needed for situations such as bomb threats or cyclones, but generally
most situations may require:
 Warning employees and other persons in the workplace
 Communicating with personnel and external agencies
 Conducting an evacuation and accounting for all persons in the facility
 Rendering first aid
 Managing response activities
 Activating and operating an emergency response centre
 Fighting fires
 Containment of toxic or hazardous substances
 Shutting down operations
 Protecting vital records
 Restoring operations
Property
Actions and procedures need to be identified and communicated that limit the effect of potential
emergencies on property. This includes the following.
Identification of the specific emergency:
 Fire
 Chemical spill
The level of response required:
 Total evacuation
 Isolation of hazard
Who to notify:
 Supervisor
 Fire Brigade
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Contingency contacts:
 Alternative contacts identified and listed with contact
 Details.
What needs to be shut down to minimise potential adverse impact:
 Under what circumstances?
 Who is responsible?
 What procedures are there or need to be developed?
Other issues may involve ensuring control measures are in place such as storage of all hazardous
and toxic materials, which must conform to standards, eg bunding for fuel storage, separation of
oxidising and fuel gases, and flame proof cabinets.
Environment
Environmental issues need to be considered for containment methods, for example, to prevent:
 Toxic fumes escaping into the atmosphere and adversely affecting the surrounding community
 Waterways being contaminated by toxic substances or oil or
 Hazardous and toxic materials entering stormwater drains
Are intervention systems and waste separators installed and do they meet the required
standards?
Geographical location is also an issue. Consider how far away you are away from help arriving.
What is the timeframe for the arrival of emergency services (ambulance, fire brigade)? This will
affect your planning and response to secure the safety of personnel. Higher levels of training will
be necessary if there is a need for greater self-reliance.
Many emergency situations generate other hazards that can cause further injury or harm. This
injury or harm could affect the first responders, personnel or bystanders in the area, so there
could be the need for:
 Crowd control
 First aid
 Emergency evacuation of the area
 Making the scene safe
 Isolation of the scene
 Purging and/or ventilation of an area or confined space
 Establishing the ’method of recovery’;
 Mobilisation of equipment
 Managing the logistics of equipment and people in a small area
These issues relate to circumstances that may inhibit the use of emergency equipment. A
management structure needs to place consideration on daily workflow and how this may impact
on access and use of both on-site equipment and access by emergency service personnel.
All Early Childhood Educators and volunteers should be instructed on the evacuation procedures,
upon commencing work, and then on a regular basis. Simulated evacuation training should be
conducted on a regular basis. Children need to participate in regular simulated evacuation
training, to minimise confusion and stress in a real emergency, and so the evacuation flows as
smoothly as possible. Every Service’s evacuation procedures should consider:
 Installing an alarm that can be heard in all areas of the Service. This must be tested at least
annually by a competent person,
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Various scenarios, emergencies and contingency plans eg indoors, outdoors, sleep time, babies
and children with disabilities, and
Responsibilities of relevant staff, such as:
o Supervising movement of children to the assembly area
o Collecting the attendance register (children’s names)
o Checking all rooms (including kitchen, staff room, laundry, toilets) for remaining children
o Checking the attendance register, at the assembly area, to ensure all persons (i.e. staff,
children, visitors and volunteers) are present
o Reporting missing individuals to emergency personnel
o Providing First Aid at the assembly area
o Catering for special needs, such as food and water for babies, asthma puffer for
asthmatics, assistive technology devices
o Contacting parents/guardians to collect children as soon as possible
In order to provide for the safety of both children and staff in the case of an emergency, Child Care
Centres may develop systems for:
 Identifying and registering visitors
 Familiarising all parents/guardians with the Service’s emergency policy and procedures
 Providing printed information about the procedures to all parents/guardians
 Instructing all workers and volunteers on the security and emergency procedures upon
commencing work and simulated training completed on a basis
In relation to the collection of children, it is essential that the Service has safe procedures in place
For example, on enrolment, all parents/guardians are required to sign a written authority
providing the details about those, other than themselves, who are authorised to collect their
children, regularly and in emergencies:
 Names of the authorised persons
 Addresses of authorised persons
 Telephone numbers (home, work, mobile) of authorised persons
 Relationship of authorised person to child/parent/guardian
There is a clear need for all those involved in implementing emergency procedures to be
appropriately trained and resourced in order to respond in a timely and effective manner. This can
include:
 General training in emergency evacuation
 Specific actions to be taken by key personnel in and emergency
 Ongoing monitoring of hazards and site resources
The safety and wellbeing of response personnel is critical. The better trained and prepared
response personnel are, the more likely they are to provide an effective and safe response which
minimises the danger to people, property and the surrounding environment.
When addressing and/or conducting a training needs analysis to meet the organisation’s
emergency response requirements, consideration needs to be given to the principles and practices
involved in training, learning and development of personnel. The analysis should include the
following.
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Identifying training goals and objectives. These need to match specific gaps identified in the
knowledge and skill of personnel in the areas of emergency response roles and equipment
usage
Considering multi-skilling for contingency planning
Opportunities should be made available to relevant personnel to ensure overlap of roles in the
case of absenteeism or injury
Identifying and approving resources and timelines for training activities, in accordance with
organisational requirements
Using feedback from individuals or teams to identify and implement improvements in future
training arrangements
Assessing and recording outcomes and performance of individuals/teams to determine the
effectiveness of training programs and the need for additional or updated training
Documenting and maintaining records and reports of competency according to organisational
requirements
Specific emergency training of personnel may include:
 Use of fire fighting appliances including fire hoses and extinguishers
 Use of breathing apparatus
 Emergency first aid
 Using communication systems
 Emergency retrieval
 Basic traffic control
Choosing appropriate providers to deliver training is essential for emergency response
effectiveness. In many cases, it may be that one provider cannot adequately provide the full range
of services required. Maintaining effective liaison with similar industries can assist with
recommendations of alternative training providers.
Nationally recognised training that provides assessment and accreditation to a national standard is
recommended. Government agencies regulate registered training organisations and the quality of
training delivered. This ensures a level of compliance to national and industry standards.
A skills audit of your personnel should be conducted and a register developed. This will identify:
 Who is currently trained
 How current that training is
 What areas that training covered (qualifications)
 Their current work location (for large sites or buildings)
 Who provided the training
Site training can be expensive, and careful budgeting based on identified outcomes requires
consultation and investigation. Training of personnel needs to meet the specific needs of the
worksite. A specialist adviser may be required to assist in developing a training plan based on the
training needs for your site.
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UNIT 12
CHCRF301E
Work effectively with families
to care for the child
 Establish a positive relationship with family members
 Exchange information with family members about
the child’s physical and emotional care needs
 Respond to a family members concern about their
child
 Reach agreement with family members about care
practices
 Facilitate child’s transition into care
This unit describes the knowledge and skills required to establish a positive relationship with the
family of a child going into care and negotiate in relation to care practices to facilitate the child's
transition into care.
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CHCRF301E WORK EFFECTIVELY WITH FAMILIES TO CARE FOR THE CHILD
ESTABLISH A POSITIVE RELATIONSHIP WITH FAMILY MEMBERS
In order to establish a positive relationship with family members Early Childhood Educators
should:
 Complete introductions and outline worker's own role clearly
 Show the facilities to family members
 Ensure verbal and non-verbal communication styles are used appropriately
 Create welcoming atmosphere for family members and provide opportunities for them to
participate in the children's experiences
For many years research has consistently highlighted the importance of a collaborative
partnership between Child Care Centres and families. Not only does this support the emotional
needs of children within the service by building trusting relationships with staff, it helps construct
a dynamic centre that effectively represents the individual needs of children and families who
utilise the service.
Family involvement means so much more than utilising families to clean paint pots and set out
beds for children to use at rest time, no longer are they viewed as unpaid workers completing
small tasks for staff. Families are now highly valued for their extensive knowledge of their child,
the most accurate source of information regarding their personal culture and beliefs in addition to
their ability to contribute to the centre’s program development.
We recognise that in today’s society families have many time constraints and aim to provide a
wide variety of ways for families to have a valued impact on the progression of our service.
Working together with families and respecting the contributions they are able to make to the
service enables centre staff to provide responsive, high quality care for all children.
Family members may include:
• Brothers and sisters
• Extended family members
• Fathers
• Foster children
• Grandparents
• Kin
• Mothers
Parents are the most important people in a child’s life. Being able to meet the family’s
expectations of the care provided by the Service greatly relies on Early Childhood Educators ability
to communicate effectively. Every organisation should have guidelines and policies, which guide
and provide information to Early Childhood Educators about who is permitted to pass on
information about the child and who is entitled to obtain information about the child. Early
Childhood Educators must be aware of their roles and responsibilities to prevent passing
information on to someone who is not allowed to obtain information about the child. This can
include a court order, restraining order which prevents a parent from having access to information
about the child.
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Organisation’s guidelines about exchanging information with family members may include:
• Recording any family members to whom information is not to be provided
• Who is permitted to pass on information
Transitioning to a Child Care Centre can be an unsettling process for children and their families.
Therefore Centres should develop an enrolment procedure designed to make this transition
process as smooth as possible through the provision of information about the centre in addition to
an orientation process that is tailored to each individual family.
All families should be involved in a thorough enrolment process that may involve;
• An enrolment interview
• An opportunity for families to meet staff and tour the service
• Opportunities for the child/children to visit the service prior to their commencement date
• Opportunities to read through or be provided with copies of centre based policies
• Opportunities to exchange information about the child
• The option of having shorter days initially to help the child settle into the environment where
possible
• Planned orientation nights
Families should also be provided with forms to complete to provide information for staff at the
centre regarding their routine at home, interests, needs and background. All information gathered
must be kept confidential and used to help support the child within the centre environment
Early Childhood Educators can assist in this process by:
• Introducing yourself to the child and their family and show them around their new room
• Introducing the child to the other children in the room, taking into account the response from
each individual child so as not to overwhelm them
• Supporting the child’s transition into the routine of the service by;
• Reading through all of the child’s personal information prior to their commencement where
possible
• Following the child’s individual routine and incorporate it into the centre routine as much as
possible
• Providing the level of physical comfort and affection the child requires and is comfortable with
• Explaining the routine of the room before and as it’s occurring
• Encouraging existing children to play with and help the ‘new child’ in the room depending on
their age of the children
Early Childhood Educators should ensure verbal and non-verbal communication styles are used
appropriately as communication is an ongoing and two way process. Communication enables Early
Childhood Educators to:
• Review factors that affect families
• Analyse factors that affect the child
• Examine how the ongoing communication may vary
Sharing information can be achieved directly Eg face-to-face and sometimes is the only way to
confidentially communicate important and sensitive information. Early Childhood Educators need
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to be aware of and mindful about the cultural diversity and individual differences when speaking
to parents and family members. It is also very important for Early Childhood Educators to learn
non-verbal communication styles which reflect culture of the children/ family. While it is very
important to ensure effective communication it is also important create a welcoming atmosphere
for family members and provide opportunities for them to participate in the children's
experiences. Early Childhood Educators can create a welcoming atmosphere by:
• Welcoming family members
• Inviting families to ask questions and explore the centre
• Explaining the routine and program to families
• Using different age groupings to demonstrate the increasing independence that children
acquire, and
o Show the families their child’s environment and where their child’s belongings need to
be placed
Early Childhood Educators can create a welcoming atmosphere for families by providing:
 An office for confidential discussions,
 A comfortable space to sit and talk
 An safe and hygienic environment
 Facilities to make a drink/ bottle
 Familiar policies and procedures
 Regular newsletters
 Providing infant feeding and changing facilities
 Noticeboard/space for displaying family news and celebrations
 Photos, painting and posters from families and the familiar places and images
 Families with the opportunity to provide feedback and participate in the centre
Early Childhood Educators can provide opportunities for family members to participate by:
 Feedback forms
 Surveys
 Suggestion box
 Family involvement committee
 Incursions/ excursions
EXCHANGE INFORMATION WITH FAMILY MEMBERS ABOUT THE CHILD’S PHYSICAL
AND EMOTIONAL CARE NEEDS
When exchanging information with family members about the child’s physical and emotional care
needs it is very important to remember to:
 Ensure information sharing about child's participation in program occurs frequently in
accordance with the organisation's guidelines
 Make yourself available for parents to provide information
 Communicate information in a culturally appropriate way
 Respond to messages promptly
Exchanging information with family members about the child’s physical and emotional care needs
is a very important requirement. Information should be exchanged on a regular basis as families
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should be kept informed about their child’s learning and developmental progress, especially
regarding physical and emotional care needs. When exchanging information with family members
Early Childhood Educators need to ensure information is shared about the child's participation in
program. This information should be shared frequently and in accordance with the organisation's
guidelines. Sharing and exchanging information requires Early Childhood Educators to make time
and themself available for family. Making yourself available to parents will differ according to
families will differ according to the structure of the services. Workers may be available via:
• Care review meetings or conversations
• Communicating in a style that is appropriate to the parents expectations
• Conversations when parents arrive to collect the child
• Conversations while the parents participates with or alongside early childhood educator in an
activity
• Telephone
• Welcoming children with their parents
Early Childhood Educators need to remember when communicating with families that the
information is communicated in a culturally appropriate way. Early Childhood Educators can
communicate information via:
• An interpreter
• Notes on whiteboard, bulletin board
• Verbal conversations
• Worker who has second language / language of parent
• Written notes
Early Childhood Educators should also investigate and identify cultural influences that are
prominent amongst children within care and adjust and modify the communication strategies and
use positive, clear, two way communication. This will allow Early Childhood Educators to meet the
needs of the child and respond to children accordingly. It is very important for Early Childhood
Educators to respond to messages and concerns promptly. This allows families to feel valued and
acknowledges that the concern is important.
RESPOND TO A FAMILY MEMBER’S CONCERN ABOUT THEIR CHILD
When responding to a family members concern about their child you should:
 Listen to their questions and concerns and respond according to organisation's procedures
 Direct family members to appropriate person or place when further support or action is
required
 Ensure communication is appropriate to age, cultural and linguistic background of
individual/ group
A part of the role of an Early Childhood Educator is to respond to family members concerns about
their child. Before Early Childhood Educator s can respond Early Childhood Educators need to
actively listen to the family member’s questions and concerns. Early Childhood Educators then
need to respond to the question or concern according to organisation's procedures. Early
Childhood Educators should:
 Listen, clarify and understand the family question or concern
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Take each concern seriously and respect the feelings of the family members
Maintain confidentiality at all times
Follow the Service’s policy, procedures and guidelines at all times
Responding to family members concerns may include:
• Communication guidelines to respond to regularly received/ serious questions or comments
• Directing person to appropriate person in the service
There are occasions when Early Childhood Educators will need to direct the family member and
the concern to an appropriate person or place. This will be required when further support or
action is needed. When an Early Childhood Educator directs a concern it is very important to
advise the family member who you will be referring the concern to and why. This ensures that the
family is kept up to date and reassures them that they concern is being actioned and responded to
correctly and appropriately.
REACH AGREEMENT WITH FAMILY MEMBERS ABOUT CARE PRACTICES
Reaching an agreement with family members about care practices involves:
 Reaching agreement on specific requests by negotiation and modification of care practices
 Explaining importance of program aspects to parents in relation to their child's
needs/development
 Clearly explaining and discussing limitations
 Negotiating alternatives/compromises as necessary
 Clearly communicating final decision to all involved
A crucial part to the role of an Early Childhood Educator is to reach an agreement with family
members. Things to consider when reaching an agreement about care practices:
• Ensure lines of communication are open
• Address and attempt to overcome any issues/ concerns as soon as they arise
• Provide families with required information which can assist with the concern
• Ensure openness and honesty is maintained
In order for Early Childhood Educators to reach an agreement regarding specific requests Early
Childhood Educator should using negotiation and modification in line with centres policies and
procedures to clearly explain and discuss limitations of the concern. Limitations relating to care
practices may be due to:
 Availability of specific resources at the venue,
 Availability of time
 Variations in demand due to times of the day
 Physical layout of the centre
 The number of children in care
Reaching an agreement also involves negotiating alternatives and compromises as necessary. Early
Childhood Educators should also refer to the centres policies and procedures and discuss available
alternatives. When discussion alternatives it is important to explain the reasons behind the
alternatives and ensure family clearly understand these requirements. Once an agreement or
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alternative compromise has been agreed upon Early Childhood Educators should clearly
communicate the final decision to all involved. Depending on the severity of the original concern
and the agreed outcome/ compromise Early Childhood Educators may wish to hold a further
follow-up meeting/ discussion with the family. There should then be a further follow up discussion
ensure that the agreed outcome is still current and that all parties are happy with the outcome.
FACILITATE CHILD’S TRANSITION INTO CARE
Facilitating children’s transition into care involves:
 Encouraging parents to familiarise themselves and their children with the service and
workers
 Encouraging parents to develop clear and reasonably consistent process of farewell and
pick up
 Providing clear information and reassurance to assist parents to develop confidence in the
service
 Acknowledging parents' feelings about child care and support in all conversations
Delivery and collection of children occurs on a daily basis in all Child Care Centre and has a
significant impact on the health, happiness and safety of all children who attend child care.
The way children are greeted when they arrive at a centre and the interactions they have with
staff have a considerable effect on the way children separate from their family, settle into the
centre environment in addition to the development of their self-esteem and sense of self. Early
Childhood Educator can help provide a smooth transition by:
• Individualising the enrolment and orientation process to suit the child and the family’s needs
• Sharing information
• Ensuring effective two way communication
• Ensuring the child is actively involved in the orientation process
• Creating the a positive and welcoming environment
• Encouraging parents to familiarise themselves and their child with the Early Childhood
Educators at the centre
It is very important for family and children to familiarise themselves with the Early Childhood
Educators at the centre, just as it is important for Early Childhood Educators to familiarise
themselves with family and children at the centre. Families should be encouraged to develop a
sense of ownership. Early Childhood Educators can help fosters this sense of ownership by
supporting them in becoming familiar with the centre, through ensuring an open door policy. Early
Childhood Educator should also encourage parents to develop clear and reasonably consistent
process of farewell and pick up. This will ensure a smooth transition upon arrival at the centre and
will help assist Early Childhood Educators to respond to these transitions. Clear, consistent
routines of arrival and departure facilitate the child’s daily transitions between the child’s home
and the centre. Smooth transitions help children cope with change, however sometimes children
can become unsettled during arrival. Early Childhood Educators should provide clear information
and positive reassurance to parent. This will assist the parent to develop confidence in the service
while further enhancing positive and supportive partnerships. Most importantly, Early Childhood
Educators should acknowledge parents feelings about child care and support parents in all
conversations.
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UNIT 13
CHCCS310A
Support inclusive practice in the
workplace
 Recognise and value individual differences
 Support the principles and practices of inclusivity in
work with colleagues and client diversity
This unit describes the knowledge and skills required for individuals to apply inclusive practices and
to work effectively with a diverse range of people
It includes recognising and valuing individual differences and working effectively with diverse
clients and colleagues.
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CHCCS310A SUPPORT INCLUSIVE PRACTICE IN THE WORKPLACE
RECOGNISE AND VALUE INDIVIDUAL DIFFERENCES
In order to recognise and value individual differences Early Childhood Educators must:
 Explore diversity to identify attributes that may be of benefit to the organisation, clients
and colleagues
 Assist colleagues and clients to acknowledge and use their diverse attributes to contribute
to work teams and delivery of services
 Use work practices that are inclusive and benefit service delivery outcomes, community
relationships and the work environment
 Identify and respond to client diversity in accordance with legislation, policy and guidelines
Young children’s perceptions of themselves and the world around them are influenced by the
complex and diverse communities in which they live, along with their families’ culture and
lifestyle. Given these complexities, Early Childhood Educators can help children to understand
difference and diversity by providing them with strategies and support to positively explore these
concepts.
Research suggests that children are aware of differences in relation to race, physical ability and
gender from an early age, probably infancy. As a result they begin to understand that they are
distinct individuals within a diverse social framework. Glover (Dau, 2001) supports this, suggesting
that “as children become aware of difference, they simultaneously develop positive or negative
feelings about each difference they observe”.
In order to recognise and value individual differences it important to understand the definition of
diversity and inclusion. Diversity refers to characteristics which make us different. Inclusion refers
to acceptance and accepting everyone regardless of their differences. Inclusion can also be
referred to as an approach or an environment in which all children, staff and families belong
equally, in which each individual is valued for who they are and for their attributes and qualities
that they possess.
Being an Early Childhood Educator carries great responsibility. It is important that we understand
the rights and needs of not only the young children in our care, but also their families, the wider
Centre over time and acknowledging and celebrating these differences through providing a diverse
curriculum.
Through recognising and valuing individual differences we are able to foster a diverse curriculum
as we are acknowledging and respecting the values and beliefs of children, staff, families and
communities within our care, along with children with special and additional needs.
Increasing numbers of children with special needs are being cared for in early childhood settings in
their communities, therefore It is imperative that inclusive environments are designed to provide
an educational setting in which all children can be involved and independent as possible (Winter
1999).
Early Childhood Services need to cater for children with:
 Physical abilities
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Hearing and/or auditory impairments
Communication and language disorder
Intellectual disabilities
Sensory integration concerns
The term ‘additional needs’ is used to define and categorise a whole range of conditions that
require and qualify for special support for children and families. For example, children with
physical disabilities often have additional needs that may mean adapting the environment or
intervening in particular ways. Additional needs may also include children or families who speak
English as a second language: who experience speech difficulties, or who are at risk of abuse and
neglect; who demonstrate challenging behaviour or who are gifted and talented.
In valuing and treating children as individuals, it is important for Early Childhood Educators to take
into account any additional needs requirements children are receiving from other professionals.
This may include incorporating intervention processes into the existing program, using goals
identified by paediatricians, child welfare workers, early childhood intervention services,
psychologists or other therapists. Staff must consult and keep communication open with families,
specialist and other staff when including goals identified by external services
Diversity may include:
 Age
 Cultural background
 Disability
 Educational level
 Ethnicity
 Expertise
 Family responsibilities
 Gender
 Physical capability
 Political orientation
 Religious belief
Diversity within families may include:
 Sole parent families
 Step families
 Blended families
 Extended family networks
 Same sex partners
 Traditional structure of a mother, father and children.
Exploring diversity and identifying attributes that may be benefit to the organisation, clients and
colleagues can be achieved by:
 Creating an atmosphere where all cultures are valued and accepted
 Inviting all parents to share cultural events, foods, music and so forth
 Providing children with books in children’s home language and home lending and parent
libraries
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Supporting parents to communicate freely with bilingual educators where available
Encouraging children to develop and use their home language, allowing them to continue
forming a stronger bond with their family
Ensuring information is available to families in their home language
Providing families with the opportunity to meet individuality staff members
Displaying welcome signs in home languages
Endeavouring to provide translators for parent teacher meetings, or encouraging families to
bring along a trusted friend or relative to help communicate more effectively
Considering that a home language can be lost if not supported
Valuing and incorporating families of various structures, their extended families and the
community into the program
Encouraging families to the extent with which they feel comfortable, to share their beliefs,
knowledge, language, culture and backgrounds with the service
Offering support and assistance to families and guardians of children with a disability.
Early Childhood Educators can explore diversity and identify attributes that may benefit children
by:
 Accessing additional resources, training and support where children have higher support needs
due to disability, or are from the non-speaking or aboriginal backgrounds.
 Following through with appropriate programs for the individual in consultation with specialist,
family and staff
 Implementing Australian and aboriginal heritages and environmental issues into the program
along with home cultures.
 Assisting children to feel comfortable with and respect physical, racial, religious and cultural
differences in an age appropriate manner,
 Using teachable moments to discuss and extend issues with children as they raise them,
 Developing positive attitudes in all children by building on their independence, empathy skills,
competency, confidence, self-concept and self esteem
 Positive role modeling, through praise and affection by encouraging both boys and girls to
participate in the full range of activities provided.
 Being actively involved in all activities with children providing culturally acceptable modeling
where they can play regardless of gender
 Listening to, and responding to, children’s questions and allowing children to look at and
explore people’s differences, as ignoring curiosity teaches children that some differences are
not acceptable
 Encouraging the children to think critically, spot unfair behaviours, support and encourage
children to stand up for themselves and others.
 Discovering ways to express themselves without being hurtful in any way – to challenge bias
and move forwards understanding diversity
According to EYLF Principle 4, Respect for diversity, when children are born they are born
belonging to a culture which is not only influenced by traditional practices, heritage and ancestral
knowledge but also by the experiences, values and beliefs of the individual family and community.
Therefore Early Childhood Educators must honour the histories, cultures, languages, traditions,
lifestyles and child rearing practices of families and value and respect the different capabilities and
differences in families’ home lives. Respecting diversity within the curriculum means valuing and
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reflecting upon the practices, values and beliefs of families, therefore when educators respect the
diversity of families, staff and communities and the aspirations they hold for children they are able
to foster children’s motivation to learn and reinforce their sense of self as competent leaners.
An inclusive work environment is more than ensuring an accessible building, providing a
interpreter or creating large print documents. An inclusive work environment welcomes everyone
regardless of their age, gender, disability, culture, religion. It recognizes, acknowledges and
accepts their skills, strengthens and abilities. An inclusive work environment is respectful,
supportive and equalizing in which the environment reaches out to all everyone and enables each
individual to experience opportunities of acceptance, belonging and participation (National
Alliance of Disability Resource and Training Agencies, 2001).
Therefore, an inclusive environment is one in which children, staff and families feel comfortable
due to the relationships established and respect between each other. Openness and honesty
emerge and they in turn encourage and foster everyone to work together in partnership, working
together towards a common goal.
When identifying and responding to client diversity it is very important to respond in accordance
with current and relevant legislation and centre policies and procedures.
SUPPORT THE PRINCIPLES AND PRACTICES OF INCLUSIVITY IN WORK WITH COLLEAGUES AND
CLIENT DIVERSITY
Supporting the principles and practices of inclusivity in work with colleagues and client diversity
involves:
 Developing and use a range of communication styles to respect and reflect the inclusive
practices of the organisation
 Complying with the requirements of legislation, policies and guidelines relating to
workplace diversity to demonstrate inclusive practice through personal conduct in the
workplace
 Seeking and acting upon feedback from colleagues and supervisors to continuously
improve personal effectiveness in working to maintain inclusivity
Guidelines for Effective Communication
• Do not assume language proficiency
• Do not assume that a parent/ family member does or does not speaks English fluently based
on their physical appearance. Speak using clear and straightforward language.
• Do not assume levels of understanding
• Assuming poor comprehension may cause a parent/ family member to feel insulted. When
discussing the parent/ family members concern/ question, it is best to explore their beliefs and
level of understanding and adjust your communication accordingly. It is very important that
you make every effort to ensure that they understand what is being discussed.
• If you are unsure as to whether they understand or not, ask them client to explain back to you
what they have understood, however it is not suggested that you ask “Do you understand?”
because they will most likely say “Yes”, even if they don’t understand.
• Respect different beliefs and attitudes
• Everyone has different beliefs and attitudes which have developed over the person’s life and
cannot be simply ignored or replaced with new beliefs and attitudes. Trying to convince a
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parent/ family member to adopt new beliefs and attitudes in place of their existing ones will
most likely be very difficult, creating a roadblock to good communication in the future.
Instead, you should ask the parent/ family member about their beliefs, attitudes, and
experiences and acknowledge your understanding their views.
Take the time to explore and resolve any misunderstandings
Responding to parents and family members with patience is paramount to resolving
misunderstandings and miscommunications. Although it can be difficult at times to find the
time to engage in a discussion about the source of a misunderstanding or finding the time to
clearly explain the same point in a different way.
Speak clearly and slowly using plain, straightforward language.
It is extremely important to ensure that you understand the parent/ family member and that
the parent/ family member understands you. Certain words, phrases, or actions may have
different meanings for different people. Don’t hesitate to ask for clarification if you are unsure
or confused about a certain word or phrase that they have used.
Verify that you have been understood.
After you have spoken, it is very important to ensure that the other person understands what
you have said. If you notice that the person is unsure or confused by what you have said, it
may be helpful to say something like, “Just to clarify…” and then restate what you said in a
slightly different manner. It can also be a good idea to ask them to explain what you have just
told them in their own words, however you will need to be carefully to avoid sounding
condescending.
Carefully observe nonverbal responses.
It is very important to be aware of the parent/ family members body language as they body
language can usually provide us with useful cues, which will usually tell whether you have
failed to make yourself clear, or failed to convey your message successfully,
Exercise sensitivity when using interpreters or other third parties.
It may be essential at times to rely on interpreting services when seeking consent or explaining
information to parents/ family members who are not proficient in English. However, it is very
important to be sensitive to issues of confidentiality.
Early Childhood Educators need to have an understanding and awareness of the different cultures
of the children within our care and when communicating with other children, staff and families
from different cultures, especially of those from non-English speaking backgrounds, that we are
aware of the different communication styles available for use to use.
This may include:
• Pace of delivery to audience needs
• Clear articulation
• Checking that the message is understood
• Use of eye contact or no eye contact (depending on the situation)
• Non-verbal communication techniques (Eg gestures, facial expressions, signing, position, etc)
• Written communication in a language other than English
• Speaking in a language other than English
• Use of telephone translation Services
• Use of Braille materials
• Use of pictures/diagrams
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As most cultures have very different communication styles it is our responsibility as educators to
be aware of and understand these differences and respect them as much as possible. It is also
important to remember that we can learn about a family’s culture simply by asking and having
conversations with family members. Early Childhood Educators should be encouraged to learn
about a variety of cultures within their Centre and within the local community. We should also be
aware of our own biases and prejudices. By acknowledging these, we can then be dealt with
appropriately, and most importantly we must work together with any problems or concerns being
discussed honestly.
As Early Childhood Educators, we must identify and respond to client diversity in accordance with
current relevant legislation, policies and procedures and guidelines. These include:
• Racial Discrimination Act 1975,
• Sex Discrimination Act 1984,
• Disability Discrimination Act 1992,
• Workplace Relations Act 1996,
• Privacy Act 1988,
• Human Rights and Equal Opportunity Commission Act 1984,
• State/territory legislation addressing diversity issues,
• Public sector management acts,
• Workplace diversity guidelines,
• Codes of conduct/ethics,
• The organisation’s plans strategies and policies relating to diversity
• Community guidelines, policy and practices that may exist within specific cultural or ethnic
communities.
Early Childhood Educators can continuously improve their effectiveness in working to maintain
inclusivity by focusing on the following key areas:
• Goals- considering what the team wants to achieve
• Roles- considering the parts each staff member has in achieving the team goals
• Procedures- considering the methods/ process involved
• Relationships- considering the team dynamics, and how everyone works together and gets
along
• Leadership- considering how the leader/ Centre Director supports the team in achieving results
Not only should educators participate in developing and achieving team goals, they also develop
their own professional development goals. These can be developed as part of their staff
performance appraisals. Staff performance appraisals are a review and planning process, where an
employee and their manager meet at regular intervals throughout the year to review all aspects of
the employee’s job roles and responsibilities, including their work performance. During these
reviews the staff member and their manger plan activities and targets, discuss any workplace
issues, and identify opportunities for on-going future training and development.
Staff performance appraisals aim to:
• Enhance work quality, effectiveness and efficiency of the individual staff member through
constructive feedback and ongoing development;
• Align the staff members work activities with the strategic vision of the Centre/ organisation
• Reach a joint agreement and priorities each identified role
• Clarify performance measures and expectations
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Enhances team culture by reinforcing policies and protocols
Increases job satisfaction through setting new challenges and providing recognition of
achievements gained
Staff performance appraisals are an ongoing continuous professional development cycle and it
becomes a systematic and valued way of helping staff to develop and improve their individual
performance.
Staff normal “sit down” with their manager/ Director at regularly intervals throughout the year to
monitor, receive and seek feed-back, however staff can also can seek feedback from their
colleagues. Colleagues may include:
• Peers
• Trainees
• Support staff
• Work experience personnel
• Supervisors and management
• External stakeholders including parents, community groups
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UNIT 14
CHCORG303C
Participate effectively in the
work environment
 Contribute to the effective operation of the
workgroup
 Review and develop own work performance
 Work cooperatively with others
 Contribute to the development of policies, practices
and structures of an organisation
This unit describes the knowledge and skills required to work effectively as an individual and in
work groups to contribute to achievement of organisation objectives.
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CHCORG303C PARTICIPATE EFFECTIVELY IN THE WORK ENVIRONMENT
CONTRIBUTE TO THE EFFECTIVE OPERATION OF THE WORKGROUP
Contributing to the effective operation of the workgroup involves:
 Identifying own job responsibilities and their contribution to service delivery
 Working within defined job role and responsibilities
 Seeking assistance and direction and obtain as required
 Working in a manner that complements that of others according to policies and rules of
workplace practice
 Completing activities to standard expected in workplace
 Carrying out set tasks in a positive and courteous manner
 Identifying resources needed to carry out own work duties
 Dealing with shortages of resources according to organisation practices
 Keeping work area well organised and safe in accordance with relevant standards/policies
Early Childhood Educators always work as part of a team/workgroup and share the common goal
of providing the best possible care for the children in their charge. Being a valuable member of the
workgroup involves all members making a worthwhile contribution the workgroups goals. In
order to make a worthwhile contribution, each and every member of the workgroup has to
understand their own job responsibilities and the responsibilities of others.
It is important that Early Childhood Educators understand their position and responsibilities. This is
outlined in a position descriptions/job descriptions/position specifications document that should
be provided to new employees on their commencement. The Early Childhood Educator should
read the document carefully and ensure that they ask relevant questions about the role and
responsibilities and ensure that they thoroughly understand the position. The below are items that
may be found in a position description.
An Early Childhood Educator (includes various levels depending on the level of qualification,
skills/experience) may perform some or all of the following tasks:
• Plan and implement developmental programs, based on observation of individual children
• Observe and record children's growth, behaviour and development, and discuss with parents
• Integrate children with special needs into the program, modifying the program and the
physical environment if necessary
• Supervise and train staff and students undertaking child care training programs
• Prepare play and learning materials and set up the children's environment
• Supervise children's play, making sure of their physical safety at all times
• Help children with daily routines such as toileting, dressing, eating and sleeping
• Guide children's behaviour and social development
• Prepare light snacks and meals
• Maintain a safe, clean, appealing environment
• Perform simple first aid in emergencies.
A Centre Director directs the activities of a Child Care Centre and its services and may perform the
following tasks:
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Direct and supervise Early Childhood Educators in providing care and supervision for young
children
Develop and implement programs to enhance the physical, social, emotional and intellectual
development of young children
Provide care for children in before-school, after-school, day care and vacation care centres
Manage physical facilities and make sure all buildings and equipment are maintained
Make sure that the centre is a safe area
Maintain records and accounts for the centre
Make sure that procedures are in line with government standards
Keep in touch with parents
Recruit staff and coordinate professional development
Develop and implement policies on a broad range of issues.
It is important that clarification is sought from the Supervisor/Director if there is confusion about
anything in the position specification or the Centre policies/procedures. When every member in a
workgroup satisfies their designated responsibilities, then the workgroup functions to its full
potential as all members of the workgroup complement each other.
As important as completing all the required tasks, is the way in which the Early Childhood
Educator conducts themselves as they complete the tasks. It is crucial that Early Childhood
Educators carry out their set tasks in a positive and courteous manner. This is important for a
number of reasons including:
• Ensuring that the Centre remains an inclusive and respectful work environment
• Ensuring that the children have positive role models in the Early Childhood Educators,
remembering that children often mimic the actions/attitudes that they see in others
• Ensuring that parents of the children have confidence in the Centre and are confident that
their child is well taken care of.
Quality Child Care Centres cannot be delivered without being properly resourced. Being well
organised ensures that resources are available when they are needed. Resources that will be
required include: Cleaning equipment
 Financial assistance for programs
 Office supplies
 Pamphlets
In the event that shortages of resources have been identified, then Early Childhood Educators
should comply with relevant organisational policies and procedures. Organisational practices
dealing with shortages of resources may include:
 Ordering more supplies
 Telling a supervisor
 Writing submissions or requests for additional resources
It is important to keep work areas well organised and safe in accordance with relevant standards
and policies. A well organised, safety conscious workplace has fewer frustrations, makes smaller
mistakes and suffers fewer accidents. By treating the tidying up requirements as part of an
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activity, children are introduced to the concept of tidying up and are more likely to tidy up when
they complete the next activity.
REVIEW AND DEVELOP OWN WORK PERFORMANCE
In order to review and develop own work performance you should:
 Monitor own work according to requirements for job quality and customer service
 Plan work activities to achieve individual objectives and organisation expectations
 Report to supervisor when work requirements are unable to be met
 Clearly communicate to supervisor/appropriate person, need for additional support to
improve performance
 Report need for training to supervisor, as required
 Undertake training as appropriate
 Take opportunities for support and supervision as required
It is important that Early Childhood Educators monitor their own performance according to
requirements for job quality and customer service. Great Customer Service is crucial for the
success at the centre. Quality customer service in child care means the following:
 Meeting and greeting all parents, caregivers and children in a warm, friendly and professional
manner each day
 Relaying relevant information to appropriate staff members in a sensitive and timely manner
to ensure quality care for children in the Centre
 Speak professionally to support and educate parents and caregivers
 Supporting children and their families throughout transitional phases
 Providing information to parents and caregivers regarding Centre policies and
program/Curriculum
 Encouraging the involvement of parents and caregivers in Centre decisions that directly
impact upon the care and safety of the children in the Centre
 Providing opportunities for meetings to discuss individual children or general child
development
 Being respectful, professional and polite during all conversations
 Recognising and catering for the differences in clients and their individual needs
 Answering all enquiries in a prompt and professional manner
 Promptly and courteously answering the telephone clearly providing the name of the Centre
and identifying themselves to the caller
 Treating information that is confidential in compliance with Centre policies
 Genuinely attempting to resolve any complaints and identifying areas of improvement
Every position in a Centre exists to satisfy certain Centre requirements. These can be found in the
job description and in following the policies and procedures of the Centre. It is important that
Early Childhood Educators properly plan their work to ensure that they achieve both individual
and organisational expectations.
Sometimes, even when work is properly planned, unexpected events occur and work
requirements may not be able to be met. It is important that Early Childhood Educators inform the
Supervisor/Director in this event so that a plan can be put in place to remedy the issue.
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Attempting to cover up, rather than admit a problem is likely create a bigger problem at a later
time and as such taking ownership and responsibility of issues is important.
When additional support is required to improve performance, it is important that Early Childhood
Educators clearly communicate the need for additional support to the Supervisor/Director. This
may be:
 Conveyed in verbal exchanges
 During meetings
 In writing according to organisational practices
Training is a crucial part of ensuring that employees are working to their ultimate ability and
improving performance. Professional development (i.e. training for workers) is an important
aspect of the National Quality Standards for Child Care Centres. Training ensures both statutory
requirements are met (eg Early Childhood Educators must have their First Aid Certificate) and ‘soft
skills’ training (eg communication skills). Early Childhood Educators should report the need for
trainer to the Supervisor/Director and should be professional whilst training, willing to learn new
skills and knowledge when undergoing the training and willing to bring back new information to
the Centre in order to improve Centre operations.
The process of continuous improvement and development requires reflection. Early Childhood
Educators need to reflect on their workplace performance to ensure that quality care is being
delivered to clients. Most workplaces have a formal performance appraisal process often
conducted annually or twice annually. This is an opportunity to receive formal feedback from the
Supervisor/Director in how an employee is performing and any identified strengths and areas for
improvement. Training needs may also be identified in the appraisal process and a training plan
put in place.
WORK COOPERATIVELY WITH OTHERS
When working cooperatively with others it is important to:
 Use problem solving when necessary so work is completed according to organisation
policies and practices
 Demonstrate respect for individual differences of workers in workplace relationships
 Demonstrate understanding and application of the value of cultural differences and
diversity when working with others
 Identify and show respect for different roles and responsibilities
 Behave appropriately in the workplace, in a manner likely to promote cooperation
 Share information with others in order to complete set activities
 Report conflicts in the workplace to supervisor
Strong Problem Solving skills are a personal attribute of great Early Childhood Educators. A
systematic approach to problem solving includes the following steps:
1. Define the problem
2. List the possible solutions of the problem
3. Consider the advantages and disadvantages of each of the possible solutions
4. Decide on the best solution
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Devise a plan in how to implement the solution
Implement the solution
Review the problem and the effectiveness of the solution
Take follow up action (if required)
Problem solving skills can be used by Early Childhood Educators in various ways in the Centre,
from dealing with children, their parents, other Early Childhood Educators, Program/curriculum
clashes and in ensuring that work is completed in accordance to organisational policies and
practices, including those relating to:
 Equal Employment Opportunity
 First Aid
 Grievance Resolution
 Infection Control
 Work Health and Safety (WHS)
 Workplace behaviour
 Workplace harassment
It is important that Early Childhood educators respect the individual differences of their colleagues
in developing positive workplace relationships. Every person is different, has had different
experiences and was brought up in different environments. This means that people think
differently. In a positive and respectful workplace, each person would feel comfortable in sharing
ideas and in doing so, effective solutions to existing problems or areas of improvement can be
made.
Workplace diversity involves recognising the value of individual differences and managing them
effectively in the workplace. Early Childhood Educators should respect and appreciate the unique
differences of each person. These differences include:
 Age
 Cultural background
 Ethnicity
 Family responsibilities
 Marital status
 Gender
 Language
 Religious belief
 Sexual orientation
Ensuring compliance Equal Employment Opportunity (EEO) legislation is a requirement in all
workplaces. In essence, it means that only factors relevant to the job are considered when making
workplace decisions. An example of a breach of this would be making a decision to hire a
candidate simply because they happen to have no children and an assumption is made that this
therefore makes them more flexible than a candidate who has children. Only factors that are
relevant to the position should be considered (a candidates qualifications, skills and prior
experience)
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Every workplace has an organisational structure of some sort that highlights the relationships of
the positions and the level of authorities throughout the organisation. The higher up the
organisation chart, the fewer the number of positions that exist and the higher the degree of
authority. Identifying and showing respect for different roles and responsibilities is more than
simply abiding by rules set by those in higher positions. It is about respecting each person in the
workplace and valuing their contribution. Early Childhood Educators can show respect in the way
they carry themselves, behave, communicate and in the attitudes that they display.
A workplace is composed of individuals, but a workplace in which these individuals don't work
together in positive ways will never perform to its full potential. Effective Teamwork/co-operation
maximizes individuals' strengths and leads to a workplace that is efficient, dynamic and
productive.
Synergy is a process in which the whole is greater than the sum of its parts. This means that the
combined efforts of a team that works well together will accomplish more than the total efforts of
all the members would have accomplished if they were each working alone. This is because many
of the functions of business are improved by the creative interaction of people co-operating
together. Individuals can learn from each other, consult with each other about problems and come
to agreements about the best ways to reach goals. It is important that Early Childhood Educators
behave appropriately in the workplace and in a way that promotes co-operation and teamwork.
Being flexible, working hard, being open and respectful encourage co-operation and teamwork.
Working together as a team also involves sharing information. Examples of the instances when
information will need to be shared include:• A change to who will be picking up the child or who is allowed to pick up a child
• A change in the child’s home situation (Eg divorce, death, parent remarried)
• A change in the child’s health (eg a child has been diagnosed with an allergy)
• A change in a child’s behaviour
Information can be shared:
 By note/message/memo
 By email and electronic transfers
 In person or by phone
It is important that in sharing information that confidentiality is maintained. This means that only
information that needs to be shared is passed on, and not sharing for the sake of sharing or for
gossiping.
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Workplace conflict may occur when people's ideas, decisions or actions relating directly to the job
are in disagreement, or when two people just don't get along (often called a ‘personality clash’).
Conflict in the workplace may be productive if it leads to positive change, but can also be stressful
and unpleasant for both those directly involved in the conflict and those who may witness the
conflict.
A conflict of ideas on any aspect of business can often be productive, if the parties involved are
willing to 'brainstorm' solutions together. Conflict of this kind often generates better work
practices and initiates positive changes that would otherwise never have occurred.
Personality clashes, on the other hand, are very rarely productive. A clash may start with a dispute
on business practices and escalate from there to mutual loathing, or else the two people may
simply have disliked each other from the beginning. This type of workplace conflict is bad for
business, because it can lead to downturns in productivity and employee satisfaction. Often, other
employees may feel forced to take sides which can create a divide in the workplace and further
exacerbate the issue.
Techniques in ensuring that conflict over business ideas, decisions or actions do not evolve into
personality clashes include:
 Trying to stick to the issue in all dealings. This will encourage the other person to do the same
 Appreciating that other people have different opinions that are equally as valid
 Deciding that the aim is to solve the problem, rather than 'win' the argument
 Being prepared to compromise
 Pushing aside feelings or judgements about the other person, and trying hard to listen and
understand their point of view
 Acknowledging any errors that have been made rather than denying or becoming defensive
Conflict should be reported to the Supervisor. Reports can be made:
 Via Email and electronic transfers
 In person or by telephone
 In writing or using workplace forms eg memos, notes
 In a face to face Discussion
CONTRIBUTE TO THE DEVELOPMENT OF POLICIES, PRACTICES AND STRUCTURES
OF AN ORGANISATION
Contributing to the development of policies, practices and structures of an organisation can
involve:
 Report concerns regarding administrative policies, practices and procedures to supervisor
 Report concerns regarding job responsibilities to supervisor
 Provide information, ideas and suggestions to supervisor when requested
 Participate in staff meetings/working groups, if required
Early Childhood Educators should be involved in the development of policies, practices and
structures of the Centre. Administrative policies, practices, procedures are developed by the
management team of the Centre. These should be clear and easy to understand to ensure that
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they are followed as intended. If an Early Childhood Educator has concerns regarding any of the
policies, practices and procedures these should be raised with the supervisor, along with any
suggestions or recommendations that the Early Childhood Educator has.
Early Childhood Educators are often approached by management to make a contribution of ideas
and suggestions and these should be sees as an opportunity to provide feedback and make
improvements in the Centre. Opportunities to contribute also foster a sense of belonging and
make individuals realise that they are an integral part of the team. Often these opportunities arise
in staff meetings.
Staff meetings are an essential component of highly functioning business. They keep employees
motivated and focused, and serve the purpose of keeping everyone working towards a common
goal. Participating in staff meetings is important for all Early Childhood Educators and tips for
participating include:
 Actively listening to all team members
 Positively contributing ideas and suggestions
 Being respectful of others
 Complying with any decisions that have been made
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UNIT 15
CHCCN305B
Provide care for babies
 Respond to cues and needs of babies/ infants
 Develop and maintain nurturing relationships with
babies/ infants
 Settle new arrivals
 Provide an environment that provides security for
babies/ infants
This unit describes the knowledge and skills required by anyone working with babies/infants to
ensure that their physical and emotional well-being is maintained.
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CHCCN305B PROVIDE CARE FOR BABIES
RESPOND TO CUES AND NEEDS OF BABIES/INFANTS
When responding to cues and needs of babies/ infants it is important to:
 Respond to babies/infants in an unhurried, gentle and sensitive way to promote a
relationship of trust
 Closely monitor babies/infants for signs of hunger, distress, pain and tiredness, and signs
that they are ready for solids
 Provide babies/infants with physical comfort as appropriate
 Meet needs of babies/infants for consistent and secure care, in a timely manner
 Respect and fulfil rituals of babies/infants
 Meeting the nutritional needs of babies
Many people use the terms baby and infants interchangeably. As Early Childhood Educators we
define a baby as aged between birth and twelve months of age and infant as a child aged from
twelve to twenty four months of age.
Attachment is the term used to describe the processes in which people form close relationships
with others. Research has recognised that infants become attached to important people in their
lives. On the basis of their deep emotional bonds, young children learn about their self-worth,
relationships with others, which emotions should be expressed. Children’s first relationships help
them create the foundation for future relationships.
When children’s needs are consistently met in a nurturing, responsive way by a trusted adult and
when they have many positive interactions with that adult, children learn they are important and
they can count on others. Unfortunately, not all attachments are based on trusting, loving
relationships. Much research conducted on attachment demonstrates there are two primary
attachment types: secure and insecure attachment. Each has a different effect on how children
behave, develop and learn.
Secure attachments develop when children are cared for by adults who meet their needs
consistently, accurately and lovingly. Children know they can rely on the important people in their
lives to meet their basic needs, to provide comfort when they are upset and to share the joy of
their everyday interactions. Consistent, nurturing care teaches children they are important and
helps them develop a positive sense of self. Children who develop secure attachments to one or
more adults are more likely to develop positive social skills. They gradually acquire an
understanding of their emotions and the emotions of others because of their interactions with
nurturing caregivers.
Insecure attachments develop when adults are unpredictable, insensitive, uninformed,
unresponsive or threatening. A mother who pays attention to her child only when she wants,
rather than when the baby needs her to, is being insensitive and unpredictable. An Early
Childhood Worker who sometimes responds lovingly when a baby cries but who generally does
not respond at all is being unresponsive. Children also develop insecure attachments when Early
Childhood Educators are threatening, such as when they respond angrily to a baby’s cry or when
they physically or emotionally abuse the baby or other family members of the household. Insecure
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attachments can make children feel badly about themselves, develop a lack of self-control and
struggle to develop positive relationships with others.
These two types of attachment reflect the quality of the relationship between the child and the
adult. As Early Childhood Educator we need to be aware that this is not determined by the child,
Early Childhood Educators have the responsibility to help children develop and maintain secure
attachments with other Early Childhood Educators. We should always support and encourage
secure attachments between ourselves and the children in our care by:
 Provide responsive, loving care that meets the individual needs of children
 Using nurturing routines (nappy changing, eating, sleeping, etc.) to develop and maintain a
trusting relationship with each child
 Responding appropriately to children’s communication attempts
The way Early Childhood Educators respond to babies/infants needs is important and impacts on
the relationship formed between an Early Childhood Educator and baby/infant. When we respond
in an unhurried, gentle and sensitive way consistently, we are able to build a trusting relationship.
By appropriately responding to a baby/infant’s needs, an Early Childhood Educator builds a
trusting relationship which:
 Enhances the social and emotional development of the baby/infant
 Develops a sense of security and safety for the baby/infant
 Allows baby/infant to reach their full potential in a safe and loving environment.
In order to build a relationship of trust, as Early Childhood Educator we must:
 Use routine times (eg Nappy changing) to interact with them in an unhurried way – such as
singing a song or sharing a tickle game
 Respond immediately to babies/infants cues and signs – such as crying, smiling, laughing,
babbling, cooing, and yawning in a sensitive way. This may mean physically picking up and
comforting when baby/infant is upset, responding to their attempts to communicate, or
getting them ready for sleep
 Establishing routines at our Service which complements the baby/infant’s home routine (eg
For sleep and feeding)
 Respond appropriately to their signs of distress (eg Comfort and soothe, remove objects which
frighten babies/infants such as loud noises)
The way Early Childhood Educators interact and respond to babies/infants is also important in
developing a relationship of trust. Early Childhood Educator help to build a relationship of trust
when our:
 Touch is gentle
 Tone of voice is appropriate to the activity we are undertaking with the baby/infant (eg Singing
a lullaby at rest time very loudly is unlikely to be restful and encouraging sleep, while a soft
voice is more soothing
 Body language is responsive to the needs of babies/infants (eg Smile when we change their
nappy, make eye contact regularly, acknowledge each attempt a baby/infant makes at
communicating with you)
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Interactions with babies/infants may include:
 Dancing and gentle bouncing
 Finger games
 Holding
 Imitating babies' vocalisations
 Laughter
 Rhymes
 Singing
 Talking
Early Childhood Educators should closely monitor babies/infants for signs of hunger, distress, pain
and tiredness, and signs that they are ready for solids. Early Childhood Educators should also
record information on our actions and observations:
 When their nappy is changed (Soiled, wet, dry),
 Sleep routine (time they went to sleep and wake up),
 Food consumption (type of food, amount, time eaten),
 Sickness (if they appear to be unwell, we need to record the signs and symptoms. eg slight
temperature, swollen gums, rash, etc.).
Babies may show distress or pain by:
 Appearing withdrawn
 Crying
 Lack of eye contact
 Sleep difficulties
 Squirming
A baby's/infant's signs of distress may indicate:
 Anxiety
 Boredom
 Discomfort
 Fear
 Frustration
 Hunger
 Loneliness
 Pain
 Tiredness
Comforters may include:
 Blankets
 Dummies
 Special toys
Signs of stress or distress of primary caregivers and babies/ infants on arrival may be indicated by:
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A rushed entry or exit by parent
Child is unusually quiet or passive
Child teary or crying
Clingy behaviour
Parent 'running late'
Responses to a distressed baby/ infant may include:
 Cuddles, comfort
 Distraction to an activity
 Listening, talking with the child quietly
 Use of transition object
Early Childhood Educators need to ensure that we communicate this information to other Early
Childhood Educator at our Service, as well as family members to ensure that they are able to
effectively meet the needs of the baby/infant to ensure consistency of care. Early Childhood
Educators can record this information on:
 Whiteboards (eg nappy changes, sleep information)
 Charts (eg nappy change, sleep time, meal times)
 Forms (eg illness forms to record signs and symptoms)
 Communication books
 “How was my day” sheets
Babies/infants communicate with us through non-verbal cues to tell us they are:
 Hungry, uncomfortable, lonely (crying)
 Happy (smiling, laughing, cooing and babbling)
 Tired (yawning, crying and fussing)
Some babies/infants have a set routine for feeding, some babies/infants need to be fed every 3
hours or so, other babies/infants will feed on demand. Early Childhood Educators need to ensure
that they are aware of these preferences and accommodate them into our Service routines.
Some of the signs that we need to watch for include:
 baby/infant sucking vigorously on objects
 Crying/fussiness/restlessness
 Pointing to food or to the place where food is kept
We need to be aware of the last time baby/infant was fed, how much was given and when they
might be due next for a bottle or food. We need to respond to a baby/infants hunger signs by:
 Offering a bottle
 Offering them appropriate food (eg pureed vegetables, finger foods or crackers etc.).
It is very important for Early Childhood Educators to provide babies/infants with physical comfort
as appropriate. Physical comfort is the sharing of touch between the babies/infants and Early
Childhood Workers. Early Childhood Educator need to ensure that physical comfort is provided
when:
 babies/infants are distressed or in pain
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Early Childhood Educator feed a baby/infant
Early Childhood Educator prepare a baby/infant for bed
Early Childhood Educator provides physical contact when we:
 Hold (cuddles and hugs)
 Rock (to soothe as well as settle children into routine times – such as sleep time)
 Provide the babies/infants self-comforter – such as a dummy or security object
 Sit babies/infants on our laps
Providing physical comfort that is appropriate means the kind of comfort we offer needs to be in
line with the baby/infant’s needs. For example: Jiggling and bouncing a baby on your knee when
they are tired is not appropriate to the baby/infant’s needs! Holding them close or gently patting
them while singing a soft lullaby when they are tired is appropriate as this is more likely to help
the child relax and settle the baby/infant for sleep. Other forms of appropriate comfort include:
 Holding baby/infant close while feeding them a bottle
 Cuddling or hugging (eg when crying; after waking up; to share a story)
 Bathing – sometimes a distressed baby/infant can be settled with a warm bath
 Being carried (eg in a baby sling)
 Placing baby/infant against your shoulder to help bring up wind (eg burping the baby after a
feed)
 Baby massage
When an Early Childhood Educators are consistent in the care for a baby/infant, Early Childhood
Workers build a sense of security, secure means responding to babies/infants cues and needs as
soon as possible. When Early Childhood Workers observe babies/infants crying or in pain, Early
Childhood Educator need to respond immediately to offer comfort (physical contact) and/or relief
(changing a nappy, offering a cold teething ring to soothe sore, inflamed gums). Sometimes
babies/infants may not want an Early Childhood Educator to physically comfort them (eg being
held or placed on our laps), they may prefer to have a limb touched gently instead – letting them
know that we are still there. It is important that an Early Childhood Educator recognises this and
responds appropriately.
Early Childhood Educators need to meet needs of babies/infants for consistent and secure care, in
a timely manner. Consistent means doing the same thing in relation to caring for the needs of
babies/infants. For example, each time we change a baby/infant’s nappy, Early Childhood
Educator should tell the child what we are going to do, remove child’s outer clothing to change
their nappy and respond in a happy, relaxed and interactive way – share a tickle-toe rhyme, sing a
body song, communicate to the child about what you are doing but most importantly, when Early
Childhood Educator notice that a baby/infant needs to have a nappy change, we do so
immediately rather than wait until we have finished completing an existing task.
Early Childhood Educators need to be sensitive to the signs and cues of babies/infants and ensure
they respond immediately and appropriately. Sometimes it may be tempting to keep a tired infant
awake until they have had lunch; however, this practice is not meeting the needs of the
baby/infant for sleep. Early Childhood Educators need to ensure responses to babies/infants needs
are done so in a timely manner. This means an Early Childhood Educator needs to respond
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appropriately to the needs of a baby/infant as we become aware of the signs they are showing us
(eg waking up styles – slowly and unhurried).
It is important for Early Childhood Educators to respect and fulfil rituals of babies/infants. Rituals
are the ways we carry out routine tasks. Rituals are very important to young children as they help
establish patterns and predictability in their day. When babies/infants know that the same thing
will happen in the morning, they are more likely to feel safe and secure in the environment with
Early Childhood Educator. In addition to helping the baby/infant feel safe and secure by following
rituals Early Childhood Educator are also respecting the family’s routines and providing
consistency in our care for the baby/infant.
Rituals of babies/infants which are to be respected and fulfilled where practical may include:
 Particular method of being put to bed eg wrapped tightly and laid on side
 The need for a special toy/dummy
Early Childhood Educators need to meet the nutritional needs of babies/ infants. Nourishment
whether it is in the forms of expressed breast milk, prepared formula, water or introduced solids,
which is provided in child care, plays an important role in the growth and development of babies
and in the development of sound eating habits in toddlerhood. In long day Child Care Centres,
menus need to be able to meet a significant amount of a baby’s recommended daily intake of
nutrients.
In child’s first year of life, a baby’s growth is rapid and need plenty of energy (kilojoules) and
nutrients. Children’s growth is never really steady or even and usually occurs in spurts, which
means that appetite and hunger can be changeable. The amounts of food consumed by a baby
and their apparent interest in food may vary a little from day to day. This is normal and not usually
a sign of any concerns if baby is healthy and growing. Usually within the first six to twelve months,
solid foods are introduced (i.e. the baby is weaned) and the baby changes from only having milk to
eating solid foods. After the first year or so the baby should be ready to eat normal family-style
foods, which may need to be adapted in consistency (eg pureed) or serving size, to suit their
feeding ability.
Until at least twelve months of age, breast milk or infant formula is an important food; however, it
is important that solid foods are also introduced at the right time. By approximately six months of
age, a baby’s stores of iron are low and extra food is required to avoid later nutritional problems,
such as iron deficiency. Depending on the developmental needs of the child, primary caregivers
usually begin to introduce solids to the baby around six months of age. Identifying where the baby
is in relation to the introduction of solids is a very important aspect of assessing a baby’s
nutritional requirements. A baby who is younger than six months and remains hungry after being
fed this usually is a sign and need to increase the amount of breast milk or formula, starting to
introduce solids too early can cause problems, such as:
 A greater chance of developing a food intolerance or allergy
 Less than optimal growth, if the solid food replaces breast milk or formula
 Diarrhoea or loose bowel actions if the baby cannot properly digest the food
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The introduction of solids is firstly and fore mostly something that is at the discretion of the baby’s
primary caregiver who will make this decision in accordance with advice from their local Maternal
and Child Health Service, paediatrician, GP, mid-wife, etc. Early Childhood Educators who are
involved in providing any nutrition to babies should ensure they are meeting the expectations of
the primary caregiver.
Usually from around four to six months, the baby begins the transition from feeding, from a bottle
to using a cup with twin handles and a no spill. Twin handle no spill cups make it easy for babies to
learn to drink on their own. Mealtimes are the best times to give drinks.
From approximately six to nine months, the baby will no longer need handles. Sipper cups and
tumblers with no spill spouts are idea for this stage. Do not leave babies holding a cup after they
have finished, as lengthy sucking is considered to contribute to early tooth decay. From around
twelve months when the child is ready to drink from a straw, a no spill, flip out straw cup is the
most popular.
It is equally important not to leave starting solids too late, as this may also cause problems
including:
 Anaemia (iron deficiency)
 Less than optimal growth due to low energy intake
 Feeding problems, particularly if the baby has not stated solids before about seven to nine
months of age
Babies are very adept at expressing their needs, despite their obvious lack of verbal skills. When
the baby’s growing body starts to need the extra nutrients that solid food can provide, their
behaviour around food and at feeding times will include observable indications that they are ready
to try new foods, such as:
 Watching and leaning forwards when food is nearby
 Watching and leaning forwards when food is around
 Putting fingers in their mouth
 Opening their mouth when food is offered
 Ability to move tongue up and down
 Reaching out to grab food or spoons
At nine to 12 months babies will develop other feeding skills. These include:
 Showing an interest in self-feeding
 Ability to chew lumps in food
 Ability to use a feeding cup
 Independent eating with some assistance
Babies’ organs and body grow and develop certain physical traits between four to six months. This
indicates that their body is ready physically for solids. This maturing process includes:
 Digestive system – digestive enzymes that help to digest food are developed
 Immune system – immune gut defence mechanism is fully developed
 Mouth and tongue – baby is able to move food to the back of their mouth and swallow safely,
 Head and neck – baby is able to hold their head up; head control helps them sit up straight and
swallow
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Kidneys – baby’s kidneys can now handle the increased liquid load produced by solids
Whilst the systemic readiness features (digestion, immunity, kidneys) may be hard for Early
Childhood Educator to assess, the primary caregiver should be able to identify if an attempt to
introduce solids is premature from the baby’s reaction. It is almost needless to say that if the baby
does not hold their head up and cannot swallow easily, they should not be started on solids until
they can. Other signs that baby is not yet interested or is full may include:
 Keeping mouth tightly closed,
 Turning their head away when someone is trying to feed them,
 Crying or showing distress when food is offered, or
 Pushing away the feeding spoon
Introducing solids successfully depends on:
The baby’s...
The feeder’s...
- Being allowed to take a spoonful or
- Being calm, relaxed and patient,
two at first and increasing with
- Being prepared for a bit of a mess,
time and practice
- Monitoring the baby whilst they
- Sitting comfortably, and
are feeding themselves to avoid
- Not being overly hungry.
accidents such as choking,
- Staying with the baby when they
are eating and letting them sit with
others who are eating to watch and
learn,
- Trying again in a day or so if the
baby refuses the first time, and
- Waiting several days before
introducing another new food
First solid foods are prepared easily and cheaply in the service kitchen without salt, seasonings and
sweeteners. At first, foods should be finely mashed and smooth, but usually the baby can move
onto to coarsely mashed foods after a few months. It is usual for babies to start with a single food
rather than a mixture. Infant rice cereal is often offered first as it is fortified with iron and makes
an ideal first food. Vegetables and fruits are introduced next. From seven to eight months, meat
and chicken are introduced. It is commonplace for infants to have meat or alternatives, such as
lentils or beans, as part of their diet by eight to nine months. For babies less than twelve months
old, the main food should be breast milk or infant formula. The nutritional make up of both breast
milk and infant formula is such that it is nutritionally balanced in accordance with the
requirements of a baby of this age. When solids are introduced, attention should be given to
sustain this balance by providing solid foods according to the principle of the five food groups.
The five food groups of Milk, Meat, Fruits, Vegetables and Grains are the pyramid’s building
blocks. Each food group is made up of foods with similar nutrient content. Each food group makes
a unique contribution of nutrients to the child’s diet. When children eat the recommended
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amounts from all the food groups each day, the pyramid is complete and they get sufficient
calories for their energy needs and the forty or so nutrients which their bodies need to stay
healthy. If one of the pyramid’s blocks is missing, the child misses out on the nutrients contributed
by the missing food group, and thus the pyramid is incomplete.
Food and breast milk/formula provided for babies must be warmed and tested for temperature.
The temperature of the contents of a feeding bottle is commonly determined by shaking a few
drops from the teat onto the tender skin on the inside of our wrist, just above the actual joint. If
the bottle is too hot, it will feel hot on the skin and if the bottle is too cold, it will feel cold on the
skin. Even a bottle warmed in a fully automatic warmer must be checked manually for correct
temperature.
Solid food needs to be introduced to babies appropriately and in accordance with the parent’s
regime for introducing food to the infant. The transition for breast milk/formula to solids has been
linked to changes in the mother’s physiology and for this reason, along with many other significant
reasons, no solids should be introduced to infants without the primary caregiver’s knowledge,
participation and endorsement and after they have commenced the weaning process themselves.
If there is any family history of allergy, especially anaphylaxis, primary caregivers are usually
advised not provide peanuts, tree nuts or shellfish for the first two years. Small hard foods such as
nuts and hard uncooked vegetables are usually avoided because of the choking risk they pose to
babies. Fruit juice is considered to be unsuitable for babies. While a baby’s first solids should be
pureed, sieved or finely mashed and smooth, they soon need variety in the texture as well as the
types of food provided.
At about seven months, babies may be given finger foods such as pieces of cooked vegetables and
crusts, to encourage chewing and self-feeding. A small spoon may be given to the baby to
encourage self-feeding, even while most of the food is being provided by the feeder. From about
seven to eight months, drinking from a cup should be encouraged. Over time, the baby can
progress from food that is pureed to mashed, then chopped into small pieces.
By the end of the twelve months, baby should be ready to eat a wide variety of family style foods.
Generally breast milk or infant formula is continued until the baby is at least one year old. Cow’s
milk is discouraged until the child in 12month old as a substitute for breast milk or paediatric
nutritionists as a poor source of iron and compared to breast milk or formula, contains higher
levels of protein, salt, potassium and calcium, which can increase the load on the baby’s kidneys.
From seven to eight months of age, it is practicable to introduce cows’ milk by using it as an
ingredient in custard or yoghurt on cereal.
Introducing cow’s milk, suggestions include:
 Cow’s milk is a poor source of iron and is never a substitute for breast milk or formula for
babies under 12 months. Continue breastfeeding or using infant formula until the baby is at
least one year old,
 Cow’s milk contains higher levels of protein, salt, potassium and calcium than breast milk or
formula. This can increase the load on the kidneys,
 Cow’s milk may be included from about seven months in small amounts as custard or yoghurt
or on cereal,
 Milk should not be the main drink until after one year of age or until a range of food is eaten
each day, including meat or meat alternatives.
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Until after one year of age or until a range of food including meat or meat alternatives is eaten
each day, cows’ milk should not be the main drink.
Some foods are widely considered as being unsuitable for babies in their first year, including:
 Fruit juices which do not contain or provide any nutritional benefit and can lessen the amount
of breast milk or formula consumed
 Honey which has a potential risk of bacterial infection (infant botulism)
 Reduced fat milk, which is considered to be unsuitable for children under two
 Tea which contains tannins that can restrict the uptake of important nutrients including
vitamins
 Whole nuts, which should be avoided because of the choking risk
Nutritional needs will need planning to include:
 Balanced diet
 Nutritious food
 Relevant to nutritional needs at that age
Health needs of children to be considered may include:
 Allergies to certain foods
 Medical advice and diet
Cultural requirements and preferences about food may include:
 Drinks provided
 Foods used
 Hot or cold meals
 Inclusion of sweets
 Meal patterns over a day
 Spices and flavourings used
DEVELOP AND MAINTAIN A NURTURING RELATIONSHIP WITH BABIES/INFANTS
Developing and maintaining nurturing relationships with babies/ infants involves:
 Undertaking both planned and spontaneous interactions with babies/infants
 Using routines of physical care as opportunities to positively interact with babies/infants
 Taking time to get to know the baby/infant, their individual routines, rhythms, preferences
and cues
 Accommodating individual routines of daily care, rest and play for babies/infants whenever
possible
Interaction means communicating with others (either verbally or non-verbally) and/or sharing an
activity with one or more people. In our interactions with babies/infants, we:
 Imitate babies vocalisations
 Sing
 Talk
 Laugh
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Dance
Play
Take care of physical needs
Offer variety
It is important for Early Childhood Educators to undertake both planned and spontaneous
interactions with babies/infants. Planned means we intend to do something and we design the
arrangements for this to happen. This includes:
 Considering the babies/infants needs on arrival to our Service – eg do they need us to provide
lots of physical comfort to settle for the day?
 Nappy changing times
 Mealtimes
 Rest/sleep times (how will we help them settle to sleep – with a pat, a cuddle or a gentle
rock?)
 Introducing new experiences or toys to baby/infant
 Introducing baby/infant to new environment (orientation)
Planned activities by Early Childhood Educator may include:
 Placing a baby on their tummy (called tummy time) on a rug, providing soft books or toys for
the baby to look at and play with – we can interact by being on the floor with them and
commenting on what they are doing or the pictures in the books,
 Introducing babies/infants to new, developmentally appropriate activities – a walking frame to
a baby learning to walk.
Spontaneous interactions mean the unplanned experiences we have with our babies/infants.
Spontaneous interactions occur when:
 There is an unexpected event in our Service (eg a bulldozer levelling the block of land next
door),
 Our planned experiences do not work out as we intended them to and we introduce
something different,
 We are alert to the interests of babies/infants – eg they may show an interest in watching the
rain fall from the sky and land in a puddle,
 A change in the routine – eg a baby sleeping earlier than usual and is awake while the others
are sleeping – providing an opportunity for one-on-one time.
Often when we see a baby/infant, our first reaction may be to smile and make eye contact, say
hello and perhaps even make physical contact (eg touching hands and feet). Sometimes the baby
may make vocalisations – such as cooing or babbling and we usually imitate this back to the
baby/infant (spontaneous interaction). It is important that Early Childhood Workers have both
planned and spontaneous interactions with babies/infants to develop a trusting relationship. It is
from these interactions that Early Childhood Educator begins to learn about their likes and dislikes.
It is also from these interactions children learn that if they need Early Childhood Educator, we will
respond and meet their needs.
Use routines of physical care as opportunities to positively interact with babies/infants
Routines of physical care for babies/infants include:
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Meal times,
Nappy changes,
Clothing changes,
Sleep times.
Early Childhood Educators work with a varying range of cultures. Some care giving practices which
may be different within cultural groups include:
 Bedding practices
 Personal hygiene
 Clothing
 Food & preparation
 Celebrations
Mealtimes are a great time to interact with babies/infants. Depending on the age of the
babies/infants in our care, children will be having different meals, including:
 Breast milk
 Bottle of formula
 Pureed and soft food (eg veggies, stewed fruits)
 Steamed vegetables
 Finger foods
Ways to interact with babies during meal times include:
 Letting them know their bottle is ready
 Talking them through what is happening – this is reassuring for them and communicates to
them that we are going to meet their needs
 Hold them close while we give them their bottle and make eye contact
 Rub and pat baby/infant gently on their back/tummies
 Burp baby after their bottle to bring up excess wind
 Smile and use encouraging, soothing tones

Ways to interact with infants during meal times include:
 Assisting the infant to eat by spooning the food into their mouths if they are unable to feed
themselves
 Sit on a chair or on the floor next to the infant while they are eating
 Talk to them, tell them about the food they are about to eat
 Let them hold a spoon too, this will encourage the infant to understand that the spoon goes
into the food and then into their mouths
 Comment on their reaction to the food – eg If they spit it out -> ‘Oh! You don’t like the taste of
that!’ or ‘Yum! I can see you like that!’
Infants who can feed themselves with a spoon may enjoy the same types of interactions as babies.
In addition, they may be able to:
 Respond with words such as yum, yum! Or more!
 Feed them using a spoon – Early Childhood Educator can provide verbal encouragement, such
as “well done! You’re doing a great job eating by yourself!”
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Mealtimes are social events. Early Childhood Educator can foster their social interactions by:
 Being close to the baby/infant and talking to them
 Considering where to place high chairs and low chairs –babies may like to sit near other
infants, this helps the younger infants and babies to see what other babies/infants are doing
and may encourage them to try different foods, or how to use their spoons (eg through
imitation)
 Making meal times relaxed and unhurried
 Playing quiet, restful music
Cultural requirements and preferences about food may include:
 Drinks provided
 Foods used
 Hot or cold meals
 Inclusion of sweets
 Meal patterns over a day
 Spices and flavourings used
Menu may include:
 Breakfast
 Lunch
 Dinner
 Snacks
 Drinks
Food and drink preferences will vary according to:

Age

Appetite

Culture

Dietary requirements

Family patterns

Individual tastes

Religion

Stage of the day
Appetising food may consider:

Colour

Shape

Texture

Variety
Nappy changes are one of the occasions where Early Childhood Educator can interact with
babies/infants on a one-to-one basis. Some babies/infants do not like having their nappies
changed, other babies/infants wriggle and squirm and some babies/infants love to have their
nappies long enough to kick about freely! It is important that Early Childhood Educator make
nappy changing times as pleasant as possible and aim to meet the needs of the individual
baby/infant.
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Early Childhood Educators make nappy changing times pleasant when they:
 Talk to the baby/infant about what is going to happen - prepare them for the next change in
their day,
 Have everything Early Childhood Educator need to change the baby/infant on hand,
 Use soothing creams,
 Talk, sing or hum while we are changing the nappy- talk about what they can see or what is
happening,
 Provide hanging objects for the baby/infant to look at or touch,
 Play tickle toe, peek-a-boo or other games with baby/infant – eg round and round the garden,
name body parts.
NEVER tell a baby/infant that they smell and that the Early Childhood Educator dislikes changing
their nappies, as it forms in their minds that what they have done is bad. It is detrimental to their
self-esteem as going to the toilet is a natural process and normal bodily function. Babies/infants
need assistance with this by caring and loving Early Childhood Educator who are willing to support
them until they are toilet trained and confidently using the toilet on their own. An Early Childhood
Educators aim is to meet children’s needs and make children’s learning experience as fun,
enjoyable and trusting as possible.
Clothing changes, like nappy changes, happen regularly throughout the day. Especially when:
 Messy play is involved,
 When babies/infants are eating,
 Being prepared for sleep,
 Indoor and outdoor play.
Be aware that some babies/infants may not like having their clothes changed or older infants who
simply have too much playing to do to have time to change their clothing – make the time as fun
and positive as possible. Early Childhood Educator can make clothes-changing a learning
experience by:
 Talking to baby/infant about the names of each type of clothing being put on and why – eg you
need your jumper on because it’s cold outside!
 Playing peek-a-boo games – For instance, saying Boo! When the baby/infant pops out of their
top
 Singing a song about what Early Childhood Educator are doing – eg this is the way we put on
our shirt
 Asking the baby/infant to help you put on their clothing – make sure you thank them for their
help! eg well done and thank you!
 Encourage children to experience the feel/smell/texture of the items of clothing
Early Childhood Educators need to take time to get to know the baby/infant, their individual
routines, rhythms, preferences and cues.
Routines are the things we do on a regular basis, such as our sleep routines – what time we go to
sleep each day etc.
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Rhythms are recognised to be our patterns that occur within our routines – our rhythms during
our sleep routines means how long we usually sleep.
Preferences are how we like things to occur or happen – these can entail our likes and dislikes,
food preferences, sleep preferences etc.
Cues are the signs or indicators that we use accordingly to tell other people what we are feeling –
eg when a baby rubs their eyes, it is usually a cue they are tired.
Whilst developing a relationship with babies and infants that we have in our care, we will get to
know their individual routines, their rhythms, preferences and also their cues. We do this when
we:
 Talk to the baby/infant’s immediate family members
 Spend time with the baby/infant, this can be on an individual basis or in a group setting
 Observe the baby/infant
It is essential that we document what we see and share this information with other staff members
that are in our Service to make sure that we provide a consistent and effective program that
effectively meets the particular needs of each child in our care.
We need to ask other staff members in our Service who know the baby/infant to share
information on each baby/infants individual routines, rhythms, preferences and cues and so on.
Early Childhood Educators do this when we:
 Collate information upon enrolment to our Service from baby/infants family members about
care routines,
 Enquire and ask parents/family members about their baby/infants routine and register this
information in the child’s file,
 Talk to colleagues about what they have observed regarding each baby/infant’s routines,
rhythms, preferences and cues,
 Share information from home to Service and then providing the information to other
colleagues about how the baby/infant slept the night before, when their last bottle was, last
soiled nappy etc.
Depending on home environments and also expectations, some babies/infants have a set routine
for sleeping and eating, other families deal with this on demand. We need to make sure that we
make room for each individual babies/infants routines, rhythms, preferences and cues. We do this
when we:
 Follow the baby/infants individual routines,
 Allow the baby/infant to do things in their own rhythm and pace – for sleeping, eating and
playing,
 Make sure that we include their preferences into our care routines – providing a dummy for
mealtimes, allowing them to feed themselves,
 Be attentive to babies/infants cues and responding to these cues in calm, unhurried way.
As each baby/infant within our care has individual routines, it is vital that we accommodate these
whenever possible in the centre. Sometimes in a large group setting, this may not be easy, so
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some negotiation and discussion between child care and corresponding parents may reach an
acceptable agreement.
Accommodate individual routines of daily care, rest and play for babies/infants whenever possible
Individual rest routines are an example of how we need to make room to preferences of both the
baby/infant and the parent as much as possible. Things that need to be taken into consideration
are:
 The child’s need to rest,
 Routines at home. Is it consistent or has it changed recently?
 Are they unwell?
 Is the parent trying to change the routine at all?
 It is important that we are aware of this so we can watch and observe for the baby/infant’s
cues that they are tired and respond accordingly.
If the baby/infant is not tired while others are sleeping and resting, we can set up the environment
to allow them to rest while interacting with us (Eg reading books, finger play or a quiet song).
When we play loud music and noisy activities, we are not demonstrating that we are respectful to
the needs of other babies/infants who are sleeping. Quiet, relaxing music, quiet voices and a
darkened room identifies this is a restful, quiet time of the day. On enrolment, it is important that
we find out information about:
 How the baby/infant is put to sleep at home?
 Where the baby/infant sleeps? (hammock, bed, cot, other means?)
 How the baby/infant is fed, mealtimes?
 Special sleep routines and rituals?
It is vital that we use the information we gain and incorporate it into the baby/infant’s care
routine. This may include:
 Security or comfort toy,
 Cups with spouts or straws,
 Favourite pillows or blankets etc,
 Particular music as rest time.
SETTLE NEW ARRIVALS
When settling new arrivals it is important to:
 Observe primary caregiver and babies/infants for signs of stress or distress on arrival
 Begin interaction with the babies/infants while primary caregiver is still present to
minimise abruptness of separation
 Encourage primary caregiver to take as much time as needed to have a relaxed,
unhurried separation from their baby/infant
 Establish routines to minimise distress at separation of primary caregiver and
baby/infant
 Respond to distress of babies/infants at separation from primary caregiver in a calm
reassuring manner
Each baby/infant is different in their ability and capacity to cope with separation, particularly for
the first time. We as Early Childhood Educators need to make the separation process as smooth
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and painless as possible. Whether a parent is dropping their child off for the first time at the
centre, or for the day, there are a few things we must keep in mind. This section will cover how to
look for and observe signs of stress/distress and ways to combat this difficult task of comforting
not only the child, but the sometimes distressed parent as well.
Observe primary caregiver and babies/infants for signs of stress or distress on arrival
If you were to look up the word stress – you would come across words such as – pressure, strain,
anxiety and tension. If you were to look up the word distress – you would find words such as –
pain, sorrow, anguish, grief misery. These are very strong and powerful emotions; therefore, we
need to make sure we are sensitive and respond well both to parents and child who are
experiencing these emotions.
When arriving at the Service, parents may be under a lot of pressure to get to work, study or have
a previous appointment. They may be going through feelings of guilt and anxiety as a result of
leaving their baby in care. Baby/infants may be going through separation anxiety or picking up on
their parent’s anxiety and feelings. They may also be uncomfortable or distressed because of
physical conditions, such as teething.
We need to observe parents and baby/infants for signs of stress and distress upon arrival so we
can provide extra support. Some signs may include:
 A rushed entry or exit by parent,
 A baby/infant clinging to a parent,
 Crying from the child,
 Tears from a parent,
 Parent or baby/infant appearing withdrawn,
 Unusual behaviour by parent (easily lose their temper or shout),
 Parent Fatigue from a lack of sleep.
We need to be alert to these indicators and respond in a caring and sensitive way to the needs of
both parent and baby/infant. We respond appropriately when we:
 Greet and reassure parents/family members and offer assistance – such as unpacking
baby/infant’s belongings,
 Listen sympathetically,
 Talk to a parent/family member and offer support,
 Provide physical comfort for the baby/infant at hand,
 Create calm, reassuring and welcoming atmospheres (eg playing soothing music during arrival
times).
Begin interaction with the babies/infants while primary caregiver is still present to minimise
abruptness of separation. Some babies/infants will separate easily from their parent, while others
need a reassuring face and a regular, structured routine to help them settle. Abrupt separations
can increase babies/infants fears about when a parent will return, which can be very stressful for
them. Sharing time together before the parent leaves and developing this into a routine will allow
the baby/infant to see their parent has a positive relationship with their caregiver.
We can interact with babies/infants while parents are present by:
 Including both parents and babies/infants into an activity or experience
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Nursing the baby/infant while talking to the parent at the same time
Sharing information about the baby/infant – eg how they slept the night before, when they are
due for another feed/bottle
Sharing a game together – eg clapping game, smiling, peek-a-boo
Sitting on the floor with the parent and child to involve the child in an activity or experience,
Including babies/infants in the conversation – eg wow! Look at your new tooth! Your smile
looks different now!
Early Childhood Educators can encourage relaxed and unhurried separations for families by
encouraging the family to stay with their baby/infant for as long as they wish or need. We should
encourage parents to allow time to settle baby/infants into activities before they leave. This is
often important for families during the first few weeks in care as this can help to develop a
trusting relationship. In helping parents to separate from their child in a relaxed and unhurried
manner we can provide special spaces for families to interact and spend time with their
baby/infant. These could be:
 A sofa in the book corner for the family to share a story that they like together,
 An extra chair at an activity
 A pillow on the verandah with suitable toys
 A rug on the floor with musical instruments
When time allows, we can also encourage parents/family members to:
 Change their child’s nappy at the centre before they leave and promote this as a time to share
a toe rhyme or tickle game
 Dress them for outdoor activities (eg place sunscreen and hat on)
 Participate in activities with their baby (eg shaking the rattle for the baby to imitate)
 Breast/bottle feed their baby in a quiet relaxing place
Early Childhood Educators should establish routines to minimise distress at separation of primary
caregiver and baby/infant. Establishing consistent routines and rituals to help baby/infant feel
secure by:
 Greeting the family as they arrive at our Service at all times
 Unpacking baby/infant’s bag – place nappies next to the change table, place bottles/dummies
in the fridge
 Where possible have the same person greet families on arrival
 Encourage the parent and the baby/infant to spend time together before the parent departs
and leaves
 Help the parent say goodbye before leaving
 Wave goodbye through a window or through a fence (after a kiss and cuddle)
Early Childhood Educators need to ensure these routines are the same each day to provide
consistency, familiarity and continuity of care for each baby to feel safe and secure at all times.
Regular routines and rituals help us all to know what will happen next. When consistently carried
out, this creates security, especially for the children. We also need to remember that sometimes
we will be away and replacement staff may be rostered on to cover the morning shift. We need to
make sure these people are familiar with each child’s separation routine. If you are unfamiliar with
a child’s routine, ask the parent what they usually do to help make separation easier.
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Early Childhood Educators should respond to distress of babies/infants at separation from primary
caregiver in a calm reassuring manner. This can be achieved by:
 Talking to them in a calm reassuring manner
 Singing to them
 Rocking them gently
 Patting or rubbing their back while holding them close
 Offering/giving the child their comforter (eg dummy, or toy)
 Distracting the baby/infant (eg let’s go look at the birds in the trees)
It is important parents feel we are in control of the situation when they depart so they can trust us
to continue to settle their baby/infant after they leave. The manner we display should be calm and
reassuring.
PROVIDING AN ENVIRONMENT THAT PROVIDES SECURITY FOR BABIES/INFANTS
In order to provide an environment that provides security for babies/ infants you must:
 Clearly communicate expectations to babies/ infants and apply consistently
 Set up the physical environment to provide a relaxed and flexible atmosphere
 Set up the physical environment to accommodate individuality of the baby/infant
 Create a safe and secure environment both in and out of doors with equipment of a
suitable scale for babies/infants
It is crucial for Early Childhood Educators to provide a safe environment and risk re-education
strategies for babies/ infants. Providing a safe environment and risk reduction strategies will vary
according to whether the location is:
 A home
 A purpose designed and built centre
 Appropriate for the age range of babies/infants
 Non purpose built centre
Early Childhood Educators need to incorporate risk assessments into the daily operation of the
Centre and can be incorporated into the opening and closing procedures to ensure that toys
and equipment are safe for children to use. Early Childhood Educators should also incorporate
risk reduction strategies. Risk reduction strategies may include:
 Close supervision of any babies/infants in kitchens
 Covers on electrical sockets
 Fences and gates, locking mechanisms
 Gates on stairs
 Out of bounds areas
 Particularly close supervision in some areas
 Placing babies/infants to sleep in positions recommended for prevention of SIDS
 Removal/locking away of dangerous substances.
 Vacuuming/sweeping floors to remove small or dangerous objects
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It is also important for Early Childhood Educators to consider that hazards may be identified to
babies/infants in a range of ways, such as signs, symbols and verbally.
Early Childhood Educators need to clearly communicate expectations to babies/ infants and apply
consistently. When Early Childhood Educators communicate expectations to babies/infants we
need to use both verbal and non-verbal communication. Expectations Early Childhood Educators
may communicate to babies/infants include:
 Safety
 Wearing hats while outside
 Sitting in a high chair at mealtimes
Early Childhood Educators need to communicate expectations with babies/infants. This includes:
 Using clear, simple language
 Using simple hand gestures to communicate
 Being consistent with the expectations
 Modelling to children the expectations
Early Childhood Educators need to set up the physical environment to provide a relaxed and
flexible atmosphere. Physical environments include indoor and outdoor areas, which Early
Childhood Educators provide for babies/infants to:
 Explore a range of activities and experiences
 Meet their physical needs
 Interact
 Feel safe and in a home like environment
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