Children's Education and Care - Draft 3 Validation

CHCECE031_Support children's health safety and wellbeing Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCECE031

UNIT TITLE

Support children’s health, safety and wellbeing

APPLICATION

This unit describes the performance outcomes, skills and knowledge to support and promote children’s health, safety and wellbeing in relation to physical activity, healthy eating, sleep, rest and relaxation and individual medical requirements.

 

This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.

 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

Early Childhood Education and Care

UNIT SECTOR

Children’s Education and Care

3 Comments

Children's wellbeing

"I don't think the PC cover off wellbeing sufficiently here. There is nothing about emotional and mental wellbeing. This is a critical topic and there needs to be understanding about what this means and how we support this in early education and care."

Deborah Long 20.09.2020 05.10PM

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Relevance to Out of School Hours Care sector?

"OOSh services do not have to apply sleep, rest and other applicants of this unit and yet it's a core unit of the CHC50220. This doesn't make sense."

Bernadette Frawley 09.09.2020 02.21PM

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1 Reply

"Agreed Bernadette. Crossing over of units between qualifications can only be successfully done when all aspects relate to both age groups."

ECTARC Training Services 11.09.2020 01.59PM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Implement hygiene and health procedures.
    1. Follow health and hygiene regulatory requirements and service procedures.
    2. Support children to learn personal health and hygiene practices through discussion, modelling and repeated experience.
    3. Identify practices that are not consistent with requirements and procedures and take corrective action within level of responsibility.
  1. Support each child’s health needs.
    1. Maintain knowledge of children’s health needs by seeking and sharing information with colleagues and families.
    2. Maintain confidentiality in relation to children’s individual health needs.
    3. Implement service risk-management strategies for children with long-term medical conditions.
    4. Identify service and legislative requirements and procedures for short and long-term medication administration.
    5. Observe and respond to signs of illness and injury in children and systematically record and share this information with colleagues and families according to service policies and procedures and regulatory requirements.
  1. Promote physical activity.

 

 

 

 

    1. Organise and encourage regular movement and participation in physical experiences as part of the program for all children.
    2. Participate with children in their physical activity.
    3. Promote physical activity through providing planned and spontaneous opportunities appropriate for each child.
    4. Discuss with children how their bodies work and the importance of physical activity to people’s health and wellbeing.
  1. Promote healthy and safe eating.
    1. Provide opportunities for children to engage in experiences, conversations and routines that promote relaxed and enjoyable mealtimes, healthy lifestyles and good nutrition.
    2. Encourage and support healthy eating and nutrition practices with children during mealtimes.
    3. Check that children have ready access to water and are offered healthy food and drinks regularly.
    4. Implement service food safety policies and procedures when assisting with practical mealtime tasks.
    5. Share information with families that supports a healthy lifestyle.
  1. Provide opportunities for sleep, rest and relaxation.
    1. Use individualised sleep and rest practices that are consistent with approved standards and in consultation with families.
    2. Provide developmentally appropriate restful play activities for children who do not sleep or rest.
    3. Maintain children’s needs for privacy during any toileting and dressing and undressing times.
    4. Meet individual clothing needs and preferences within the scope of the service requirements for children’s health and safety.
    5. Support wellbeing through exchange of information with families about individual child’s rest and sleep patterns.
  1. Supervise children.
    1. Follow regulations and implement service policies and procedures for active supervision of children.
    2. Use positive developmentally appropriate communication when informing children of supervision requirements.
    3. Adjust levels of supervision depending upon the area of the service and the skill, age mix, dynamics and size of the group of children, and the level of risk involved in activities and play.
    4. Exchange information about supervision with colleagues to ensure adequate supervision at all times.
  1. Minimise risks in the environment.

 

    1. Check the safety of buildings, equipment and the general environment according to scope of own role and service policies and procedures.
    2. Use, store and label dangerous products according to manufacturer’s instructions, service policies and procedures and regulations.
    3. Implement service procedures and regulations for the safe collection of each child, ensuring they are released to authorised people only.
    4. Assist in the supervision of every person who enters the service premises through observation and reporting.
  1. Assist children to respond to risks.
    1. Develop children’s knowledge of personal protective behaviours appropriate to their developmental stage.
    2. Promote sun safety to children and implement measures to protect children according to service policies procedures.
    3. Check toys and equipment are safe for children and safe to use in their proposed area.
    4. Identify potential hazards and remove immediately or secure the area to prevent children accessing the hazard.
  1. Provide a safe and healthy environment.
    1. React promptly to incidences of illness or spills of bodily fluids and promptly respond to ensure a hygienic environment.
    2. Liaise with families to ensure children who are unwell are excluded according to service policies and procedures and government guidelines.
    3. Identify children who display signs of illness and take appropriate measures to prevent cross-contamination.
    4. Report incidences of illness, infection or accident according to service policies and procedures and legislative requirements.
    5. Follow service policies and procedures to ensure that equipment, furnishings and resources are maintained in a hygienic manner.

26 Comments

Element 6

"6.2 ...informing children of supervision requirements. Would the use of the word safety be better here rather than supervision. "

ECTARC Training Services 02.10.2020 10.56AM

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Element 3

"PC's 31. and 3.3 read very similarly. Perhaps one of them should just Organise and promote... and take the other out."

ECTARC Training Services 02.10.2020 10.50AM

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Unit content

"This is a very large unit and consideration needs to be given in regards to when a student would complete this. PC's such as 1.3 assumes there are non compliant practices so a student would have to feel confident enough to take corrective actions within their level of responsibility and may struggle with this. Even speaking to someone higher can be intimidating if they have not worked in a service for long or on prac. It also assumes a high level of knowledge of regulatory requirements to be able to pick up non consistent practices. This is similar to 2.1 where they have to seek and share information with families. This kind of relationship takes time to achieve. It is very important information for a student to know straight away however what is required could not be achieved without some form of rapport with families and staff."

ECTARC Training Services 02.10.2020 10.34AM

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7.2 Use, store and label dangerous products according to manufacturer’s instructions, service polici

"This really sits better in HLTWHS001, and also, I am not sure it is a trainee should be responsible for storing, labelling or even using dangerous products."

Sarah Cook 28.09.2020 03.21PM

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Too big, at times ambiguous and too high a level for Cert III

"This unit is far too big and although all of the elements go hand in hand with each other, Health & Safety/wellbeing should really be 2 seperate units to cope with the volume of work that will be associated with ensuring this performance criteria is met. Some examples of performance criteria that is pitched too high for a certificate III level include; 9.2 Certificate III level educators would be required to liaise with families? Educators-yes. 1.2 "support children to learn" this should be changed to "support children to explore or understand the importance of" 4.5 Again- too much expectation for certificate III level educators to be liaising with families. There was also some ambiguity related to expectations in the performance criteria including; 1.3 "within level of responsibility"- What does this mean? Up for interpretation. 7.1 "according to the scope of your own role"- ambiguous. I also noted that although the concept of healthy risk taking through play and dignity of risk was touched on in pc 6.3- this could be made clearer. I also question the need for dressing/undressing a child to be observed by a trainer. I don't believe this upholds the rights and dignities of children and serves little purpose in the learning process- unlike nappy changing."

Katherine Hussar 23.09.2020 12.29PM

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Element 4

"I agree that reference to food preparation and menus has been lost in element 4, perhaps due to food preparation not being a direct task/requirement of an educator? However the criteria above do not adequately address Regulation 78 and 80. As a minimum standard the inclusion of knowledge about what constitutes appropriate food and drinks within a menu should be included. Displaying a menu is a form of communication with parents/carers and is a minimum standard. Also agree - Role modelling is a fundamental way of teaching about eating and should be specified in 4.2."

Caryn Maslen 15.09.2020 03.24PM

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protective nutrition education

"finally I would love to see something that ensures that children in early childhood are taught about nutrition only in the sense that they are offered foods from the five food groups and learn about them in an objective way. It would be excellent to have a specific point addressing the need to avoid talking about diets/dieting and negatively about bodies."

Penelope Clark 15.09.2020 09.35AM

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Infant feeding guidelines

"It would be good to see the infant feeding guidelines referred to as well"

Penelope Clark 15.09.2020 09.28AM

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menus and modelling

"In the translation across from CHCECE004 and CHCECE003 reference to written menus seems to have been lost. It would be good to see perhaps another unit that addresses this especially for educators working in long day care. It would also be good to see role modelling added in 4.2 e.g. Encourage, support and role model healthy eating and nutrition practices with children during mealtime."

Penelope Clark 15.09.2020 09.28AM

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for each child?

"3.3 Promote physical activity through providing planned and spontaneous opportunities appropriate for each child. Suggest this should be changed to ... for children rather than each child"

Sarah Cook 15.09.2020 09.12AM

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Unit big and Element 5 not relevant

"Element 5 for out of school hours care not relevant as we do not provision for sleep. "

Andrea Green 11.09.2020 04.05PM

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PC 2.4

"This statement is very broad. Should it be Identify service procedures and legislative requirements? Assuming also that storage of medication is included here as it is nowhere else in the unit - it is all about administration however safe storage is also important. Having to have the knowledge in this PC is better than in CHCECE002 however as it was sometimes very difficult for students to be allowed to assist with administering medication."

ECTARC Training Services 11.09.2020 02.10PM

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CHCECE031 Too big

"Combing aspects of so many units together means that this becomes an incredibly big unit. Does the amount of content and implied responsibility that goes with it appropriately match a Cert III qualification and the pay grade working in the sector"

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 07.08PM

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Size of the unit

"This unit is unbelievable large and worse will reduce the important emphasis that should be placed upon key topics included here as elements. All of our routines with children are here and we are going to train and assess in these across children 0 to 6 years, in one unit? Worse they are in a health and safety unit so that will become the focus what about a child's agency, culture, development all key areas that could be covered if the topics were spilt across units. How does this promote meaningful in depth understanding and building of core skills. Just imagine the size of the assessment linked to this how does any of this support or recognise a Certificate III level learner."

Janis Green 10.09.2020 12.22PM

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PC 9.2

"9.2 Liaise with families to ensure children who are unwell are excluded according to service policies and procedures and government guidelines. Highly unlikely for the students to liaise with families for the above PC. This can be covered as knowledge evidence"

Disha Nayyar 10.09.2020 10.08AM

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3 Replies

"I agree with these comments"

Heather Baldwin 10.09.2020 02.36PM

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"I completely agree with this comment.It is very unlikely that students will be able to liaise with families in such a manner."

Tatjana Krulic-Withall 11.09.2020 08.18AM

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"I agree with comments made by Disha"

Alisa Katz 29.09.2020 01.21PM

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PC 8.3 and 8.4

"PC: 8.3. Check toys and equipment are safe for children and safe to use in their proposed area. 8.4. Identify potential hazards and remove immediately or secure the area to prevent children accessing the hazard . to be moved to Element 7 Minimise risks in the environment"

Disha Nayyar 10.09.2020 09.55AM

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Performance Criteria 1.2, 5.1,5.2, 5.4, 5.5, 7.4, 8.4

"These PCs and parts of others are not relevant for the OOSH sector and as a core unit this means no-one in the sector will be able to achieve the qualification. Where they may be relevant for ECE, it seems odd such obvious discrepancies would still be included in a core unit of the School age education and care qualification. I strongly suggest that the feedback deadline is extended to allow a more thorough review and comment by the OOSH sector."

Bernadette Frawley 09.09.2020 02.28PM

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Element 8 Assist Children to respond to risks

"The way that these 2 criteria are worded is that it is something you would want to see the candidate doing 8.4 Check toys and equipment are safe for children and safe to use in their proposed area. 8.5 Identify potential hazards and remove immediately or secure the area to prevent children accessing the hazard. Should this read encourage children to identify and report hazards in their environment and be involved discussions around managing the hazard"

Anne Parker 03.09.2020 06.53PM

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The size of this unit is ridiculous

"Seriously.... 9 elements in ONE unit and 39 performance criteria? The unit is simply too big. We have not lost anything by consolidating into one massive unit. If anything, you've made it even bigger by doing so."

Vonna H 03.09.2020 02.51AM

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4 Replies

"I agree with Vonna. This is massive. I hope we do not set people up for failure, particularly the ones who are new to this."

deepali shah 10.09.2020 09.19AM

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"agree, some of the PCs e.g. 7.1 and 7.2 can be included in CHCECE041 maintain safe and healthy environment for children"

Disha Nayyar 10.09.2020 11.57AM

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"We agree with comments already made and are concerned that the focus will become more about the cleaning and hygiene and we will lose a focus of meaningful interactions, children's agency, culture and development during routines and transitions."

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 07.12PM

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"I agree, this unit is too big and would be overwhelming for students."

Alisa Katz 29.09.2020 01.23PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.

SKILLS

DESCRIPTION

Reading skills to:

  • interpret and follow service hygiene, health and safety procedures
  • interpret medication administration instructions

Writing skills to:

  • complete forms and reports

Oral communication skills to:

  • interact with and engage with children to build rapport.

Numeracy skills to:

  • measure medications and calculate correct times to be administered.

Initiative and enterprise skills to:

  • determine appropriate strategies to support children’s individual needs.

Technology skills to:

  • use digital media to record information according to organisational policies and procedures.

UNIT MAPPING INFORMATION

Pending

 

LINKS

Companion Volume Implementation Guide

1 Comments

Inaccurate Foundation Skill Levels

"The foundation skills requirements clearly do not match the PC, look at PC 1.3 and consider the complexity of this."

Emma Freitas 11.09.2020 03.50PM

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Performance evidence

TITLE

Assessment Requirements for CHCECE031 Support children’s health, safety and wellbeing

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • follow all hygiene, health and safety procedures on three different occasions for each of the following:
    • support a child to wash their hands
    • support one or more children during mealtimes
    • support a child with toileting
    • support a child with dressing/undressing
    • support a child to have their individual sleep needs met
  • demonstrate the principles of active supervision to supervise one group of children for a complete activity or play period, according to service procedures
  • respond appropriately to three situations where health or safety of children may be compromised
  • perform the activities outlined in the performance criteria of this unit during a period of at least 160 hours of work in a regulated children’s education and care service in Australia.

9 Comments

Children's Privacy

"PC 5.3 states Maintain children's need for privacy yet the PE states we have to observe toileting and dressing which seems a contradiction. The AC's state must be observed but can be through simulations - how is this achieved other than using a doll and scenarios in which case it is not really PE but KE. PC 5.3 plus some KE around these routine times should be sufficient. Implementing this in school age EC presents many more challenges also."

ECTARC Training Services 02.10.2020 01.28PM

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Inappropriate for School Age Care

"Some of the performance evidence is very inappropriate for school aged care such as toileting, dressing and undressing. School aged children are independent most don't sleep maybe rest. It will be difficult for learners to provide evidence of how they completed of these task, are we setting our students up for failure. This is going to be more difficult as this is a CORE unit for the school age care qualification."

Andrea Green 11.09.2020 05.02PM

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1 Reply

"I agree and makes me wonder why we cannot have some more core school aged child appropriate units in their qualifications. The sectors have differences as well as similarities and we should celebrate all of these. "

Janis Green 17.09.2020 01.20PM

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PE: respond appropriately to three situations where health or safety of children may be compromised

"It is unlikely, students will not be permitted to respond to health or safety issues. They may alert Educators to concerns as they do currently. "

Disha Nayyar 10.09.2020 10.02AM

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2 Replies

"I agree with this"

Heather Baldwin 10.09.2020 02.36PM

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"The only way is for students to communicate and alert Educators about their concerns."

Tatjana Krulic-Withall 11.09.2020 08.19AM

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Repititive PC

"Some of the performance criteria forms part of other units. This is extremely repetitive."

deepali shah 10.09.2020 09.21AM

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School aged care qualification concerns

"Some of the P/E can be very inappropriate for school aged care such as toileting, dressing and undressing. School aged children are independent In school aged care children don't sleep (apart from maybe an odd nap) so how can learners provide evidence of how they completed of these task This is a CORE unit for us and i feel its setting up our learners for failure as they wont be able to follow my listed concerns"

KEIRA GRAHAM 04.09.2020 12.20AM

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1 Reply

"I agree. Some of the PE is not relevant to OOSH (toileting, dressing/ undressing) and again only means that students looking to gain a qualification in School aged education and care won't be able to. This whole unit needs a major review."

Bernadette Frawley 09.09.2020 02.31PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • requirements of the National Quality Standard and related regulations and laws applicable to this unit including:
    • health and safety
  • communication about health and safety:
    • how to communicate with families and children – the types of information typically given and requested:
      • allergies
      • information regarding long-term medical conditions
      • information regarding short-term medical needs
      • information in health management plans
    • confidentiality and privacy requirements
    • other restrictions around the sharing of information
    • service procedures for communicating information
  • health and safety issues associated with the care of children, how these are managed and how to assess for risks and hazards:
    • clothing safety and suitability
    • hygiene:
      • meaning of airborne, food-borne and infectious diseases, and ways that individuals can transfer and spread these in children’s education and care settings
      • personal hygiene
      • importance of service cleanliness
    • food safety:
      • storage
      • preparation
      • cooking/reheating/thawing
      • service
    • personal health:
      • asthma and anaphylaxis
      • childhood obesity
      • common childhood medical conditions and their signs, symptoms and characteristics and associated risk management requirements
      • food allergies and high-risk foods
      • long term medical conditions
      • procedures and specifications around administration of medication
      • nutrition and its role in healthy lifestyle
      • oral health and its impact on general health
        • causes of tooth decay
        • signs of tooth decay
      • importance of adequate and appropriate physical activity
      • situations requiring the exclusion of children as per service policies and procedures
    • supervision requirements, different supervision levels, and influencing factors
    • principles of active supervision
      • awareness of environment
      • positioning
      • interaction with children and adults
      • scanning and listening
      • awareness of group and individual dynamics
    • common childhood hazards
    • toys and equipment
  • recommendations for physical activity for birth to 5-year-olds and 5 to 12-year-olds in the National Physical Activity and Sedentary Behaviour Guidelines for Australians and Australian 24-Hour Movement Guidelines for the Early Years (Birth to 5 years)
  • sleep and rest:
    • children’s individual requirements
    • features of environments that promote rest and sleep
    • types of restful play activities for those who do not sleep
  • recommendations for children’s healthy eating as detailed in the following National Health and Medical Research Council sources or their successors:
    • Australian Dietary Guidelines
    • Australian Guide to Healthy Eating
  • how to interpret food labels and identify nutrition content and ingredients of concern that may contribute to poor nutrition
  • features of common types of individual dietary needs and preferences arising from the following, and the implications of not adhering to these:
    • culture
    • health
    • religion
    • family belief systems
  • principles of infection control
      • causes of infection
      • how infections are spread
      • methods used to prevent infection
        • handwashing hygiene
        • PPE
        • immunisation
      • safely dealing with spills
  • cleaning and infection control procedures for:
    • equipment
      • change mats
      • prams or strollers
      • utensils and crockery
      • equipment storage areas
      • toileting areas
    • furnishings
      • soft
        • bedding
        • cushions
      • hard
        • cots
        • tables and chairs
        • high chairs
        • change tables
    • resources
      • toys
      • art and craft supplies.

13 Comments

Furnishings/high chairs

"In regards to 'high chairs' being listed here, some services may not have high chairs, so would be great if this was covered more broadly as opposed to having a specific item listed"

Rosanne Grieco 02.10.2020 03.23PM

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Fire Safety

"Fire Safety has been removed. Is this considered no longer relevant. HLTWHS001 talks about emergency procedures but not fire specifically."

ECTARC Training Services 02.10.2020 01.46PM

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Dot points

"It would be great if all of the KE/PE were numbered like the PC's are to keep a track of them when mapping. "

ECTARC Training Services 02.10.2020 01.34PM

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remove childhood obesity from personal health

"i think there is no need to put childhood obesity in here. It risks educators feeling that they need to comment on a child's body shape or size when the important thing is to provide an environment that supports healthy lifestyles without focusing on weight."

Penelope Clark 15.09.2020 09.37AM

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1 Reply

"I agree, there is no need to specify 'childhood obesity'. There is a risk in perpetuating weight stigma in an environment that needs to protect and promote health. The dialogue in this area is changing the focus from weight to weight-neutral/inclusive language to promote general health behaviours instead, like eating well and being physically active. This paper (published in 2020) summarises it well https://spssi.onlinelibrary.wiley.com/doi/pdf/10.1111/sipr.12062 "

Caryn Maslen 22.09.2020 09.11AM

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School Age Care not catered

"Some of the criteria is difficult to comply with for school age care, why are they reflecting on cleaning highchairs, beds, cots, prams, change tables when this isnt appropriate for that setting. These are items that will not cross over into a SAC space. SAC is its own sector and therefore should be qualified that way rather than having core units linked to early childhood. SAC needs its own units as the environments are different to an EC service ""

Andrea Green 11.09.2020 05.07PM

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Principles of infection control

"Staying Healthy in Child care edition 5 - National Health and Medical Research Council should be included here Relevant to all service types https://www.nhmrc.gov.au/sites/default/files/documents/reports/clinical%20guidelines/ch55-staying-healthy.pdf "

Disha Nayyar 10.09.2020 10.14AM

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1 Reply

"excellent resource that should be included I agree"

Heather Baldwin 10.09.2020 02.37PM

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Knowledge evidence

"Large sections of the KE isn't relevant for school age education and care students. It even includes the Guidelines for early years (birth - 5) which isn't OOSH related as is sleep and rest, change mats, prams and strollers, high chairs. This unit is wholly unsuitable for the school aged education and care sector as its focussed on EC which means no SAEC student can achieve this unit."

Bernadette Frawley 09.09.2020 02.36PM

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Add to 'recommendations for children’s healthy eating'

"Include reference to the Infant Feeding Guidelines within the knowledge evidence to align with the assessment criteria. "

Amy Wakem 09.09.2020 02.08PM

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Massive assessment

"This is a big assessment. Definitely needs to be looked into. "

deepali shah 08.09.2020 03.14PM

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1 Reply

"I agree Deepali. It needs to be reviewed and some elements moved to Diploma unit CHCECE041. A number of elements in the PC of this unit are more appropriate for Diploma level staff including: PC 2.3, 2.4,2.5,9.2, 9.3, 9.4 These PC are above the job role or a Cert III educator and need to be taught at Diploma level. "

Emma Freitas 11.09.2020 03.49PM

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K/E doesn't support SAEC qualification

"This being a core unit in the SAEC qualification makes it hard to explain to learner why they are reflecting on cleaning highchairs, beds, cots, prams, change tables etc - These are items that will not cross over into a SAEC space. I do believe SAEC needs to have its own health and safety units that are specific to the school environments rather than an EC service "

KEIRA GRAHAM 04.09.2020 12.01AM

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Assessment conditions

ASSESSMENT CONDITIONS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Skills must be demonstrated in a regulated education and care service in Australia:

  • the following aspects of the performance evidence must be directly observed by the assessor on at least one occasion:
    • support a child to wash their hands
    • assist one or more children during mealtimes
    • assist a child with toileting
    • assist a child with dressing/undressing
  • remaining performance evidence may be collected through authenticated third-party reports
  • observation and third-party reports must be supplemented by other forms of evidence
  • interactions with children must be supervised by an approved early childhood educator.

 

Skills related to responding to situations where the health and safety of children may be compromised may be demonstrated through simulated activities and scenarios.

 

Assessment must ensure access to:

  • eating areas equipped with tables, chairs, utensils
  • drinking water
  • handwashing facilities
  • personal protective equipment
  • indoor and outdoor play areas
  • sleeping and rest areas equipped with beds and linen
  • sun protection materials
  • toilet facilities
  • toys and other play equipment
  • service standards, policies and procedures for:
    • health and safety
  • recommendations for physical activity in the National Physical Activity and Sedentary Behaviour Guidelines for Australians and Australian 24-Hour Movement Guidelines for the Early Years (Birth to 5 years)
  • recommendations for children’s healthy eating as detailed in the following sources or their successors:
    • Australian Dietary Guidelines
    • Australian Guide to Healthy Eating
    • Infant Feeding Guidelines
  • National Quality Framework:
    • Education and Care Services National Regulations
    • National Quality Standard
    • the relevant approved learning framework
  • children in a regulated education and care service in Australia.

 

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

LINKS

Companion Volume Implementation Guide

36 Comments

Assisting a child with dressing/toileting

"I don't necessarily agree with the assessor needing to observe these tasks. I feel this may be intrusive for the child, especially considering the rights of a child. It would be ideal that this is something that can be reviewed/discussed with a supervisor within the service who has seen the student demonstrate this effectively, and provide feedback as opposed to having a complete strange present during this time."

Rosanne Grieco 02.10.2020 03.30PM

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Approved early childhood educator

"Is this referring to a qualified educator here? If what level would be appropriate or what would an approved ECE look mean?"

ECTARC Training Services 02.10.2020 01.38PM

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Doesn't work for SAC

"the following aspects of the performance evidence must be directly observed by the assessor on at least one occasion: support a child to wash their hands assist one or more children during mealtimes assist a child with toileting assist a child with dressing/undressing remaining performance evidence may be collected through authenticated third-party reports observation and third-party reports must be supplemented by other forms of evidence interactions with children must be supervised by an approved early childhood educator. This doesn't work for SAC, many of the services are single staff, and they are the co-ordinator. 3rd party reports wouldn't work, and its inappropriate for a stranger (assessor) to view some of the tasks being undertaken either ECE or SAC. What rights do the children have here!"

Andrea Green 11.09.2020 05.13PM

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The rights of a child to privacy

"I am very concerned that this and other units have placed the needs to gather evidence of a student over the Rights of a Child. Children have an internationally agreed right to privacy but here we are directing strangers to invade this. Every student either on placement or a trainee will be under the supervision of workplace supervisor/manager. This person is known to the child and can more appropriately provide quality third party evidence on a students practices. No matter how discreet an assessor would try to be it still invades the child's rights. Surely our core concern is the rights and well being of children in the ECE setting. How are we setting standards for our students we are directed to breach them? At the very least remove toileting and undressing/dressing from this requirement. We need to be careful what we are giving up in a rush to improve the so called "dodgy" assessment practices of a very small number of RTO's if they even exist."

Janis Green 10.09.2020 01.08PM

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Infant feeding guidelines

"To avoid overlap this may be more relevant for Nurture babies and toddlers"

Disha Nayyar 10.09.2020 10.20AM

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Authenticated third-party reports, other forms of evidences, approved early childhood educator

" Describe what this will look like or can include. More details required about what is approved "

Disha Nayyar 10.09.2020 10.18AM

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1 Reply

"I agree needs more detail"

Heather Baldwin 10.09.2020 02.37PM

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Modelling to be included

"Reinstate the term ‘model’ in 4.2 Encourage and support healthy eating and nutrition practices with children during mealtime and 3.2 Participate with children in their physical activity. The loss of educator modelling is likely to have a negative outcome on the habits of children who look up to educators for behavioural cues. Modelling is much more powerful than encouragement and support."

Amy Wakem 09.09.2020 02.39PM

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Address written menus

"CHCECE004 included crucial performance criteria related to children’s nutrition under Element 2 – Plan food and drinks that are nutritious and appropriate for each child. This included 2.1 Within scope of own work, ensure children are provided with food and drink consistent with the guidelines for healthy eating and 2.5 Assist to develop and display a cycle of written menus detailing the food that is provided to children. The CHCECE031 Element 4 – Promote healthy and safe eating does not address written menus presenting a gap in developing the skills required to adhere to Regulation 78 – Food and Beverages and Regulation 80 – Weekly Menu. "

Amy Wakem 09.09.2020 02.38PM

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School aged care qualification concerns

"The following aspects of the performance evidence must be directly observed by the assessor on at least one occasion. This isnt appropriate for school aged care either - we also would struggle having a 3rd party report and alot of services are single staffed. We have majority of our learner doing the DIP SAEC being in a coordinator role (group leader for ECEC) so they wouldn't have anyone who could supervise them either. this shouldn't be here "

KEIRA GRAHAM 07.09.2020 05.26PM

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2 Replies

"I agree with Keira, this unit along with others isn't appropriate or suitable for SAEC sector - I worry this draft is setting our students up to fail as they cannot meet the draft necessary EC requirements"

Bernadette Frawley 10.09.2020 09.48AM

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"Agreed, not appropriate for SAEC"

Bernadette Frawley 10.09.2020 12.50PM

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"This is a huge competency, could some elements be moved onto the Diploma unit CHCECE041"

kath ziemer 04.09.2020 02.56PM

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1 Reply

"I agree Kath (see my reply to Deepali to see elements that I think should be moved to CHCECE041)."

Emma Freitas 11.09.2020 03.52PM

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bottle feeding

"absolutely should be allowed to be simulated due to services not being comfortable with students undertaking this. "

Sue Wyatt 04.09.2020 02.52PM

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Assessment

"Overall this unit is just too big. What is the benefit of combining all this? "

Cara McCumber 03.09.2020 02.53PM

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6 Replies

"yes agree . This would be better broken into smaller units . Too much in one unit "

Sue Wyatt 04.09.2020 02.53PM

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"Agree this unit is too big. Higher level elements need to be take out and put in 041"

Susan Downey 04.09.2020 02.55PM

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"100% agree - unit is too big. Could we pull some of the higher level elements out and pop them into CHCECE041? "

Caroline Lancaster 04.09.2020 02.56PM

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"I agree. This is a huge unit and some elements and/or performance criteria can be removed."

Amanda Grainger 04.09.2020 02.58PM

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"Agree with all of these comments about this unit being too big. Will not result in successful learning and implementation. "

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 03.53PM

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"Totally agree, an overwhelming amount of information for one unit. Could this not be broken and have some elements moved into CHCECE041?"

Wendy Foord 11.09.2020 09.37AM

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Privacy issues

"There are a number of issues with the direct observation of students changing nappies. We should consider who the children are comfortable with and encrouage 3rd party observation "

Cara McCumber 03.09.2020 02.52PM

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2 Replies

"Agree!"

Caroline Lancaster 04.09.2020 02.50PM

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"agree"

Disha Nayyar 10.09.2020 11.59AM

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Assessment Conditions restrictions

"I don't believe that assisting a child with toileting should be directly observed by an assessor. For one, there are privacy issues and for another, there is not guarantee that a child will require assistance with toileting during the time/s that an assessor is at the workplace. This should be able to be evidenced by a 3rd party report."

Amanda Grainger 02.09.2020 02.45PM

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6 Replies

"Agree . Unrealistic. A third party report should be more than sufficient "

Sue Wyatt 04.09.2020 02.49PM

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"Agree, a child's need for privacy needs to be factored into this."

Brooke Pallmann 04.09.2020 02.52PM

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"Totally unrealistic - a third party report should suffice "

Caroline Lancaster 04.09.2020 02.52PM

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"Agree"

Disha Nayyar 07.09.2020 02.41PM

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"We need to be considering privacy during daily routines, I agree a third party report would be sufficient."

Wendy Foord 07.09.2020 04.20PM

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"Agree, This is also not appropriate for students on placement to be supporting children's toileting and undressing without a secure relationship. How is this supposed to happen in 160 hours or possibly less.? how is this respecting children's rights with a assessor, approved educator watching as the student helps a child?"

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 03.55PM

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Direct observation modification

"Direct observation actually sits in ASQA's fact sheet named Direct Evidence. The term being used as Direct Observation needs to be changed to Direct Evidence where ASQA give options of what can collected in the event that direct observation can not be used for some reason. Being able to collect direct evidence also protects the rights of the child, the service and the student."

Nicola Johnston 28.08.2020 06.27PM

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Additions ?

"• Address written menus. CHCECE004 included crucial performance criteria related to children’s nutrition under Element 2 – Plan food and drinks that are nutritious and appropriate for each child. This included 2.1 Within scope of own work, ensure children are provided with food and drink consistent with the guidelines for healthy eating and 2.5 Assist to develop and display a cycle of written menus detailing the food that is provided to children. The CHCECE031 Element 4 – Promote healthy and safe eating does not address written menus presenting a gap in developing the skills required to adhere to Regulation 78 – Food and Beverages and Regulation 80 – Weekly Menu. • Reinstate the term ‘model’ in 4.2 Encourage and support healthy eating and nutrition practices with children during mealtime and 3.2 Participate with children in their physical activity. The loss of educator modelling is likely to have a negative outcome on the habits of children who look up to educators for behavioural cues. Modelling is much more powerful than encouragement and support. • Include reference to the Infant Feeding Guidelines within the knowledge evidence to align with the assessment criteria. • Add limiting use of small screen recreation under personal health knowledge evidence to align within Australian 24 Hour Movement guidelines for the early years in November 2017 and to teach students about appropriate screen use in ECEC services. "

Lara Hernandez 26.08.2020 01.51PM

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Assessment Conditions

"Directly Observed by an Assessor- what are the conditions and expectations around this requirement? How can RTO's with rural/remote online students meet this criteria? Also how does a child's needs around privacy factor into this task. An assessor directly observing a student dress and undress a child does not take into consideration the child's needs for privacy? This Assessment Condition needs to be reviewed."

Jasmine Jeffrey 24.08.2020 02.58PM

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1 Reply

"Hi Jasmine this could be covered in"Skills related to responding to situations where the health and safety of children may be compromised may be demonstrated through simulated activities and scenarios." This is also safety around privacy. Could this be managed by the assessor without viewing genitalia? Just asking"

Anne Parker 25.08.2020 11.30AM

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