Children's Education and Care - Draft 3 Validation

CHCECE032_Nurture babies and toddlers Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCECE032

UNIT TITLE

Nurture babies and toddlers

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to develop relationships with babies and toddlers and their families and attend to the specific physical and emotional needs of babies and toddlers from birth to 24 months. It requires the ability to follow individualised care routines for sleep, feeding and toileting.

 

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

9 Comments

In the context of FDC

"In the context of FDC, the dividing of tasks specifically for 0-12 months and 13-24 months may create a challenge to do it in their own service, as it narrows the age group for which performance criteria can be demonstrated. also Performance evidence of toileting 13-24 month old- many children this age have not commenced toileting so could create issues for assessment "

Anita Jovanovski 02.10.2020 02.54PM

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Application

"Educators who work--under the guidance of others " In family day care can work individually in own home ""

Disha Nayyar 10.09.2020 10.26AM

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1 Reply

"I agree with this comment"

Heather Baldwin 10.09.2020 02.39PM

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160 hours 0 to 24 months clarified

"We need clarification in regards to the hours attached to babies and toddlers. In the past we have required students to spend 120 hours across the 0 to 2 age group and we have to constantly justify this position. Many RTO's (including TAFE), don't even require students to spend any time with babies. This is a high risk unit and this lack of clarification will lead to inconsistency between training organisations. "

Marina Combis 20.08.2020 02.28PM

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5 Replies

"Hi Marina, This is not correct information, TAFE requires students to work directly with children aged 0-24 months but does not stipulate 120 hours as this is a total hours requirement and does not specify 120 must be completed with a 0-24 month age group. "performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in at least one regulated education and care service" from unit CHCECE005"

Melanie Mayfield 09.09.2020 02.43PM

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"Hi Melanie CHCECE005 specifically requires students to work with babies and toddlers from birth to 24 months and implement the performance criteria for at least 120 hours. The performance criteria specifically relates to tasks concerning the care of babies and toddlers. I am not sure how you would implement these tasks in a room that didn't have babies and toddlers."

Marina Combis 09.09.2020 10.20PM

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"Hi Marina My comment was to clarify that TAFE does require students to demonstrate all specified criteria working with a 0-24 month age group - they must provide evidence they have completed hours with this age, they just complete the 120 hours total across multiple ages. I agree that this hours total in relation to each age group needs to be clarified."

Melanie Mayfield 10.09.2020 08.09AM

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"I agree with Marina. CHCECE005 does specifically state that students are required to work with babies and toddlers from birth to 24 months and perform the criteria of this unit for at least 120 hours. This is specific to babies and toddlers and would not be demonstrated in a room with older children eg. heating breastmilk, changing babies and toddlers nappies"

Michelle Fliakos 10.09.2020 12.50PM

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"I agree with these comments"

Heather Baldwin 10.09.2020 02.40PM

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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. Develop relationships with babies and toddlers.
    1. Provide consistent and positive personal care routines suited to the child’s individual and cultural context.
    2. Identify and initiate opportunities during daily routines for one-to-one communication with babies and toddlers that supports learning, development and wellbeing.
    3. Recognise and respond to interactions initiated by babies and toddlers, and provide physical comfort and calm reassurance to facilitate attachment.
    4. Identify ways of enhancing relationship-building skills through observation, discussion and reflection.
  1. Develop effective relationships with family members.
    1. Gather information from the family to assist in the transition from home to education and care service.
    2. Recognise family signs of stress at time of separation and identify appropriate responses.
    3. Assist in the transition from home to care through initiating engagement with babies/toddlers while family is still present.
    4. Communicate daily with families about their child’s activities, sleeping and eating patterns according to service procedures.
  1. Promote safe sleep.
    1. Share information with families about sleep and confirm arrangements for sleep and rest.
    2. Prepare cots, bedding and equipment according to service hygiene and safety procedures and approved safety standards.
    3. Monitor sleeping children according to service policies and procedures.
  1. Provide positive nappy-changing and toileting experiences.
    1. Change nappies according to service policies and procedures.
    2. Provide positive nappy change and toileting experiences that enhance relationships and support learning.
    3. Adapt experiences to meet the individual child’s routines.
    4. Support children sensitively and positively when they are learning to use the toilet.
    5. Work with families and other educators to support children’s toilet learning by sharing information and using consistent approaches.
  1. Promote quality mealtime environments.

 

    1. Promote positive mealtime environments that are adapted to meet the individual baby/toddler’s routines and needs.
    2. Attend to babies’ individual needs during meal times.
    3. Follow approved standards for safe storage, preparation, heating and serving of formula, breast milk and other pre-prepared food and drinks.
    4. Follow approved standards for cleaning of associated equipment and utensils.
    5. Offer a supportive environment for breastfeeding according to service protocols.
  1. Create a healthy and safe supporting environments.

                

    1. Provide safe areas and appropriate resources for babies to practise gross motor skills.
    2. Supervise babies and toddlers appropriately, according to development and environmental factors.
    3. Ensure babies and toddlers can safely explore their environment with their hands, mouths and bodies.
    4. Provide a relaxed and calm environment that is responsive to the individual wellbeing of babies and toddlers.

3 Comments

Additional considerations for performance criteria

"Element 3: the PC is focused on health, hygiene & safety as well as communication with families. It would be great to also see something about creating a calming sleep environment conducive of rest & relaxation. Element 4: Something relating to maintaining childrens dignity and right to privacy- upholding the rights of the child. Element 5: There is a gap here in talking about positive meal time experiences; positive interactions, supporting childrens growing sense of agency. Element 6: Need something about engaging children in both indoor and outdoor experiences."

Katherine Hussar 28.09.2020 02.57PM

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Offer a supportive environment for breastfeeding according to service protocols.

"How do you envision this to be assessed as this could be difficult for the students to do given the limited opportunities to be involved in discussion with families?"

Tania Mahoney 24.08.2020 12.20PM

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1 Reply

"Offer a supportive environment for breastfeeding can refer to the student showing they understand that they would ensure there is an appropriate area for the parent to feed privately if need and ensuring they let parents know the centres supports them if this is the case. This point sits under knowledge evidence only and is not under the performance evidence so students only need to demonstrate their knowledge in this not actually do it as a student. "

Nicola Johnston 28.08.2020 06.14PM

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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 policies and procedures.

Oral communication skills to:

  • ask open and closed questions and actively listen to seek information and confirm understanding.
  • interact with and engage with children and families to build rapport.

Numeracy skills to:

  • prepare formula according to directions.
  • measure quantities required when preparing formula.

Teamwork skills to:

  • share information to provide support in line with organisational policies and procedures.

UNIT MAPPING INFORMATION

Pending

LINKS

Companion Volume Implementation Guide

0 Comments

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Performance evidence

TITLE

Assessment Requirements for CHCECE032 Nurture babies and toddlers.

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:

  • complete all of the following at least once each with two different babies under 12 months of age in a safe environment, using age-appropriate verbal and non-verbal communication and according to service and regulatory requirements:
    • change nappies
    • prepare bottle, bottle feed babies and clean equipment
    • prepare solid food and feed babies
    • respond appropriately to baby signs and cues
    • prepare and settle babies for sleep
    • monitor and encourage age-appropriate physical exploration and gross motor skills
  • complete all of the following at least once each with two different toddlers aged between 13 to 24 months in a safe environment, using age-appropriate verbal and non-verbal communication and according to service and regulatory requirements:
    • assist toddlers with toileting
    • assist toddlers during mealtimes
    • respond appropriately to toddler signs and cues
    • prepare and settle toddlers for sleep
    • monitor and encourage age-appropriate physical exploration and gross motor skills
  • document and reflect on the ways in which relationships are developed between educators and babies/toddlers in the workplace to support:
    • own relationships with babies/toddlers
    • other educator relationships with babies/toddlers
  • 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.

13 Comments

Age groups and placement hours

"I feel that it is going to be difficult at times to see a learner assisting with toileting in a 13month-24 month room. There is likely to be no one in the room at that age toileting yet. The 2-3 year old age group seems to be completely left out of the units for babies and toddlers. Also we need very clear instructions around the 160 hour requirement with 0-24 months. This has previously been very ambiguous also and it causes confusion and inconsistencies between RTO's. If 160 hours need to be with babies and toddlers- what about over 3's for a certificate III level learner?"

Katherine Hussar 28.09.2020 03.48PM

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developing relationships- dot point 3

"to include, " families to both dot points ""

Disha Nayyar 10.09.2020 10.39AM

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PE: prepare bottle, bottle feed babies and prepare solid food and feed babies

"This will be a challenge as services won’t allow students to prepare formula/food and feed babies This can be replaced by students having a knowledge of preparing formula-cleaning equipment and dietary requirements for babies and simulated assessment. "

Disha Nayyar 10.09.2020 10.36AM

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1 Reply

"This is really the only way to complete this part successfully.I agree with this comment.Simulated assessment is the only way to complete this task."

Tatjana Krulic-Withall 11.09.2020 08.21AM

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0-12 months 12-24months age specifications

"We need to be incredibly cautious about the 0-12 months requirements......how will we ensure that services have at least two babies aged 0-12 months.....this is highly unlikely in most areas. Also, to specify supporting toileting for a toddler aged 12-24months is making some assumptions about individuals and development. There is no need to have an age specification on this skill demonstration."

Cass B 04.09.2020 11.46AM

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Respect for babies ??

"I think we need to review the need to spend so many practicum hours with infants under 2 in the first place. With all we know about Attachment and Consistency and the importance that security brings to an infants life, particularly in a care based setting, it is not even best practice to have strangers in the Nursery. 160 hours for this specific Unit alone does not reflect current best practice or the need of the infant, nor is this clarified in the training package. "

Joe-anne Fletcher 19.08.2020 12.49PM

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WP for babies:

" I agree that we need clarification regarding 160 hours for the course but then also for units with specific age groups having the same expectation. This leads to inconsistencies in how RTO break up where the WP hours are. When only 120 hours needs to be in a regulated education & care service, what is the expectation for the other 40 hours?"

Irene Stariha 19.08.2020 10.01AM

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30 hours

"Do we no longer have 30 hours in a babies/toddlers room?"

Heidi Gardiner 18.08.2020 10.53AM

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1 Reply

"There never was a specified amount of 30hrs in the training package- this was just what many RTO's put into practice to ensure their students were spending some time with this age group. Then the actual unit was not graded until the student had reached their minimum hours for the qualification to satisfy the hours of experience required- but the unit never specified how many to be done in the 0-2 age group. So this needs to be written clearer in this new unit."

Nicola Johnston 28.08.2020 06.23PM

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160hrs

"Can we please have it clarified if the 160hrs is required in Babies and Toddlers or just across the whole package? The min number of hours is 160hrs for the training package. 160hrs is also attached to this particular unit."

Siobhan Siedlecki 13.08.2020 02.11PM

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3 Replies

"I agree with Siobhan. I think it would be a wise idea to clarify this further. Potentially adding further information in the assessment conditions to explain how the hours can be broken up if there is a specific amount for each age, or to explain that the 160hours is cross all ages, but must include time in the 0-2 age group to complete the tasks in this unit specifically. "

Nicole Kilner 18.08.2020 03.19PM

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"Agree- This was the same as the current package. It didn't/doesn't specify how many specifically with 0-2years it just says they need to do it during the duration of the hours they are doing for the whole course anyways. This led to many RTO's interpreting this differently. Needs to be more specific for this unit."

Nicola Johnston 28.08.2020 06.19PM

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"Agreed, this needs to be clearer to ensure consistency for students, services and RTO's."

Melanie Mayfield 09.09.2020 02.53PM

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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
    • relationships with children
  • recommendations of the Australian 24-Hour Movement Guidelines for the Early Years (birth to 5 years)
  • concepts of the current National Health and Medical Research Council ‘Staying Healthy’ guidelines relevant to babies and toddlers
  • basic premise and key aspects of attachment theories
    • links between attachment and brain development
    • significance of strong, secure attachments to one or more significant adults
    • how lack of attachment can impact on development
  • features of effective communication with families of babies and toddlers of different ages
  • individual patterns and routines of babies and toddlers and how these may be impacted by different practices and routines used by various families and their underlying cultural or personal rationale
  • techniques and opportunities for communication that supports learning, development and wellbeing:
    • repeating words, sounds and gestures that children use
    • describing objects or events
    • talking about routine activities
    • initiating and building on one-to-one interactions
    • offering relaxed physical contact.
    • responding positively to exploratory behaviour.
  • use of comfort items from home in the care of babies and toddlers
  • stages of development in babies and toddlers, key milestones and how these may vary across individuals and why:
    • cognitive
    • emotional
    • language
    • physical
    • social
  • basic aspects of current and emerging research regarding brain development of babies and toddlers
  • safe sleep practices, specifically in relation to:
    • clothing
    • hygiene and safety standards for cots and bedding
    • sleep positions
    • sudden and unexpected death in infancy
  • sleep patterns of babies and toddlers, and individual variations:
    • duration
    • timing
    • rituals
    • considerations when caring for multiple babies
  • appropriate and sensitive nappy changing and toileting routines and procedures
  • nutritional needs of babies and toddlers as outlined in current National Health and Medical Research Council Infant Feeding Guidelines
  • recommendations for oral health
  • appropriate interactions with babies and toddlers at different ages
  • cues and signs provided by babies and toddlers and ways to respond
  • hygiene and infection control regulations and procedures:
    • hand hygiene – when and how this must be done
  • how to manage risk in situations involving food allergies
  • procedures for formula, breast milk and other pre-prepared food:
    • storage
    • preparation
    • provision to baby/toddler
  • possible parental involvement in feeding and how this can be supported by the educator:
    • breastfeeding
    • provision of prepared food or drinks
    • parental direction regarding feeding
    • other types of involvement
  • safe and unsafe practices for working with babies and toddlers:
    • how to safely pick up and hold babies and toddlers of different ages
    • hazards
    • what makes a safe environment.

3 Comments

safe and unsafe practices for working with babies and toddlers

"Hazards- Needs more detail – including toys, Australian safety standards for and equipment required for babies and toddlers "

Disha Nayyar 10.09.2020 10.44AM

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Development/Milestones

"There is no need to include the dot point about development and milestones in this unit. This is already covered in another unit. Including it here is repetitive and unnecessary."

Cass B 04.09.2020 02.37PM

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1 Reply

"Agree, This should not be included in this unit as this is covered in development unit CHCECEO35"

Disha Nayyar 10.09.2020 10.41AM

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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:
    • change nappies
    • assist toddlers with toileting
    • prepare bottle, bottle feed babies and clean equipment
    • prepare pre-made solid food and feed babies
    • assist toddlers during mealtimes
    • respond appropriately to baby and toddler signs and cues
    • prepare and settle babies and toddlers for sleep
    • monitor and encourage age-appropriate physical exploration and gross motor skills - rolling over, sitting, crawling and walking
  • 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 babies and toddlers must be supervised by an approved early childhood educator.

 

Skills related to reflection and documentation may be demonstrated outside of the service and include experiences from work in non-regulated children’s education and care environments.

 

Where there is documented evidence that the service does not permit performance of any of the above skills by individuals who are not staff members, those skills may be demonstrated in a simulated environment, but must involve a real baby/toddler.

 

Where there is documented evidence that the service does not permit nappy changing or assistance with toileting by individuals who are not staff members, these skills may be demonstrated through simulation without involvement of a real baby or toddler, however, all aspects of the process must be clearly demonstrated for assessment.

 

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

 

Assessment must ensure access to:

  • areas for:
    • eating
    • food preparation
    • sleeping
    • playing
    • bathroom equipped with age-adjusted toilet or potties
  • equipment for:
    • eating:
  • bottles
  • solid food
  • heating equipment
  • utensils
  • high chairs
  • bibs
    • nappy changing
  • nappies
  • wipes
  • change table
  • receptacle
  • ointments / creams
  • gloves
  • nappy bags
  • paper towel
  • hand washing facilities
    • play:
  • appropriate toys
    • sleeping:
  • cots and bedding
  • Relevant aspects of National Quality Framework:
    • Education and Care Services National Regulations
    • National Quality Standard
  • service standards, policies and procedures for:
    • health and safety
    • relationships with children
  • babies and toddlers under the age of 24 months 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

24 Comments

Direct observation of nappy changing

"As a male assessor I do not feel comfortable observing a student directly changing a child's nappy in a centre I am not familiar at, without the permission of the child and their family which would also be challenging. I am also sure there will not be too many centres that will allow me to directly observe this. Simulation with a real baby isn't the answer either. While I understand the importance of this task. Evidence of a student completing this task should be able to be obtained through 3rd party by the students supervisor and through a simulation activity with a doll."

Marcus james Fegent 17.09.2020 01.05PM

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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? Even the simulation involves a real child are these children's rights less important than those in a Service?"

Janis Green 10.09.2020 01.12PM

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Assessment conditions

"Skills related to reflection and documentation may be demonstrated outside of the service and include experiences from work in non-regulated children’s education and care environments. Is this part of or different to the 160 hours defined in Performance Evidence which stipulates a regulated Education and care service or over and above? Suggestion: 40 hrs. out of 160 hrs. to be allowed In a family day care or home based environment which may incorporate Play group to meet these requirements."

Disha Nayyar 10.09.2020 10.51AM

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Authenticated third-party reports, other forms of evidences

"Define this clearly"

Disha Nayyar 10.09.2020 10.50AM

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Assessment conditions

"I have concerns around an external supervisor observing the student engage in activities/ routines with a young child whereby the child is vulnerable such as nappy changes and toileting. Many infants & toddlers are wary of strangers and it takes time to develop trust, which the student eventually does. However a supervisor attending from the RTO does not and this expectation or practice is not in line with respecting the rights of the child (and family). I think that "tasks" that require assessment / observtaion which place a young child in a vulnerable situation such as toileting, sleep, nappy changing, bottle feeding can be observed by the lead educator in the service who has been supporting the student. "

Kirsty Fantini 09.09.2020 10.59AM

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3 Replies

"Agree - this is not best practice in relation to child protection and the supporting the rights of the child."

Melanie Mayfield 09.09.2020 02.56PM

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"Agree, also, " but must involve a real baby/toddler. "This is not achievable in a simulation - what about the rights of the child?"

Disha Nayyar 10.09.2020 10.47AM

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"Totally agree Kirsty"

Janis Green 10.09.2020 01.13PM

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Direct observation

"It is not appropriate to require 'direct observation' of any task or interaction that could be deemed as a breach of privacy or sensitive in nature. We must ensure that we are respectful of children and families and educators. We can collect third party evidence for these sensitive tasks."

Cass B 04.09.2020 11.43AM

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2 Replies

"Agree Cass B"

Tracey Roxby 04.09.2020 02.39PM

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"Agree - children will be more comfortable with the familiar educators in the rooms and they can provide the evidence required. This ensures the interactions between the student and child are more authentic. The student is likely to feel more pressure to perform rather than interact and support the child's needs at these times."

Melanie Mayfield 09.09.2020 02.59PM

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Direct Observations

"As with previous comments there are aspects of this unit which should not be directly observed by an assessor such as assist a toddler with toileting. not appropriate due to privacy and also difficult to guarantee you will even see this during a visit. Also, the requirements around bottles are too rigid. Preparing a bottle is often not allowed by a student at many centres. then the statement that where there is documented evidence that the service does not permit any of the skills they can be simulated but with a real baby. Where are training providers supposed to get these real babies from for simulation? This should be allowed as a simulation without a real baby. Just simulate measuring, heating, cleaning etc, then directly observe or use 3rd party reports for the feeding of babies."

Amanda Grainger 02.09.2020 02.52PM

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6 Replies

"Agree Amanda"

Fiona Corish 04.09.2020 02.54PM

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"I agree, preparation of bottles can be completed via simulation"

Janine Johnston 04.09.2020 02.54PM

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"Agree Amanda families often provide bottles for their chn. Bottle preparation/sterilization could be stimulated"

kath ziemer 04.09.2020 02.54PM

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"Agree with Amanda, if the service's policy won't permit: feeding babies/toddlers, nappy changing, this should be allowed as simulation e.g. formula prep/sterilisation through simulation, nappy changing, feeding babies through simulation. In addition to this ECEC services have allocated staff , chefs or cooks to prepare food for children. Services won't permit students to prepare/cook food for babies and toddlers, this must be allowed as either through simulation or to assist the service's staff for meals time e.g. setting up environment for meals and maintaining appropriate interaction with children during meals time."

Disha Nayyar 07.09.2020 02.37PM

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"Great points. Simulation if done properly would allow demonstration of skills, particularly for preparation of bottles. The privacy issue is a concern when toileting children, are we being sensitive to their needs by intruding on this routine?"

Wendy Foord 07.09.2020 03.55PM

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"Agree - some great points raised here regarding simulation and service policy restrictions. Students could provide video evidence of simulated experiences eg bottle preparation etc"

Melanie Mayfield 09.09.2020 03.01PM

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Direct observation inappropriateness

"Some of these tsks need to be removed from the direct observation requirement: for example observing a baby/toddler being changed or dressed in the bathroom. For an assessor who is a stranger to a child- this is not appropriate to be standing there watching along with the student and in some centres policies, the supervisor also. We need to respect the role of the work place supervisor being able to sight and verify this and refer to ASQA's policy of collecting direct evidence over direct observation."

Nicola Johnston 28.08.2020 05.02PM

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Assessor Direct Observations

"For the requirement of "Performance Evidence must be directly observed by the assessor" can we please take into consideration remote training/assessing, as well as, current affairs with COVID19 in which Trainers are unable to enter Centre's to observe students. We need to consider the allowance of practical skills to be assessed via video or through video calls (like Zoom & FaceTime, in which recordings are not recorded for privacy). "

Penbe Durdu 19.08.2020 04.30PM

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4 Replies

"Totally agree! We need more clarification around "directly observed", can this be done by video evidence submission? For students accessing online mode of study and are many kilometres from the training organisations how can they be "directly observed"? The Validation documents and mapping refer to ASQA Factsheets, there are not direct factsheet on Assessment Conditions/Direct Observation. There will need to be further, more direct clarification around these Assessment Conditions requirements for directly observed by the assessor."

Jasmine Jeffrey 24.08.2020 02.40PM

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"Agree! 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 05.08PM

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"Agree - We need to consider current affairs (COVID) and rural/remote access to training. Students should not be disadvantaged due to these requirement when evidence can be gathered in other ways."

Melanie Mayfield 09.09.2020 03.03PM

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"I agree totally we need to do something but Video or even zoom observations of some of these extremely private interactions is just NOT appropriate. Children have a Right to privacy just because you don't record it does not mean you don't breach their privacy. We must use third party reports."

Janis Green 10.09.2020 01.16PM

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