Early Childhood Education and Care - Draft 2 Validation

CHCECE031_Support children's health safety and wellbeing Draft 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 and individual medical requirements. It requires the ability to minimise risk and ensure appropriate supervision at all times.

 

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

 

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

PREREQUISTE UNIT

Nil

COMPETENCY FIELD

Early Childhood Education and Care

UNIT SECTOR

Children’s Education and Care

2 Comments

Unit application description

"The inclusion of wellbeing is an improvement."

Lorraine Walker 21.02.2019 02.32PM

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1 Reply

"we are child learning India has launched one education application that is parent teacher app. its help you to communicate with teacher by sitting at home. there are so many features available in this application for more you can follow our website : https://childlearning.in/"

Jenny Katler 16.04.2019 02.29PM

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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. Follow 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 and role-modelling.
    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 families.
    2. Maintain confidentiality in relation to children’s individual health needs.
    3. Follow 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 families according to service policies and procedures.
  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. Follow service food safety 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 age-appropriate quiet 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 about individual children’s rest and sleep patterns.
  1. Supervise children.
    1. Follow service procedures for active supervision of children.
    2. Engage with children around supervision requirements using positive communication.
    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.
    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 procedures.
    2. Use, store and label dangerous products according to manufacturer’s instructions and service procedures.
    3. Follow service procedures for the safe collection of each child, ensuring they are released to authorised people.
    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. Promote sun safety to children and implement measures to protect children according to service procedures.
    2. Check toys and equipment are safe for children and safe to use in their proposed area.
    3. 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.
    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.

19 Comments

Combining units

"Merging these units has meant a significant amount of content from CHCECE004 Promote and provide healthy food and drinks has been removed including menu planning and food safety. This is a unit that is often completed as a single unit SOA for those in a service who are involved in preparing and handling food. HLTFSE001 has been introduced as an elective however does not cover menu planning or nutrition. To complete a menu planning unit from the health training package requires RTO’s to cover significant assessment conditions which are not easily achieved by an RTO who does not employ a dietician. Recommendation: Merge CHCECE002 and CHCECE003 however keep CHCECE004 as a separate unit. "

ECTARC Illawarra Area Child Care 25.03.2019 11.10AM

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2 Replies

"I agree CHCECE004 was requested as a separate unit by services who wished their cooks and their menu coordinators to update their skills in nutrition and following the national guidelines for healthy eating (and special diets) across the age ranges. "

Anne Parker 25.03.2019 02.45PM

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"Is there a reason why cooks and menu coordinators are not completing professional development, food handling courses or other relevant units or certificates? How far can we diversify the qualification to meet all possible scenarios?"

Debbie Conway 25.03.2019 03.38PM

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Element 8

"I'm not sure that the 3 PC's "assist children to respond to risks". Is the intention to remove risk, have children self assess risk along with the student, or a hazard identification task??? Needs clarity. "

Dawn Benjamin 22.03.2019 06.20PM

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Unit

"Including another two units will be overwhelming for an entry level student. They will not be able to develop meaningful skills and practices with such a large amount of content in one unit."

Hannah Peachman 11.03.2019 02.05PM

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Where has menu planning gone?

"The following comments from Western NSW Local Health District, Munch & Move Team are primarily on relevant links to the Munch & Move program. It is pleasing to see a greater emphasis on healthy eating and physical activity in this draft, including increasing educators’ knowledge on obesity, referencing sleep from the Australian 24-Hour Movement Guidelines and the inclusion of the fundamental movement skills to support the learning and development of young children. We certainly support the stronger coverage of Munch & Move elements in unit CHCECE031, however from a local perspective, the removal of menu planning, will have a considerable impact on the training and support we are currently partnering with TAFE Western to offer to local ECEC service cooks. Not addressing menu planning presents a significant gap as it does not foster the knowledge and skills to support Regulations 78 (Food and Beverages) and 80 (Weekly Menu) to develop and display the weekly menu that aligns to the healthy eating guidelines. ECEC services are an ideal setting to promote and serve healthy foods, snacks and beverages, hence the inclusion of these competencies would be a positive development for educators, cooks and others working in ECEC services. Small screen time is a key part of the Australian 24-Hour Movement Guidelines however have been missed in this draft. Small screen devices have become a common part of society and daily living for many families. Screen time behaviours during childhood have been shown to flow into adulthood. It has also been reported that limiting the use of small screen recreation to education or movement/physical activity purposes can have a positive impact on both activity levels and sleep behaviours. It is therefore crucial for training early childhood educators to learn the importance of and know how to role model appropriate use of screens to children in ECEC services. Information and recommendations to include in the unit can be found at: www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-act-guidelines Thank you for your consideration of the points raised."

Emma F Western NSW Local Health District 28.02.2019 03.23PM

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more

"2. 1.3 Identify practices that are not consistent with requirements and procedures and take corrective action within level of responsibility. (is this picking up on others not washing hands properly? 3. 2.5 Maintain knowledge of children’s health needs by seeking and sharing information with families. (is this purely sending out information on particular health needs for information because surely parents would know all about their individual child’s health needs 4. Element 2.5 Observe and respond to signs of illness and injury in children and systematically record and share this information with families according to service policies and procedures. Are they asking students to report directly to families or will the service policy have a restriction in place for students? 5. Element 7.4 Assist in the supervision of every person who enters the service premises through observation and reporting. How will they know as a student who isn’t supposed to be there and is this really their role? 6. 9.2 Liaise with families to ensure children who are unwell are excluded according to service policies and procedures. Not sure they will allow students to do this and its very early for them to make decisions about the wellness of children "

Sue Dahlenburg 28.02.2019 10.04AM

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2 Replies

"It does add in the assessment conditions -Skills related to responding to situations where the health and safety of children may be compromised may be demonstrated through simulated activities and scenarios. Maybe this could be re-worded to be inclusive of those situations you have mentioned."

Anne Parker 25.03.2019 02.52PM

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"It does add in the assessment conditions -Skills related to responding to situations where the health and safety of children may be compromised may be demonstrated through simulated activities and scenarios. Maybe this could be re-worded to be inclusive of those situations you have mentioned."

Anne Parker 25.03.2019 02.52PM

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Performance criteria

"2.1 - add sharing information with 'staff' and families (scope of own role and service procedures). 2.5 - add sharing this information with 'staff' and families (scope of own role and service procedures). 5.1 – remove ‘in consultation with families’ to ‘in consultation with a qualified educator’ 5.2 – Provide ‘developmentally appropriate’ instead of age-appropriate 6 – Add following ‘regulations’ for active supervision of children. 7.2 - Add ‘according to regulations’ 7.3 - Add following ‘regulations’ 9.2 – Liaise with families and staff – qualified diploma responsibilities "

Sue Dahlenburg 28.02.2019 09.57AM

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1 Reply

"His Sue, Regarding 'within scope of own role and service procedures', I think that in a training package that we need to just have the PC,PE,KE (without that statement) as expressing the ideal expectation. The 'scope of own role etc' is a separate point that is part of the ethical and legal units. When we add 'within scope of own role and service procedures' I feel we are lessening the importance and it gives the impression that if the service or position description don't include this, then it is not a required action/knowledge in any capacity."

Debbie Conway 28.02.2019 10.12AM

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Elements and performance criteria

"1.3 – the addition of also reporting would be more explicit so that students are aware of this requirements (i.e. ‘Identify and report practices that are not consistent’). 2.3 – add clarity about long-term medical conditions to knowledge evidence The addition of ‘according to service policies and procedures’ and ‘within the scope of the service requirements ‘in Draft 2 makes it clearer for a student. "

Lorraine Walker 21.02.2019 02.33PM

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CHCECE031 - PC6.2

"Need to clarify PC6.2 Engage with children around supervision requirements using positive communication. It's intention is not clear."

Debbie Conway 20.02.2019 11.50AM

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Strengthen performance criteria related to children's nutrition

"We support the inclusion of childhood obesity; nutrition and its role in healthy lifestyle and physical activity as required knowledge for this unit. This inclusion is important because: • Childhood overweight and obesity is a serious public health concern, contributing to long term chronic disease and reduced life expectancy. More than 1 in 5 children in NSW are above their healthy weight and over 80% of obese children go on to become obese adults. • ECEC services are key settings to establish healthy habits in the early years and contribute towards the prevention of childhood obesity. The World Health Organisation’s 2016 Report of the Commission on ending childhood obesity identifies ECEC settings as a key preventive health setting and recommends only healthy foods, beverages and snacks are served, physical activity be incorporated into the daily routine and the engagement of community to promoting healthy lifestyles to children. These recommendations align to the National Quality Framework. • The National Quality Standard highlights the importance of providing nutritious food to children under Quality Area 2 - Element 2.1.3 including having a menu and/or encouraging families to bring foods that are consistent with the Australian Dietary Guidelines. As CHCECE004 has been removed and incorporated in CHCECE031 we recommend strengthening the performance criteria associated with Elements 3 and 4. Promote physical activity and Promote healthy and safe eating for the following reasons: • 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. • There is no national formal qualification for ECEC service cooks that address menu planning/nutrition information, removing this from the certificate for educators further reduces the likelihood of an ECEC staff member having the knowledge and skills to develop a healthy service menu consistent with health eating guidelines. While NSW Health offers professional development and support to NSW services a national approach is needed to ensure that educators are equipped with the knowledge and skills to provide food and drinks that are nutritious and appropriate for each child. • 1.2 Model, reinforce and implement healthy eating and nutrition practices with children during mealtimes has been reworded within CHCECE031 to 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. Other recommendations: • Include reference to the Infant Feeding Guidelines within the knowledge evidence. These guidelines provide evidence-based advice to support breastfeeding and transition to solids which are part of supporting children’s health. They are referenced within the assessment criteria but not referenced anywhere else in the unit. • Include limiting use of small screen recreation as an Element within a unit to make the competencies consistent with the Australian 24 Hour Movement guidelines for the early years in November 2017. The units have been updated to reflect the inclusion of sleep however sedentary behaviour has not been referenced. (Please see Department of Health website for recommendations: www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-act-guidelines). Behaviours associated with screen time during childhood have been shown to track into adulthood leading to an increased risk of overweight and obesity. Therefore it is important for educators to understand and demonstrate how to use screens appropriately in ECEC services."

Anthea Leslie, NSW Health 18.02.2019 01.12PM

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CHCECE031

"this unit is big, but its much better than the repetition between CHCECE02, 03, 04. I have looked at how it pulls together and its not bad. When you teach you break things into chunks anyway ie: teach illness, teach sleep and rest etc. I wonder if the elements '7. Minimise risks in the environment ' and '8. Assist children to respond to risks' should be combined into one. We also jump a little from '2. Support each child's health' and '9. Provide a safe and healthy environment' and they might be pulled together and tightened."

Debbie Conway 12.02.2019 01.21PM

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Unit content

"Content of this unit is huge! It is essentially three units collapsed into one. It will be complex to assess and learners will likely feel overwhelmed with assessment tasks!"

Karen Kearns 23.01.2019 06.00PM

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2 Replies

"I agree Karen far too large it is 3 units under one title very poor planning "

Janis Green 01.02.2019 04.18PM

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"I agree with this. I also feel that some of the skills in this unit are at a higher level than a Cert III."

Penny Jaworski 04.02.2019 04.09PM

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Element repeated as P.C

"P.C 1.1 is just the Element repeated as does not include the 'Why' i.e The standard of performance"

tony woolrich 08.01.2019 02.46PM

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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:

  •  

Numeracy skills to:

  •  

Learning skills to:

  •  

Problem-solving skills to:

  •  

Initiative and enterprise skills to:

  •  

Teamwork skills to:

  •  

Planning and organising skills to:

  •  

Self-management skills to:

  •  

Technology skills to:

  •  

UNIT MAPPING INFORMATION

No equivalent unit.

 

LINKS

 

1 Comments

CHCECE031

"If we are starting to refer to Staying Healthy, it should be in this unit?"

Debbie Conway 12.02.2019 01.10PM

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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
    • assist one or more children during mealtimes
    • assist a child with toileting
    • assist a child with dressing / undressing
    • assist 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 children’s service of which 120 hours must be in a regulated education and care service in Australia.

3 Comments

Performance evidence

"Inclusion of demonstrating active supervision is an improvement."

Lorraine Walker 21.02.2019 02.34PM

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CHCECE031 PE

"I would like to see hygiene of the student being include, not just how they help children. ie: washing/sanitising their own hands consistently and effectively."

Debbie Conway 12.02.2019 01.11PM

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1 Reply

"I agree, We cannot assume students know this."

Sue Boyce 27.02.2019 12.07PM

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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(s) 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
    • 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 and food safety:
      • meaning of airborne, food-borne and infectious diseases, and ways that individuals can transfer and spread these
      • personal hygiene
      • importance of service cleanliness
    • personal health:
      • childhood obesity
      • common childhood medical conditions and their signs, symptoms and characteristics and associated risk management requirements
      • food allergies and high-risk foods
      • 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
      • 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
    • 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 quiet 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
  • principles of infection control
      • causes of infection
      • how infections are spread
      • methods used to prevent infection
        • 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

3 Comments

NQS

"I would suggest adding in a relation to QA6 as well as QA2 of the NQS as there are points in which students are required to interact effectively with families, so having an understanding of this QA may also help in this unit. "

Nicole Kilner 31.03.2019 02.08PM

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Knowledge evidence

"Draft 1’s version of the first point was more comprehensive: ‘the National Quality Standard(s) applicable to this unit: what it is / they are; the outcomes that contribute to the standard(s) being achieved; the link to the relevant approved learning framework.’ This list needs to also include the National Regulations as they are listed in the assessment section. Long-term medical conditions (see PC 2.3), their management and legal and NQF implications to be identified to ensure inclusion. Include all of the recommended resources listed in the assessment conditions section as they differ. "

Lorraine Walker 21.02.2019 02.35PM

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1 Reply

"Where is the knowledge evidence related to "wellbeing"?"

Sue Dahlenburg 28.02.2019 08.44AM

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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 his/her hands
    • assist one or more children during mealtimes
    • assist a child with toileting
    • assist a child with dressing / undressing
  • observation must be supplemented by third party reports and other forms of evidence
  • interactions with babies, toddlers or children must be supervised by a qualified 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
  • 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 for Early Childhood Education and Care
    • Education and Care Services National Regulations
    • National Quality Standard
    • the relevant approved national learning framework
  • children in a regulated education and care service.

 

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

LINKS

 

7 Comments

Simulations and Scenarios

"I believe this section detailing the reasons for simulation and scenarios should include information about when a student does not have access to a situation in which they can perform the skill, as currently it only explains that it can occur when it may hinder a child's health. An example is if a student does not have access to a child with a long term medical condition then they will not be able to meet the requirements for PE 2.3"

Nicole Kilner 31.03.2019 02.06PM

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CHCECE031 KE

"I like that the recommendations (Australian Dietary Guidelines and Australian Guide to Healthy Eating) states 'or their successors'. I think this should be included wherever publications, guidelines etc are listed."

Debbie Conway 09.02.2019 12.28PM

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hours

"Skills must be demonstrated in a regulated education and care service in Australia the unit states must be demonstrated in regulated education and care setting - so why are we allowing the additional 40 hours to be outside the scope of the must requirement - there is no relevance to the unit "

Jessica Gwynne 16.01.2019 12.42PM

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1 Reply

"the additional 40 hours is often used onsite in a playsession where students first practice their skills with a teacher present to prepare for placement . Adds to student's confidence as well as helping assessors ensure students are ready . Doesnt always happen like this but its ideal when it does and places a little less strain on services "

Sue Wyatt 23.04.2019 02.50PM

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Directly observed

""Alternate assessment method needs to be included for the circumstances where this can not OR does not occur. Suggest replace 'Directly observed' with 'Direct evidence needs to be gathered to demonstrate'..." We also should not discredit our qualified supervisors in the industry who can verify observing these tasks also."

Nicola Johnston 15.01.2019 06.14PM

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2 Replies

"Agree with Nicola "

Sue Wyatt 23.04.2019 02.51PM

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"Agreed. All of the requirements of this unit may not be able to be directly observed on placement."

Tracey Rickard 26.04.2019 08.50PM

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