Early Childhood Education and Care - Draft 2 Validation

CHCECE032_Nurture babies and toddlers Draft 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 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 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

Care routines

"Suggest wording change in application to include the need to individualise routines. 'It requires the ability to follow individual care routines for sleep, feeding, settling and toileting. "

Susan Downey 30.04.2019 08.10PM

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Unit application description

"The change in the title from nurture to provide care and the change in priority order for developing relationships in the application description are improvements."

Lorraine Walker 21.02.2019 02.36PM

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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 predictable, consistent and positive personal care routines suited to the child’s individual and cultural context.
    2. Identify and respond to opportunities for communication with babies and toddlers that support learning, development and wellbeing.
    3. Recognise and respond to the signs and cues of babies and toddlers, and provide physical comfort and calm reassurance to facilitate bonding.
    4. Identify ways of enhancing relationship-building skills through observation, discussion and reflection.
  1. Develop relationships with families.
    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 pro-active 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.
    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 child’s routines and needs.
    2. Attend to individual needs by feeding babies one at a time.
    3. Follow approved standards for safe storage, preparation and heating of formula, breast milk and other pre-prepared food
    4. Follow approved standards for cleaning of associated equipment and utensils.
    5. Offer a supportive environment for mothers to breastfeed according to service protocols.
  1. Create a healthy and safe supporting environment.

                

    1. Provide safe areas and encouragement 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.

11 Comments

PC 1.4

"This PC reads Identifying ways of enhancing relationship-building skills. This does not seem sufficient. Should be 'identify and demonstrate'"

Susan Downey 30.04.2019 08.15PM

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Element 5

"There is already PE in CHCECE031 around meal times. I believe this needs to either change in this unit to be 'infant/toddler' wording instead of 'child' if it is meant to be specific to the infant/toddler age groups, or the PCs and PEs should be strengthened in either CHCECE031 or CHCECE032 and only remain in one of the units if it is not age specific. Also in this section it also details information about feeding a bottle to a child. What would happen if the student does not have access to a child who is formula fed or breast fed? In the AC it states that they can simulate this with a real child, but this does not help if there is not access. Also, it states here formula and breast fed, however in the PE it only states formula. This is confusing and should be clearly defined in all areas. "

Nicole Kilner 31.03.2019 02.19PM

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Element 4

"I would like to suggest that the points relating to Toileting in Element 4 be moved to CHCECE031 as there is already information and PE relating to toileting in CHCECE031. This would be doubling up if it stays here also, which I believe is what is trying to be minimised. "

Nicole Kilner 31.03.2019 02.15PM

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language and application of PC's

"There is a level of complexity in the language of the PC’s creating multiple actions from subject statements i.e. PC 1.1 has 2 actions required and 3 variations – 9 actions. There is a lack of clarity or confusing language such as PC 1.4- Identify ways of enhancing relationship-building skills through observation, discussion and reflection. This could be simplified to - reflect on…. There are further PC’s that exaggerate any authority or access a student may have – Element 2 Develop relationships with families PC 2.1 Gather information from the family to assist in the transition from home to education and care service PC 2.2 Recognise family signs of stress at time of separation and identify appropriate responses. PC 2.3 Assist in the transition from home to care through pro-active engagement with babies/toddlers while family is still present. PC 2.4 Communicate daily with families about their child’s activities, sleeping and eating patterns according to service procedures. Is Element 2 not more appropriate to a diploma activity? Some of the language in PCs may create difficulty in assessing eg. Predictable – how is this determined? Performance evidence states that Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and the PE which would require demonstration of both knowledge and performance based tasks at least twice"

steven schumann 19.03.2019 12.04PM

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Elements and performance criteria

"More explicit elements at times are an improvement from Draft 1."

Lorraine Walker 21.02.2019 02.37PM

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Align Elements 5 & 6 with Infant Feeding Guidelines and 24-Hour Movement Guidelines

"We suggest that Element 6 – Create a healthy and safe supporting environment: • Include additional performance criteria for educators to provide opportunities throughout the day for babies to be physically active. This aligns with the Australian 24-Hour Movement Guidelines recommendations for babies to be physically active several times a day in a variety of ways. We suggest that for Element 5 – Promote quality mealtime environments: • Include additional performance criteria for educators to provide additional age-appropriate drinks in line with the Infant Feeding Guidelines. "

Anthea Leslie, NSW Health 18.02.2019 01.15PM

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ECE032 Performance Criteria

"- PC's are numbered 1.1/1.2 etc in each element. - 5.2 'Attend to individual needs by feeding babies one at a time' should this be realistic and state something like 'attending to individual needs by feeding babies providing one to one attention'? The sleep knowledge evidence includes a mention of caring for multiple babies and this might occur during feeding also."

Debbie Conway 19.12.2018 10.56AM

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4 Replies

"Agree - services rarely have the staff to feed babies one at a time!"

Karen Kearns 31.01.2019 03.50PM

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"Agree. When I read that I thought that it sounded quite unrealistic and although it's the ideal, it will not be able to happen so becomes difficult to demonstrate competence. I like your wording Debbie."

Penny Jaworski 04.02.2019 04.14PM

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"I also agree with Debbie. This is quite unrealistic in practice."

Tracey Rickard 26.04.2019 08.23PM

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"I agree with the other comments already made to this point and also services are now implementing policies that students are not to feed babies or children (food or bottles). "

Lisa Langdon 30.04.2019 02.01PM

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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.

Writing skills to:

  •  

Oral communication skills to:

  •  

Numeracy skills to:

  •  

Learning skills to:

  •  

Problem-solving skills to:

  • Liaise with families.

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

 

2 Comments

Add further information to the unit outline on behalf of ITANA

"CHCECE032_Nurture babies and toddlers Draft 2 4 – Requires inclusion of information about the importance of primary caregiving/secure attachment and key relationships with a consistent educator who through care moments invites active participation. This occurs through rich and full sentences in communication, of what will happen, providing a sense of attunement and full attention during these care moments and identifying when a child is ready to learn to use the toilet by observing child’s cues. 5.1 Promote positive and responsive mealtimes that are adapted to meet the individual child’s routines and needs and interactions and environments that foster active participation from the child/ren. 6.1 Provide safe areas and appropriate resources in age appropriate environments for babies to practise gross motor skills through free movement. "

Katherine Bussey 26.04.2019 03.04PM

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Numeracy Skills

"I believe numeracy skills are required in order to read and interpret formula labels and prepare a bottle of formula"

Nicole Kilner 31.03.2019 02.21PM

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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, using age-appropriate verbal and non-verbal communication and according to service and regulatory requirements:
    • change nappies
    • prepare formula, 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, 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 critically 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 children’s service of which 120 hours must be in a regulated education and care service in Australia.

16 Comments

Formula

"I suggest changing 'Formula' to 'bottle' as not all students will have access to formula fed children whether it is in a setting or simulated experience. I do believe it is important to know how to do this, but in this case, both here and in the AC a real child is needed. I suggest having to complete the 2 bottles, regardless of the milk type and then simulate a formula bottle preparation if unable to be shown with a real child. This way, they can still demonstrate two bottles, but potentially add a further preparation of a bottle if formula feeding was not originally observed. "

Nicole Kilner 31.03.2019 02.31PM

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PE clarity

"Performance evidence states that Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and the PE which would require demonstration of both knowledge and performance based tasks at least twice The performance evidence part of a unit is intended to demonstrate the application of PC, so in this case even when assessment of PCs are completed, tasks need to be assessed separately for PE? Although there is a statement that addresses access to tasks for assessments: ‘where there is documented evidence that the service does not permit performance of any of the above skills …. Those skills may be demonstrated in a simulated environment but must involve a real baby/toddler…. This statement appears to be making an assertion that simulation tools such as employed successfully for generations are not valuable learning tools and also without consideration of old and new technology being used in nursing, first aid, medicine, aeronautics, engineering where high risk and high resource investment situations are trained in #D modelling, simulations, augmented and virtual reality. It could be challenging to invite a real baby/toddler into new environment and would possibly create a less than positive environment, would the parents accept the invitation and allow strangers to handle their baby/toddlers, would parents of a baby in a centre allow a student to undertake these activities with an RTO assessor and without a supervisor? What number of people is appropriate in a toileting space? How many people can be in a room for this activity? How can the situation be normal or not produce stress for the child being observed? If not in a centre – a kindergarten, preschool or home day care without they required age group, how can the student be assessed? Are students or RTOs going to be required to provide babies and or toddlers? If not part of the everyday environment for the baby or toddler achievement of element 1 Develop relationships with babies and toddlers, Element 4 Provide positive nappy-changing and toileting experiences, Element 6 and assessment conditions would be difficult if not impossible. This unit definitely applies to Early Childhood Education centres however it does not cover kindergarten, preschool or home day care services which represent a significant percentage of the sector. If the unit does not apply to the whole sector should it be a core unit or adapted to be non-biased?"

steven schumann 19.03.2019 12.05PM

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6 Replies

"I agree, even on practical placement some services have policies restricting students from changing nappies or bottle feeding babies. Simulations enable students to practice until they feel confident. If they have a proactive learning environment on their prac placement they are very lucky and are supported to complete all the required tasks in a nurturing way. We can arrange playgroups etc. where parents are present when students change nappies but that can be distressing for a child because there isn't sufficient time to develop relationships first. "

Anne Parker 29.04.2019 11.46AM

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"I think this whole debate highlights a lack of understanding of the role of the employer. All undergraduate training - VET/university can only provide a sound foundation for educator skills, knowledge and practices. Once employed, new graduates must continue with their learning - the skills and expertise of the workplace supervisor acting as a mentor is an essential component of ongoing on-the-job training that complements and builds on undergraduate training. "

Karen Kearns 29.04.2019 04.25PM

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"I agree-Mentoring in the workplace is important for any new worker whatever their level, sometimes I feel that expectations for skill/confidence levels of new graduates has risen over the years-we need to be more caring, compassionate and helpful to our workforce"

Anne Parker 29.04.2019 04.32PM

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"Yes - I think there is a real lack of understanding of competency based training or perhaps (and more likely) we have moved away form its original intent. The AQF levels appear to be completely ignored and we a now battling with reviews such as this one where the skills, knowledge and understanding/application far exceed what should be expected of a Cert 3 and, to a degree, Diploma students. I fear we have lost the plot! "

Karen Kearns 29.04.2019 04.39PM

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"I agree too, if a student is on placement they are there to gain hands on experience. If they stay in training without this, they will never be competent in the workplace at completion. Services need to think about their restrictions on students and decide if they want competent graduates. Placement students are always (should be) supervised, so not sure what is happening here and why so many restrictions. If the student was not there the task will need to be done, if the student is being supervised the same staff member will be involved."

Debbie Conway 29.04.2019 04.43PM

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"Well said Debbie. The ECA Code of Ethics states that educators have an ethical obligation to mentor and support students. With all these increasing restrictions how will we end up with competent graduates who have had adequate hands on experience?"

Susan Downey 30.04.2019 08.21PM

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0-12 mth requirement

"This could be restrictive for some services and educators. If students are competing this qualification in rural or FDC settings, they may not have access to children of this age and quantity. I understand that 0-12 mth old children have different needs to 1-2 year olds but keeping the age range 0-2 makes these requirements more flexible for students and will not disadvantage them in any way. "

Carla Scalia 03.03.2019 11.27AM

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Performance evidence

"Including separate assessment requirements for toddlers is an improvement."

Lorraine Walker 21.02.2019 02.37PM

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1 Reply

"agreed!"

Nicole Kilner 31.03.2019 02.33PM

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Clarrification

"Age of infants has been clarified as 0-12 month. Toddler also needs clarification and definition of a toddler is 12-36 months. Increased clarity will support validity of assessment, as well as reflect industry groupings "

Kirsty Fantini 30.01.2019 06.47PM

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1 Reply

"I definitely agree with this comment"

Nicole Kilner 31.03.2019 02.33PM

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Performance evidence

"Dot point 4 : clarification is required around the 40 hours that may be undertaken in a place other than a regulated ECEC service. How will assessment in these circumstances be valid for assessing the care of babies and toddlers?"

Robyn Jurd 25.01.2019 12.46PM

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ECE032 Performance Evidence

"Agree with the order of the PC's. Educators need to develop relationships with children and families as a priority, rather than launching into routines. - PE (13) relating to critical reflection and 'other educator relationships with babies/toddlers', is open to criticism of other educators. Should the critical reflection on other's be included at Cert III level? If the intention is for the learner to understand how other educators have been influenced, then maybe that needs to be clearer."

Debbie Conway 19.12.2018 11.01AM

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1 Reply

"Critical reflection is not a skill that should be expected at AQF Level 3"

Karen Kearns 31.01.2019 03.52PM

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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
    • 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
  • 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:
    • 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 Infant Death Syndrome
  • sleep patterns of babies and toddlers, and individual variations:
    • duration
    • timing
    • rituals
    • considerations when caring for multiple babies
  • 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 washing – 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
    • delivery
  • possible parental involvement in feeding and how this can be supported by the educator:
    • breastfeeding
    • other types of involvement
  • safe and unsafe practices for working with babies and toddlers:
    • how to hold babies and toddlers of different ages
    • hazards
    • what makes a safe environment.

4 Comments

knowledge evidence

"Some overlap with CHCECE35 stages of development and developmental domains. Considering the depth of knowledge required for that unit is this needed again here."

Susan Downey 30.04.2019 08.41PM

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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."

Lorraine Walker 21.02.2019 02.37PM

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Knowledge evidence

"Much if the knowledge evidence overlaps with chns health & safety - all duplication should be removed. What does ‘concepts’ of Staying Healthy actually mean in terms of assessment? Much of the Content in this doc is already covered in chns health & safety. What constitutes ‘basic’ aspects of current/emerging research on baby/toddler brain development? "

Karen Kearns 31.01.2019 04.04PM

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ECE032 Knowledge Evidence

"Like the clarity and inclusion of staying healthy. - KE (first dot point) should this be National Quality Framework(NQF)? This would then not need to outline laws and regulations. It also contradicts the assessment conditions if not included as the NQF as they include the relevant approved national learning frameworks which are not included in the knowledge evidence currently. - KE (36) hand washing. should this be 'hand hygiene' so that sanitizing and gloves are all covered as well. KE (40) 'procedures for formula, breast milk and other prepared food: delivery', does this mean food provided by others for example, parents or outsourced foods? This may need to be clearer. - KE (42) '...feeding and how this can be supported by the educator: other types of involvement', seems like a open point of evidence when everything else is so defined. Can this be clearer? - KE (43) 'how to hold babies and toddlers at different ages' should this be manual handling including how to hold babies and toddlers?"

Debbie Conway 19.12.2018 11.10AM

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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 formula, 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, toddlers or children must be supervised by a qualified early childhood educator.

 

Skills related to reflection and documentation may be demonstrated outside of the service and include experiences from work in non-regulated 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.

 

Assessment must ensure access to:

  • areas for:
    • eating
    • food preparation
    • sleeping
    • playing
    • bathroom equipped with age-adjusted toilet or potties
  • equipment for:
    • eating:
  • bottles
  • formula
  • solid food
  • heating equipment
  • utensils
  • high chairs
  • bibs
    • nappy changing
  • nappies
  • wipes
  • change table
  • receptacle
  • ointments / creams
    • play:
  • age-appropriate toys
    • sleeping:
  • cots and bedding
  • Relevant aspects of National Quality Framework for Early Childhood Education and Care:
    • Education and Care Services National Regulations
    • National Quality Standard
    • the relevant approved national learning framework
  • 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.

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

LINKS

 

9 Comments

Assessment conditions limitations

"Assessment conditions state: observation and third-party reports must be supplemented by other forms of evidence – if the assessment requires being directly observed by an assessor why is supplementary evidence also required as there is also knowledge assessment to underpin the learning Suggest replace 'Directly observed' with 'Direct evidence needs to be gathered to demonstrate'..." Simulation tools are valuable and are employed successfully in nursing, first aid, medicine, aeronautics, engineering where high risk and high resource investment situations are trained in #D modelling, simulations, augmented and virtual reality. It could be challenging to invite a real baby/toddler into new environment and would possibly create a less than positive environment, would the parents accept the invitation and allow strangers to handle their baby/toddlers, would parents of a baby in a centre allow a student to undertake these activities with an RTO assessor and without a supervisor? What number of people is appropriate in a toileting space? How many people can be in a room for this activity? How can the situation be normal or not produce stress for the child being observed? If not in a centre – a kindergarten, preschool or home day care without they required age group, how can the student be assessed? Are students or RTOs going to be required to provide babies and or toddlers? If not part of the everyday environment for the baby or toddler achievement of element 1 Develop relationships with babies and toddlers, Element 4 Provide positive nappy-changing and toileting experiences, Element 6 and assessment conditions would be difficult if not impossible. "

steven schumann 19.03.2019 12.09PM

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""

Barbara Killick 14.03.2019 04.10PM

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Simulated environment with a real baby or toddler

"Tasks such as nappy changing, bottle feeding etc can be performed in a simulated environment but must include the use of a real baby or toddler? This is just outright ridiculous, dangerous and not in the best interests of CHILDREN. Are RTO staff expected to bring their own children in to classes for students to change their nappy over and over just to meet these requirements? What if the student or assessor doesn't have a child of their own - Go to the local park and ask for families to allow us to change their childs nappy so that the student could meet this requirement? Does this mean RTO staff can go to a students home to observe the student change their own child's nappy and make them a bottle?! If the expectation is for a student to undertake nappy changes, bottle feeding, food prep and other basic day to day tasks of an Educator as per the regulatory and service policy requirements- then this needs to be demonstrated in an ECEC service. ECEC services need to reflect on their role as 'mentors' whilst a student is attending vocational placement and ensure they are supporting ther student to experience and develop confidence in all of these required tasks- adding 'real babies and toddlers' in to a simualted environment is not the answer to this issue! "

Ashleigh Smith 06.03.2019 02.44PM

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the number of children

"The unit has captured what is required well in the elements and criteria. The performance evidence s also good my concern is around the number of children being raised from 3 to 4. It is good to see that this can be completed outside f a regulated service and where services do not allow nappy changing by students, which is growing. The toileting for many toddlers will still be nappy changes as children are toileting later now, and as the regulator requires mountains of paperwork for each child, not columns, the amount of documentation will be overwhelming. I would prefer 1 x baby 0-1 and 1 x 1-2 or 2 0-2."

Robyn O'Neill 03.03.2019 12.03PM

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Assessment conditions

"'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.' Clarity is required around this statement; how will learners be following the appropriate practices outside a registered ECEC service? I can envisage a situation where a baby will be brought to an RTO for a class of learners to conduct a nappy change assessment."

Robyn Jurd 25.01.2019 12.58PM

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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'...""

Nicola Johnston 15.01.2019 06.16PM

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"Again, no consideration has been given to how assessment can be directly observed in rural and remote areas. Please change to direct evidence instead of directly observed."

Sue Boyce 27.02.2019 12.12PM

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ECE032 Assessment Conditions

"Like the clear definitions of what is needed and how things happen. - what does it mean 'observation and third-party reports must be supplemented by other forms of evidence? Does this means the assessor observations or documentation of the third party reports??? - the statement about interactions must be supervised by a qualified early childhood educator, does this mean at all times? If so, how would this occur in Family Day Care?"

Debbie Conway 19.12.2018 11.16AM

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"We also questioned how 'the statement about interactions must be supervised by a qualified early childhood educator' could be implemented in a family day care setting."

Robyn Jurd 25.01.2019 12.40PM

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